Your teaching team: Darnell Fine
Morgan Penn
Ben Weber
(Ed Abbott, mentor).
Class time: 8:00am – 9:50am (Monday through Friday).
Room: 165 (Week one 7/2-7/6); 163 (Monday 7/9); 166 (Tuesday 7/10);
Smith-B 107 (Wednesday 7/11-Thursday 7/12); 163 (Friday 7/13); 141 (Weeks three and four 7/16-7/27).
COURSE OBJECTIVES
- To question and analyze history to critically think (past)
- To compare and contrast past with present (present)
- To use knowledge in your lives (future)
CONTENT
FINAL ASSESSMENT PROJECT:
You will synthesize the concepts and objectives you have learned through;
1) Team
Projects/Presentations (using a variety of forms or modes of
expression—at least two) and,
2) Individual Portfolios (collection of work, class notes, introduction, summary, self-reflections throughout portfolios, notes on team projects/presentations)
WEEK ONE:
What does it mean to be American?
Who’s perspectives have been silenced and/or marginalized?
How does the telling of history influence certain myths about our national past? How does this affect identity?
MONDAY 7/2: Class expectations.
Introductions/ice breakers/bio poems.
Prior Knowledge.
TUESDAY 7/3: Explore some reasons behind “historical amnesia.”
Examine historical myths.
The 4th of July as collective celebration?
Idea of identity and different perspectives.
Fredrick Douglas on the 4th of July.
WEDNESDAY 7/4: Off.
THURSDAY 7/5: Brown University’s Slavery and Justice Report.
Slave trade, triangular trade, and provisioning
trade
Perspectives and what evidence remains /is consulted by historians.
FRIDAY 7/6: Brown University’s Slavery and Justice Report.
WEEK TWO:
How have forms of representation evolved since slavery?
What are the consequences of “dehumanization?”
What factors contribute to a given personal or social perspective?
What can we discover about the process of identity formation?
MONDAY 7/9: Representations during slavery: the dynamics of
dehumanization.
TUESDAY 7/10: Representation, mediation, and identity.
Slavery and abolition.
WEDNESDAY 7/11: Representation continued.
Jim Crow.
THURSDAY 7/12: Representation continued.
Contemporary examples and historical roots.
FRIDAY 7/13: Contemporary issues in representation.
Then and now connections.
WEEK THREE
What are the economic legacies of slavery?
What are the social legacies of slavery?
How is past injustice imbedded and perpetuated in institutions?
How have education and the school system evolved over time?
MONDAY 7/16: Economics of slavery.
TUESDAY 7/17: The relationship between capitalism and antislavery
Industrialization in the North and the maintenance of the plantation economy.
WEDNESDAY 7/18: Post-emancipation. Reconstruction. Jim Crow.
THURSDAY 7/19: Contemporary issues. Social reform.
The American educational system.
FRIDAY 7/20: Then and now connections.
WEEK FOUR
How can you use your knowledge of slavery and its legacies in the present?
How can you demonstrate a critical approach to history and historical evidence through your projects and presentations?
What can we synthesize about what we learned in this course?
What will you do?
MONDAY 7/23: Work on team projects in class.
TUESDAY 7/24: Work on team projects in class.
Individual portfolios due in class.
WEDNESDAY 7/25: Team presentations.
THURSDAY 7/26: Team presentations.
FRIDAY 7/27: Shabooya. Surprise!
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