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Education
100W
(Fall 2007)
Professor: Hilton Kelly, Ph.D. What is the origin and legacy of “Jim Crow” in the United States? During the Age of Jim Crow, how did generations of white and black children learn race and racism? What are the public and hidden transcripts of resistance to white supremacy across race, gender, and class? What are examples of continuity and change in race relations from roughly the 1870s to the 1970s? These are some of the questions that we will encounter in this course. From the perspectives of white and black southerners, we will examine oral histories, literary narratives, and visual representations of numerous topics: “Jim Crow” education, white supremacy, disenfranchisement, lynching, rape, resistance, interracial harmony, and desegregation. Students will be introduced to various approaches to writing for critical engagement and for college success. Students will also analyze films and videos as complex texts that can be viewed through multiple and intersecting lenses. Course requirements include various writing assignments, such as film analyses, critical book reviews, short analytical papers, and a major research paper. Required Texts: Hacker, Diana. (2006). The Bedford Handbook. (7th ed.). Boston: Bedford. Chafe, W. H., Gavins, R., Korstad, R. (Ed.). (2001). Remembering Jim Crow: African Americans Tell About Life in the Segregated South. New York: Free Press. Packard, J. M. (2002). American Nightmare: The History of Jim Crow. New York: St. Martin’s Griffin. Ritterhouse, J. (2006). Growing Up Jim Crow: How Black and White Southern Children Learned Race. Chapel Hill, NC: The University of North Carolina Press. Sokol, J. (2006). There Goes My Everything: White Southerners in the Age of Civil Rights, 1945-1975. New York: Knopf. Aug. 28 Introduction to the course Aug. 30 The Birth of Jim Crow C. Vann Woodward, The Strange Career of Jim Crow, Introduction, Chapters 1 Read section on “Constructing Reasonable Arguments” in The Bedford Handbook (pp. 489-504) Sept. 4 The Birth of Jim Crow: A Debate C. Vann Woodward, The Strange Career of Jim Crow, Chapter 2 Howard N. Rabinowitz, "From Exclusion to Segregation: Southern Race Relations, 1865-1900" Summary Essay Due: Constructing Reasonable Arguments Sept. 6 Remembering Jim Crow Remembering Jim Crow, Editorial method and Introduction Richard Wright, "The Ethics of Living Jim Crow: An Autobiographical Sketch” Sept. 11 Film Analysis: “Birth of a Nation” (1915) Argumentative Essay Due: Evaluating Arguments Sept. 13 Film Analysis: “Birth of a Nation” (1915) Work on research proposal abstract Sept. 18 Library Orientation Read section on “plagiarism” in The Bedford Handbook (pp. 576-579) and work on research proposal abstract Sept. 20 American Nightmare Prologue & Chapter 1 **Pre-Reading Form Due Sept. 25 American Nightmare Chapter 2 and work on research proposal abstract Sept. 27 American Nightmare Chapter 3 & Research Proposal Abstract Due Oct. 2 American Nightmare Chapters 4 & work on annotated bibliography Oct. 4 American Nightmare Chapter 6 & work on annotated bibliography Oct. 9 Film Analysis: “Rosewood” (1997) **Critical Book Review Due Oct. 11 Film Analysis: “Rosewood” (1997) Work on annotated bibliography Oct. 16 Fall Break Oct. 18 Growing up Jim Crow Introduction & Chapter 1 **Pre-Reading Form Due Oct. 23 Growing up Jim Crow Chapter 2 & work on annotated bibliography Oct. 25 No Class (American Educational Studies Association Conference) Oct. 30 Growing up Jim Crow Chapter 3 & annotated bibliography Due Nov. 1 Growing up Jim Crow Chapter 4 & work on research paper Nov. 6 Growing up Jim Crow Chapter 5, Conclusion, & work on research paper Nov. 8 Film Analysis: “Once Upon a Time When We Were Colored” (1995) Work on research paper Nov. 13 Making Revolution Irresistible Robin D. G. Kelley, “’We Are Not What We Seem’: Rethinking Black Working Class Opposition in the Jim Crow South” Anne Moody, excerpt from “Coming of Age in Mississippi” **Critical Book Review Due Nov. 15 There Goes My Everything Introduction & Chapter 1 **Pre-Reading Form Due Nov. 20 Thanksgiving Break Nov. 22 Thanksgiving Break Nov. 27 There Goes My Everything Chapter 2 & work on research paper Nov. 29 There Goes My Everything Chapter 4 & First Draft of Research Paper Due (Peer Review) Dec. 4 There Goes My Everything Chapter 6 & work on second draft of research paper Dec. 6 Film Analysis: “Driving Miss Daisy” (1989) Work on second draft of research paper Dec. 11 Wrap Up/Course Evaluation **Critical Book Review Due Dec. 18 RESEARCH PAPER DUE @ 5:00 WRITING ASSIGNMENTS CONSTRUCTING REASONABLE ARGUMENTS After reading the assignments for August 30th, you will write a short essay (3 pages) on how C. Vann Woodward constructed his argument about the origins of Jim Crow. You are required to read the section on “constructing reasonable arguments” in The Bedford Handbook (pp. 489-504) to assist you in answering the following questions: 1. What is the argument? 2. How might the author’s social and intellectual context shape the argument made? 3. How does the author establish credibility? 4. What kind of evidence is used to “back up” his thesis? 5. How does the author address opposing arguments? EVALUATING ARGUMENTS This writing assignment will build upon the previous assignment on “constructing reasonable arguments.” First, evaluate the two competing arguments about the origins of Jim Crow. Second, using the section on “Evaluating arguments” in The Bedford Handbook (pp. 505-516), write a short essay (3 pages) in which you construct an argument based upon your evaluation of C. Vann Woodward’s and Howard Rabinowitz’s work. FILM ANALYSES (3 out of 4 films) Three times over the semester, you will write film analyses in the form of short commentaries (5 pages, typed and double-spaced). The guidelines for these papers are as follows: Your name: Film Title: Director: Reaction: very favorable/favorable/unfavorable/not certain Commentary: Film Research Before each in-class viewing, you will conduct research on the upcoming film. The purpose is to find any information (popular culture and historical) that could inform your analysis of the film, such as funding sources, director’s background, possible controversies, relevant commentary upon its first showing, and other film reviews. You should include any relevant information into your final analysis. Writing the first draft · What was the purpose of this film? · How would you evaluate the film using the following concepts? Narration (story, dramatic appeal, motivation, closure, point of view) Audience Historical Accuracy Problematic(s) Contribution(s) · How does the film try to make its case? (e.g. by emotional appeal, manipulation of point of view, documentary authority, symbolism, etc.) Give examples. Is it persuasive? · What do you find most compelling about this film. Why? · What do you find least compelling about this film. Why? Revising the first draft · Grammar, punctuation, and writing errors · Organization and logical development of your thesis · Errors in quotations or in references CRITICAL BOOK REVIEWS A critical book review describes the content of a book and provides a thorough analysis and evaluation of its ideas and purpose. Being “critical” demands an analytical approach in your assessment of the book’s strengths and weaknesses, rather than making vicious attacks of the book that cannot be substantiated. The descriptive element of a review should give the reader an understanding of the author’s arguments, while the evaluative element should detail your assessment of the book’s ideas and methodology. Writing the first draft On the first page of the critical book review, provide the bibliographic citation for the book that you will review. At the end of the review, write your full name and university affiliation. The first paragraph(s) should contain:
The body of the review should:
The concluding paragraph should:
Revising the first draft
PRE-READING FORM Take thirty minutes to skim the book and use the information you gather to answer the questions below. Remember to use your imagination and all of your knowledge in developing your answers. Think hard about each question. Also, remember that your answers should reflect your hypothesis about the book before you read it analytically. Here, the ability to recognize the major themes and the general structure of a book matter more than specific knowledge of its contents. This form is due on the first day that we start a book. It will take you through two levels of the reading process—pre-reading and analytical reading. Please answer each question in your best prose. This assignment will also help you prepare to write your critical book review. Please view form on the last page of the syllabus. RESEARCH PAPER In 1990, the Center for Documentary Studies at Duke University initiated the Behind the Veil Project to record and to preserve the living memory of African American life during the age of legal segregation in the American South. Drawing from published interviews in the Behind the Veil project, you will write original research papers illustrating your ability to conduct a scholarly investigation, to make a persuasive argument, and to communicate ideas effectively. Choose any of the following topics to construct an argument: A. Violence B. Heritage and Memory C. Families and Communities D. Education E. Work F. Resistance and Political Struggles Topics listed above correspond to sections found in Remembering Jim Crow: African Americans Tell About Life in the Segregated South. You will set up an individual meeting with the instructor to pitch ideas for your research paper and to discuss outside sources to consider. You might also contact Davidson professors and other community members who may have expertise on a particular topic. You must adhere to the American Psychological Association (APA) manual style for writing. The research paper must be a minimum of 15 double-spaced pages and should draw heavily upon oral history interviews already conducted by researchers in the Behind the Veil project. Important Due Dates for Research Paper Sept. 27 Research paper abstract due The abstract must explain the topic to be researched and describe the data (e.g., oral interviews) that will be used to answer the research question. You will not be able to change the paper topic without prior permission from the professor. Oct. 30 Annotated bibliography due (10 sources) Nov. 29 First draft due (Peer review and individual meetings) Dec. 18 Research paper due GRADING Class Participation 10% Writing & Concomitant Assignments 60% Research Paper 30% READINGSThe readings are an essential component of this course. They provide additional information and perspectives, aid in broadening your understanding, and prepare you for writing assignments. You will be expected to complete all readings before class. Reading quizzes will be random and calculated as a concomitant assignment. The articles will be made available on Blackboard.
ATTENDANCE Attendance to all classes is critical. If you are unable to attend class for any reason, you should provide a written explanation for your absence. Two points will be deducted from class participation for each “unexcused” absence. No points will be deducted from class participation for “excused” absences. I reserve the right to decide whether an absence is unexcused or excused. (ATTENTION: Job interviews, doctor appointments, taking a test for another class, leaving early, or coming back late from vacation are not acceptable reasons for missing class.) Whether unexcused or excused, three absences or more may result in failure. DOCUMENTED DISABILITIESThe Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. The ADA requires that students with disabilities be guaranteed a learning environment that provides for reasonable accommodation. Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately as soon as possible to discuss his or her specific needs. I rely on the Office of the Dean of Students to verify the need for reasonable accommodations based on documentation in that office. ACADEMIC INTEGRITY The students and faculty of Davidson College are committed to the Honor Code and will not tolerate any violation of this principle. Academic honesty, the cornerstone of teaching and learning, lays the foundation for lifelong integrity. Academic dishonesty includes, but is not limited to, providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for evaluation. This standard applies to all work ranging from daily homework assignments to major exams. Students must clearly cite any sources consulted---not only for quoted phrases but also for ideas and information that are not common knowledge. Neither ignorance nor carelessness is an acceptable defense in cases of plagiarism. It is the student's responsibility to follow the appropriate format for citations. As is indicated in Davidson College’s Student Handbook, instructors must refer every act of academic dishonesty and violations may result in failure in the course, suspension, or expulsion. LATE PAPERS No writing assignments will be accepted late UNLESS you have a written note from the Office of the Dean of Students explaining why you were not able to complete the assignment on time. After the writing assignment has been graded and returned to students, late papers with a note from the Dean of Students will not be accepted.
Pre-reading form
Take thirty minutes to skim the book and use the information you gather to answer the following questions. Remember to use your imagination and all of your knowledge in developing your answers. Also, remember that your answers should reflect your hypothesis about the book before you read it analytically. Here, the ability to recognize the major themes and the general structure of a book matter more than specific knowledge of its contents. Please answer each question in clear and concise prose. This assignment will also help you prepare to write your critical book review.
1. What does the title tell you about the book?
2. Do you know anything about the author? What?
3. Does the design on the cover tell you anything about the book? What?
4. How about the publisher’s blurb? Does it tell you anything?
5. When was the book published? How many times? Do you see any significance in this (these) date(s)?
6. Is the book dedicated? To whom? Does this tell you anything?
7. How is the book organized? Do the names of the chapters tell you anything? Is there a logic connecting the chapters? What is it? Does a particular chapter look like it might be the most important?
8. Is there a foreword? Who is the author? What do you learn?
9. Is there a preface? What do you learn?
10. Is there an introduction? What do you learn? What does it tell you about the way the book is organized?
11. Is there a conclusion or an epilogue? What do you learn?
12. Go to the end of the book and look at the index. Are there any subjects or thinkers in it that you are familiar with? Write down three. Look up what the author has to say about them. What does this tell you about the book?
13. Do you recognize any of the names on the acknowledgment page? Do they tell you anything about the author’s intellectual circle? Davidson Home Page | Search Davidson | Email the Department of Education © Copyright 2007 Department of Education, Davidson College, Davidson, NC 28035-7124 |
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