Winter 2003

This information effective for Winter 2003. Check with instructor the first day of class for any changes.

Community Studies

[CMMU-142] [CMMU-162] [CMMU-183]

142. Introduction to Marxism

Winter 2002
Instructor: Mike Rotkin
203 College 8
459-4601(office)
423-4209 (home, call till midnight)
E-mail: openup@ucsc.edu

Note: This syllabus from winter 2002, but a close approximation of the syllabus that will be used winter 2003.

Course Description:

I. Introduction to the Course and Each Other

A. People's backgrounds, interests, and conception of Marxism

B. Structure of the class, projects, or work groups, expectations, etc.

"Leading a Discussion for Class" (in Reader)
"Some Comments and Ideas on Group Dynamics and Facilitating Discussions" (in Reader)
"Combat Liberalism" (in Reader)
Paulo Freire, "Pedagogy of the Oppressed" (in Reader)

C. Recommended:

David McLellan, "The Life of Karl Marx" (in Reader)
Sherman, Reinventing Marxism, Chapter 1
Priscilla Robertson, Revolutions of 1848 (on Reserve)

II. Dialectical-Historical Materialism (Marx's Method)

A. Lecture on Hegel and Feuerbach

Recommended:
Howard Sherman, "Dialectics as a Method" (in Reader)
Richard Lichtman, "Notes on the Dialectic in Hegel and Marx" (in Reader)
John Judis, "The Personal and the Political" (on Reserve)

B. [The material under II.B. is broken up into logical little chunks for reading and to assign responsibility for facilitating discussions. Start by reading: "Notes on Reading the Theses on Feuerback" (in Reader)]

1) Theses on Feuerbach I through IV in K.M. pp. 171-2. (4 different people)
2) "Introduction to the Critique of Hegel's Philosophy of Right," in K.M. pp. 71-2 (up to "... the following exposition.") Read this in relationship to the 4th Thesis on Feuerbach.
3) Theses on Feuerbach V through VIII and XI in K.M. pp. 172-3. (5 diff. people)
4) "Historical Materialism" (in Reader). Don't discuss this unless people have questions, but read it as preparation for the German Ideology readings.
5) Preface to the German Ideology in K.M. pp. 175-6 and (the following section originally followed the three dots on p. 176 and was excerpted by McLellan, but we should read it, so it is in the Reader):
"Feuerbach: Opposition of the Materialistic and Idealistic Outlook"
6) p. 176 ("The Premises of the Materialist Method") to p. 177 ("The relations of the different nations ...")
7) from where 6) ends to p. 177 ("The various stages of development ..."
8) from where 7) ends to the bottom of p. 180 ("The fact is, therefore …"). (Remember in leading this discussion to get out the basic idea of the relationship between ownership and the division of labor and not get lost in details about each of the three "stages" Marx and Engels are discussing.)
9) from where 8) ends to the double space in the page on p. 181.
10) Read to prepare for the following section, but do not discuss in class: O'Connor, "The Need for Production and the Production of Needs" (in the Reader).
11) from where 9) ends (on p. 181) to the break in the page on p. 184.

Recommended:
The Capitalist System, Chapter 2, (on Reserve)
K.M., pp. 187-192 (up to "The ideas of the ruling class …") and other selections from Part II
Sherman, Reinventing Marxism, Chapters 2, 3, 4, 5, 11, 12, 13, & 14

III. Alienation

A. Alienation and Labor" (in Reader)
Mandel, "The Causes of Alienation" (in Reader)
Alienated Labor in K.M., pp. 85-95
Barbara Garson, All the Livelong Day

B. The German Ideology in K.M., pp. 184-7 and 196-8

"On Free Human Production" (in Reader)

Recommended:
Andre Gorz, selection from Critique of Economic Reason (on Reserve)
Andre Gorz, Strategy for Labor, Chapters 1 and 2 (on Reserve)
The rest of Chapter 4 in The Capitalist System (on Reserve)
The rest of Mandel and Novack, The Marxist Theory of Alienation (on Reserve)

IV. Strongly Recommended for an overview of capitalism as a system (not for class discussion)

A. "The Capitalist Mode of Production" & "The Essence of Capitalism" (in Reader)
B. "The Historical Tendency of Capitalist Accumulation" in K.M., pp. 523-5.

V. Fetishism of Commodities

A. Marx's Capital for Beginners (in Reader)
Capital I, Chapter 1, sections 1 and 2 in K.M., pp. 458-467
B. "How Capitalism is Mystified" (in Reader)
Capital I, Chapter 1, section 4, in K.M., pp. 472-480.
C. Amin, "In Praise of Socialism" and Response I (in Reader)

Recommended:
Balbus, "Marxism and Domination" (on Reserve)

VI. Exploitation and Surplus Value

A. Paul Sweezy, "Surplus Value and Capitalism" (in Reader)
Capital I, Chapter 4, in K.M., pp. 482-488
B. "Wage Labor and Capital" in K.M., pp. 273-293
Sherman, Reinventing Marxism, Chapter 7

Recommended:
The Capitalist System, Chapter 3 (on Reserve)
Capital I, Chapters 6 and 7 in K.M., pp. 488-508
The Capitalist System, Chapters 9, and 10 (on Reserve)
Sherman, Reinventing Marxism, Chapter 8
Other selections from Part IV of K.M.

VII. Social Classes

A. The Communist Manifesto in K.M., pp. 245-271 (esp. parts 1 and 2)
"Introduction to the Critique of Hegel's Philosophy of Right," in K.M., pp. 78 (1st new paragraph)-82
Lipset and Bendix, "Karl Marx's Theory of Social Classes" (in Reader)
Classes, in K.M., pp. 544-5

B. Sherman, Reinventing Marxism, Chapter 6
Rotkin, "Expanding the Proletariat" (in Reader)
Michael Lind, "To Have and Have Not" (in Reader)
"Racism" (in Reader)
"Male Dominance" (in Reader)

C. Highly Recommended:

David Smith, "The Myth of the Middle Class" (in Reader)
"Capital Accumulation and the Capitalist Class" (in Reader)
"The Labor Process and the Working Class" (in Reader)
"Class and Inequality" (in Reader)
Almaguer, "Class, Race, and Chicano Oppression" (in Reader)
Hartman, "Patriarchy and Capitalism" (in Reader)
Hartman, "The Unhappy Marriage of Marxism and Feminism" (in Reader)

D. Also Recommended:

Gintis, "The New Working Class and Revolutionary Youth" from Socialist Revolution #3 (on Reserve)
Omi and Winant, "Race in the U.S.," in Socialist Review #71 (on Reserve)
Eisenstein, "Capitalist Patriarchy and Socialist Feminism" (on Reserve)
Pat Walker, ed., Between Labor and Capital (on Reserve)
Mike Rotkin, "Marx's View of Social Class" (on Reserve)
The Capitalist System, Chapters 3, 4, 6, 7, & 8 (on Reserve).
Braverman, "The Structure of the Working Class and Its Reserve Armies"
(on Reserve)

VIII. Ideological Hegemony

A. The German Ideology in K.M., p. 192 ("The ideas of the Ruling Class …" to end of paragraph)
Gitlin, "The Whole World is Watching" (in Reader)
Michael Parenti, Selections from Power and the Powerless (in Reader)

Recommended:
Richard Lichtman in Socialist Revolution #23 (on Reserve)
Douglas Kellner in Socialist Review #45 (on Reserve)
Daniel Ben-Horin on TV in Socialist Review #35 (Xerox on Reserve)
Herbert Marcuse, One Dimensional Man (on Reserve)

IX. Political and Civil Society

A. Jennifer Nedelsky, Private Property & the Limits of American Constitutionalism (in Reader)
A Reading Guide to "On the Jewish Question" by Mike Rotkin (in Reader)
"On the Jewish Question" in K.M., pp. 46-64 (stop at p.64!)
"Theses on Feuerbach" IX and X in K.M., p. 173

Recommended:
John Stuart Mill, On Liberty (on Reserve)
Milton Freedman, Capitalism and Freedom (on Reserve)
The rest of Nedelsky, Private Property and the Limits of American Constitutionalism

X. The State

A. "Class Conflict and the State (in Reader)
Sherman, Reinventing Marxism, Chapter 9

B. Recommended:

Richard Barnet, "Lords of the Global Economy" (in Reader)
V.I. Lenin, State and Revolution (on Reserve)
The Eighteenth Brumaire and The Civil War in France in K.M., pp. 329-354
Poulantzas, "The State and the Transition to Socialism" (Xerox on Reserve)
Fred Block in Socialist Revolution #33 (Xerox on Reserve)
Boris Frankel, "The State of the State" (a Xerox on Reserve)
Santiago Carrillo, Eurocommunism and the State (on Reserve)
G. William Domhoff, The Power Elite and the State (on Reserve)
G. William Domhoff, Who Rules America, (Third Edition), Mayfield 1998 (on Reserve)
Sherman, Reinventing Marxism, Chapter 10

XI. Contradictions

A. Sherman, Reinventing Marxism, Chapter 15
Mike Rotkin, "A Three-Part Strategy for Democratic Socialism"(in Reader)
"Waste and Irrationality" (in Reader)

B. Recommended:

"From Capitalism to Socialism" (in Reader)
"Economic Crises" (Xerox on Reserve)
Socialist Visions, edited by Sholom (on Reserve)
"The World After Communism" (Xerox on Reserve)
"The Future of Socialism" (Xerox on Reserve)
Andre Gorz, selections from Critique of Economic Reason (on Reserve)
James O'Connor, "Preservation First! Toward a Political Economy of a Good
Society." (Xerox on Reserve)
Andre Gorz, Paths to Paradise, The Liberation from Work, Pluto Press, 1985
(Xerox on Reserve)
An Anthology of Western Marxism edited by Gottlieb (on Reserve)
Marxism Essential Writings edited by McLellan (on Reserve)
Socialist Review, Vol. 95/3&4 "Explorations in Post Modern Marxism" (on
Reserve)
James O'Connor, Natural Causes: Essays in Ecological Marxism, Guilford Press, 1998 (on Reserve)

XII. General Course Information

A. The following should be purchased for the course (available at Bay Tree on campus & at Slug Books)

1) David McLellan, Karl Marx, Selected Writings, Oxford U. Press, 1977 (referred to as K.M. throughout the syllabus) Note: if you have the First Edition of Karl Marx: Selected Writings, see Mike for a special syllabus and reading guides.
2) Barbara Garson, All the Livelong Day, Penguin Books, 1994.
3) Howard Sherman, Reinventing Marxism, Johns Hopkins U. Press, 1995
4) A Reader for the course sold at Slug Books

B. All Reserve readings are located in McHenry Library at the Reserve Desk. If you would like to purchase your own copy of readings from Socialist Review or Socialist Revolution, see Mike Rotkin.

The above reading list is tentative. We will probably make changes during the quarter and hope that you will suggest appropriate changes as well. Even if you do not have a particular reading to recommen, but have a topic-passion-concern-interest that you want to have discussed, mention it and maybe someone else in the class can suggest a good reading.

Some of the topics, particularly toward the end of the quarter, have a lot of recommended reading that is in the Reader. This is so the students facilitating the discussions may select alternative or additional readings for their sections and have them easily accessible to all class members. Remember that starting with the section on Alienation, student facilitators will often need to select, from among a variety of readings, which ones will actually be read by everyone and discussed in class. Your section facilitators (and/or Mike Rotkin) will help guide you in this process, but choices must me made! If you assign too much reading and don't focus, there is always the danger that students in your section will be discouraged and tend to read nothing. Think about creative ways to bring insights from the recommended readings into class discussion as well.

Bring the syllabus and the readings scheduled for the following meeting to class each time!

The last 10 to 15 minutes of each section meeting will be devoted to criticism/ self-criticism. We will have a longer evaluation session after the fifth and tenth weeks. But please do not wait until the end of the quarter to give each other and the instructor constructive criticism and support. The course will be better if that can be shared regularly.

This course will not work if you approach it passively. The readings are difficult and require energy and a critical approach. The discussions will not be carried by the discussion leaders alone and will work best when people bring in their thoughts and experiences. Small study groups to go over the readings before class are highly encouraged (if not necessary!). An 8–15 page paper is required (the topic of which will be discussed in class). Active class participation is the most important requirement of this course.

Lecture Schedule (subject to change) in Room 75 Soc. Sci. 2, 2–3:45pm

Th Jan 3: Introduction to the Course/Section Selection
T Jan 8: Hegel and Feuerbach/Dialectical Materialism
Th Jan 10: Film: The History Book
T Jan 15: The French Revolutions of 1789
Th Jan 17: The French Revolution of 1848/The Paris Commune
T Jan 22: Commodities/Marxist Economics
Th Jan 24: Optional Film
T Jan 29: Social Classes
Th Jan 31: Optional Film
T Feb 5: Social Democracy
Th Feb 7: Optional Film
T Feb 12: No Lecture/Advising Day
Th Feb14: Optional Film
T Feb 19: Ideological Hegemony
Th Feb 21: Optional Film
T Feb 26: The Russian Revolution
Th Feb 28: Optional Film
T Mar 5: The State
Th Mar 7: Optional Film
T Mar12: Contradictions/Socialist Strategy
Th Mar 14: Optional Film

162. Introduction to Nonprofits and Grantwriting

Wed 6:00–9:00 p.m.
Porter 148

Instructor: Peggy Thompson
Office: TBD
Phone: 423-7118 or 345-0280
E-mail: peggyt@winninggrants.com
Web site: www.winninggrants.com
Office hours: Wed 4–6 p.m. and by appointment

Course Description and Work Requirements:

Summary of Course Content: Community Studies 162 introduces students to nonprofit organizations and the art of grantwriting. The course will focus on creating persuasive proposals to foundations and government agencies for individual research projects and/or community-based organizations. Topics will include understanding nonprofits; need analysis and program design; funder research; and proposal design and creation, including development of management and evaluation plans and budgets. Students will learn to create real proposals for efforts that address health, education, and economic/social justice concerns or applied research topics.

Working in small teams, students will develop a program to meet a campus, community, or research need and complete a proposal for this program which meets the guidelines and proposal requirements of a real foundation or government agency. In some cases, collaborating nonprofits may decide to actually submit these proposals. Students will also keep an individual reflective journal on their experience and present their team's grant proposal to the rest of the class.

About the Instructor. I have been a full-time independent grantwriter for local and Bay Area nonprofit organizations, schools, and colleges since 1996, with an office in downtown Santa Cruz. My degrees are in anthropology and higher education administration; most of my professional experience has been in community colleges. My recent and current clients include Barrios Unidos, Cabrillo College (welfare to work project), and the End of Life Coalition of Santa Cruz County. For more information about me, my clients and my values, please see my web site, www.winninggrants.com.

Learning Objectives:

Students will be able to:

1. Describe the general legal and organizational features of American nonprofit organizations and, in particular, describe the mission, clients, programs/services, personnel, resources, and governance/management of a specific nonprofit organization.
   
2. Understand the need and program description elements of a grant proposal and demonstrate this understanding in their team proposal.
3. Identify promising foundations and/or government agencies which make grants to nonprofit tax-exempt organizations for the kinds of programs their team proposes, using a variety of research tools including online databases.
4. Create a complete competitive grant proposal, which meets the requirements of a real funder, in collaboration with one or more classmates. This proposal must include detailed need data, program description, staffing and management plan, facilities and other resources, evaluation plan, budget, and plan for long-term sustainability,

Learning Activities Time Allocations:

Criteria for Evaluation:

1. Participation/Attendance (20%)—students must attend class regularly and actively participate in discussion/activities and complete all assignments.

2. Timely Written Documents (55%)
(Note: items b–h will be team products)

1. Summary of information from visit to Community Foundation of Santa Cruz County—what you learned about nonprofits and grantwriting, what resources seemed most valuable and why (2 page minimum, double-spaced, word processed—due Jan. 22)
   
2. Draft Need Statement for your team proposal (2 pages maximum—due Jan. 29)
   
3. Draft Program Design to address the need (5 pages maximum)—due Feb. 5
   
4. List and brief description of at least 10 potential funders for your team project with evidence about funders' interest in/past funding of such projects (5 pages maximum—due Feb. 12)
   
5. Selection/description/guidelines of a funder for your team project that requires a proposal no longer than fifteen (15) double-spaced pages. (Two page description of the selection process—attach printed copy of the Guidelines—due Feb. 12)
   
6. Project Workplan/Timeline/Staffing Plan/Organization Chart/Budget (Due Feb. 19)
   
7. Project Evaluation/Dissemination Plan/complete Team Project Draft (Due Feb. 26)
   
8. Final complete Team Project grant proposal (due March 12—funder guidelines must be attached)
   
9. Reflective journal excerpts (due March 12)

3. Oral Presentation (15%) of Team Project grant proposal (March 12 or March 19)

4. Feedback/reflection (10%)—student identification of new learning, gaps in knowledge, applications of learning, suggestions for course improvement

Texts/Materials:

Required:

• Carlson, Mim. Winning Grants: Step by Step, 2nd Edition. Jossey Bass, paperback plus CD, 2nd ed., June 2002. ISBN 0-7879-5876-X. List price $29.
• Barbato, Joseph and Furlich, Danielle S. Writing for a Good Cause: The Complete Guide to Crafting Proposals and Other Persuasive Pieces for Nonprofits. Fireside. Jan. 15, 2000. ISBN 0684857405. List price $15.
• O'Neill, Michael. Nonprofit Nation: A New Look at the Third America. Jossey Bass. 1st ed. June 15, 2002. ISBN 0787954144. List price $35.

Recommended Texts:

• Foundation Center. The Foundation Center's Guide to Grantseeking on the Web. Sept. 2001. ISBN 0-87954-966-1 (book only) The Foundation Center, 79 Fifth Avenue, New York, New York 10003-3076. List price $29.95. www.foundationcenter.org.
• Foundation Center. Foundation Grants to Individuals. 12th ed. ISBN 0-87954-948-3.
  The Foundation Center, 79 Fifth Avenue, New York, New York 10003-3076. List price $65. www.foundationcenter.org.
• New, Cheryl Carter and Quick, James Aaron. Grantseeker's Toolkit: A Comprehensive Guide to Finding Funding. New York: John Wiley and Sons, Inc. 2001. ISBN 0-471-19303-8 (pbk/disk). List price $39.
  Note: Either 2001 edition, or new edition dated Feb. 2003. if available
• Foundation Center. The Foundation Center's Guide to Grantseeking on the Web. Sept. 2001. ISBN 0-87954-966-1 (book only). The Foundation Center, 79 Fifth Avenue, New York, New York 10003-3076. List price $29.95. www.foundationcenter.org.

Additional Resources:

• Foundation Center, Foundation Directory On-Line
• The Chronicle of Philanthropy, bi-monthly [newsprint style or online]—instructor's newsprint copy and library copies available
• Various Foundation Center Directories and other fund development/grantwriting books/directories/guides—on the web and at the UCSC and Santa Cruz City/County Libraries and Community Foundation of Santa Cruz County resource library

183. African American Politics: Civil War to the Great Depression

Draft Syllabus

Winter 2003
Tuesdays/Thursdays 10:00-11:45
Sections Meet: Thursdays, 8-9:10/ Wednesdays, 4-5:45.

Instructor: Paul Ortiz
208 College Eight
E-mail: portiz@ucsc.edu
Phone: 459-5583

Course Description:

Short Description:

African American social and political history from Civil War to the Great Depression. Emphasis on popular movements, historical memories, and struggles for economic justice. Topics include Reconstruction, anti-lynching movements, disenfranchisement, segregation, women's organizations, Pan-Africanism, Garveyism, and resistance.

Long Description:

We will examine African American struggles for political power, economic self-determination, and social justice from the eve of the Civil War through the Great Depression. Special emphasis will be placed on strategies within African American organizations and the vigorous debates that occurred across lines of class, sex, and intellectual perspective over the best methods to challenge and resist racial segregation. Each week, the class will sample from a range of documentary sources including oral histories, photographs, written testimonies, memoir, film, and exposé.

The Civil War and Reconstruction were defining moments in American history. We will begin by studying the experiences of African American men and women who fought for their freedom during the Civil War. From here, we will assess African American efforts to reconstruct Democracy in the South. Following the lead of W.E.B. Du Bois, we will ask three interrelated questions: 1) how did newly-emancipated African Americans define the meaning of freedom? 2) What were the major planks of Black political platforms in the late 19th century? 3) Why did those efforts fail? What was the historical legacy of slavery, the Civil War, and Reconstruction in America? Drawing on more recent literature, we will also focus on the struggles of African American women for economic justice and gender equity.

As multiple barriers of segregation were erected after Reconstruction, and as Black communities were forcibly driven from electoral politics, what techniques of resistance and survival did African Americans develop to grapple with white supremacy? What were the connections-and conflicts-between Black militancy in America, Caribbean radicalism, Pan Africanism, and the early anti-colonial movement? How did the development of a rich and diverse Black expressive culture influence the long-term freedom struggle?

We will explore continuities, connections, and contrasts between the past and present. Black struggles for land and democracy and against corporate domination that formed the core of Reconstruction—"40 acres and a mule"—remain more important than ever in an era of devastating Black land loss and calls for slavery reparations.

About the Instructor

Paul Ortiz, assistant professor of Community Studies, is the co-author of Remembering Jim Crow: African Americans Tell About Life in the Segregated South, recipient of the Lillian Smith Book Award, the Carey McWilliams Book Award, and a Library Journal Best Book of 2001. Between 1993 and 2000 Ortiz conducted over one hundred and fifty interviews with African American elders as part of an oral history project titled, "Behind the Veil: African American Life in the Jim Crow South," based at Duke University. Paul's current manuscript is titled, Like Water Covered the Sea: The African American Freedom Struggle in Florida, 1877–1920 (University of California Press, forthcoming).

Required Texts

(Available at Slug Books. All Texts will be on reserve at McHenry Library.)

• Ira Berlin, et al., Families and Freedom: A Documentary History of African-American Kinship in the Civil War Era
  
• Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America
  
• Susie King Taylor, A Black Woman's Civil War
  
• W.E.B. Du Bois, Black Reconstruction
  
• C. Eric Lincoln, The Avenue, Clayton City
  
• Paul Ortiz, et al., Remembering Jim Crow
  
• Walter Mosley, Workin' on the Chain Gang: Shaking Off the Dead Hand of History

Course Requirements: We will meet twice a week for a combination of lectures and discussion. Weekly discussion sections are also required.

Writing Assignments: You will write 1-2 page weekly reading responses, and one 6-8 page essay connecting the American present with the African American past.

Exams: A midterm, and a final exam.

Class Participation: Most class sessions will be divided between lecture and discussion, while sections will be devoted entirely to student dialogue and debate.

Grading formula is as follows: Class participation (10%), weekly response papers (30%), comparative essay (30%), exams (30%)

(Tentative) Reading List

Part I: The Civil War and Reconstruction from the Grassroots

Week of Jan 7: Introductions, Major Themes

Exploring the Protest Tradition
"African American Memories of Slavery, Civil War And Reconstruction"

Introductions and Overview of Class

Reading: Ira Berlin, et al., Families and Freedom: A Documentary History of African-American Kinship in the Civil War Era, 3-53.

Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America, 125-146.

W.E.B Du Bois, Black Reconstruction in America, 3-16

Documents: Audio Interviews with Former Slaves from Ira Berlin, et al., Remembering Slavery: African Americans Talk About Their Personal Experiences During Slavery and Emancipation

Documentary Film: "Judgment Day," Part IV, Africans in America: America's Journey Through Slavery

Week of Jan 14: The Destruction of Slavery

W.E.B Du Bois, Black Reconstruction in America, 55-127; Berlin, ed., Families and Freedom, 55-94;

Documents: Proceedings from the Colored Convention Movement, 1862-1865 on the Freedmen and Southern Society Project Web Site: (Focus on Tennessee and North Carolina)

Film Excerpt: "Glory: The Documentary"

Week of Jan 21: Land and Freedom

Reading: W.E.B Du Bois, Black Reconstruction in America, 128-236;

Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America, 147-164.

Documents: African American Slave Spirituals and the Ring Shout (In-Class audio)

Documentary Film: "Homecoming"

Week of Jan 28: The Politics of Reconstruction

Reading: Berlin, ed., Families and Freedom, 155-191; W.E.B. Du Bois, Black Reconstruction in America, 580-636; 670-710.

Documents: African American Testimony During Congressional "KKK Hearings

Part II: "We Will Not Submit to Tyranny"

Week of Feb 4: Disenfranchisement

Reading: Susie King Taylor, A Black Woman's Civil War

Week of Feb 11: Segregating America/The Spanish American War

Reading: Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America, 165-191.

Willard Gatewood, Smoked Yankees: and the Struggle for Empire: Letters from Negro Soldiers, 1898-1902, (Selected Chapters)

Document: "A Southern Domestic Worker Speaks," in Herbert Aptheker, A Documentary History of the Negro People in the United States, Volume 3.

Week of Feb 18: Ida B. Wells, Anti-Lynching Movements

Reading: Jacqueline Royster, ed., The Anti-Lynching Campaign of Ida B. Wells, 1892-1900 (Selected Chapters)

Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America, 192-212.

C. Eric Lincoln, The Avenue, Clayton City (First half of novel)

Documents: Oral Histories of African Americans discussing armed struggles, the KKK and family heritage during segregation. From "Behind the Veil: Documenting African American Life in the Jim Crow South," Collection.

Audio Documents: Eyewitness audio accounts of Lynching in Hine, et al., The African American Odyssey.

Film: "Praise House"

Week of Feb 25: The Nadir

Reading: C. Eric Lincoln, The Avenue, Clayton City (Complete Novel)

Darlene Clark Hine, A Shining Thread of Hope: The History of Black Women in America, 213-239.

Elsa Barkley Brown, "Womanist Consciousness: Maggie Lena Walker and the Independent Order of Saint Luke," in Signs: Journal of Women in Culture and Society, 610-633.

Paul Ortiz, et al., Remembering Jim Crow: African Americans Tell About the Segregated South (Selected chapter)

Documents: Spoken Word Performances of James Weldon Johnson, Claude McKay, and other Harlem Renaissance Artists, from: Darlene Clark Hine, et al., The African American Odyssey

Week of Mar 4: Great Migration, Great War, and Marcus Garvey

Reading: Paul Ortiz, et al., Remembering Jim Crow: African Americans Tell About the Segregated South (Selected chapters)

Deborah Gray White, "The Dilemmas of Nation Making," in Too Heavy A Load: Black Women in Defense of Themselves, 1894-1994, 56-86.

Documents: Hudie Ledbetter (Leadbelly) Sings the Great Depression

Documentary Film: "At the River I Stand"

Week of March 11: Great Depression

Paul Ortiz, et al., Remembering Jim Crow: African Americans Tell About the Segregated South (Selected chapters)

Robin D.G. Kelley, "'We Are Not What We Seem": Rethinking Black Working-Class Opposition in the Jim Crow South," Journal of American History (June 1993), 76-11

Walter Mosley, Workin' on the Chain Gang: Shaking Off the Dead Hand of History

Film: "Oh, Freedom After While" (The Sharecroppers' struggle in Missouri)

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