RECOMMENDED REQUIRED READINGS:
Anderson, James. The Education of Blacks in the South, 1865-1935.
Chapel Hill: University of North Carolina Press, 1988.ISBN: 0-807-842-214 (Paperback).

Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision
New York: Viking, 2002. ISBN: 0-14-200375-1 (Paperback).

Hine, Darlene Clark et al. African-American Odyssey, V. 2. Upper Saddle, New Jersey: Prentice Hall, 2003 (Paperback). ISBN: 0-130-977-950.

Keller, William. Make Haste Slowly: Moderates and Conservatives and School Desegregation in Houston. College Station: Texas A. & M. University Press, 1999.

Kluger, Richard. Simple Justice: The History of Brown vs. the Board of Education and Black Americans, First Vintage Book Edition. New York: Vintage, 2004.
ISBN: 0-394-722-558 (Paperback)

San Miguel, Guadalupe, Jr. Brown Not White: School Integration and the Chicano Movement in Houston. College Station: Texas A. & M. University Press, 2001.
ISBN: 1-58544-115-5 (Paperback, if available on request).

Shabazz, Amilcar. Advancing Democracy: African Americans and the Struggle for Access and Equity in Higher Education in Texas. Chapel Hill: University of North Carolina Press, 2004. ISBN: 0-8078-5505-7 (Paperback).

SUGGESTED READING:
Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed.. 1937. Chicago: University of Chicago Press, 1996.

University of Chicago. Chicago Manual of Style, 14th ed. Chicago: University of Chicago Press, 1993.

COURSE OBJECTIVE:
The purpose of this course is to familiarize advanced undergraduate students with the African-American experience in United States history since the end of the Civil War. The course is structured to give students a gainful understanding, factual depiction, and knowledgeable appreciation of African-American life since slavery’s climax. Although the course concentrates on the Black experience since Emancipation, History 393 does acknowledge that an intricate tie exists between the painful period of enslavement and the long walk to social, spiritual, and psychological freedom following its demise in 1865. The forced migration of millions; realization that kidnapped Africans would never again see their family, friends, and life as they once had; brutal transition from free people to permanent unpaid laborers; and ravaging societal, psychological, and spiritual effects of this sordid reality have prompted scholar Dr. Maulana Karenga, the founder of the contemporary African-American holiday Kwanzaa, to name this earth-wrenching experience “the holocaust of enslavement.” Incredibly, the brutality of slavery continued for centuries in British North America and the United States until the last half of the nineteenth century. While slavery ended, racism persisted with a vengeance. After the collapse of forced servitude, African Americans as freed people, sharecroppers, landowners, professionals, unskilled workers, skilled and semiskilled industrial laborers, and domestics, continuously witnessed various forms of oppression, prejudice, underemployment, violence, educational disparities, housing discrimination, and emotional turmoil. This course examines these complexities and attempts to find correlations between slavery, Jim Crow debasement, Black protest, and African-American society today. Ironically, noted psychologist Na’im Akbar believes that the emotional effects of slavery and not institutionalized racism remain in 2004 the last real barrier to social and economic advancement for the 36 million African Americans living in the United States. The class first discusses at great length the perils faced by the four million former slaves and 500,000 freed people of color residing in the U.S. at the time of the Civil War; History 393 then looks at the descendents of these two important groups. The economic, political, cultural, educational, and social dynamics of Black life since 1865 are also chronicled—Emancipation, Reconstruction, the emergence of tenant farming, Jim Crow segregation, racial violence, the rise of cities, the second Industrial Revolution, the Great Migrations, the Harlem Renaissance, the New Deal, the World Wars, the African liberation movements, and the Civil Rights Movements. As an added bonus, the course’s reading materials concentrate on the African-American quest for education; as the nation’s institutions of higher learning celebrate the fiftieth anniversary of the legendary Brown v. the Board of Education of Topeka Decision (1954), the Supreme court verdict that smoothed path for the modern-day Civil Rights Movement, the class’ outside reading materials reflects on the stormy road of educational justice in the South, especially Texas. By the semester’s close, students should be better acquainted with African-American history and culture. The instructor particularly wants students to have a better intellectual grasp of African-American history and life after 1865. Equally important, the course will occasionally make parallels between Black life in the United States and around the globe; and the class will utilize comparative history to compare and contrast Black life with that of other people of color—Browns, Reds, etc.—in the United States. It is also the instructor’s wish that History 393 stimulates among students further interest in Black studies. The professor especially wants to encourage students to pursue African-American History/Studies and United States History in graduate school. Finally, I want students to leave this class with a better appreciation for both Black history and scholarly writing/research in the major field of United States History. The writing and research components of this course are especially designed to better prepare students for graduate work in United States and African-American history.

CLASS AND LECTURE FORMAT:
The course is divided into four sections. Section One, Reading, Writing, Research, Black Studies, and Black People, introduces students to the world of reading comprehension, writing, research, and Black history. African-American history from the beginning of West African civilizations to the emancipation of slavery in the United States is the focal point of this short section. It is important for students to know that African-American history did not just begin with the Middle Passage or slavery in British North America. African-American history began in Ancient Africa. The second section, Emancipation, Reconstruction, and the First Generation of Freedom, 1865-1915, discusses Reconstruction, the emergence of tenant farming, and the roots of legalized segregation, also known as “Jim Crow,” which surfaced in every former Confederate state in the Union (and in other states, too). Next, Migration, Depression, and the World Wars, 1915-1945, highlights the Black response to Southern racism and poverty in the early to middle twentieth century. Frustrated and disillusioned, these farm families opted for change. During this time, 3.5 million Blacks migrated to Southern, Western, and Northern industrial cities—New York, Chicago, New York, Milwaukee, Philadelphia, Detroit, Los Angeles, Houston, Dallas, Atlanta, New Orleans, etc. Beginning with the First World War, African Americans in increasing numbers worked for railroads, in automobile factories, on docks, in steel foundries, in meatpacking plants, in oil refineries, in cotton compress industries, in laundries, for construction companies, and in White households. They earned better wages, lived in self-sufficient communities with other Blacks, and their children attended better schools. This period also witnessed the rebirth of African-American cultural consciousness and political activism. Unfortunately, racism prevailed. The Chicago Race Riot of 1919 proved to the world that Northern Whites—too—despised African Americans and refused to accept them as equals. Nevertheless as discrimination mounted across the United States, so too did Black resistance on the job, at school, on the city streets, and at the polls. The political migration of African Americans into the National Democratic Party in the 1930s is an example of one such resistance movement. By America’s entry into World War II, African Americans made it clear to the world that the group would no longer tolerate insurmountable racial discrimination in the United States, especially on the job. The final section, Civil Rights, Black Power, and Deindustrialization, 1945-2004, examines the greatest period of Black protest in this country’s history (and in the world as well). Utilizing various strategies and coalitions, African-American activists successfully pushed for the dismantling of legal barriers to social equality. Globally, African nations, too, challenged White oppression and stimulated liberation movements. Regrettably, African Americans—and Africans as well—found themselves faced with other dilemmas by the end of the movement and twentieth century. A de-industrialized United States economy, growing unemployment in Northern cities, White flight, declining tax dollars for inner-city schools, alleged neglect by African-American political representatives, a decline in federal funding for social programs, professional Black flight, rising Black-on-Black crime, the growing drug epidemic, the AIDS crisis, high levels of black incarceration, anti-Black politics, controversies surrounding affirmative action, racial intolerance, surging debt (for newly-independent African nations), harmful aspects of popular culture, media insensitivity, emotional and spiritual scars, cultural ignorance, and apathy have seriously impeded African-American progress since the end of the Civil Rights Movement.

ABSENCE POLICY:
College policy stresses that instructors may penalize students for excessive absences totaling four or more class hours. Students who have these kinds of excessive absences will be penalized severely in the class this semester. Specifically, I will penalize those students with six or more unexcused absences: five points will be deducted from students’ final grade at the end of the semester. If you have special problems, please contact the instructor immediately. Attendance will be taken daily. Please make an effort to be in class on time.

OBSERVANCE OF RELIGIOUS HOLIDAY:
The Texas Education Code (Section 51.911[b]) along with Sam Houston State University policy (University Policy 851001) must recognize the mandatory observance of religious holy days for students. The university must permit students to celebrate religious holy days, including travel for the same purpose. Please notify the instructor in writing within the first fifteen days of class of any observed religious holidays during the course of the semester. The instructor will not only excuse absences resulting from religious holiday observances, but will also allow students to make up examinations and assignments. Finally, the professor will fill out a form alerting students of revised deadlines for the completion of missed exams and assignments.

POLICY REGARDING STUDENTS WITH DISABILITIES:
Students with disabilities cannot be denied the benefits of other students or suffer from discrimination by any academic or student life activity or program on the basis of their handicap. Disabled students are encouraged to seek assistance with academic matters and concerns from their professors, individual department or division heads, or by contacting the Chairperson of the Committee for Continuing Assistance for Disabled Students and Director of the Counseling Center in the Lee Drain Annex, (936) 294-1720.

CLASS DECORUM:
Students are seriously advised to adhere to appropriate classroom decorum. Please refrain from using cellular phones during the duration of the class. Again, phones must be turned off. Ringing phones and pagers too easily distracts both instructors and students. Furthermore, students are asked to abstain from the use of hand-held electronic devices such as video games and portable compact-disc players during the class hour. Also discontinue inappropriate behavior during the lecture period—loud talking, the use of profanity, lewd behavior, eating, excessive laughter, and discussions during the instructor’s lecture and without her permission. This also goes for napping or sleeping in class. This behavior is inappropriate. Lastly, students must refrain from walking out of class before the end of the lecture hour (without the instructor’s consent), coming to class excessively tardy, and taking a restroom-break during an examination. If students leave class for any reason during an exam, the instructor will assume that the student is cheating and will give the student a zero for the assigned test. If you must use the restroom, please do it before class begins; on exam days, please use the restroom before beginning the examinations. If students do not adhere to these requests, they will be asked to leave; and if this behavior continues, ten points will be deducted from the final grade average at the end of the semester. Please, please respect the classroom, instructor, and your classmates. This is unquestionably required of all students this semester in this History 163 class.

MIDTERM EXAMINATION
Students will complete one take-home examination this semester. The midterm will consist of two sections—short answer definition/terms and essay questions. Students are expected to write a paragraph on each definition/term listed and at least four to five detailed paragraphs for the essays given on the exam sheet. In answering the essay questions, students are expected to provide citations for their essay responses. Your documentation may come from a myriad of sources including class readings, secondary sources or library materials, online bibliographic materials, and primary sources. The contents of the tests will come from lectures, the Hine text, and outside readings. Students will receive the midterm one week before the due date. Students can earn up to 100 points on the test; the examination is worth 20 percent of the total class grade. The midterm is scheduled for October 18.

ANALYTICAL ESSAY/REACTION PAPER
Students are responsible for writing one 5 to 10 page, double-spaced, word-processed essay on one or two of the following six recommended-required reading assignments: The Education of Blacks in the South, Advancing Democracy, Make Haste Slowly, Brown Not White, Jim Crow’s Children, and Simple Justice. Using the questions at the end of the syllabus, students should write a detailed analytical essay/reaction paper analyzing and interpreting the material at hand. Students are also required to attach to their essays three published book reviews on each book. Feel free to access the reviews through the internet using the Newton Gresham Library’s on-line link to Book Review Digest, American History and Life, and other useful databases. Also turn in with the assignment a short biography of each author. Biographic information on writers may also be found on the internet (author’s web page or/and curriculum vitae), inside the book, or in bound publications—such as Contemporary Authors—in the library. The essay and related material are due on the specified reaction paper due date listed on the course calendar. Late essays will be accepted; however, ten points will be deducted from these papers! Students are eligible to earn 100 points on this assignment, which totals 20 percent of the final grade. Please submit a well-written, grammatically-correct essay. The essay must begin with an introductory paragraph explaining the author’s thesis or intent. I want to encourage students to write at least two paragraphs on each question. I also want to see transitional sentences within paragraphs and when ending and beginning new paragraphs. Please avoid passive voice phrases whenever possible. Included in the syllabus is a detailed explanation of my grading policy for the assignments this semester. Please take notice of it. If anyone has any questions or concerns, please feel free to speak with me. Please remember that you are not writing a research paper and therefore do not need to hand in a bibliography and attached endnotes/footnotes. When citing directly from the readings, please put the author’s statement in quotations; and immediately following the quotation, please put in parenthesis the author’s last name, a comma, followed by the page number(s) where the cited material comes from. You must document all citations. Anything else is considered plagiarism. And on the other hand, if you are citing from a book review or article, you must include the information pertaining to the source in a footnote or endnote. Again, remember: citations coming from the required readings you are writing on should be cited in parenthesis, however, information on cited materials being utilized by other sources must be placed in a footnote or endnote. This is a must!! This assignment is worth 20 percent of the final grade and is due on October 11. Please see the specific works below to select one of the four topics:
(1)Education of Blacks in the South and Advancing Democracy
(2) Education of Blacks in the South and Jim Crow’s Children
(3)Make Haste Slowly and Brown Not White
(4)Simple Justice

ANNOTATED BIBLIOGRAPHY
Students are expected to formulate an annotated bibliography on a particular aspect of African-American history. An annotated bibliography includes at least two sentences (graduate students must write at least one paragraph) explaining the thesis or main objective of each work. See my example of an annotated bibliography at the end of the syllabus. Please feel free to use the supplemental African-American History bibliography on line—please download from my website or Backboard site—for suggested books and articles. The selected bibliographies in The African-American Odyssey and the other required readings will be useful as well. The selected annotated bibliography must include at least fifty books, articles, dissertations, theses, unpublished papers, and other secondary sources on a specified topic such as Reconstruction, Black Texas history, the Great Migration, Blacks and the Great Depression, Blacks in film, African Americans and World War II, Black politicians, or the Civil Rights Movement. Also feel free to use primary-source materials as well—manuscript collections, newspapers, census reports, census manuscripts, probate records, deeds, property tax statements, poll taxes, and government documents. We will discuss this further in class. Please heed to this warning: plagiarism is unacceptable. I do not expect for you to write a sentence or two word-for-word verbatim from the sources you utilize. Again, this is unacceptable. Rather, paraphrase the ideas given in abstracts, introductions, prefaces, summaries, conclusions, on book flaps, and on the back of books. Anything else is illegal and cause for an automatic F for the assignment. Please write your bibliographies in the format given in the example attached to the syllabus. No exceptions. The annotations always follow the bibliographic information. Only the first line of the bibliography begins at the far left. The subsequent lines are tabbed to the right, even the annotation. No exceptions. Please refer to the materials on Blackboard, reserve at the library, and/or the suggested reading reference books (Chicago Manual of Style or/and A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed.) for the correct writing of bibliographies and bibliographic information. This assignment is also worth 20 percent of the final grade and is due on the last class day before finals—November 15.

RESEARCH PAPER:
This assignment encourages advanced history students to write short histories chronicling a particular aspect of the African-American experience. Students are asked to write a 10-12 page research paper (graduate students will write a 20-30 page research paper) on a particular aspect of Black history. Students are required to use other primary and secondary source documents to aid in the completion of this riveting assignment, which include but are not limited to the following: church records, probate records, oral history interviews, tax records, slave bills of sales, manuscript census, family histories written in Bibles, obituaries, newspapers and popular magazines dating back to the period under investigation, historical monographs, anthologies, dissertations and theses, unpublished papers, manuscript collections, etc. Students are, therefore, required to select an annotated bibliography topic of interest; when doing the annotated bibliography, students should select a topic of interest that they can utilize for the larger paper. For example, if a student’s annotated bibliography discusses the Great Migrations to Houston, the research paper should also focus on the Great Migration to Houston. This will enable students to stay focused and on target over the course of the semester. I have listed specific dates on the course calendar for students to turn in particular assignments relating to the project and hand. These assignments, including an outline and bibliography of the larger annotated bibliography, are designed to guide students along the way during this exciting adventure in U.S. history. Students are especially encouraged to utilize the Newton Gresham Library’s Thomason Room and University Archives, which are both located on the fourth floor of the library. The Thomason Room and University Archives are archival reading rooms that hold material pertinent to the settling, founding, and history of Walker County, Huntsville, the university, and Texas, especially East Texas. The Thomason reading room is opened to the public on Mondays through Fridays, 1 to 5 PM; the university archival reading room is opened to the public from 8 AM to 5 PM, Mondays through Fridays. See the course calendar for particular due dates for all assignments pertaining to this project. If this is your first time doing a research assignment of this magnitude, please do not fret: I will assist you as a teacher and mentor. I want students to leave this class with a better love and appreciation for history—including their family histories—and improved analytical, research, and writing skills. Perhaps this assignment will encourage students to select history as a major. I will place various materials on Blackboard as the semester progresses for the class’ benefit—materials on writing bibliographies and footnotes/endnotes. Or students are encouraged to review the reserved items at the library that aid in the researching and writing of term papers, theses, dissertations, articles, and books. This assignment is also worth 200 points and is 40 percent of the final grade. Again, please heed to this warning: plagiarism is unacceptable. I do not expect for you to write a sentence or two word for word verbatim from the sources you utilize. Again, this is unacceptable. Rather, paraphrase the ideas given in abstracts, introductions, prefaces, summaries, conclusions, book reviews, and short synopses located along book flaps and on the back of book covers. Anything else is illegal and cause for an automatic F on the assignment. This assignment is due on the date of the class’ scheduled final examination in mid-December (December 13 by 6 PM).

BONUS CREDIT:
In addition to the above assignments, students are encouraged to earn bonus points at the end of the semester. The bonus credit assignments vary and will be generally worth 1 to 25 points depending on each suggested project and will be added to the final examination grade. This assignment is twofold: it is designed to peak students’ curiosity and interest in United States history and at the same time boost individuals’ cumulative points for the semester. Students can earn points a number of ways—by completing the Sam Houston State University Academic and Mentoring Center (SAM Center) Study Skills Session; voting in the upcoming presidential election; touring museums; journaling; writing synopses on historical documentaries, historic films, and television specials; doing community service projects; and participating in other interesting projects pertaining to history. Students will earn a total of 25 bonus points for the entire semester. Again, all bonus-point assignments are due at the end of the semester on the day of the final examination. Please see the following assignments and bonus-point totals:
SAM Mentoring Center Study Skills Session 10 Points Total
Voting in the Presidential Election (Analysis of election results, 3-5 pp)  25 Points Total
Community Service and Volunteering (40 hrs. monthly; 3-5 pp summary) 25 Points Total
Volunteering at the Huntsville Head Start Center (40 hrs. monthly & sum.) 25 Points Total
Journaling of Daily Activities at home, work & school (1 typed page each) 25 Points Total
Museum Tours (Three; Typed synopsis on each, 2-3 pages) 25 Points Total
Cross-Cultural Exchanges (Three; Typed synopsis on each, 2-3 pages) 25 Points Total
Analyses of historical docudramas (25 2-3 page synopses, one pt. each) 25 Points Total
Random Trivia on Classroom Lectures and Discussions (1-2 pts. each) 25 Points Total

FINAL GRADE
Students can earn a total number of 600 hundred points this semester, calculated as follows:
Reaction Paper Assignment 100 Points
Midterm Exam 100 Points
Annotated Bibliography 100 Points
Final Research Paper 200 Points
Total Points for the Semester 500 Points

Specified Due Dates for Assignments
Reaction Paper 100 Points—October 11
Midterm Examination 100 Points—October 18
Annotated Bibliography 100 Points—November 15
Final Research Paper Examination 100 Points—December 13, by 6 PM

GRADING SCALE:
The total for all grades will be averaged for the final grade; the grading scale for each assignment and final grade:
90-100 A
80-89 B
70-79 C
60-69 D
Below 60 F

Course Calendar
History 393- African-American History since the Civil War,
Section 1, Fall 2003
Sam Houston State University
Bernadette Pruitt, Ph.D., Assistant Professor of History

PART ONE: READING, WRITING, RESEARCH, BLACK HISTORY, AND BLACK PEOPLE
August 30 Introduction to the Course/Explanation of the Syllabus
SAM Center
Reading Center

September 6 No Class: Labor Day Holiday
Please have a safe and prosperous Labor Day Holiday,
begin thinking about possible research topics, and read the first few
chapters of the Hine text

September 13 Writing Center Presentation
Library Lecture from Newton Gresham Library Staff

September 20 An Introduction to African-American Studies
The African and African American Holocaust: The Slave
Trade and Slavery

PART TWO: EMANCIPATION AND THE FIRST GENERATION OF FREEDOM, 1865-1915
September 27 The Civil War, Reconstruction, and the New South
The African-American Odyssey, Chapters 12-13
Please read The Education of Blacks in the South
Research Topics for Annotated Bibliography & Paper are Due

October 4 Origins of Jim Crow and the Rise of Judge Lynch
The African-American Odyssey, Chapters 14 & 15

October 11 Black Leadership in the New Century
The African-American Odyssey, Chapters 15 & 16
Reaction Papers are due
Begin Midterms which are Due in One Week

October 18 The Emergence of a Professional African-American
Military Force: The Complexity of Race
The Black Diaspora: A World View in the New Century
Black Women in the New Century
The African-American Odyssey, Chapter 15-16
Midterms are Due

PART THREE: MIGRATIONS, DEPRESSION, AND WORLD WARS,
1915-1945
October 25 The Great Migration and World War I
The African-American Odyssey, Chapters 16
Abridged Bibliographies and Research Paper Outlines are Due

November 1 The Rise of the New Negro and the Harlem Renaissance
The African-American Odyssey, Chapters 16 & 18:

November 8 African Americans in the Age of Roosevelt The African-American Odyssey, Chapter 17

November 15 African Americans and World War II
The African-American Odyssey, Chapter 20
Annotated bibliographies are Due

PART FOUR: CIVIL RIGHTS, BLACK POWER, AND
DEINDUSTRIALIZATION, 1945-2003
November 22 Education and the Road to Brown: The Civil Rights Movement
The African-American Odyssey, Chapters 20-21
Have a Blessed and Safe Thanksgiving Holiday
Reminder: A Good Time to Work on Research Papers

November 29 The Second Reconstruction: The Civil Rights Move. Continues
The African Liberation Movements
The African-American Odyssey, Chapters 20-22

December 6 Eyes on the Prize: America’s Civil Rights Years
Awakenings (1954-1956)
Fighting Back (1957-1962)
Mississippi: Is This America? (1962-1964)
The Time Has Come (1964-1966)

December 13 Final Examination
6 to 8 PM (No Final!)
Research Papers are Due by 6 PM

BE ADVISED THAT CHEATING AND PLAGIARISM CAN RESULT IN AN AUTOMATIC "F" FOR THE COURSE. THIS GOES FOR ALL ASSIGNMENTS.

PLEASE REMEMBER DUE DATES FOR ALL ASSIGNMENTS. PLEASE DO NOT LOSE THIS SYLLABUS AND COURSE CALENDAR. THESE WILL BE YOUR LIFELINE FOR THE COURSE THIS SEMESTER. I HOPE THAT YOU WILL HAVE A GREAT TIME IN THIS CLASS.

*Questions for The Education of Blacks in the South

1 What is Dr. Anderson’s goal in The Education of Blacks in the South, 1865-1935? Why does the author continuously refer to the themes of citizenship, liberation, and democracy throughout his work? What is he implying or suggesting about the United States and African Americans?

2. Discuss the evolution of Black schools and educational institutions in the South immediately following the end of slavery? What type of educational institutions existed for former slaves following the demise of slavery? How did African Americans themselves play a major role in the development of these institutions?

3. Discuss the evolution of higher education in the South for Blacks. How did it differ from that of Whites? What types of colleges and universities formed for former slaves in the South after slavery?

4. How did educators best attempt to educate the Black masses? Spend some time discussing the curriculum in Black schools across the South. Did the curriculum in primary and secondary schools prepare Blacks for college? Why or why not? How did Black colleges compare to their White counterparts in the South? Can you tell me how public and private schools in the South in general—for Blacks and Whites—compared to institutions for others outside the South?

5. How does Anderson best describe Black educators in the South—schoolteachers, principals, college faculty, and college administrators? Discuss their training in the South? Do we see a large number of “carpetbaggers” or Black and White Northerners educating Black youths after the Civil War? Does this change? When do we begin to see qualified African-American Southerners educating their own communities in the South?

6. What hurdles did Blacks face in the development and organization of their institutions? How
did White Southerners respond to Black education? Did White Southerners agree that an educated Black community—and White community—benefited the entire South? Why or why not? Did racism cripple Black educational development in the South? Explain? How did African Americans compensate for this crippling effect?

7. What role did Booker T. Washington play in the formation of educational opportunities for African Americans? How did Washington see education as it best related to Blacks in the South? Did he support full educational opportunities for Blacks? Please explain? How did Black Southerners respond to Washington? How did Black Northerners respond to Washington and his views on Black education in the South and United States? How did Dr. W. E. B. Du Bois respond to Washington?

8. Briefly discuss the evolution of Black educational opportunities in Texas. Did Texas differ from other Southern states in how it treated Black youths and provided for Blacks schools? Give me a few examples of successful Texas Black institutions that still exist today. Do these institutions still have hurdles to cross? Explain? Please conclude your paper here by comparing Texas to the South. Explain the role of Black schools today in the twenty-first century in Texas. Finally, access Anderson’s book. Critique it briefly.

*Questions for Advancing Democracy

1. What is the author’s goal or intentions in this work? What is he saying about Texas, Texas
history, Texas Blacks, and Black higher education in the Lone Star State? Do you sense that
the author is reaching out to a particular group or groups? What groups? And what is his
message to these groups?

2. Discuss the development of Texas colleges for Blacks since the end of slavery. Why did the state find it important to open colleges for Blacks in Texas? Why does Shabazz critique the state’s public education mission for Blacks?

3. Why weren’t Blacks satisfied with their colleges in Texas? Why was it important to push for change? What group or groups led the way to lobby the state legislature, the federal government, and private benefactors for increased funding sources for historical Black colleges and universities (HBCUs) in Texas? Did Black Texans from the very beginning want desegregated colleges and universities for Blacks? Did they want to attend Blacks colleges and universities, White schools, or quality schools? Please explain.

4. Did the state provide educational opportunities for other non-White groups—Latinos, East Asians, Native Americans, Middle Eastern immigrants, etc.? Did the state discriminate against all non-Whites? Or did the state reserve its disgust and contempt for African Americans in particular? Why was it so important to discriminate against Blacks?

5. Discuss when Blacks began formulating strategies toward desegregating Texas colleges? Why did it become so important for Blacks to have accessibility to these all-White or predominately-White colleges and universities in the early to middle twentieth century? Discuss the strategies of African Americans in attempting to desegregate Texas colleges and universities?

6. How did the National Association for the Advancement of Colored People (NAACP) take the
lead in desegregating Texas colleges and universities? Discuss the strategy or strategies of
the organization? Were all NAACP members on the same page with regard to this issue?
How did Texans move the NAACP toward a more radical stance during and following World
War II? What direction did the organization take in the 1930s, l940s, and early 1950s in
regard to higher education? How did this direction affect the organization’s relationship with
Blacks, moderate Whites, and Black educators in Texas?

7 Give me two examples of desegregation strategies of Blacks seeking access to higher education and graduate/professional programs in Texas. What were the specifics behind these strategies? How did these strategies stand up to White resistance?

8. Discuss White resistance in Texas. How did Whites attempt to block Black access to
their colleges and universities in the state? Why were Whites so relentless in their antipathy
for Blacks?

9. Discuss the Sweatt Case. Why did Heman Sweatt push for the desegregation of the University of Texas Law School? How did he survive White antipathy directed at him and his family? Did he complete his studies at UT? Why or why not? Why is the Sweatt Story bittersweet?

10. Finally discuss the end result of desegregation in Texas. How has the desegregation of
Texas colleges and universities affected race relations, Black socioeconomic attainment, the
rise of the Black middleclass, and lastly, HBCUs? How have you personally been affected by
this monumental event? What is Dr. Shabazz’s view of the desegregation of Texas higher
education? To Shabazz, was forced-desegregation good or bad? Please explain.

*Questions for Make Haste Slowly

1. What is Dr. Kellar’s thesis in Make Haste Slowly? What does this title imply about Texas,
Houston, and the Houston Independent School District (HISD)?

2. How did HISD’s treatment of Blacks mirror the city and state’s antipathy for African
Americans?

3. Discuss the development of HISD and its Black schools. What individuals played a significant
role in the formation of Black schools? What were the goals of these persons? Did they put
Black education first? Why or why not?

4. How did Black Houston schools rank in the South? Houston by World War II had the largest number of Black youths enrolled in public Southern schools. Did Houston did a good job educating Black students? Why or why not?

5. Discuss Black schoolteachers. Who were these men and women? What were their credentials compared to their counterparts throughout the South? What were their credentials compared to their White peers in HISD? What did they have to do to secure equal pay from the school district?

6. How did HISD respond to the 1954 Brown Decision? What did educators do to bypass school desegregation in the district?

7. How did the Brown Decision correlate with the growing tide of anti-Communist rhetoric and philosophy in the postwar years? Did the Houston Red Scare help or hurt Blacks in their efforts to desegregate Houston schools? Explain. How did the district respond to growing pressure from the Black community to desegregate their schools? Were there members of the White and Latino communities who also pushed for desegregation? Discuss.

8. How did the district’s growing Mexican-American population fit into the equation? How did they respond to the Brown Decision and efforts among Blacks to desegregate Houston schools?

9. How did HISD finally formulate an amenable desegregation plan? Discuss the Blacks who brought a suit against the district. Discuss the HISD desegregation plan in detail. Why does Kellar question the plan or the intentions of the district?

10. Discuss Hattie Mae White, HISD’s first Black board member. What were her experiences. How did she help in the desegregation struggle?

11. In the end how successful was the district in desegregating its schools. Are the schools fully desegregated now in the twenty-first century? Explain? In writing your summary, discuss your experience in school. Did you benefit from desegregation? Or did you attend schools that were what Peter Irons calls re-segregated? Explain.

*Questions for Brown Not White

1. What is Dr. San Miguel’s thesis in Brown Not White? What does this title imply about
Texas, Houston, the Houston Independent School District (HISD), and its Mexican American
students?

2. How did HISD’s treatment of Mexicans and Mexican Americans mirror the city and state’s
antipathy for African Americans? Explain.

3. How did Mexicans and Mexican Americans push for better schools for their children? How
Did Mexican Americans of varying generations and educational backgrounds respond to
mounting resistance to desegregation after the Brown Decision of 1954? Why is community
agency at the heart of San Miguel’s story? Please explain.

4. Discuss the road to the Brown Decision between 1935 and 1954. How did the Mexican-
American community contribute to this historic legacy within civil rights?

5. How did HISD respond to mounting Latino resistance to continued school segregation and
racism? How did HISD formulate a desegregation policy that would “kill two birds with one
stone”? What does the instructor mean by this last statement?

6. How did Mexicans respond to the tactical scheme of HISD by the late 1960s and early 1970s?
How did the growing Chicano Movement affect student insurgents and activists of this period?

7. In the end, how did HISD and White parents respond to Brown resistance? What did they
eventually do in their effort to keep their children away from Blacks and Browns?

8. What is HISD like today in the twenty-first century? In the end, which group(s) won out? Did
Browns successfully push the district to execute true desegregation? Did Blacks see true
desegregation or integration? Or did Whites simply abandon the school district? Please be
sure to discuss your experience as a student in one of these schools (or a similar school).
What do you remember most about your schools and the other students who attended school
with you—did they look like you or did they look like a diverse America? Or are segregated
schools a reflection of the real United States of America? Please explain.

*Questions for Jim Crow’s Children

1. Discuss the author’s thesis. Why is the author pessimistic or disillusioned about the Brown
Decision, the affects of the legendary case, and the role of the federal government in
implementing and blocking true integration?

2. The author, a law professor, discusses the impact of the Supreme Court and Constitution in
depriving Blacks of a first-class, quality education. Discuss this in detail. Please make
reference to early Supreme Court decisions, i.e., the Three-Fifths Compromise, the Dred
Scott (1857), and of course, Plessy v. Ferguson (1896). For the author, these decisions put in
motion a historic legacy of the federal government and its antipathy toward Black citizens of
the United States. Please discuss how slavery set the stage for this atmosphere of divide and
prejudice?.

3. How does history and historic trends make Brown an important byproduct? In other words,
how does the actions of ordinary Blacks trigger what becomes the most important Constitutional case in the history of the United States? How do ordinary Blacks pave the path
for the civil rights activism of their children and grandchildren in later years?

4. Discuss some of the players who made the Brown Decision a reality for the legal community
and nation? How did society prepare the way for these extraordinary Americans of the United States—Charles Hamilton Houston, William Hastie, Thurgood Marshall, Constance Motley, Earl Warren, and etc.?

5. Please briefly discuss the legal strategy embarked by the NAACP. How did the strategy
work? What road did the organization take before getting to the Supreme Court?

6. Discuss the Supreme Court of the 1950s. Who made up this court, a court that gave a
unanimous decision that stirred a nation for decades? Why did the court decide to give a
unanimous decision? And why did the court decide upon “all deliberate speed” the following
year in what became known as Brown II? Did these two decisions conflict with one another or were they contradictory? Why or why not? Explain.

7. How did America and Americans fight school desegregation? Why was school desegregation
so controversial? Why did people resist opening their schools and hearts to Black children?
Why does the author remind us that this was not simply a Southern concern? What does he
say about the entire United States, especially the North by the 1970s in regards to this ordeal?
Explain. How did the federal government help fan the fiery flames of hate?

8. What is the author’s conclusion about this tragedy? Who are Jim Crow’s children? What
has happened to these youths? Why have they not regrettably benefited from the modern-
day Civil Rights Movement as people believe they should have? Has America solved this
problem? How? Why or why not? Will America ever solve this problem? Is this issue a
microcosm of a larger complexity—what complexity? What are your thoughts on this issue?

*Questions for Simple Justice
1. Where doe the author begin his mammoth narrative of the history of the Browns v. the Board
of Education of Topeka (1954)? What is his beginning?

2. Discuss the development of Black Southern schools following slavery? Does Kluger agree
with Iron and Anderson’s assessment of the evolution of Black education in the United
States?

3. How do civil rights initiatives in the first decades of the twentieth century play a role
in the development of education as a legitimate issue of contention for Black legal scholars
and activists? Discuss some of these earlier initiatives?

4. The author discusses in detail some of the major players who became a permanent fixture in
the fight for educational equality. Discuss some of these men and women. Why are they so
important in our history today?

5. Talk about the road to the Brown Decision. What were the initial strategies of the NAACP? Why did the organization target higher education? Did Black Texans play a major role in this
movement? Explain.

6. Discuss the Supreme Court of the middle 1950s. Who were these men? Why did they vote the way they did in May 17, 1954? How did their vote change history?

7. Discuss in detail White resistance to the decision. What strategies did Whites utilize to maintain the status quo in the South?

8. How did the Brown Decision lead to the modern-day Civil Rights Movement? Why did activism move quickly away from school desegregation and toward other issues such as public accommodations? In the end, how successful was the Brown Decision and the overall modern-day Civil Rights Movement? Explain.

9. Writing about the fiftieth anniversary of the historic Brown Decision, what does the author today say about the case’s importance in history? What did it attempt to do and what did it actually do? Did Brown succeed? Does Kluger’s interpretation of this event differ from Iron’s? Explain.
*Again, students are required to write an introductory paragraph at the beginning of each essay. In this paragraph, students are to give the author’s thesis. Please remember that you are not writing a research paper and therefore do not need to hand in a bibliography and attached endnotes/footnotes. When citing directly from the readings, please put the author’s statement in quotations; and immediately following the quotation, please put in parenthesis the author’s last name, a comma, followed by the page number(s) where the cited material comes from. You must document all citations. Anything else is considered plagiarism. If you are citing from a book review or article, nevertheless, you must include the information pertaining to the source in a footnote or endnote. Again remember: citations coming from the required readings you are writing on should be cited in parenthesis; however information on cited materials being utilized by other sources must be placed in a footnote or endnote. This is a must!!
*Analysis of Grading System for Written Exercises

A papers
These well-written, analytical, and organized papers will not suffer from grammatical errors, fragmented sentences, consistent passive voice phrases, incorrect punctuation use, inconsistent verb-tense usage, repetition, and other mechanical/grammatical flaws. Students will also consistently write sentence and paragraph transitions throughout their papers. As for content, the student will appropriately heed to the format provided in the syllabus.

B Papers
These papers will also be well organized. Grammatical errors will be at a minimum. The B paper differs from the A paper in content mainly. While the A paper will be well-written and well-analyzed, the B paper will be slightly weaker in its analysis of the content and material.

C Paper
The C paper will have misspelled words, fragmented sentences, passive voice usage, inconsistent verb-tense, repetition, etc. Although the pertinent issues will be addressed, the C paper will be weak in analysis. These papers will be at a minimum if students carefully read these works, outline their answers before writing their essays, and proofread the work before submitting their final drafts.

D Papers
These papers are more severely flawed than C papers because of poor writing and analysis. Often students of D papers will turn in incomplete work.

F Papers
Students who fail to do these assignments will, of course, receive an F for the work. Then some F papers will suffer from overwhelming grammatical and mechanical errors. Please, at all costs, avoid this grade.

*This grading scale holds true for all assignments.

***Selected Annotated Bibliography

Barr, Alwyn. Reconstruction to Reform: Texas Politics, 1876-1906. Austin: University of Texas
Press, 1971.
This work looks at state-wide politics and reform measures at the turn-of-the-
century. As Jack Temple Kirby has said, progressivism in the South meant
legalized Jim Crow for Blacks.

Beeth, Howard and Cary D. Wintz, eds. Black Dixie: Afro-Texan History and Culture in
Houston. College Station: Texas A. & M. Press, 1992.
This anthology discusses the Houston Black population from the ante-bellum
period to the present. These articles give interesting descriptions of Black
organizations, community activists, and workers in the period under investigation
in my dissertation.

Bodnar, John. The Transplanted: A History of Immigrants in Urban America. Bloomington: Indiana University Press, 1985.
This work looks at rural-to-urban migration and settlement among US
immigrants. While the work does not study the Black experience directly, this
piece can serve as a good reference tool when examining the Black rural-to-urban
experience and comparing it to that of European immigrants.

Bullard, Robert. Invisible Houston: The Black Experience in Boom and Bust. College
Station: Texas A. & M. Press, 1987.
This work focuses on the 1970s and 1980s in Houston; however, I agree with the author's argument. He believes that Black poverty, neglect, lack of education,
and underemployment is directly tied to White racism. This problem began in the
early twentieth century, the period of my dissertation.

Gottlieb, Peter. Making Their Own Way: Southern Blacks' Migration Experience to
Pittsburgh, 1916-30 Urbana: University of Illinois Press, 1987.
This work shifts from the ghetto formation thesis. The author instead focuses on
the transition of migrants from farmers to proletarian workers. Also, he strongly
believes in the Black migration experience being placed in the larger context of universal rural-to-urban migrations. This work is important for me as well because I also believe in looking at the Black migration experience in the larger context.

Harris, William H. The Harder We Run: Black Workers Since the Civil War. New York:
Oxford University Press, 1982.
This study looks at the Black farmer, service employee, and industrial worker
throughout the United States. I hope this work can direct me to other sources on
workers in eastern Texas, including their union involvement.

Jones, Howard. The Red Diary: A Chronological History of Black Americans in Houston and Some Neighboring Harris County Communities-122 Years Later. Austin: Nortex Press, 1991.
This work includes information about Black life and culture in Houston and nationally from the nineteenth century to 1958. The information included can link me to
other sources about Black migrants and black life in general.

Kussmer, Kenneth. A Ghetto Takes Shape: Black Cleveland, 1870-1930. Urbana: University of
Illinois Press, 1980.
This work looks at the African-American community in Cleveland before and during the
Great Migration. Kusmer argues that White attitudes hardened toward Blacks in the 1890s
when large numbers of Blacks came to Cleveland from the South. This book serves as a source for my comparison/contrast to Northern migration.

McComb, David. Houston: A History. 1969. Reprint. Austin: University of Texas Press, 1981.
This biographical study of Houston puts in perspective the development of industrial Houston. Although the author focuses very little on Blacks, this work does
provide a sound analysis on the economic development of the city, which
affected blacks throughout Texas and Louisiana.

McMillen, Neil. Dark Journey: Black Mississippians in the Age of
Jim Crow. Urbana: University of Illinois Press, 1990.
This work motivated me to study Jim Crow in Texas. This author looks at White racism and Black resistance in Mississippi in the years prior to World War II. This
work is useful to me as a reference book.

Meier, August. Negro Thought in America, 1880-1915. Ann Arbor: University of
Michigan Press, 1966.
This book gives a good narrative of Black political consciousness during the era
of Booker T. Washington. My hope is that I can find organizations and events
relevant to Houston Blacks, or ideas that encouraged rural Blacks to migrate to
Houston.

Osofsky, Gilbert. Harlem: The Making of a Ghetto, 1890-1930. New York: Harper and Row, 1965.
This work started the ghetto formation scholarship in Black urban history.

Rabinowitz, Howard. Race Relations in the Urban South, 1865-1890. New York: Oxford
University Press, 1978.
This is one of the few major books in existence about Black urban life immediately after the Civil War. He looks at five Southern cities, and determines why Whites sought to control Blacks. Although Houston is not included, this work serves as a useful guide on Southern cities that will be invaluable to me and my research.

Rice, Lawrence D. The Negro in Texas, 1874-1900. Baton Rouge: Louisiana University Press,
1971.
This book focuses on the formation of Jim Crow laws and customs in Texas
before the twentieth century. I will hopefully become more familiar with state-wide and local initiatives to disfranchise African Americans.

Spear, Allan. Black Chicago: The Making a Negro Ghetto, 1890-1920. Chicago: University of
Chicago Press, 1967.
This work looks at migration from the standpoint of ghetto formation. This is a
useful work to me and my research.

Thomas, Richard W. Life for Us Is What We Make It: Building Black Community in
Detroit, 1915-1945. Bloomington: Indiana University Press, 1992.
Unlike scholars who look at Northern Black migration from the ghetto formation
perspective, this author studies the entire Black urban community—organizations,
workers, teachers, youth, senior citizens. This works is useful to my study on migration as a comparative reference.

Williamson, Joel. Crucible of Race. New York: Oxford University Press, 1984.
Williamson analyzes the southern mind and attempts to show the origins of racist
thoughts among White Southerners. Like C. Vann Woodward's classic book, The
Strange Career of Jim Crow, this work is crucial to a student on African-American Southern history at the turn-of-the-century.

Winegarten, Ruthe. Black Texas Women: 150 of Trial and Triumph. Austin: University of Texas
Press, 1995.
This is the first comprehensive study of African-American women in Texas since
their existence in the state in the early nineteenth century. For the period in my
dissertation, much is covered on migrant women who entered personal service
and service industry positions in Houston.

Woodward, C. V. The Strange Career of Jim Crow. 3rd revised ed. New York: Oxford
University Press, 1974.
This work overturned the earlier racist depiction of Black life in the South. Woodward
looks at the formation of the caste system—Jim Crow. Woodward's thesis can be
applied to eastern Texas and Louisiana rural communities.

***This example of an annotated bibliography should serve as a useful guide for your final assignment. Please write your bibliographies in this format. No exceptions. The annotations always follow the bibliographic information. Only the first line begins at the far left. The subsequent lines are tabbed, even the annotation. No exceptions.