New York Theological Seminary Online Learning System



New York Theological Seminary

…a diverse and inclusive community of learning with a historic urban focus…

Black Lives Matter

MTH2504

COURSE SYLLABUS

Fall Semester 2020

Meeting Days & Times: Tuesdays, 6:00 P. M. – 9:30 P.M.

Professor C. Vernon Mason

vmason@nyts.edu

212-870-1265 (office)

646-369-4093 (cell)

Office Hours: Wednesdays 1pm to 4pm & Fridays 1pm to 5pm

Willie Dwayne Francois III, DMin

wfrancois@nyts.edu

(409) 939-1818

Office Hours: Mondays 11am to 1pm & Thursdays 12pm to 2pm

All students are required to read and have a thorough understanding of the syllabus. Any questions or concerns need to be addressed with the professor(s).

DESCRIPTION AND PURPOSE OF COURSE

The US is on fire as centuries–old tensions regarding race and racism flame blaze through rural and urban areas. Black Lives Matter (BLM) is a decentralized Movement advocating for non – violent protest against incidents of police brutality and all racially motivated violence against Black people. Three Black women, Alicia Garza, Patrisse Cullers and Opal Tometi started BLM in July 2013 after the acquittal of George Zimmerman in the shooting death of Black teenager, Trayvon Martin. BLM was first offered as a Course at NYTS in 2016 and was taught by The Rev. Dr. C. Vernon Mason.

Since the genesis of BLM in 2013, countless Blacks and LatinX people have succumbed to the absurdity of anti-Black violence. On May 25, 2020 George Floyd was crucified by a white police officer in Minneapolis, Minnesota; Breonna Taylor was murdered while sleeping in her bed in Louisville, Kentucky and Ahmaud Arbery was murdered while jogging near his own neighborhood in Georgia. Following the killing of George Floyd, multi-racial demonstrations and protests have erupted in all 50 states in the US, and in countries all over the world.

This present emerges from a history and crisis of whiteness, a long continuation of the tropes of the Black body as chattel and criminal. The maelstrom of unchecked police brutality, sentencing disparities, voter suppression, zero-tolerance school discipline policies, and a revival of law and order politics summons us to think theo-historically and praxiologically about race, racism, and religion in the US. Our postmodern moment of racial reckoning mandates fresh deliberation and ecclesial praxis from American Christianity. This course takes an interdisciplinary look at racism and power, tracks a history of US religions and Black social movements, and explores identity and intersectional approaches to justice. Moreover, this course will expose the learner to the socio- political dimensions of theologies nurtured through Black people’s experiences. A task will be to develop definitions of Black Liberation in theological discourse. Liberation theologies move away from the speculative approach to theology toward more pragmatic and active approaches to human freedom and the upending of oppressive structures.

THEME SCRIPTURE

I hate, I despise your festivals,

    and I take no delight in your solemn assemblies.

Even though you offer me your burnt offerings and grain offerings,

    I will not accept them;

and the offerings of well-being of your fatted animals

    I will not look upon.

Take away from me the noise of your songs;

    I will not listen to the melody of your harps.

But let justice roll down like waters,

    and righteousness like an ever-flowing stream.

Amos 5: 21-24 NRSV

THE OUTCOMES ARE:

New York Theological Seminary is a diverse and inclusive community of learning with a metropolitan focus. With Christ at its center, and with a curriculum informed by biblical witness and Christian thought and tradition, the Seminary prepares women and men for the practice of ministry in congregations, the city, and the world. Led by the Spirit, and in active partnership with churches, we seek to heed God's call for reconciliation, justice, evangelism, and transformation.

• Demonstrate competence in biblical and theological reflection that is faithful to one’s own tradition, dynamic in its articulation, and relevant to contemporary intercultural and multi-faith contexts;

• Demonstrate the ability to identify, design, and put into practice diverse and inclusive models of ministry to achieve personal, ecclesial and social transformation and reconciliation;

• Demonstrate the ability to engage in critical reflection that fosters spiritual formation and renewal of individuals, faith-based communities, cities and the world.

COURSE COMPETENCIES/LEARNING OBJECTIVES

At the completion of the class students will be able:

• to join the contemporary discussion regarding Black Lives Matter in a manner that is informed and constructive, as assessed by classroom discussions and four written assignments.

• to articulate a clearer understanding of the historic, cultural, social, and spiritual implications of what is fundamentally an undergirding theological anthropology regarding the valuation (or lack thereof) of Black Lives in the contemporary US American society, as assessed by the final paper and in-class presentation.

• to demonstrate a critical and constructive ability to address the systemic effects of racism and white privilege that lie at the core of Black Lives Matter movement, as assessed by the final paper.

MOODLE INFORMATION

All students are required to enroll in their courses in Moodle after registration. Upon registration, you will receive a handout that explains the basics on how to enroll yourself into your courses and another one on how to use Moodle (including your login settings). Read both carefully and follow the instructions in them. You can enroll with the enrollment key, which is the COURSE NUMBER. For example, for the course BBN2411 Women in the New Testament, the enrollment key is bbn2411 (all lowercase).

After working through the steps in the Moodle Documentation (also found at the Moodle website: ), if you have problems and/or are not able to login, have questions concerning the use of Moodle, send an email to our help desk at helpdesk@mail.nyts.edu. Describe the problem in detail and include your full name, your email address, and telephone number(s). Most teaching faculty and assistants can also aid you.

All important announcements and communication for this class will take place through Moodle and the NYTS email addresses of the students. Make sure that you periodically check the course and your NYTS email inbox to stay informed and communicate with your professor and classmates. Students must always include their first and last name at the end of all e-mail messages. This will enable the professor to quickly identify the student and course, facilitating a timely response. The teaching faculty and any assistants of this course are expected to respond to students’ emails within 2-3 business days.

REQUIRED MATERIALS

We recommend you start building a library for your present and future ministries or vocations. The following are the books required for this course. All students are expected to have purchased the books by the first day of the class.

Required Texts

1. Camp, Jordan T. and Heatherton, Christina. Policing The Planet: Why The Policing Crisis Led to Black Lives Matter. Brooklyn, NY: New Left Books, 2016, ISBN # 13:978-1-78478-316-7.

2. Coates, TaNehisi. Between the World And Me. New York: Random House, 2015, ISBN # 978-0-8129-9354-6.

3. Douglas, Kelly B. Stand Your Ground: Black Bodies and the Justice of God. Maryknoll, NY: Orbis Books, 2015, ISBN # 978-1-62698-109-6.

4. Francis, Leah G. Ferguson & Faith: Sparking Leadership and Awakening Community. St. Louis: Chalice Press, 2015, ISBN # 978-0-8272-1105-6.

5. Garcia, Alicia. “Herstory: The Creation of a Movement” online at (Students should be familiar with the contents of the entire web site.)

6. Glaude, Eddie S. Jr. Democracy in Black: How Race Still Enslaves The American Soul. New York: Crown Publishers, 2016, ISBN # 978-0-8041-3741-6.

7. Hinton, Elizabeth. From The War on Poverty to the War on Crime: The Making of Mass Incarceration in America. Cambridge: Harvard University Press, 2016.

8. Carter, J. Kameron. Race: A Theological Account. New York: Oxford University Press, 2008.

9. Jones, Robert P. White Too Long: The Legacy of White Supremacy in American Christianity (New York: Simon & Schuster, 2020). ISBN # 978-1-982-12-286-7

10. Lebron, Christopher J. The Making Of Black Lives Matter: A Brief History Of An Idea, New York: Oxford University Press, 2017.

11. Lightsey, Pamela. Our Lives Matter: A Queer Womanist Theology. Eugene: Pickwick Publications, 2015.

12. Morris, Monique W. Pushout: The Criminalization of Black Girls in Schools. New York: The New Press, 2016, ISBN # 978-1-620-97-094-2.

13. Sims, Angela, Lynched: The Power of Memory in a Culture of Terror. Waco: Baylor University Press, 2016. ISBN

14. Taylor, Keeanga-Yamahtta. From # Black Lives Matter to Black Liberation. Chicago: Haymarket Books, 2016 ISBN # 978-1-60846-562-0.

15. Wilkerson, Caste: The Origins of Discontents. New York: Random House, 2020. ISBN 978-0-5932-302-5

16. Zack, Naomi. White Privilege and Black Rights: The Injustice of U.S. Police Racial Profiling and Homicides. Lanham, Maryland: Rowman and Littlefield, 2015, ISBN # 978-1-4422-5055-0.

For Master level students, the books will be available at the Columbia University Bookstore.

You may also purchase the course textbooks at a local bookstore and/or utilize a book distributor such as ; ; ; or . Since online purchases can take a week or longer, make sure to order the textbooks as soon as possible. Most required material can be also found in the DTL and/or the New York public library system (see Library Resources below) and some of it also can be downloaded from various academic websites. Any additional materials (e.g., articles, etc.) may be found in your course in Moodle.

WARNING CONCERNING COPYRIGHT RESTRICTIONS

The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproduction of copyrighted material.

Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be used for any purpose other than private study, scholarship, or research. If electronic transmission of reserve materials is used for purposes in excess of what constitutes "fair use," that user may be liable for copyright infringement.

LIBRARY RESOURCES

NYTS co-owns the Digital Theological Library, which provides 24 hours a day, 7 days a week access to over 600,000 e-books, 62,000,000 articles, access to 21,000 journals, and of 150 databases. We also provide subject guides that, as a supplement to course instruction, guides the student in their field of study. We provide instruction to usage through our Learning Management System, as well as a site for information literacy services.

NYTS students will also want to make use of the NY Public Library, which provides research training for free. Also, students should explore what library services are available in their local area. College or community college libraries near the students are also good options. It is best to know early in the semester how much access these libraries can provide for the students.

Anyone who resides, works, goes to school, or pays taxes in New York State is eligible for a New York Public Library (NYPL) card.

Students may either register for a card online or get one at any branch or Research Library in Manhattan, the Bronx or Staten Island

1. For Online Registration, visit .

a. Fill out the online registration form

b. Students who meet the requirements for a card, but who do not reside in New York State, will need to send a copy of his/her NYTS student identification along with another valid ID; (see )

2. Physical Registration

a. Go to any Manhattan, Bronx, or Staten Island branch or research library

i. The closest branch to the seminary offices is at Broadway and 113th Street

ii. Hours are listed on the web site.

b. At the front desk, fill out a library card form

c. Present a valid form of identification; (see ). Students who live outside of New York state must present their NYTS ID card as well as an identification showing the place of residence.

Lastly, students also have the option of purchasing books that can be useful for their research and later academic pursuits at low cost at some of the discount book wholesalers or electronic libraries.

For more information on how to use the library systems or to have a training session on how to perform database research, feel free to contact Dr. Rafael Rayes III at rreyes@nyts.edu.

COURSE PROCEDURES

This course pivots at the intersection of lectures, small-group assignments, class discussions, and individual presentations. The learner’s final grade will depend on the successful fulfilment of:

In-Class Participation. The learner is expected to attend all fifteen sessions of course instruction. In-class participation includes demonstrating a command of the readings in conversation, engaging collegially with co-learners, contributing to the life of the small-group sessions, and readily engaging in the Text Graffiti assignments. The integrity of the learning process and success of pedagogical practice depend on each person’s commitment to shared discovery and intellectual curiosity. While many other obligations demand your attention, distracted and disengaged learners compromise our collective success and journey. All assigned reading should be completed by the start of class on the day it is assigned. A fuller articulation of the Attendance Policy is located below.

Critical Analysis Papers. Three (3) critical analysis papers are due throughout the semester. Each paper should offer critical analysis of two or more of the readings assigned, and should offer critiques, insights and questions to be explored in class discussion. Each paper should be 500 words, approximately two (2) pages in length. (Ex. Answer: What are the authors’ main ideas? How does this argument differ from other authors writing on the same topic? How does this argument relate to your opinion on the topic? What questions were answered for you? What questions did the reading create for you? What are some of the strengths of the writing? What are some of the holes in the analysis?) Students are required to post their papers on Moodle at 11:59pm EST on Thursday, October 1st, Thursday, October 29th, and November 19th respectively.

TheoTalk.

Each week, one student will facilitate a TheoTalk based on the assigned reading for the week assigned. The TheoTalk, a 20-25-minute presentation, should creatively engage and offer critique of the main ideas, nuances, and methods of the author(s). Likewise, this assignment provides learners the opportunity to explore an issue raised (or neglected) in the reading in much greater depth. A brief class discussion to follow each panel presentation. The mark of a good presentation will be the extent to which the panel elicits energetic and focused class discussion. PowerPoint is strongly encouraged.

Research Paper

The student will submit a paper on one of the themes or defined major areas of inquiry featured in the course. One’s research methodology can explore comparative analysis, constructive theology, historical reasoning or historiography, textual criticism, interpretative analysis, or critical argumentation. Relying on the readings assigned Independent research is encouraged for the final paper. Papers should be 2,500 words, approximately 10 pages in length and reflect standard scholarly writing and draw from course materials and other sources applicable to the learner’s project. Students are required to post their papers on Moodle at 12:00pm EST on Thursday, December 17th.

In addition, keep the following course requirements in mind:

All written material must follow the guidelines in Jerry Reisig’s Formatting Guide and Access: Unlocking the Power of Research (at the front desk of NYTS—if you haven’t purchased it already). As stated in these two manuals all footnotes and bibliographies should be formatted according to the 9th edition of Kate Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations (ISBN-10: 022643057X or ISBN-13: 978-0226430577). Turabian’s manual is available in most bookstores. A shorter version of it can be found on-line at . Questions about formatting papers and Turabian should be directed to Dr. Rafael Rayes III at rreyes@nyts.edu.

You must write in grammatically correct English. Papers that are poorly written will be turned back to be rewritten and will need to be resubmitted within two weeks of having received it with corrections. There may be no third submissions allowed.

NYTS is committed to an inclusive theological agenda. The use of inclusive language is a requirement for all written work and encouraged in all other written or oral communications. Students are urged to develop greater sensitivity in their written work to issues of inclusion in all forms, but especially regarding humankind. Terms such as “mankind” or “sons of God” are not inclusive of women. Instead, students could say humanity and children of God. Students will be urged in classes to consider more inclusive ways of speaking about God as well.

RUBRICS

|Rubric for Papers in Theology Courses |

|(100 possible points) |

| |25 |20 |15 |10 |

|Theoretical Content in the |The document demonstrates a |The document contains a |The document |The document does not |

|areas of theology |mastery of much of the issues |deep and adequate |demonstrates a |demonstrate an adequate |

| |discussed, an excellent grasp of |theological engagement of |minimal engagement of|theological engagement, |

| |their complexity and development,|the issues discussed, shows|theology and its |understanding of their |

| |and includes substantial |some good grasp of their |doctrines, |complexity and development,|

| |theoretical content. |complexity and development,|understanding of |and no theoretical content.|

| | |and includes some |their complexity and | |

| | |theoretical content. |development, and very| |

| | | |little theoretical | |

| | | |content. | |

|Contextualization |The document highly relates its |The document competently |The document relates |The document does not |

| |arguments to contexts of faith, |relates its arguments to |its arguments to |address the contexts of |

| |and to personal, educational and |contexts of faith, |contexts of faith, |faith, personal, |

| |training experience, and strongly|personal, educational and |personal, educational|educational and training |

| |shows the student’s point of |training experience, and |and training |experience, and lacks the |

| |view. |shows some evidence of the |experience, and |student’s voice. |

| | |student’s point of view. |contains some | |

| | | |personal point of | |

| | | |view, but is not | |

| | | |fully effective. | |

|Critical analysis & support |The document contains arguments |The document contains |The document contains|The document does not |

|from relevant sources |that are clearly articulated, |arguments that are |arguments but there |contain clear arguments; |

| |critically insightful; the |reasonably clear, |are some problems |the document does not draw |

| |arguments are persuasively |insightful; the arguments |with the arguments; |support from appropriate |

| |supported by skillful referencing|are adequately supported by|the document makes |sources (i.e. peer review |

| |and interpretation of appropriate|appropriate sources (i.e. |reference to |journals, theological |

| |sources (i.e. peer review |peer review journals, |appropriate sources |texts, and primary |

| |journals, theological texts, and |theological texts, and |(i.e. peer review |sources). |

| |primary sources). |primary sources). |journals, theological| |

| | | |texts, and primary | |

| | | |sources), but the | |

| | | |references do not | |

| | | |adequately support | |

| | | |the arguments. | |

|Writing |The document creatively reflects |The document creatively |The document reflects|The document lacks |

| |mastery of the arts of scholarly |reflects competence in the |notable deficiencies |creativity and reflects |

| |writing—organization, style, |art of scholarly writing. |in some aspects of |serious deficiencies in |

| |grammar, punctuation, spelling, | |scholarly writing. |scholarly writing skills. |

| |diction, formatting, inclusive | | | |

| |language. | | | |

|Rubric for Presentations in Theology Courses |

|(100 possible points) |

| |25 |20 |15 |10 |

|Theoretical Content in the |The Presentation demonstrates a |The presentation contains a|The presentation |The presentation does not |

|areas of theology |mastery of much of the issues |deep and adequate |demonstrates a minimal |demonstrate an adequate |

| |discussed, an excellent grasp of|theological engagement of |engagement of theology |theological engagement, |

| |their complexity and |the issues discussed, shows|and its doctrines, |understanding of their |

| |development, and includes |some good grasp of their |understanding of their |complexity and development,|

| |substantial theoretical content.|complexity and development,|complexity and |and no theoretical content.|

| | |and includes some |development, and very | |

| | |theoretical content. |little theoretical | |

| | | |content. | |

|Contextualization |The presentation highly relates |The presentation |The presentation |The presentation does not |

| |its arguments to contexts of |competently relates its |relates its arguments |address the contexts of |

| |faith, and to personal, |arguments to contexts of |to contexts of faith, |faith, personal, |

| |educational and training |faith, personal, |personal, educational |educational and training |

| |experience, and strongly shows |educational and training |and training |experience, and lacks the |

| |the student’s point of view. |experience, and shows some |experience, and |student’s voice. |

| | |evidence of the student’s |contains some personal | |

| | |point of view. |point of view, but is | |

| | | |not fully effective. | |

|Critical analysis & support |The presentation contains |The presentation contains |The presentation |The presentation does not |

|from relevant sources |arguments that are clearly |arguments that are |contains arguments but |contain clear arguments; |

| |articulated, critically |reasonably clear, |there are some problems|the presentation does not |

| |insightful; the arguments are |insightful; the arguments |with the arguments; the|draw support from |

| |persuasively supported by |are adequately supported by|presentation makes |appropriate sources (i.e. |

| |skillful referencing and |appropriate sources (i.e. |reference to |peer review journals, |

| |interpretation of appropriate |peer review journals, |appropriate sources |theological texts, and |

| |sources (i.e. peer review |theological texts, and |(i.e. peer review |primary sources). |

| |journals, theological texts, and|primary sources). |journals, theological | |

| |primary sources). | |texts, and primary | |

| | | |sources), but the | |

| | | |references do not | |

| | | |adequately support the | |

| | | |arguments. | |

|Oral Communication |The presentation creatively |The presentation reflects |The presentation |The presentation lacks |

| |reflects mastery of the arts of |competence in the art of |reflects notable |creativity and reflects |

| |oral communication—organization,|oral. |deficiencies in some |serious deficiencies in |

| |style, authenticity, interests, | |aspects of oral |oral communication. |

| |inclusive language. | |communication. | |

Assessment of Online Participation in Courses

Students’ work online will be evaluated according to the following rubric system. There are two components on which students will be evaluated: the weekly discussion forums and the collaborative activity.[1]

|Rubric for Participation in Discussion Forums |

|(100 points possible) |

|100 Points possible |0 Points |10 Point |15 Points |20 Points |25 Points |

|Content |Discussion questions not|Some discussion |Discussion questions are |Previous level, plus |Previous level, but |

| |addressed; resources or |questions are addressed;|addressed; resources or |incorporates readings|with greater |

| |readings not mentioned. |resources or readings |readings are mentioned |and resources into |development of |

| | |are mentioned but not |and related to topic; |own experiences; |original thinking, |

| | |related to topic; some |repeats but does not add |information is |plus provides |

| | |information is often |substantive information |factually correct but|reflective, and |

| | |incorrect |to the discussion. |needs development of |substantive |

| | | | |concept or thought. |contribution; |

| | | | | |advances discussion |

|Information/ |Thought processes are |Content incorporates |Content demonstrates good|Previous level, plus |Previous level, plus |

|Content |incomplete. |little relevant |grasp of knowledge; links|arguments are clear, |incorporates previous|

| |Content does not show a |information; |work, but lack |concise, and cogent. |learning into |

| |good grasp of | |appropriateness | |relevant topic or |

| |information; links | | | |topics. |

| |provided don’t work | | | | |

|Creativity |No relevance to the task|Contribution are |Contributes developed |Contributes good |It appears to |

| |and topic |superficial; doesn’t |thoughts but fails to |arguments with |generate new ideas in|

| | |address all aspects; |address key aspects of |multiple views |combination with |

| | |A simple synthesis being|the material; lacks full |included in a new way|synthesis of the |

| | |presented |development of concepts. | |material. |

|Clarity and Mechanics |Comments are |Communicates in a |Contributes valuable |Contributes to |Previous level, plus |

| |unorganized, or rude |friendly, courteous, and|information to the |discussion with |complex issues are |

| |content that may contain|helpful manner, with |discussion, with minor |clear, concise |identified, and |

| |multiple errors or may |some errors in clarity |clarity or mechanics |comments formatted in|subtle nuances are |

| |be inappropriate |and mechanics | |an easy-to-read style|explained |

| | | | |free of grammatical |insightfully. |

| | | | |or spelling errors. | |

ONLINE ATTENDANCE OR PARTICIPATION POLICY

Though class absences are sometimes necessary for extenuating professional or personal situations, each student’s online participation is beneficial for the whole class. It is critical for students to participate in all Moodle discussions and submit all assignments to accomplish the learning outcomes.

An Online Absence is equivalent to a missed week’s assignment(s). There are no half absences for online students. Each missing posting will be equivalent to a tardee in class, and three tardees will be equivalent to an unexcused absence. Three (3) unexcused absences in a course will result in the student receiving an F for the course. In extraordinary circumstances, and at the sole discretion of the professor, a student with three (3) unexcused absences may be allowed to continue (and obtain a passing grade) in the course, on condition of no further absences in the course (whether excused or unexcused), the completion of all missed course assignments, and the performance of additional work (if any) assigned by the professor.

Upon three (3) unexcused absences a student may petition to withdraw and receive a “W” instead of an “F”. The granting or denial of any such petition is within the discretion of the dean and the professor. In neither case will a withdrawn student (W) receive a tuition refund.

Absences (excused or unexcused) may result in the reduction of percentage points (10%) from the student’s final grade. The professor may at her or his discretion offer a student an opportunity to gain back the lost percentage points through whatever means are appropriate to the situation. Any additional assignment given to the student as an option for replacing missed work must be completed within seven (7) days after the faculty member determines the work may be replaced.

The criteria for excused absences are:

• family emergency or a serious personal illness

• an unavoidable and non-reoccurring work conflict

• non-reoccurring technical problem with either Moodle or the student’s personal computer that has not been previously identified or that is beyond the student’s control

Contact the faculty member before the absence (or up to four (4) days after the absence if the reason for the absence prevented communication with the faculty member). The professor is not responsible to contact a student to inform him/her of a missed assignment.

COURSE SCHEDULE

Come prepared for each class session. This course will require an informed class interaction and the timely completion of all assignments. You may assume about twenty hours of preparation for a four-credit hour class. Your personal schedule must allow you to keep up with the due dates for the readings and other assignments.

It is recommended that you place this Course Schedule in a convenient place and refer to it each week of the course. Follow it closely as late assignments may be subject to a grade reduction. Also be sure you can complete this course in the scheduled period. Incompletes will only be granted for true emergency situations, not for poor planning (see the NYTS Incomplete Grades Policy below).

|Date |Key Course Activity |Assignments Due |

|September 8th |Overview and Theological and Historical Beginnings of Freedom | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| | | |

| |Required Reading | |

| |West, Cornel. Prophesy Deliverance! An Afro-American Revolutionary Christianity, | |

| |Philadelphia: The Westminster Press, 1982, (We will discuss chapter 2, “A Genealogy of | |

| |Racism,” pp. 47 – 69) | |

| |Garcia, Alicia. “Herstory: The Creation of a Movement” at | |

| | | |

| |(There are several Black Lives Matter documents online available to download; you | |

| |should download “A VISION FOR BLACK LIVES: POLICY DEMANDS FOR BLACK POWER, FREEDOM & | |

| |JUSTICE” THE MOVEMENT FOR BLACK LIVES POLICY.) | |

|September 15th |Americanized Christianity and Race | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Thurman, Howard. Jesus And The Disinherited, Richmond, Indiana: Abingdon Press, 1976. | |

| |(Chapter 1 only) | |

| | | |

| |Carter, J. Kameron. Race: A Theological Account. New York: Oxford University Press, | |

| |2008. | |

| | | |

| |Suggested Reading | |

| |Jennings, Willie James. The Christian Imagination: Theology and the Origins of Race. | |

| |New Haven: Yale University Press, 2010 | |

| |DuBois, W.E.B. The Souls of Black Folk, New York: Bantam Books, 1989. | |

|September 22nd |Slavery and the forging of America I | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Baptist, Edward E. The Half Has Never Been Told: Slavery And The Making Of American | |

| |Capitalism. New York: Basic Books, 2016. | |

| | | |

| |Walker, David. David Walker’s Appeal To The Coloured Citizen’s of the World, But In | |

| |Particular And Very expressly, To Those of The United States of America. Baltimore: | |

| |Black Classic Press, 1993. | |

| | | |

| |Suggested Reading: | |

| |Dunbar, Erica Armstrong. She Came to Slay: The Life and Times of Harriet Tubman. New | |

| |York: Simon & Schuster, 2019. | |

| |Rosenthal, Caitlin. Accounting for Slavery: Master and Management. Cambridge: Harvard | |

| |University Press, 2018. | |

|September 29th |Slavery and the forging of America II | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Berry, Daina Ramey. The Price For their Pound Of Flesh: The Value of the Enslaved From | |

| |Womb To Grave, In The Building Of A Nation. Boston: Beacon Press, 2017. | |

| | | |

| |Clarke, John Henrik. Christopher Columbus and the Afrikan Holocaust: Slavery And The | |

| |Rise of European Capitalism. Buffalo: E World Inc., 1998. | |

|October 1st | |Critical Analysis Paper I Due |

| | |at 11:59PM EST |

|October 6th |Criminalization of Blackness and Lynching | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Cone, James H. The Cross and The Lynching Tree, Maryknoll, New York: Orbis Books, 2011.| |

| |(Chapters 1-2 Only) | |

| |Sims, Angela. Lynched: The Power of Memory in a Culture of Terror. Waco: Baylor | |

| |University Press, 2016. | |

| |Watch: Will the US Address Racial Terrorism: | |

| | | |

| |Watch: The Cross and the Lynching Tree: | |

| | | |

| |Suggested Reading | |

| |Als, Hilton, Lewis, John and Litwack, Leon F. Without Sanctuary: Lynching Photography | |

| |In America. Santa Fe, New Mexico: Twin Palms Publishers, 2004. | |

| |Mitchell, Don. The Freedom Summer Murders. New York: Scholastic Incorporated, 2014. | |

|October 13th |Theology, Black Criminalization and Criminal Whiteness | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Douglas, Kelly B. Stand Your Ground: Black Bodies and the Justice of God. Maryknoll, | |

| |NY: Orbis Books, 2015. | |

|October 20th |A Broader Look: Mass Incarceration and Black Criminalization | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Hinton, Elizabeth. From The War on Poverty to the War on Crime: The Making of Mass | |

| |Incarceration in America. Cambridge: Harvard University Press, 2016. | |

| |Suggested Reading | |

| |Childs, Dennis. Slaves of the State: Black Incarceration From The Chain Gang To The | |

| |Penitentiary. Minneapolis: University of Minnesota Press, 2015. | |

|October 27th |Blue Crimes and Black Lives I | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Zack, Naomi. White Privilege and Black Rights: The Injustice of U.S. Police Racial | |

| |Profiling. Lanham, Maryland: Rowman and Littlefield, 2015 | |

| | | |

| |Camp, Jordan T. and Heatherton, Christina. Policing The Planet: Why The Policing Crisis| |

| |Led to Black Lives Matter. Brooklyn, NY: New Left Books, 2016. (Chapters 3. 12. 16, &| |

| |19 only) | |

| | | |

| |Suggested Reading | |

| |Ogletree, Charles. The Presumption of Guilt: The Arrest of Henry Louis Gates, Jr. and | |

| |Race, Class, and Crime in America. New York: Palgrave Macmillan, 2012. | |

| |Haas, Jeffery. The Assassination of Fred Hampton: How the FBI and the Chicago Police | |

| |Murdered a Black Panther. Chicago: Lawrence Hill Books, 2010. | |

|October 29th | |Critical Analysis Paper II Due |

| | |at 11:59PM EST |

|November 3rd |Blue Crimes and Black Lives II | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Davis, Angela J. Policing The Black Man. New York: Pantheon Books, 2017. | |

| | | |

| |Suggested Reading | |

| | | |

| |Butler, Paul. Chokehold: Policing Black Men. New York: The New Press, 2017. | |

|November 10th |The Movement I | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Lebron, Christopher J. The Making Of Black Lives Matter: A Brief History Of An Idea, | |

| |New York: Oxford University Press, 2017. (Chapters 1, 2, & 5 only) | |

| | | |

| |Francis, Leah G. Ferguson & Faith: Sparking Leadership and Awakening Community. St. | |

| |Louis: Chalice Press, 2015. | |

| | | |

| |Suggested Reading | |

| |Robeson, Paul. Here I Stand. Boston: Beacon Press, 1958. | |

| |The Kerner Report: The National Advisory Commission On Civil Disorders, Edited by | |

| |Sean Wilentz, Princeton, New Jersey: Princeton University Press, 2016. | |

| |Edwards, Sue B. and Harris, Duchess. Special Reports: Black Lives Matter. Minneapolis,| |

| |Minnesota: Abdo Publishing, 2016; | |

|November 17th |The Movement II | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Taylor, Keeanga – Yamahtta. From #Black Lives Matter to Black Liberation. Chicago: | |

| |Haymarket Books, 2016 | |

| | | |

| |Suggested Reading | |

| |Lowery, Wesley. They Can’t Kill Us All: Ferguson, Baltimore, and a New Era In | |

| |America’s Racial Justice Movement. New York: Little, Brown and Company, 2016. | |

| |Hill, Marc Lamont. Nobody: Casualties of America’s War on the Vulnerable, from Ferguson| |

| |to Flint and Beyond. New York: Simon and Schuster, 2016. | |

| |Ramsey, Barbara. Making All Black Lives Matter. Berkeley: University of California | |

| |Press, 2018. | |

| |Bandele, Asha & Patrisse Khan-Cullors. When They Call You A Terrorist. New York: St. | |

| |Martin Publishing Group, 2017. | |

|November 19th | |Critical Analysis Paper III Due|

| | |at 11:59PM EST |

|November 24th |All Black Lives Matter: Intersectionality and Black Liberation I | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Wilkerson, Caste: The Origins of Discontents. New York: Random House, 2020 (Chapters | |

| |3-4 & Part 3 only) | |

|December 1st |All Black Lives Matter: Intersectionality and Black Liberation II | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Lightsey, Pamela. Our Lives Matter: A Queer Womanist Theology. Eugene: Pickwick | |

| |Publications, 2015. | |

| | | |

| |Morris, Monique W. Pushout: The Criminalization of Black Girls In Schools. New York: | |

| |The New Press, 2016. (Chapters 3-4 only) | |

| | | |

| |Suggested Reading: | |

| |Perry, Imani. Breathe: A Letter to my Sons. Boston: Beacon Press, 2019. | |

|December 8th |Deconstructing Whiteness | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Robert P. Jones. White Too Long: The Legacy of White Supremacy in American Christianity| |

| |(New York: Simon & Schuster, 2020). (Chapters 1, 6, & 7 only) | |

| | | |

| |Anderson, Carol. White Rage: The Unspoken Truth of Our Racial Divide. . New York: | |

| |Bloomsbury USA, 2016. (Chapters 1, 3, & 4 only) | |

| | | |

| |Required Reading | |

| | | |

| |Zinn, Howard. A People’s History of the United States. New York: Harper Perennial | |

| |Modern Classics, 2015. | |

| |Bennett, Lerone. Before the Mayflower: A History of the Negro in America. Chicago: | |

| |Snowball Publishing, 2020. | |

|December 15th |BLM and Democracy Expansion | |

| | | |

| |Class Convenes 6:00-9:30PM EST | |

| |Via Zoom: | |

| | | |

| |Required Reading | |

| |Glaude, Eddie S. Jr. Democracy in Black: How Race Still Enslaves The American Soul. New| |

| |York: Crown Publishers, 2016. | |

| | | |

| |“A Vision For Black Lives: Policy Demands For Black Power, Freedom, & Justice”, The | |

| |Movement For Black Lives, Policy.M4BL. ORG | |

| | | |

| |Suggested Reading | |

| | | |

| |Harding, Vincent. Hope and History: Why We Must Share The Story of the Movement. | |

| |Maryknoll, New York: Orbis Books, 1990. | |

| |McKesson, DeRay. On The Other Side of Freedom: A Case for Hope. New York: Penguin | |

| |Press, 2018. | |

|December 17th | |Final Paper Due at 12:00PM EST |

GRADING: PERCENTAGES

Assessment of learning will take into account the following criteria: accuracy and precision of research, contribution to class discussion, and creativity and critical judgment. The distribution of assignments for evaluation is as follows:

[pic]

1. In-class Participation: 20%

2. Three Critical Analysis Papers 30% (10% each)

3. Paper 35%

4. TheoTalk Presentation 15%

GRADING SYSTEM

95-100% 4.00 A

91-94% 3.75 A-

87-90% 3.25 B+

83-86% 3.00 B

80-82% 2.75 B-

77-79% 2.25 C+

73-76% 2.00 C

70-72% 1.75 C-

63-69% 1.00 D

62 and below 0.00 F

NYTS Grade Definitions:

A: Conspicuous excellence, showing a thorough mastery of the material, critical use of sources, exceptional creativity, constructive imagination, outstanding oral and written expression and organization.

A-: Exceptional graduate-level attainment, with conspicuous excellence in most respects, but not uniformly so.

B+: Superior level of attainment, marked by consistently good work, advanced understanding of the material, clear logic, circumspect judgment, originality and clear communication.

B: Good work, with general indication of constructive ability in application.

B-: Satisfactory achievement, with assignments completed accurately and on time, but without significant evidence of excellence or distinction.

C+: Satisfactory understanding of course contents, with significant limitations in analysis, communication, integration, or class participation.

C: Minimal understanding of course content, with significant limitations in several of the following: analysis, communication, integration, and class participation.

C-: Minimum understanding of course content, with significant limitations in all of the following: analysis, communications, integration, and class participation. (NOTE: A grade of C- or higher must be received in order for a required course to be considered successfully completed.)

D: Faithful participation and effort, but inability to grasp the most important essentials of the course

F: Work is unacceptable and fails to meet requirements.

Any student who receives an F for a required course in the curriculum will be required to repeat the course in order to graduate. When a student has repeated such a course, both the original grade of F and the subsequent grade will be recorded on the transcript and will be factored into the overall student GPA. Students repeating a course must pay full tuition.

I: An "Incomplete" may be given when a student is unable to complete all assigned work within the particular semester. Incompletes are only granted at the discretion of the Professor, for any period of time up to 90 days, and must be reported on the appropriate form that is available from the Registrar's office. After 90 days, an Incomplete will automatically be converted to an NC.

X: Final materials presented to the Professor; but final grade not yet submitted.

P: Pass; automatically given for a small number of courses that are so designated in the curriculum. Students may so designate additional elective courses, with permission of the Professor. A "P" has no effect on a student's GPA.

NYTS INCOMPLETE GRADES POLICY

Individual professors at their discretion may grant a student an extension for any course for up to 90 days following the last session of that course. The exact amount of time allowed for the extension is to be set at the time when it is granted. The student is expected to complete all outstanding work for the course within this period. A student seeking an extension must fill out entirely the appropriate Extension Form found in the Office of the Registrar or online in Moodle, and must have it signed and dated by the course professor prior to the end of the semester. Any student who has been granted an extension receives an “Incomplete” on his or her transcript until such time as the work is completed and the faculty member turns in the regular grade. Extensions are granted strictly at the discretion of the professor and are not to be considered automatic by students.

At the conclusion of the extension period that is identified on the completed Extension Form, all outstanding work is to be submitted and a grade turned in by the appropriate professor to the Office of the Registrar. Extensions beyond 90 days can only be granted by the Academic Dean with the approval of the professor of the course, and only on the basis of extenuating circumstances. A new Extension Form must be completed with the Dean’s signature and with an identified expected date of completion. If no grade is turned in either at the end of the 90-day period or at the end of the additional Extension (when granted), the professor for the course must turn in a new grade to replace the “Incomplete” on the student’s transcript. If sufficient work has not been completed for a passing grade, the student will receive No Credit (NC) for the course. If the course is required in the curriculum, the student must repeat it. A grade of NC will not be removed from a transcript at a later date, even if the course is repeated and a passing grade for the repeated course is earned.

NYTS ACADEMIC HONESTY POLICY (Plagiarism)

One of the primary learning objectives of the Seminary is to help students acquire the gift of discernment—the ability to think critically and ethically. Essential to this task is the requirement that students learn how to investigate the thoughts of others, to organize these thoughts in a fresh way, and, in combination with one's own thoughts and experiences, to communicate one's findings.

It is with this conviction that the Seminary does NOT permit the presentation of someone else's thoughts as one's own. Books, articles and other materials used in the presentation of assignments must be credited properly in the footnotes/endnotes and the bibliography. Sentences and a paragraph cannot be copied without proper attribution, copying more than one paragraph is strongly discouraged, and entire pages is not allowed. A student may not turn in a paper written in part or entirely by another, claiming it to be solely his or her own work. It is the Faculty’s view that plagiarism is not only personally dishonest, but also a violation of the integrity of the practice of ministry.

Plagiarism, in those instances where the original source cannot be located, may be determined by three members of the Faculty, who report their judgment of plagiarism to the full Faculty, and have their judgement of plagiarism confirmed by the majority vote of the full Faculty. Plagiarism may result in automatic course failure and/or dismissal from the Seminary.

Copies of the full Seminary policy on plagiarism are available upon request from the Office of the Academic Dean.

TECHNOLOGY NEEDED

All students should own or have access to a computer in order to take this course. Students can have difficulty accessing and using course materials and communicating with faculty and staff if their equipment does not meet the following minimum standards.

MINIMUM SYSTEM REQUIREMENTS

Following is the hardware and software needed:

 

SUPPORTED OPERATING SYSTEMS:

• Windows 10, Windows 8x, and Windows 7 are supported.

• Mac OS X 10.10 (Yosemite) and higher is supported 

 

PRODUCTIVITY TOOLS:

• Microsoft Office 2016 (Windows) or Microsoft Office 2016 (Mac). 

• Google Suite for Education. This is provided for you free of charge. Once you recieve your email, you will have access to Google’s Suite of services

• Reference Manager, such as Zotero, Paperpile

• Zoom Video Communications

 

INTERNET ACCESS:

• ISP account for Internet access.

 

MINIMUM SUPPORTED INTERNET BROWSERS:

 

Windows Users

• Microsoft Internet Explorer 11 and Edge 39 and 40 (Please make sure your operating system is also current)

• Google Chrome 59 and 60

• Mozilla Firefox 54 and 55

 

Mac OS Users

• Apple Safari 9 and 10

• Google Chrome 59 and 60

• Mozilla Firefox 54 and 55

 

Internet Browsers not mentioned above are NOT currently supported and may not meet all requirements of your coursework.

 

INTERNET BROWSER SETTINGS:

Please refer to your browser's Help features to check these settings.

 

• Pop-Up Blocker should be disabled

• Java Script should be enabled

• Java should be enabled

• Cookies should be enabled

 

PLUG-INS:

The most recent version of the following plug-ins are required for many of the resources available in your online classes.

 

• Adobe Acrobat Reader

• Java plug-in

 

All plug-ins needed to participate in components of your online classes are available at no additional cost. We recommend that you review the list of plug-ins and install them prior to beginning your coursework.

 

MINIMUM HARDWARE SPECIFICATIONS

 

MINIMUM PC SPECS:

The following minimum technical PC specifications apply to students in business and management programs:

 

• Intel Core 2 Duo - or AMD - 3 GHz processor

• 4 GB of RAM

• CD-RW/DVD-ROM drive - Note that some software may require a DVD drive for installation

• Hard drive: 160 GB minimum

• Graphics card and monitor capable of 1024x768 display

• Stereo sound card, speakers and/or headset, microphone

• A Webcam may be required in courses in some programs. Check with your student support advisor.

 

ADDITIONAL REQUIREMENTS FOR ALL ELECTRONICS STUDENTS TAKING ONLINE COURSEWORK:

• USB 2.0 port(s), min USB 3.0 preferred

• A webcam with still camera capabilities

• Video/graphics - Open GL® capable 3D graphics card recommended (SVGA resolution video adapter with 1024x768)

STUDENT COURSE EVALUATION

Students have the opportunity to provide feedback throughout the course through e-mail, telephone, and on-campus appointments. Near the end of the course, students will complete an anonymous online course evaluation form. Since the results contribute to improving course design and presentation, it is important that students be honest, specific, and constructive in their evaluations. Please take time to provide this input. Students can access the online evaluation in the course in Moodle at the end of the term.

BIBLIOGRAPHY

1. Als, Hilton, Lewis, John and Litwack, Leon F. Without Sanctuary: Lynching Photography In America. Santa Fe, New Mexico: Twin Palms Publishers, 2004.

2. (Anonymous). The Willie Lynch Letter & The Making Of A Slave. Long Island City, New York: African Free Press, 2017.

3. Baldwin, James. I Am Not your Negro: A major Motion Picture Directed By Raoul Peck From Texts By James Baldwin. New York: Vintage International, 2017.

4. Beckert, Sven. Empire Cotton: A Global History. New York: Vintage Books, 2014.

5. Bennett, Lerone Jr. What Manner of Man: A Biography of Martin Luther King Jr. Chicago: Johnson Publishing Company: 1976.

6. Berger, Dan. Captive Nation: Black Prison Organizing In The Civil Rights Era. Chapel Hill: The University of North Carolina Press, 2014.

7. Bernstein, Nell. Burning Down the House: The End of Juvenile Prison. New York: The New Press: 2014

8. Blackmon, Douglas A. Slavery By Another Name: The Re-Enslavement of Black Americans From The Civil War To World War II. New York: Anchor Books, 2009.

9. Blaisdell, Bob ed. Selected Writings and Speeches of Marcus Garvey. Mineola, New York: Dover Publications, Inc., 2004.

10. Bloom, Joshua and Martin, Waldo E. Jr. Black Against Empire: The History Of The Black Panther Party. Oakland: University of California Press, 2016.

11. Burns, Sarah. The Central Park Five: The Untold Story Behind One of New York City’s Most Infamous Crimes. New York: Vintage Books: 2012.

12. Butler, Steven A. Jr. and Oliver-Baker, Courtney. Black Lives Matter (1965 – 2015). Lexington, Ky. Restoration Stage: 2016.

13. Caldwell, Farai. Black Lives Matter: A Collection of Short Stories. New Orleans: Farai Arts: 2015.

14. Childs, Dennis. Slaves of the State: Black Incarceration From The Chain Gang To The Penitentiary. Minneapolis: University of Minnesota Press, 2015.

15. Cone, James H. Martin & Malcolm & America: A Dream Or A Nightmare. New York: Orbis: 1991.

16. Davis, Angela Y. Freedom Is A Constant Struggle: Ferguson, Palestine And The Foundations Of A Movement. Chicago: Haymarket Books: 2016.

17. ----, Angela Davis: An Autobiography. New York: International Publishers, 2016.

18. DeGruy, Joy. Post Traumatic Slave Syndrome: America’s Legacy of Enduring Injury And Healing. Portland: Joy DeGruy Publications Inc., 2005.

19. Desantis, John. For The Color Of his Skin: The Murder of Yusuf Hawkins And The Trial Of Bensonhurst. New York: Pharos Books, 1991.

20. DuBois, W.E.B. Black Reconstruction In America 1860 – 1880.New York: The free Press, 1998.

21. Dunbar, Erica Armstrong. Never Caught: The Washington’s Relentless Pursuit Of Their Runaway Slave Ona Judge. . New York: Atria Books, 2017.

22. Dyson, Michael Eric. Tears We Cannot Stop: A Sermon To White America... New York: St. Martin’s Press, 2017.

23. Foner, Eric. Reconstruction: America’s Unfinished revolution 1863-1877. New York: Harper Perennial Modern Classics, 2014.

24. Forman, James Jr. Locking Up Our Own: Crime And Punishment In Black America. New York: Farrar, Straus and Giroux, 2017.

25. Franklin, John Hope. Mirror To America: The Autobiography of John Hope Franklin. New York: Farrar, Strauss and Giroux, 2005.

26. Genovese, Eugene D. Roll, Jordan, Roll: The World The Slaves Made. New York: Vintage Books: 1976.

27. Gutman, Herbert G. The Black Family In Slavery And Freedom 1750 – 1925. New York: Vintage Books: 1976.

28. Haley, Alex. The Autobiography of Malcolm X. New York: Ballantine Books / Random House Publishing Group: 1964.

29. Haley, Sarah. No Mercy Here: Gender, Punishment And the Making of Jim Crow Modernity. Chapel Hill: The University of North Carolina Press, 2016.

30. Hayes, Chris. A Colony In A Nation. New York: W.W. Norton & Company, 2017.

31. Horne, Gerald. The Counterrevolution of 1776: Slave Resistance And The Origins of the United States of America. New York: New York university Press, 2016.

32. Hynes, Charles J. and Drury, Bob. Incident at Howard Beach: The Case For Murder. Bloomington, Indiana: I Universe Inc., 2011.

33. Hauser, Thomas. Muhammad Ali: His Life And Times. New York: Simon & Schuster Paperbacks: 1991.

34. Horton, James Oliver and Horton, Lois E. Slavery and The Making of America. New York: Oxford: 2005.

35. Jackson, George. Soledad Brother: The Prison Letters of George Jackson. Chicago: Lawrence Hill Books, 1994.

36. Joseph, Peniel E. Stokeley: A Life. New York: Basic Civitas Books, 2014.

37. Kendi, Ibram X. Stamped From the Beginning: The Definitive History of Racist Ideas In America. New York: Nation Books, 2016.

38. King, Martin Luther Jr. A Time To Break Silence: The Essential Works of Martin Luther King Jr. For Students. Boston: Beacon Press, 2013.

39. Larson, Kate Clifford. Bound For The Promised Land: Harriet Tubman Portrait of an American Hero. New York: The Random House Publishing Group, 2003.

40. Mandela, Nelson. Long Walk To Freedom: The Autobiography of Nelson Mandela. New York: Back Bay Books/ Little Brown and Company, 2013.

41. McWhorter, Diane. Carry Me Home: Birmingham, Alabama, The Climatic Battle of The Civil Rights Revolution. New York: Simon & Schuster Paperbacks, 2012.

42. Menkart, Deborah, Murray, Alana D. and View, Jenice L. eds. Putting The Movement Back Into Civil Rights Teaching. Washington, D.C.: Teaching For Change, 2004.

43. Morrison, Toni ed. To Die For The People: The Writings of Huey P. Newton. San Francisco: City Light Books, 2004.

44. Morrow, Alvin. Breaking the Curse of Willie Lynch: The Science of Slave Psychology. St. Louis: Rising sun Publications, 2003.

45. Muhammad, Khalil Gibran. The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America. Cambridge, Massachusetts: Harvard University Press: 2010.

46. Patterson, Orlando. Slavery And Social Death A Comparative Study. Cambridge: Harvard University Press, 1982.

47. Raines, Howell. My Soul Is Rested: The Story of the Civil Rights Movement In The Deep South. New York: Penguin Books, 1983.

48. Shakur, Tupac Amar. The Rock That Grew From Concrete. New York: Pocket Books: 1999.

49. Still, William. The Underground Railroad: Authentic Narratives And First - Hand Accounts. Middletown, Delaware: Loki’s Publishing, 2017.

50. Stockley, Grif. Blood In Their Eyes: The Elaine Race Massacres of 1919. Fayetteville, Arkansas: The University of Arkansas Press, 2001.

51. Souljah, Sister. No Disrespect. New York: Times Book: 1994.

52. Thomas, Angie. The Hate U Give. New York: Balzer & Bray, 2017.

53. West, Cornel. Black Prophetic Fire. Boston: Beacon Press, 2014.

54. Wilkerson, Isabel The Warmth Of Other Suns: The Epic Story Of America’s Great Migration. . New York: Vintage Books, 2011.

55. Williams, Juan and Dixie, Quinton. This Far By Faith: Stories From The African American Religious Experience. New York: William Morrow, 2003.

56. Williams, Juan. Eyes On The Prize: America’s Civil Rights Years, 1954-1965. New York: Penguin Books, 2013.

57. Wilson, Mabel O. Begin With The Past: Building The National Museum of African American history And Culture. Washington, D. C.: Smithsonian Books, 2016.

From time to time, the professor may be dealing in greater depth with particular concerns or issues that emerge during the course of the semester, and adjusting items in the syllabus whenever necessary. The instructor will keep you informed of any changes.

-----------------------

[1] Abridged and modified versions of the rubrics from Paloff, Rena M., and Keith Pratt, Assessing the Online Learner: Resources and Strategies for Faculty (San Francisco: John Wiley & Sons, Inc, 2009), 80-83, 112-14.

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