AFRAM 125
FALL 2005
Professor:
Sonja Martin Poole
510-235-7800, Ext 4540 or 1191
Office Hours & Location:
Tuesdays/Thursdays,
LA 15 or LA 1
Required Texts:
Hale, Janice E. Unbank the
Fire: Visions for the Education of African American Children.
Perry, Theresa, Claude Steele, and Asa Hilliard III Young, Gifted & Black: Promoting High Achievement Among African American Students, Beacon Press (2003)
Woodson, Carter G. The Mis-Education of the Negro. Hakim’s Publications (1933)
Course Description:
This course explores issues pertaining to the education and schooling of African Americans. It encompasses a wide range of voices and viewpoints through examination of issues such as the accessibility of educational opportunities and resources, the role of schooling in socialization, racism as an “institutionalized practice,” and the educational impact of poverty, race, economic structures and language. Various educational theories will be analyzed in the context of the African American experience.
Prerequisites
None
Objectives
At the completion of the course, students will be able to:
· Examine a number of complex issues by raising questions and searching for possible solutions;
· Compare and critique prevailing theories that attempt to explain the black-white achievement gap; and
· Further analyze current educational policies and practices and the impact they may have on African Americans.
Structure
Class meets twice a week for a total of approximately 3 hours. In addition to meeting twice a week, students are expected to dedicate at least 6 hours per week to related study, research and reading. Use of the Internet and email is a vital part of this course.
Classroom time is conducted in a discussion/lecture format. The instructor is responsible for providing contextual information including key terms, ideas, and people. Students are responsible for completing the assigned reading and assignments, which are critical for understanding, in-class discussions and test preparation.
Homework involves time spent on course-related assignments outside of class. Students are expected to prepare and set aside time to read the required material, complete assignments, and study for exams. Typically, college students are expected to dedicate 2 hours for each hour spent in class. Homework for this course would then take about 6 hours per week.
Internet and Email are the means by which exams will be administered and submitted for this course. Also, email is the preferred means of communication outside of class between the instructor and students. The instructor is responsible for initial Internet/Email orientation and basic troubleshooting assistance. Students are responsible for allocating time in their personal schedules for computer use and locating and securing available computers with Internet access.
Requirements & Expectations
There are three components that will be evaluated for the final grade: Exams, Biography, Research Paper, and Classroom Participation/In-class Assignments.
ü Exams – There will be 3 exams. All questions for the exams will be derived from the reading and content covered in class (including, but not limited to key terms and objectives). See attached Schedule for exact days and times of exams. The instructor does not offer make-up exams.
ü Research Paper – Students are required to complete a five-page double-spaced research paper on an approved contemporary issue related to the education of African Americans. Students may choose their topics from the list provided by the professor or select their own topics. In addition, students will briefly share their research paper with the class in a 5 minute oral presentation. Research papers are graded on organization, clarity, content and presentation.
ü Biography – Students are required to complete one three-page double-spaced biography on an important African American figure. Students will select an individual who has made a significant contribution to the development of the African American community or society at large. Biography papers are graded on organization, clarity, and content.
ü Classroom Participation/ Assignments – Students are expected to be prepared for and participate in classroom discussions and in-class assignments. This involves good attendance, reading the assigned reading as scheduled, and bringing the appropriate materials to each class (the text and previous lecture notes to class for reference, writing utensils, and a notebook to record notes during class time). Occasionally students will be required to complete an in-class assignment worth varying points. There are no make-ups for these types of assignments.
Grading Policy
Assessment is based on students meeting the requirements. The breakdown is as follows:
|
25 Points |
Exam 1 |
|
50 Points |
Exam 2 |
|
100 Points |
Exam 3 |
|
100 Points |
Research Paper |
|
50 Points |
Biography |
|
175 Points |
Classroom
Assignments/Participation |
|
500 Points |
Total Points |
|
Grade Scale |
|
|
90-100% |
A |
|
80-89% |
B |
|
70-79% |
C |
|
60-69% |
D |
|
Below 59% |
F |
Attendance
College policy states that an instructor may drop a student who is absent from six hours of class. For classes meeting two days per week, six hours = 4 days. (See Contra Costa Fall 2005 Schedule of Courses booklet). The instructor may not automatically drop a student who has not been attending, so check with the instructor if absent. Students are expected to be on time for each class.
IMPORTANT!! Absences may be excused for the following reasons: death, debilitating illness or injury. The instructor requires proof in the form of official documentation (funeral program, doctor’s note, etc.) and a written explanation from the student. Having doctor, dentist, and other prescheduled appointments will not be considered legitimate reasons to miss class. These appointments should be made during your discretionary time.
Other
· Contact me if you have any problems with the coursework or you are unable to attend class on a specific occasion. I’d like to know. I am happy to meet with students to review your work or progress.
· To withdraw without a grade penalty appearing on your record, you must go to Admissions and Records to fill out necessary forms by the semester deadline
·
Student services are available at
· Late papers will be lowered ¼ of a grade for each day it is late. If you anticipate an absence, turn in the assignments early or have someone else bring it to class for you.
· I strongly recommend that you team up and exchange numbers with reliable classmates who can provide you with class notes, handouts and other information in the event that you are absent.
· Keep up with the reading and writing assignments. Come to class prepared to participate. Have a binder with lined paper for notes and pocket files for handouts.
· Enjoy!
One’s
work may be finished some day,
But
one’s education never.
~Alexandre Dumas
Education
is our passport to the future,
For
tomorrow belongs to the people who prepare for it today
~Malcolm
X
Schedule
Below is a tentative schedule of activities and assignments. Please review. If you have any questions, please see the professor. If there are any changes in the schedule, you will be notified in class.
|
Week Date |
Topic Assignment (Due in Class) |
|
1 Th., 8/18 |
Introduction |
|
2 Tu., 8/23 Th., 8/25 |
Education and
Schooling: The Purposes Handout: What is a school and what is it for? (pp. 67 – 75) Handout: What is a school and what is it for? (pp. 75 – 80) |
|
3 Tu., 8/29 Th., 9/1 |
The Fight for
Educational Freedom & Equality Unbank the Fire, Chapter 2, (pp 11 – 20) Mis-education of the Negro, Chapters 1 – 5 |
|
4 Tu., 9/6 Th., 9/8 |
The Fight for
Educational Freedom & Equality Handout: Access and Equality of Educational Mis-education of the Negro, Chapter 6 – 9 Mis-education of the Negro, Chapter 10 – 13 |
|
5 Tu., 9/13 Th., 9/15 |
Exam Week Exam 1 Review Exam 1 |
|
6 Tu., 9/20 Th., 9/22 |
The African American Philosophy of Education Young, Gifted and Black, Part One (pp 11 – 30) Young, Gifted and Black, Part One (pp 30 – 51) |
|
7 Tu., 9/27 Th., 9/29 |
The African American Philosophy of Education Unbank the Fire, Chapters 3 – 4 Unbank the Fire, Chapters 5 – 6 |
|
8 Tu., 10/4 Th., 10/6 |
The Race/Class
Question: Class Unbank the Fire, pp. 122 – 131 Biography Due Unbank the Fire, pp. 189 – 191; Handout: Social Problems Affecting Students (pp. 136 –
154) |
|
9 Tu., 10/11 Th., 10/13 |
The Race/Class
Question: Race & Racism Young, Gifted and Black, pp. 109 – 120 Young, Gifted and Black, pp. 120 – 130 |
|
10 Tu., 10/18 Th., 10/20 |
Exam Week Exam 2 Review Exam 2 |
|
11 Tu., 10/25 Th., 10/27 |
The Issue of
Culture Unbank the Fire, pp 20-24 Young, Gifted and Black, Part 2 (pp. 52-86) |
|
12 Tu., 11/1 Th., 11/3 |
The Issue of Culture, cont’d. Unbank the Fire, Chapter 8 (pp. 135 – 154) Unbank the Fire, Chapter 9 (pp.155 – 168) & pp. 191 – 199 |
|
13 Tu., 11/8 Th., 11/10 |
Closing the Gap Young, Gifted and Black, Part 3, pp. 87 – 100 Young, Gifted and Black, Part 3, pp. 100 – 108 |
|
14 Tu., 11/15 Th., 11/17 |
Closing the Gap,
cont’d. Young, Gifted and Black, pp. 131 – 148 Young, Gifted and Black, pp. 148 – 165 |
|
15 Tu., 11/22 Th., 11/24 |
Research Paper Due Thanksgiving Break |
|
16 Tu., 11/29 Th., 12/1 |
Closing the Gap,
cont’d. Unbank the Fire, pp. 201 – 219 Handout |
|
17 Tu., 12/6 Th., 12/8 |
Final Exam Review
& Presentations Presentations Due Exam Review |
|
18 Tu., 12/13 Th., 12/15 |
Final Exam Week No Class Final Exam, |