Colonial Americas through Emancipation
Instructor: Dr. Omar Ali
Office: 119-B Linthicum Hall
Hours: By appointment
Overview: This is an upper-level course in African-American social and political history. The course begins with African history and continues with the development of the African Diaspora in the Western Hemisphere. We will focus on African Americans in the North American British colonies and the United States of America. Through lectures, readings, classroom discussion, documentaries, and film, we will explore the various ways in which black men and women have advanced liberty and political democracy from the colonial era through Reconstruction.
Course Objectives: Students will use primary and secondary sources to gain a critical understanding of the social and political history of Africans and their descendents in the Americas beginning in the early 16th century and continuing through the late 19th century.
Grading: Participation (20%) Quiz (15%) Midterm exam (35%) Final/Research Paper (30%)
Documentaries and Films:
Introduction and course overview
Reading: Carson, Chapter 1; Gomez, Chapter 1
Africa in the Atlantic World
Reading: Carson, Chapter 2
Class Discussion: Finkenbine, pp. 1-5
Documentary: Africans in America: Part 1, 1450-1750 (I: 45 min)
Africans in Early North America
Reading: Carson, Chapter 3; Gomez, Chapter 2
Class Discussion: Finkenbine, pp. 5-9
Documentary: Africans in America: Part 1, 1450-1750 (II: 45 min)
Slavery in the Colonial Era
Reading: Carson, Chapter 4
Class Discussion: Finkenbine, pp.10-13
Documentary: Africans in America: Part 2, 1750-1805 (I: 45 min)
The Revolutionary War
Reading: Carson, Chapter 5; Gomez, Chapter 3
Class Discussion: Finkenbine, pp. 19-25
Documentary: Africans in America: Part 2, 1750-1805 (II: 45 min)
Abolitionism in the Early Republic
Reading: Carson, Chapter 6
Class Discussion: Finkenbine, pp. 30-37
Documentary: Africans in America: Part 3, 1791-1831 (I: 45 min)
African Americans in the Antebellum South
Reading: Carson, Chapter 7; Gomez, Chapter 4
Class Discussion: Finkenbine, pp.42-51
Documentary: Africans in America: Part 3, 1791-1831 (II: 45 min)
African Americans in the Antebellum North
Reading: Carson, Chapter 8
Class Discussion: Finkenbine, pp.62-64, 66-70
Documentary: Africans in America: Part 4, 1831-1865 (I: 45 min)
Film: Amistad (selection)
Prelude to War
Reading: Carson, Chapter 9; Gomez, Chapter 5
Class Discussion: Finkenbine, pp. 72-76
Documentary: Africans in America: Part 4, 1831-1865 (II: 45 min)
Research Paper Proposal Due (One page summary with attached annotated bibliography)
Civil War and Emancipation
Reading: Carson, Chapter 10
Class Discussion: Finkenbine, pp. 78-80
Film: Glory (selection)
THANKSGIVING - No class
Reconstruction and Black Populism
Reading: Carson, Chapter 11; Gomez, Chapter 6
Class Discussion: Finkenbine, pp. 84-85, 90-94
Documentary: Transforming America: The Populist Challenge
FINAL EXAM/RESEARCH PAPER (Day and time TBA)
Attendance is mandatory. For every recorded absence there will be a 2.5% deduction in the student’s overall grade. For every three times that a student is late for class (that is, by the time I take attendance), 2.5% will be deducted. A note from a physician (or university nurse) will be required for illnesses or injuries that result in students missing class. The note must be presented within a week after missing class. Written proof of having attended a funeral or the mandatory presence of a family illness will be required upon return from class if either of those reasons is presented for missing a class.
There is no make-up Midterm. The only exceptions are: (1) if a student is too ill or injured to show up to class and provides a note from a physician stating this, (2) the student must attend either a family funeral or (3) a family illness – again providing written proof. Students will only receive the full 5% for class participation if they are consistently active in class. Students will be expected to bring their copy of Finkenbine’s Sources of the African American Past for in-class readings and analysis.
RESEARCH PAPER should be handed-in the following way:
(unstapled papers, or papers with paper clips, will not be accepted)
Bring in at least one blue book for the Midterm as well as for the Final exam.
Plagiarism and cheating will not be tolerated. See Student Academic Integrity Policy, Appendix F, University Catalogue, Part V. A standard plus-minus grading scheme will be used.
*Graduate students taking this class as H563 need to complete a 12-page paper on an approved topic by the last day of class in addition to fulfilling the requirements listed above.
In the 1640s what took place in Virginia law?
In which year did Nat Turner's Rebellion take place?
When did Haiti become a republic?
The first group of Africans brought to North America was at (location) _____________
The _________ rule was imposed in congress regarding anti-slave petitions.
What was the abolitionist party known as?
Who was the editor of the North Star? (full name, correctly spelled)
When were the first group of Africans taken to the New World?
More Africans were assimilated in the Atlantic World than the Indian Ocean world: T or F
Approximately how many slaves were brought to the Americas?
Where did they mostly go?
When did the Atlantic slave trade end?
Who wrote The Interesting Life? (full name, correctly spelled)
Which two northern states were the last to abolish slavery? ___ and _____
Thomas Jefferson doubled the nation's size through the _______
In which stat did Gabriel Prosser's rebellion take place?
When did the massive slave uprising begin on Saint Domingue?
Who was the leader of the Haitian Revolution? (correct spelling)
Islam was founded in the Iberian peninsula.
Slavery was not part of the sub-Saharan tradition prior to European contact? T or F
In which decade did the Second Great Awakening take place?
Salt and gold were the primary products traded across the western Sahara?
in what city was Mansa Musa based?
Besides indentured servitude what was the other primary form of labor in the Caribbean during the seventeenth and eighteenth centuries?
The extension of white male suffrage was embodied in the following president's tenure?