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1. History of the Black Freedom Movement, 1955 to the Present
Tuesday & Thursday 9:30-10:50
Classroom 159 Altgeld Hall
Fall 2016
INSTRUCTOR: Dr. Sundiata Keita Cha-Jua
OFFICE: DAAS: 1207 W. Nevada Avenue
Urbana, Il. 61801
OFFICE HOURS: T & TR 11:00-12:00 and by appointment.
Phone: 333-7781/Email addresses: schajua@illinois.edu
History is a weapon in the ideological battle between those who want to change society
and those who want to maintain its basic features.
Samir Amin, Class and Nation: Historically and in the Current Crisis,
(Monthly Review Press, 1980, 1.
Course Description: HISTORY OF THE BLACK FREEDOM MOVEMENT is an
interdisciplinary exploration of the experiences of the African American people
interpreted through the prism of Black Studies’ central concepts, theories, and paradigms.
Many of the concepts, theories, and paradigms utilized in this course come from social
movement theories developed in the disciplines of sociology and political science. The
course is structured around the historical process and is organized chronologically, thus,
it is also a history course. The purpose of HISTORY OF THE BLACK FREEDOM
MOVEMENT is four-fold: (1) to explore how and to what extent the Black Freedom
Movement changed the role, position, status, and representation of African Americans in
the United States’ political economy, polity, civil society, and popular culture; (2) to
assess whether and if so, in what ways and to what degree African Americans were
transformed by the 1960s-era Black Freedom Movement; (3) to explore the extent to
which racial oppression (racism) continues to plague African Americans into the present;
and (4) to examine the contemporary resurgence of Blacks’ struggle for freedom, justice,
equality; self-determination; and/or social transformation.
HISTORY OF THE BLACK FREEDOM MOVEMENT covers the years I955 to the
present, but primarily explores the turbulent 1960s (1955-1978). During the “high tide”
of the Black Freedom Movement (BFM) social activists in its Civil Rights and Black
Power waves heroically confronted the United States’ system of racial oppression,
challenged structural oppression, racist ideologies, and racial representations. This course
focuses on the activities of Civil Rights and Black Power movement activists. HISTORY
OF THE BLACK FREEDOM MOVEMENT explores the strategies, tactics, and
discourses used by different factions of the BFM, particularly the differences between the
organizing and mobilizing traditions. A major part of this course explores unities and
fractures across class, generation, color, gender, sexuality and ideological lines among
African American activists and between them and their allies as they challenged
corporate and local, state, and federal governmental policies and practices. BFM activists

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succeeded in dismantling the constitutional scaffolding supporting segregation,
transforming blackness from a pejorative into a positive identity, and in partially
incorporating middle class African Americans into the political and economic
mainstream. They also built alternative autonomous institutions, revived nationalist and
radical Black politics and culture, and constructed multiracial, Pan-African, and
international coalitions. Nevertheless, the Civil Rights and Black Power movements’
victories were incomplete. Although the prevailing racial formation, the Plantation
Economy, and its segregationist system of racial oppression were abolished by movement
activists, the system of black racial oppression was not destroyed, but rather transmuted
into a new racial formation and perhaps more insidious system of racial oppression.
HISTORY OF THE BLACK FREEDOM MOVEMENT is structured
Course Objectives are:
(1) To examine the formation and transformation of the United States’ system of
racial oppression in both its structural and ideological aspects;
(2) To study the complex interaction between changing U.S. political economies,
African American self-activity, and evolving governmental structures;
(3) To study the internal social structure of the Black community, especially
consolidation and fragmentation that result from class, gender, generation, and
nationality;
(4) To analyze the development of the BFM;
(5) To examine African American cultural movements, i.e., the Black Arts and
Hip Hop Cultural Movements;
(6) To trace the evolution of African American national consciousness;
(7) To study ideological, strategic, and tactical conflict and convergence within
the BFM and between it and other social movements;
(8) To convey the spirit of the 1960s BFM;
(9) To help students develop a sense of "historical insight," that is, the ways in
which past practices restrict and facilitate new possibilities by helping them
identify emerging trends and understand patterns of historical development;
(10) To teach students the basic skills of historical investigation and narration:
a) The difference between primary and secondary sources;
b) How to locate, select, organize & synthesize source materials;
c) How to interpret the meaning(s) of the source materials;
d) How to construct an oral and written argument that logically marshals the
evidence to persuasively support a thesis;
(11) To introduce students to the importance of theoretical explanations in
historical interpretation.
Texts:
Manning Marable, Race, Reform and Rebellion: The Second Reconstruction in Black
America. 1945-2006 Third Edition (Jackson: University of Mississippi Press, 2007).
Kamran Afary, Performance and Activism: Grassroots Discourse after the Los Angeles
Rebellion of 1992 (Lanham, MD: Lexington Books, 2007).

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John H. Bracey Jr., Sonia Sanchez and James Smethurst, SOSCalling All Black People: A
Black Arts Movement Reader (New York University Press, 2015).
Frances Fox Piven, Keeping Down the Black Vote: Race and the Demobilization of
American Voters (New York: The New Press, 2009).
Robin C. Spencer, The Revolution Has Come: Black Power, Gender, and the Black
Panther Party in Oakland (Duke University Press, 2016).
Method Of Instruction: To optimize students’ learning experience several methods of
instruction will be used. The primary teaching strategy used in this class is an interactive
lecture. The Socratic method will be used to conduct large group discussion of lectures,
readings, videos and recordings. Depending on the size of the class the seminar method
may be the primary teaching strategy. In addition, students will often be called upon to
evaluate primary documents and will occasionally be divided into small groups for more
sustained discussion of readings or issues. Student self-reflection and critical analysis of
lectures, readings, peer discussion and audio-visual support materials is an essential part
of the course.
Method of Evaluation: This course is participation-intensive. Extensive class
participation is expected, therefore attendance is mandatory (see Article 1, Part 5. Class
attendance pages 19-20 in the University’s Code of Policies and Regulations,
http://www.admin.uiuc.edu/policy/code/index.html). Since much of the course is based
on class discussion and in-class group activities attendance will be taken everyday.
Students will be randomly called upon to answer questions. Attendance and participation
is worth 100 points.
WRITING: This is a COMP II course. Students will do numerous writing assignments
in and out of class. Peer review and revision are essential components of this course.
Students will write four papers during the semester. The first is an autobiographical
narrative that reflects the interface between race ethnicity/nationality, class and gender,
and the role these social identities have played in shaping your lived experiences and
personal choices. It should be approximately 1500 words in length. This paper will not be
reviewed by other students.
In addition, students will analyze one primary document and write one book review
during the semester. Primary documents are historical material such as manuscript
censuses, city directories, newspaper articles, excerpts from diaries, organizational
minutes, or speeches, songs, etc. This analytical paper should be approximately 1000
words in length. A draft of the first primary document will be turned in, graded by the
professor, returned to the student, revised, and resubmitted to the professor for final
grading. The book review will follow a similar procedure, except it will be peer-reviewed
by at least two other students, revised and then turned into the professor.
For the final project students will produce a research paper, based on primary sources.
Excluding notes and reference pages this research paper should be between fifteen to

4. 4
twenty-five pages in length. The term paper will be produced through an extensive
process involving pre-writing exercises and one draft, which will be reviewed by the
instructor and revised and resubmitted.
POLICIES ON LATE WORK AND ACADEMIC MISCONDUCT: All assignments
must be turned due at the beginning of class on the date that they are due. I will accept
late work but it will be docked one letter grade for each day late. Academic misconduct—
including plagiarism will not be tolerated and will be dealt with in accordance with
university policies. Plagiarism is one of the gravest offenses in academia. According to
the American Historical Association, “The expropriation of another author’s text, and the
presentation of it as one’s own, constitutes defines plagiarism . . . The clearest abuse is
the use of another’s language without quotation marks and citation”
(http://www.theaha.org/standard_02htm>). The University’s Code of Policies and
Regulations 2001 (see Section 33. Academic Integrity pages 15-19) defines plagiarism
similarly. This section of the student code also defines cheating, fabrication and other
academic infractions and specifies punishments, procedures and the appeal process. In A
Student's Guide to History, Professor Jules R. Benjamin offers tips to help you avoid
plagiarism (see p age 74 & pages 108-10).
Date Due Assignment Points % of Grade
1-30 Autobiographical Narrative 50 8.8%
2-14 Primary Document 25 4.4%
2-21 Pre-writing Exercise
Pre-writing Exercise 2
Topic & Short Bibliography 20 3.6%
3-16 Conference 20 3.6%
3-30 Book Review 25 4.4%
4-11 Pre-Writing Exercise 3: Draft 100 17.7%
5-4 Research Paper 150 26.5%
15 Discussion Questions 75 13.3%
Attendance and Participation 100 17.7%
TOTAL 565 100.00%
Grading Scale: I use a standard grading system with pluses and minuses-- (e.g.. The
grading system in this course is based on a numerical system of 565 total of points. The
grading scale is as follows: 565-548 equals an "A+; 547-531 equals an A, and 530-508
equals an A-; 507-491= B+, 490-474=B, 473-452=B-; 451-435=C+, 433-418=C, 417-
395=C-; D+= 394-378, D= 377-361, D- 360-339; and an F= 59% or 338 points or less.
DATEREADINGS & LECTURES
Jan. 17 I. Introduction: Course Overview
Course Organization
Discussion: Who are you and Why did you enroll in this class?

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Music Selection: Gil Scott-Heron, “The New Deal,” The Mind of Gil
Scott-Heron, Ace Records, 2012.
Discussion: Racial Formation & Transformation Chart
Jan. 19 The Contemporary Lived Experience of African Americans:
Readings: (1) Sundiata Keita Cha-Jua, “The New Nadir: The
Contemporary Black Racial Formation,” in special issue, “Black Political
Economy,” The Black Scholar Vol. 40, No. 1, (Winter 2010): 38-58; (2)
Martin Carnoy and Emma Garćia, Five Key Trends in U. S. Student
Performance, Economic Policy Institute,
http://www.epi.org/files/pdf/113217.pdf; (3) State of the Dream 2017:
Mourning in America, United For A Fair Economy, January 16, 2016,
Discussion: What is the quality of life for African Americans in contemporary
America? Why is race still salient?
Jan. 24 II. African American History, Social Movement Theory, & the Black
Liberation Movement
A. New Social Movement Theory & the African American Liberation
Movement
Readings: (1) Verta Taylor and Nella Van Dyke, “Get up, Stand up:
Tactical Repertories of Social Movements,” Chapter in the David A. Snow,
Sarah A. Soule, Hanspeter Kriesi (Eds.) The Blackwell Companion to
Social Movements (Blackwell Publishing Ltd., 2004): 262-93; (2)
Kathleen J. Fitzgerald and Diane M. Rodgers, “Radical Social Movement
Organizations: A Theoretical Model,” The Sociological Quarterly, Vol.
41, No. 4 (Autumn 2000): 573-92.
Mini-Lecture/Discussion: Social Movement Theory and the
Development of the Black Liberation Movement
Jan. 26 B. The Black Liberation Movement: One Continuous Movement or a
Series of Movement Waves?
Readings: (1) Marable, Race, Reform, and Rebellion, 3-11; (2) Fredrick
C. Harris, “It Takes a Tragedy to Arouse Them: Collective Memory and
Collective Action during the Civil Rights Movement,” Social Problems,
Vol. 47, No. 2, (May, 2000): 220-240; (3) Jacquelyn Dowd Hall, The
Long Civil Rights Movement and the Political Uses of the Past,” Journal
of American History Vol. 91(4) 2005: 1233-1263; (4) Sundiata Keita Cha-
Jua and Clarence Lang, “The 'Long Movement' as Vampire: Temporal and
Spatial Fallacies in Recent Black Freedom Studies” Journal of African
American History Vol. 92, No. 2 (Spring 2007), 265-88.

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Chart: Historic Waves of the Liberation Movements
Discussion: Periodizing the Black Liberation Movement
Jan. 31 III. Truncated Prelude: Black Militancy during the Great Depression and
the Cold War, 1930-1954
A. Prelude to the Civil Rights Movement, 1930-1954
Question: How did the Cold War affect the emergence of the Civil Rights
movement?
Recording: Margret Walker, “For My People,” Every Tone a Testimony,
Smithsonian Folkways Recrdings, 2001.
Readings: (1) Marable, Race, Reform and Rebellion, 12-37; (2) Rodger
Streitmatter, “Charlotta A. Bass Radical Precursor of the Black Power
Movement, chapter in Raising Her Voice: African-American Women
Journalists Who Changed History, (Lexington: University Press of
Kentucky , 1994, 95-106; (3) Winston McDowell, “Race and Ethnicity
During the Harlem Jobs Campaign, 1932-1935,” The Journal of Negro
History, Vol. 69, No. 3/4 (Summer-Autumn, 1984), 134-146; (4) Clarence
Taylor, “Race, Class, And Police Brutality In New York City: The Role
Of The Communist Party In The Early Cold War Years,” The Journal of
African American History, Vol. 98, No. 2, Special Issue: “African
Americans, Police Brutality, and the U.S. Criminal Justice System:
Historical Perspectives” (Spring 2013), 205-228; (5) Flora Bryant Brown,
NAACP Sponsored Sit-ins by Howard University Students in Washington,
D.C., 1943-1944, The Journal of Negro History, Vol. 85, No. 4 (Autumn,
2000), 274-86.
Music Selection: Mahalia Jackson, “We Shall Overcome, We Shall
Overcome, Charity Records, 2006.
Mini-Lecture: “A Surging Rebellion [was] on its Way”: Black
Radicalism McCarthyism & the Retardation of the Black Freedom
Movement
Discussion: The Cold War and African American Freedom Struggles
Feb. 2 IV. Mass Direct Action and Civil Disobedience: The Emergence of the Civil
Rights Movement, 1955-65
A. From Litigation to Mass Direct Action
Question: How did the Montgomery Bus Boycott Transform the Black
Liberation Movement?

7. 7
Music Selection: Curtis Mayfield & the Impressions, “Keep on Pushing,”
20th
Century Master-The Millennium Collection-Curtis Mayfield & the
Impressions, Geffen Records, 2000.
Readings: (1) Marable, Race, Reform and Rebellion, 38-58; (2) Denise L.
Berkhalter, “Behind The Boycott: Jo Ann Robinson Laid The
Groundwork For the 381-Day Montgomery Bus Boycott,” Crisis,
March/April 2006: 22-23; (3) Herb Boyd, “Rosa Parks: I Memoriam,” The
Black Scholar, Vol. 53, No. 4, (2006): 42-44; Jeanne F. Theoharis, “The
Northern Promised Land That Wasn’t”: Rosa Parks and the Black
Freedom Struggle in Detroit,” OAH Magazine of History, Vol. 26, No. 1,
(January 2012): 23–27; Martin Luther King, Jr., “Facing the Challenge of
a New Age,” Phylon Vol. 18, No. 1, 1957): 25-34.
DVD: Eyes on the Prize: Vol. 1, “Awakening (1954-1956)
Lecture/Discussion: The Montgomery Bus Boycott & the Transformation
of the Black Liberation Movement
Feb. 7 B. Massive Resistance
Question: How did White Southerners Respond to the Brown Decision?
Readings: (1) Benjamin J. Muse, “Byrd’s Massive Resistance,” The
Nation 9/20/1958, Vol. 187 Issue 8, 150-152; (2) Michael J. Klarman,
“Why Massive Resistance,” Working Paper No. 03-7, University of
Virginia School of Law, May 2003, 1-28; (3) Arnold R. Hirsch, “Massive
Resistance in the Urban North: Trumbull Park, Chicago, 1953-1966,” The
Journal of American History, Vol. 82, No. 2 (Sep., 1995), 522-550.
Mini Lecture: Massive Resistance: Racist Violence & The White
Citizens’ Council
Feb. 9 C. Robert F. Williams, Armed Self-help and Black Militancy in the 1950s
Question: Who was Robert F. Williams and what were his Contributions
to the BLM?
Recording: Excepts from Robert F. and Mabel Williams CD
Readings: (1) Timothy B. Tyson, “Robert F. Williams, "Black Power,"
and the Roots of the African American Freedom Struggle,” The Journal of
American History, Vol. 85, No. 2 (Sep., 1998): 540-570; (2) Walter
Rucker, “Crusader In Exile: Robert F. Williams and the International
Struggle for Black Freedom in America,” The Black Scholar, 36.2-
3 (Summer-Fall 2006): 19-34.
Discussion: Robert F. Williams, Tactical Flexibility and the Challenge to
Non-Violence

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Feb. 14 D. The Formation of SNICK: The Second Wave of the Civil Rights
Movement
Question: How did the Emergence of a New Generation affect the
Civil Rights movement?
Music Selection: Sam Cooke, “A Change is Gonna Come, Sam Cooke:
Portrait of a Legend, ABKCO Music & Records Inc., 2003, 2006.
Readings: (1) Marable, Race, Reform and Rebellion, 59-83; (2) Aprele
Elliott, “Ella Baker: Free Agent in the Civil Rights Movement,” Journal of
Black Studies, Vol. 26, No. 5, Special Issue: The Voices of African
American Women in the Civil Rights Movement (May, 1996): 593-603;
(3) Aldon Morris, “Black Southern Student Sit-in Movement: An Analysis
of Internal Organization,” American Sociological Review Vol. 46, Issue 6
(Dec., 1981): 744-67; (4) Francesca Polletta, “It Was like a Fever . . .”
Narrative and Identity in Social Protest,” Social Problems, Vol. 45, No. 2
(May, 1998):137-15.
DVD: Fundi: The Story of Ella Baker (Brooklyn, N.Y.: First Run/Icarus
Films, 2005)
Feb. 16 E. Racial Oppression in the South and Class & Gender in the Black
Community
DVD: Nothing But a Man
Feb. 21 E2.DVD: Nothing But a Man
Discussion: How did the film represent the racial and intraracial class
and gender tensions in the Black Community?
Feb. 23 F. Bloody Mississippi
Question: What did Mississippi Mean in the Black Imagination?
Recording: Nina Simone, “Mississippi Goddam!” on The Best of Nina
Simone (CD; Uni/Verve; ASIN: B0000046UW 1987).
Readings: (1) Marable, Reform and Rebellion, 59-83; (2) John F.
Kennedy, “Address by John F. Kennedy,” The Public Papers of the
Presidents, John F. Kennedy 1963, 468, Item 237, June 11; (3) Kenneth T.
Andrews, “Social Movements And Policy Implementation: The
Mississippi Civil Rights Movement And The War On Poverty, 1965 To
1971,” American Sociological Review, Vol. 66, No. 1 (Feb., 2001): 71-95;
(4) Jenny Irons, “The Shaping of Activist Recruitment and Participation: A
Study of Women in the Mississippi Civil Rights Movement,” Gender and

9. 9
Feb. 28
March 2
Society, Vol. 12, No. 6, Special Issue: Gender and Social Movements, Part
1 (Dec., 1998): 692-709.
Documents: “An Oral History with the Honorable Unita Blackwell,” “An
Oral History with Dr. Aaron Henry, prominent civil rights worker,” and
“An Oral History with Fannie Lou Hamer,” Civil Rights in Mississippi:
Digital Archive, http://www.lib.usm.edu/legacy/ spcol/crda/oh/index.html.
Discussion: The Meaning of Mississippi for the Movement
V. The Black Power Movement, Urban Rebellions and the
Reemergence of Black Nationalism
A. Malcolm X: Symbols and Substance
Questions: What is the significance of Malcolm X? What were Malcolm X's
contributions to contemporary Black Nationalism and the Black Freedom
movement?
Music Selection: Curtis Mayfield & the Impressions, “People Get Ready,”
20th
Century Master-The Millennium Collection-Curtis Mayfield & the
Impressions, Geffen Records, 2000.
Readings: (1) Marable, Race, Reform and Rebellion, 84-111; (2) Reiland
Rabaka, “Malcolm X and/as Critical Theory: Philosophy, Radical Politics,
and the African American Search for Social Justice,” Journal of Black
Studies, Vol. 33, No. 2, (2002); 145-65; (3) Farah Jasmine Griffin, “Ironies
of the Saint”: Malcolm X, Black Women, and the Price of Protection
(2001): 214-29.
Documents: Malcolm X, “The Ballot or the Bullet,”
Brothermalcolm,http://www. brothermalcolm.net/. You should read the
text and listen to the speech, as well as examine the study guide.
Rethinking Malcolm X: The Debate over Manning Marable’s Malcolm X:
A Life of Reinvention, http://brothermalcolm.net/marable
Lecture/Discussion “You show me a Capitalist & I’ll show you a
Vampire”: Malcolm X‘s Radical Turn & the Transformation of Black
Nationalism
B The Success and Limitations of the Civil Rights Movement
Question: Was the Civil Rights Movement Superseded by the Black Power
Movement?

10. 10
Music Selection: Curtis Mayfield & the Impressions, “We’re a Winner,”
20th
Century Master-The Millennium Collection-Curtis Mayfield & the
Impressions, Geffen Records, 2000.
Readings: (1) Marable, Reform and Rebellion, 59-83; (2) John F.
Kennedy, “Report to the American People on Civil Rights,” John F.
Kennedy,” The John F. Kennedy Presidential Library and Museum 1963,
http://www.jfklibrary.org/AssetViewer/LH8F_0Mzv0e6Ro1yEm74Ng.asp
x; (3) Martin Luther King, Jr., “I Have a Dream,” National Archives and
Records Administration, https://www.archives.gov/press/exhibits/dream-
speech.pdf“; (4) Martin Luther King, Jr., “Letter from a Birmingham Jail,”
Martin Luther King, Jr., King Papers, https://kinginstitute.stanford.edu/
king-papers/documents/letter-birmingham-jail.
March 7 C. Black Power in Sociohistorical Context
Questions: What are the Roots of Black Power? What social conditions
produced Black Power?
Music Selection: Nikki Giovanni, “Nikki-Rosa,” Every Tone a Testimony,
Smithsonian, 2001.
Readings: (1) Marable, Race, Reform and Rebellion, 112-25; (2) Daniel
Patrick Moynihan, “The Negro Family: The Case for National Action,”
Office of Policy Planning and Research, United States Department of
Labor, March 1965, http://www.dol.gov/oasam/programs/history/webid-
meynihan.htm; (3) Student Nonviolent Coordinating Committee, “Position
Paper: The Basis of Black Power,” http://www.hippy.com/php/ article-
207.html; (4) Charles J. Stewart, “The Evolution of a Revolution: Stokely
Carmichael and the Rhetoric of Black Power,” Quarterly Journal of
Speech, (1997) 83:4, 429-446; (5) Peniel E. Joseph, “Revolution in
Babylon: Stokely Carmichael and America in the 1960s,” Souls Vol. 9,
No. 4 (2007): 281-301.
Recording/Discussion: Stokley Carmichael, “Free Huey,” Black Forum
Records. You may also read the speech at Stokley Carmichael, “Free
Huey,” Free Rally, February 1968, Pacifica Radio,
http://www.lib.berkeley.edu/MRC/carmichael.html.
March 9 D. Black Power: Its Complex Politics and many Critics
Question: What were the political tendencies/streams of Black Power?
What was Black Power’s long term affects on African Americans and U.S.
Society?
Music Selection: Gil Scott-Heron, “The Revolution Will Not Be
Televised,” The Revolution Begins: Flying Dutchman Masters, Ace
Records, 2012.

11. 11
Readings: (1) Stokely Carmichael/Kwame Ture, “From Black Power to
Pan-Africanism,” Speech, Whittier College, Whittier, California - March
22, 1971, http://americanradioworks.publicradio.org/
features/blackspeech/scarmichael-2.html; (2) Eric Perkins, “The League of
Revolutionary Black Workers and the Coming Revolution,” Radical
America, Vol. 5, #2 1971),
http://panafricannews.blogspot.com/2009/03/pages-from-history-league-
of.html; (3) Fran Beal, “Double Jeopardy: Black and Female,” Meridians
Vol. 8, No. 2, 2005, 166-76; Radical Education Project, 1971; (4) Ron
Maulana Karenga, “Black Cultural Nationalism,” Bracey Jr., et al,
SOSCalling All Black People, 51-54.
Film: Finally Got the News: The League of Revolutionary Black Workers
Discussion: The Multiple Meanings of Black Power.
March 14 E. The Black Arts Movement: Validating Blackness
Question: Did the Black Arts movement create a new consciousness
among Afro-Americans? If so, how and to what extent? How did the
Black Arts Movement affect aesthetics and African American culture?
Music Selections: Nikki Giovanni, “Ego Tripping,” Truth is On It’s Way,
1971, I AM Records, 2004; The Last Poets, “Black Is,” The Very Best of
The Last Poets, Charly Records, 2005.
Readings: (1) Amiri Baraka, “The Black Arts Movement,” Bracey Jr., et
al, SOSCalling All Black People, 1-19; (2) Eugene Redmond, “DA-DUM-
DUN: A BAM Triumvirate of Conch/Us/Nest: Miles Davis, Henry Dumas
& Katherine Dunham in East St. Louis, Illinois (Reminiscence), Bracey Jr.,
et al, SOSCalling All Black People, 31-35; (3) Toni Cade (Bambara),
Preface to the Black Woman, Bracey Jr., et al, SOSCalling All Black
People, 93-96; (4) Stephen E. Henderson, “The Question of Form and
Judgement in Contemporary Black American Poetry: 1962-1977,” Bracey
Jr., et al, SOSCalling All Black People, 162-78; (5) Robert Chrisman, “The
Formation of a Revolutionary Black Culture,” Black Scholar 1, no. 8 June
1970: 2-9.
Documents: Read the Poetry by Amiri Baraka, Gwendolyn Brooks, Mari
Evans, Nikki Giovanni, June Jordan, Don L. Lee/Haki Madhubuti, Dudlly
Randal, Sonia Sanchez, Askia Toure, & Margret Walker in Bracey Jr., et
al, SOSCalling All Black People.
March 16 F. The Black Panther Party: Black Radicalism and the Lumpen
Question: What did the Black Panthers’ bequeath to the Black Freedom
Movement? What was the role of Labor and Black workers in the BFM?

12. 12
Music Selection: Public Enemy, “Party for your Right to Fight,” It Takes
a Nation of Million to Hold Us Back,” Def Jam Recordings, 1988.
Readings: (1) Marable, Race, Reform and Rebellion, 125-46; (2) Robin C.
Sppencer, The Revolution Has Come: Black Power, Gender, and the Black
Panther Party in Oakland (Duke University Press, 2016); (3) The Black
Panther Party Platform and Program, Bracey Jr., et al, SOSCalling All
Black People, 205-06.
Documents: (1) Huey P. Newton, “Let Us Hold High the Banner of
Intercommunalism,” Message at Boston College, November 18, 1970,
http://www.itsabouttimebpp.com/ Huey_P_Newton/pdf/Huey.pdf (2)
Kathleen Cleaver, “History is a Weapon: Women, Power, and
Revolution,” http://www.historyisaweapon.com/
defcon1/cleaverwomenpowerrev.html; (3) Eldridge Cleaver, “On the
Ideology of the Black Panther Party, http://www.freedomarchives.org/
Documents/Finder/Black%20Liberation%20Disk/Black%20Power!/Sugah
Data/Books/Cleaver.S.pdf;
Lecture/Discussion: “The Legacy of the Black Panther Party: The
Reemergence of Black Radicalism.”
March 17-27 SPRING BREAK
March 28 G. Resisting Repression: The Meanings of the 1960s Urban
Conflagrations
Question: Were the urban conflagrations race riots or rebellions?
Readings: (1) Herbert Blauner, "Ghetto Revolt and Internal Colonialism,"
Social Problems (Vol. 26, no. 4, Spring 1969): 393-408; (2) Daryl B.
Harris, “The Logic of Black Urban Rebellions,” Journal of Black Studies,
Vol. 28, No. 3 (Jan., 1998): 368-385; (3) “Occupied Territory”: Police
Repression and Black Resistance in Postwar Milwaukee, 1950-1968, The
Journal of African American History, Vol. 98, No. 2 (Spring 2013): 229-
52; Peter Schmidt, Scholar of Urban Riots: Expect More Unrest, Chronicle
of Higher Education, may 5, 2015, http://www.chronicle.com/article/
Scholar-of-Urban-Riots-Expect/229919 (4) Jonathan J. Bean, “Burn, Baby
Burn: Small Business in the Urban Riots of the 1960s,” The Independent
Review 165-88, http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.730.6238&rep=rep1&type=pdf.
Recording: Jamil El-Amin/H. Rap Brown, SNCC’s Rap: recorded live
Oct. 22, 1969 at Long Island University (Flying Dutchman Stereo FDS-
136, 1970)

13. 13
Discussion: Internal Colonialism & the Disturbances of the 1960s Riots or
Rebellions?
March 30 H. Decline of the BFM: Repression, Incorporation, and Implosion,
1968-75
Question: What role did political repression play in the decline of the
movement?
Music Selection: Gil Scott-Heron, “The King Alfred Plan,” The
Revolution Begins: Flying Dutchman Masters, Ace Records, 2012.
Readings: (1) The FBI’s Covert Program to Destroy the Black Panther
Party, http://www.assatashakur.com/cointelpro-blackpanthers.htm; (2)
Assata Shakur, “The Interview,”
http://www.thetalkingdrum.com/bla4.html; (3)Tera Agyepong, “In the
Belly of the Beast: Black Policemen Combat Police Brutality in Chicago,
1968-1983, The Journal of African American History, Vol. 98, No. 2
(Spring 2013): 253-76; (4) Susie Day and Laura Whitehorn, “Human
Rights in the United States: The Unfinished Story of Political Prisoners
and COINTELPRO,” New Political Science, June 2001, Vol. 23 Issue 2,
285-297.
Lecture: Judicious Repression & Corporate Liberalism
DVD: Eyes on the Prize: Vol. 12, “A Nation of Law” (1968-1971)
Discussion: Are imprisoned Black Revolutionary Activists Political
Prisoners?
April 4 A. Incorporation and Conversion of the Black Freedom Movement
Question: What difference has Black “political and economic power”
made in the lives of ordinary Black people?
Readings: (1) Marable, Race, Reform and Rebellion, 146-81; (2)
Reynolds Farley, “The Quality of Life of Black Americans Twenty Years
After the Civil Rights Revolution,” The Milbank Quarterly, Vol. 65
Supplement 1 (Part 1) Currents of Health Policy Impact On Black
Americans, 1987: 9-34; (3) Gavin Wright, “The Civil Rights Revolution
as Economic History,” The Journal of Economic History, Vol. 59, No. 2
(Jun., 1999): 267-289.
Lecture/Discussion: Creating a New Black Elite, 1968-1979.
VI. A New Racial Formation: Deindustrialization, Globalization, and Abolition of
the Second Reconstruction, 1979-2017

14. 14
April 6 B. The Conservative Ascendancy: The New Racism and Retrenchment I,
1979-1992
Question: How is the new racism different from and similar to the old
racism?
Readings: (1) Marable, Race, Reform and Rebellion, 182-215; (2) Maurice
A. St. Pierre, “Reaganomics and Its Implications for African-American
Family Life,” Journal of Black Studies, Vol. 21, No. 3 (March 1991): 325-
340; (3) Leon Newton, “The Role of Black Neoconservatives During
President Ronald Reagan’s Administration,” White House Studies Vol. 6,
no. 1, (2006): 3-14; (4) Charles P. Henry, “Herman Cain and the Rise of
the Black Right,” Journal of Black Studies, Vol. 44, No. 6 (September
2013), 551-571.
Mini-Lecture: Global Economic Restructuring, 1979-Present: Four
Critical Incidents Shaping the New Nadir
Discussion: President Reagan, the New Nadir, and Colorblind Racism
DRAFT OF RESEARCH PAPER DUE
April 11 C. The 1992 Los Angeles Rebellion
Readings: Kamran Afary, Performance and Activism: Grassroots
Discourse after the Los Angeles Rebellion of 1992
Discussion: The Meaning of the LA Rebellion for Contemporary Black
America
April 13 D. Suppressing the Black & Brown Vote
Readings: Frances Fox Piven, Keeping Down the Black Vote: Race and
the Demobilization of American Voters
Discussion: The Impact of Black Voter Suppression
April 18 E. Katrina
Readings: Sundiata Keita Cha-Jua Guest Editor Special Issue of The
Black Scholar on Katrina, Vol. 36, No. 4 (Winter 2006).
Discussion: Katrina and the Shaping of Urban Policy Toward Blacks

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April 20 F. Collapse of the subprime mortgage, the Great Recession & Black
Superfluousness
Readings: Sundiata Keita Cha-Jua Guest Editor Special Issue of The
Black Scholar on Black Political Economy, Vol. 40, No. 1 (Spring 2010).
Discussion: Guest, Lou Turner, On Contemporary Conjuncture and US
Blacks
VII. Searching for New Strategies: Reconstructing the Black Liberation Movement
April 25 Ferguson & the Resurgence of Black Struggle
Readings: Proud Flesh: New Afrikan Journal of Politics, Culture and
Consciousness Vol. 10. A Special Issue on Michael Brown and
Ferguson,
http://www.africaknowledgeproject.org/index.php/proudflesh/issue
/view/165/showToc
April 27
Readings: Sundiata Keita Cha-Jua Guest Editor Special Issue of The
Black Scholar on Struggles for Democracy and Black Liberation,
Vol. 44, No. 1 (Spring 2014).
MAY 2 Discussion: Where Do We Go From Here: Discussion with local activists.