This document outlines the syllabus for a course titled "Black Leadership in America" being offered in the fall 2009 semester at Williams College. The course will be taught by Professor Bernard Moore and will focus on examining leadership in the Black community through analyzing the past, present, and visions for the future. Key requirements include weekly seminar participation, three short papers summarizing assigned readings, an oral presentation, and a 25-30 page research paper. The research paper must include a proposal outlining the topic by October 19th and the final paper is due November 30th. Important due dates are provided for the short papers and research paper components. Guidelines are also given for written assignments, communication methods, required readings and seminar meeting

1. WILLIAMS COLLEGE
Course Syllabus
Black Leadership in America - Fall 2009
Black Politics – Spring 2009
Judicial Politics - Spring 2009
Constitutional Law II: Civil Liberties – Spring 2009
Race and Criminal Justice – Fall 2008

2. WILLIAMS COLLEGE
DEPARTMENT OF POLITICAL SCIENCE
Fall 2009
Black Leadership in America
Professor: Bernard Moore, Ph.D. Office Hours: Tues 7:00-9:45 p.m.
Office: South Academic Building 227 Office Tel. 413-597-4771
Email: Bernard.moore@williams.edu Cell Tel. 202-360-7551
Leadership in the Black America: Reflections on the Past,
Analysis of the Present, and visions of the Future

3. Overview
This seminar is designed to allow students the opportunity to learn and freely discuss issues
surrounding leadership in the African-American community and how leadership principles of the
past impact their current development as leaders within the Williams community and the
community at large. The ultimate goal of this seminar is to use our analyses of the past and present
to assess how the young-adult African-American community can grow into future leaders within
the African-American community.
The seminar has been designed to: (1) provide students with the necessary background to
understand and examine the major theoretical approaches to the study of the “Reflections on the
Politics of Black Leadership; (2) explore the relationships between the traditional academic
disciplines (e.g. History, Political Science, Sociology) and the interdisciplinary field of Black
Politics, and how various research methodogies can be used to Black Politics scholarship to
provide fresh and original approaches to the study of important academic and political issues (e.g.,
Leadership and the changing structure of U.S. ethnicity, and globalization, the debate over black
reparations, etc.)
Seminar Requirement
There are three essential requirements for the successful completion of this seminar in the
“Reflections on the Politics of Black Leadership.”
Seminar Participation (30% of seminar grade):
First, students must attend seminar meetings and actively participate in discussions. Student should
come prepared, having completed the required readings for the particular class in advance. The
successful ability of students to raise critical questions and central ideas drawn from readings, and
to engage other students in a meaningful exchange, is expected. Your attendance and quality of
participation will comprise (10%) of your total course grade.
Second, at each seminar meeting beginning with Week II, one or sometime two students will be
responsible for making an oral presentation of the required readings assigned for that particular
date. Presentations should do more than provide abstracts of the key concepts and arguments in
individual readings. They should draw parallels and links with other material read and/or discussed
in prior meetings. Initial presentations should be at least ten but no more than fifteen minutes
in duration, and accompanied by an outline or a short paper of no less than two pages. If more
than one student is presenting at a particular class, individuals will be expected to meet prior to
that class to coordinate and plan their presentations. All grades, however, are based on individual
performance. The short papers must be submitted at the evening of your presentation. The
presentation, short paper and your effectivenessin leading thegroup in discussion forthat evening
will constitute (20%) of your total course grade. Class performance evaluations will be taken
after every seminar meeting.

4. Precises (30% of precises):
Each student will be required write three short papers (precises) on these readings on selected
readings. Most of the students will read the common week, but three will read books for the
individual readings. These three students will be required to give oral presentations and write
precises on their individual readings. They also will be expected to hand out copies of precises to
the rest of the class. A précis is normally three to four pages in length. It is a synopsis (not a
critique) of the reading. All precises are due at the beginning of class and extensions normally will
not be given. (Emphasis added).
Research Paper (40% of seminar grade):
The core requirement of the seminar is a 25 to 30 page research paper integrating theory and data
(likely secondary) to address a topic at the intersection of Black Leadership. To facilitate
development of quality papers, and opportunity to for constructive feedback, It is requires that you
complete the research paper in two stages (each graded separately).
1. Research Paper Proposal and Annotated Bibliography (10% of final paper grade):
You are required to produce a paper proposal which states the problem or issue you
plan to address, provides an abstract and/or outline detailing the approach you intend
to take, and includes an annotated bibliography of seven to 20 key references and/or
sources. Due Monday, October 19, 2009 (You will be asked to discuss your proposal
in class that week). (Emphasis added)
2. Research Paper (30% of final paper grade): Due on Monday, November 30, 2009.
Students will be expected to present their research paper in class on November 30,
2009. Any paper that is not submitted by Monday, November 30, 2009 will be
considered late. Late papers will be accepted up to Friday, December 4, 2009, but will
be penalized by one grade level for every day that they are late. (e.g., a late paper that
received on Monday, December 7, 2009, seven days late, is penalized by 50% grade in
the class. Late papers must submitted to me personally in my office in the Department
of Political Science. Student should keep a computer disk or a copy of their research
paper. (Emphasis added).
Optional Journal/Portfolio (10% of seminar grade):

5. Students can complete a journal/portfolio of entries pertaining to Black Leadership, Black Politics
and Congressional Black Caucus, based on events and experiences that occur during this semester.
Journal/portfolios should consist of copies of articles from the New York Times/Washington Post
relevant to concepts in the readings, lectures and other course activities; and typewritten responses
of approximately one to two double-spaced pages to each article. Journals will be evaluated in
terms of their ability to integrate and extend class concepts in depth and detail. As a general rule,
portfolio must include at least seven entries. Up to two entries may relate to conversations or
experiences students have had relevant to the course materials. Portfolios should be neat and well
organized; unprofessional work will be marked lower. For extra credit toward the final grade may
be earned from this assignment of 13 articles. Optional journal/portfolios are due in class on
Monday, November 30, 2009.
COURSE GRADING
Discussion participation and attendance. 10%
Oral presentation, including minimum four-page
Paper that includes a comprehensive outline covering
assigned weekly reading 20%
Precises (10% each totaling 30%) 30%
Research Paper Proposal and Annotated Bibliography 10%
Research paper (at minimum 25 typed pages excluding
Footnotes and bibliography) due in class, Monday,
November 30, 2009 30%
Total Course Grade 100%
Optional Journal/Portfolio Bonus (10%)
IMPORTANT DATES
Seminar Participation: Weekly Presentation

6. Precises:
First Precises September 21, 2009
Second Precises October 7, 2009
Third Precises November 9, 2009
Research Paper:
Research Paper Proposal &
Annotated Bibliography October 26, 2009
Final Research Paper November 30, 2009
STUDENTS WITH DISABILITIES
If you have a documented disability and anticipate needing accommodations in this course, please
make arrangements to meet with the professor the first week of class. At that time, we will discuss
any accommodations necessary for your successful participation in the course.
GUIDELINES FOR WRITTEN ASSIGNMENTS
All papers shall be typed in the following format: double spaced with 1 inch margins all around,
and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.). Papers
should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in any
particularly creative fonts (e.g., Comic Sans MS). No two side pages accepted.
MAKE-UP ASSIGNMENTS
There will be no make-up assignments for unexcused absences. Acceptable excuses (medical or
personal emergencies and college-related business) must be provided to the instructor before the
assignment is due and in writing to be considered. Students who are unable to complete an
assignment for legitimate reasons that do not qualify as excused under college guidelines, and who
notify the instructor before the assignment is due, may, at the discretion of the instructor, turn in
late assignments for partial credit.
ELECTRONIC COMMUNICATION:
If you wish to send a message to me please include a recognizable subject line. Doing so allows
me to instantly recognize your message as important and distinguishes it from the many messages
from strange e-mail addresses that arrive on a daily basis, and facilitates a prompt response from
me. If you send me an e-mail message and do not receive a prompt response, please do not hesitate
to send a follow-up. While I try to answer each e-mail, it can be easy to accidentally overlook any
particular message.
Students are responsible for monitoring and contributing to class electronic communication.
REQUIRED READING
It is important that you do the readings assigned for each class meetings in advance. So that you
can actively participate in the discussions. This is a seminar so you will be expected to have given

7. the material some thought and come to class prepared to raise issues and ask questions. Reading
material will mainly be provided in a packet and selected reading on reserved in the College
Library.
SEMINAR MEETING FORMAT AND MEETING DATES
Seminar meeting will consist of presentation and discussion led by Professor Bernard Moore. At
some class meetings, other faculty who teach Africana Studies and the Political Science at
Williams will give a presentation as well other Guest Lectures. In the second part of each seminar
meeting, the student or students who had been assigned as discussants for that week’s reading give
their 10-15 minute presentations, and then lead the entire class in a critical discussion about the
content of the readings and the earlier lecture presentation.
TOPICS AND READING ASSIGNMENTS
Reflections on the History of Black-American Leadership
Week 1- September 7
Defining Leadership Activities
1. Introductions/ Icebreaker
2. Review syllabus and course rules/regulations and requirements
3. Group establishment of Community Standards for the course
4. Brainstorming of definitions of leadership
5. Choosing a definition
 Pass out handouts with different definitions of leadership and ask students to stand next to
posted definitions and explain why they chose the particular definition that worked for
them
Discussion
What is leadership and why is it important?
Assignment for next week-- Statement of personal definition of black leadership
Prompt: What is your current definition of black leadership? How did you arrive at this definition?
Do you consider yourself a black leader? Do you consider yourself an effective black leader?
Week 2- September 14, 2009
Foundations of Black Leadership
Activities:

8. 1. Develop our definitions of Black Leadership
Discussion:
What can we learn from the first Black leaders? Do their basic principles of leadership still hold
true today in Black American Leadership? Gender roles and leadership.
Readings from:
The Confessions of Nat Turner by Nat Turner, p.1-17
The Hypocrisy of American Slavery, July 4th, 1852 by Fredrick Douglass, p.1-4
Ain’t I a Woman, December 1851 by Sojourner Truth, pgs.1-2
The Narrative Life of an American Slave by Frederick Douglass
Excerpts from Bound for the Promised Land: Harriet Tubman, Portrait of an American Hero
by Kate Larson, p.85-105, 271-296
Week 3- September 21, 2009
In the Age of Segregation
Discussion
Dubois and Washington: We know what they wrote, but what did they do? Is the spirit of debate
(Washington and Dubois style) still around today? Is leadership exercised by black people? For
black people? In response to black issues?
Readings from:
A Survival Guide for Leaders by Heifetz, Ronald A., Linsky, Marty,
Harvard Business Review, 00178012, Jun2002, Vol. 80, Issue 6, p.65-74
“The Racial Contours of the Constitution” and “Black History and the Vision of Democracy”
in Black Leadership by Manning Marable, p. 13-20
“Booker T. Washington and the Political Economy of Black Accommodation” in Black
Leadership by Manning Marable, p.23-40
“Of Mr. Booker T. Washington and Others” in The Souls of Black Folks
by W.E.B. Du Bois, p.30-42
Black Leadership by Manning Marble
First Precises Due
Week 4—September 28, 2009
Student Movements and the Power of Leadership Among the Youth Discussion:
Discuss the effectiveness of young leadership during the Civil Rights Era, Sit-in’s and
Freedom Rides, school integrations, SNCC, and young martyrs (church bombings). Look
at the history of black student leadership throughout the course of Duke University.
Readings from:
“Ella Baker and the Origins of ‘Participatory Democracy’”
by Carol Mueller, The Black Studies Reader, p.79-90

9. Experts from Legacy, p.13-46, 61-67
Week 5- October 5, 2009
Black Power, Civil Rights, and Black Fundamentalism Discussion:
The idolization of King: Has it hurt or helped black leadership? What are we expecting from black
leaders? Are blacks expecting a Christ-like figure? What do we do when the leadership doesn’t
paint a pretty picture like Kings? How have these movements shaped our nation? Are they simply
background noise to a more peaceful and optimistic solution to problems in black America?
What tactics employed by fundamental leaders have worked/not worked?
Readings from:
Letter from a Birmingham Jail by Martin Luther King, Jr., pgs.11
“Black Fundamentalism: Lois Farrakhan and the Politics of Conservative Black
Nationalism” in Black Leadership by Manning Marable, p.161-182
“Meditations on the Legacy of Malcolm X” by Angela Y. Davis Reader, p.279-288
“Speech at Boston College” in The Huey P. Newton Reader, p.160-180
*Walking in the Wind by John Lewis (on Reserve)
Controversial Champion of Black Pride by Marcus Garvey p.39-50
Week 6 – October 12, 2009
Fall Reading Period
Analysis of the Current State of Black-American Leadership (Weeks 7-10)
Week 7- October 19, 2009
Introduction to the Present State of Black-American Leadership
Discussion:
Throughout the next four weeks, we will discuss class and gender exploitation in the black
community in regards to black leadership. What incentives do black leaders have to achieve true
equality? Without some sort of struggle they would be without a position in society, so are they
really striving for the end of racial oppression and discrimination? How have women been left out
of the picture?
Readings from:
Shadowboxing: Representations of Black Feminist Politics by Joy James, p. 93-122
“Forging Community: From Segregation to Transcendence”, Joy James, p.15-40
Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson
“Blacks are Not Suffering Due to Racism”, Jesse Lee Peterson, p.38-54
The New H.N.I.C. (Head Niggas in Charge): The Death of Civil Rights and the Reign of
Hip Hop by Todd Boyd , p. 24-44
“Introduction”, by The Angela Y. Davis Reader, p.1-23

10. Second Precises Due
Week 8- October 26, 2009
Deconstructing the Problem with Black Leadership in America
Readings from:
The Farrakhan Factor: African-American Writers on Leadership, Nationhood, and
Minister Louis Farrakhan by Amy Alexander. (on Reserve)
Farrakhan, the Hip Hop Generation, and the Failure of Black Leadership
by Ron Nixon p.184-193
Race Matters by Cornell West
“The Crisis in Black Leadership” p.51-70
Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson
“Blacks Need No Leaders” p.1-17
“The New ‘Massa’s” p.18-37
Research Paper Proposal and Annotated Bibliography Due in class
Week 9- November 2, 2009
Black Leadership and Intellectual Classism
Readings from:
Transcending the Talented Tenth: Black Leadership and American Intellectualism by Joy James:
“The Talented Tenth Recalled” p.15-34
“Elite Educators and the Heroic Intellectual” p.155-182
“Radicalism and Black Intellectual Life” p.183-192
Week 10- November 9, 2009
Introduction to the Present State of Black American Leadership
Readings from:
Race Matters by Cornell West, Chapter 5 “Beyond Affirmative Action: Equality
and Identity” p.91-100
Shadowboxing: Representations of Black Feminist Politics by Joy James
“Fostering Alliances: Black Male Profeminisms” p.151-170
Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson
“Instead of Reparations, How about a Ticket back to Africa?” p.69-84
“How Black America Shall Overcome” p.190-203
The New H.N.I.C. The New H.N.I.C. (Head Niggas in Charge): The Death of Civil Rights and
the Reign of Hip Hop by Todd Boyd “Epilogue” p.139-152
Third Precises Due in Class

11. The Future of Black-American Leadership
Week 11- November 16, 2009
Black Leadership Roundtable1 in Chapin Hall at 8:00 p.m.
Monitor:
 Congressman Danny K. Davis (Illinois)
 Gwen Ifill, PBS Washington Week & National Journal
Opening Remarks
 Valerie Jarrett, Senior Advisor to the President (White House)
Invited Participants:2
 Condoleezza Rice, Former Secretary, U.S. Department of State
 Gen. Colin Powell, Former Secretary, U.S. Department of State
 Governor Deval Patrick (Massachusetts)
 Governor David Patterson (New York)
 Congressman Kendrick Meek (Florida) (Senatorial Candidate)
 Congressman Artur Davis (Alabama) (Gubernatorial Candidate)
 Congresswoman Maxine Waters (California)
 Congresswoman Barbara Lee, Chairwoman, Congressional Black Caucus (California)
1 All student are required to attend and participant in the break-out sessions at 4:00 p.m.
2 All key participants in the Black Leadership Roundtable are subject to change without notice.

12. The class requested to participant in late afternoon breakout session with the key participants in
the Black Leadership Roundtable at the Faculty House. The entire class is required to attend the
Black Leadership Roundtable in Chapin Hall in a reserved section.
Participants in Roundtable
Purpose: This roundtable, entitled National Leadership in the Black American Community:
Reflections on the Past, Analysis of the Present, and Visions for the Future, will feature a
roundtable discussion with national leaders. Sponsored by The Congressional Black Caucus
Foundation and the Leadership Studies Program at Williams College it will provide opportunities
to better understand the universal phenomenon of leadership in human groups, whether on the
level of a college, corporation, or a nation-state
Goals: The primary goal of the roundtable is to improve knowledge and understanding of Black
Leadership on the national and state levels. The overall thrust will allow students the opportunity
to learn and freely discuss issues surrounding policies and issues that are influenced by and
influence leadership in the African-American community and how leadership principles of the past
might impact students’ development as leaders within the Williams community and the community
at large. The ultimate goal of this roundtable discussion is to use our analyses of the past and
present to assess how the young-adult African-American community can grow into future leaders
within the African American community.

13. Week 12 – November 23, 2009
Evolution and/or Revolution of African-American Politics
Discussion:
The last section of the course will be spent thinking through what has worked and what has not
worked for black leaders throughout history. In what ways can black leaders improve upon their
strategies and tactics? How can they maintain the strategies that did work? How can black
leadership become more inclusive on the basis of gender and sexuality? How can black leaders
address the generational gaps in the community?
Readings from:
Speaking Truth to Power: Essays on Race, Resistance, and Radicalism by
Manning Marble Chapter 26, pg. 269 – 283
Black and Right: The Bold New Voice of Black Conservatives in America
Edited by Stan Faryna, Brad Stetson, and Joseph G. Conti
Chapter 10, pgs. 58 – 70
From Exclusion to Inclusion: The Long Struggle for African-American
Political Power by Ralph C. Gomes and Linda F. Williams
Chapter 7, pgs. 129 – 157, Chapter 10, pgs. 187 – 196

15. Week 13 – November 30, 2009
The Future of African-American Leadership – Empowering
Community and Self
Readings from:
African American Leadership by Ron Walters and Robert C. Smith,
Chapter 12, p.249-258
Chain of Change: Struggles for Black Community Development by Mel King
Chapter 19, pgs. 227 – 263
African-American National Leadership: A Model of Complementarily by Terry Kershaw,
an article, 8 pages
Black Leadership For Social Change by Jacob Gordon,
Part Three: Twentieth Century and Contemporary Black Leadership
Pgs. 101-209
Final Research Paper is due in Class.

16. Williams College
Department of Political Science
Black Politics
Spring 2009
Professor: Bernard Moore Office Hours: Tues 7:00-9:45 p.m.
Office: South Academic Building 227 Telephone: 413-597-4771
Email: Bernard.moore@williams.edu
Course Focus
The scope of participation by African Americans in the dominant American political system will
be examined in the context of understanding the special forms of participation characteristic of
black politics. At the same time, the range of political ideologies associated with black politics and
American race relations will be examined. The historical evolution of socioeconomic conditions
will also be explored. A primary goal of this course is to develop reliable concepts of black politics
in the United States. The course is designed for advanced sophomore, juniors and seniors.
Course Requirements
Grades
Your grade in the seminar will be based on the following components:
Seminar Participation (20% of seminar grade): Participation is critical to a successful seminar so
I am requiring you to lead one seminar discussion of assigned readings over the course of the
semester (to be arranged on first day). Discussion leaders should be prepared to initiate an
engaging/critical discussion of the week’s readings to start the meeting. I will occasionally resort
to the Socratic Method to facilitate participation, and take note of your contributions to discussions
generally.
Precises (40% of precises) Each student will be required write 3 short papers (precises) on these
readings on selected readings. Most of the students will read the common week, but three will read
books for the individual readings. These three students will be required to give oral presentations
and write precises on their individual readings. They also will be expected to hand out copies of
precises to the rest of the class. The other students, who choose to write on that week’s readings,
will write on the common readings. A précis is normally three to four pages in length. It is a
synopsis (not a critique) of the reading. All precises are due at the beginning of class and extensions
normally will not be given.
Term Paper (40% of seminar grade): The core requirement of the seminar is a 20 to 25 page term
paper integrating theory and data (likely secondary) to address a topic at the intersection of Black
Politics. To facilitate development of quality papers, and opportunity to for constructive feedback,
I am requiring that you complete the paper in two stages (each graded separately).

17. 1. Research Paper Proposal and Annotated Bibliography (10% of final paper grade):
You are required to produce a paper proposal which states the problem or issue you
plan to address, provides an abstract and/or outline detailing the approach you intend
to take, and includes an annotated bibliography of seven to ten key references and/or
sources. Due week 8 (You will be asked to discuss your proposal in class that week).
2. Final Research Paper (30% of final paper grade): Due on May 4, 2009.
Black Politics and students will be expected to present their research in class on May
.4, 2009
Students with Disabilities. If you have a documented disability and anticipate needing
accommodations in this course, please make arrangements to meet with the professor the first week
of class. At that time, we will discuss any accommodations necessary for your successful
participation in the course.
Optional Journal/Portfolio
Students can complete a journal/portfolio of entries pertaining to race in criminal justice, racial
disparities and racial profiling, based on events and experiences that occur during this semester.
Journal/portfolios should consist of copies of articles from the New York Times/Washington Post
relevant to concepts in the readings, lectures and other course activities; and typewritten responses
of approximately one to two double-spaced pages to each article. Journals will be evaluated in
terms of their ability to integrate and extend class concepts in depth and detail. As a general rule,
portfolio must include at least seven entries. Up to two entries may relate to conversations or
experiences students have had relevant to the course materials. Portfolios should be neat and well
organized; unprofessional work will be marked lower. For extra credit toward the final grade may
be earned from this assignment. Optional journal/portfolios are due in class on Monday, May 11,
2009.
Guidelines for Written Assignments
All papers shall be typed in the following format: double spaced with 1 inch margins all around,
and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.). Papers
should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in any
particularly creative fonts (e.g., Comic Sans MS).
Make-up Assignments
There will be no make-up assignments for unexcused absences. Acceptable excuses (medical or
personal emergencies and college-related business) must be provided to the instructor before the
assignment is due and in writing to be considered. Students who are unable to complete an
assignment for legitimate reasons that do not qualify as excused under college guidelines, and who
notify the instructor before the assignment is due, may, at the discretion of the instructor, turn in
late assignments for partial credit.
Penalties for Late Assignments
Assignments turned in on the day they are due but after assignment were collected in class will
face five-percent penalty. Each additional late day will accrue an additional ten percent deduction.

18. Electronic submission of assignments will not be accepted except at the discretion of and by the
invitation of the instructor.
Electronic Communication:
If you wish to send a message to me please include a recognizable subject line. Doing so allows
me to instantly recognize your message as important and distinguishes it from the many messages
from strange e-mail addresses that arrive on a daily basis, and facilitates a prompt response from
me. If you send me an e-mail message and do not receive a prompt response, please do not hesitate
to send a follow-up. While I try to answer each e-mail, it can be easy to accidentally overlook any
particular message.
Students are responsible for monitoring and contributing to class electronic communication.
Text
Hanes Walton and Robert C. Smith, American Politics and the African American Quest for
Universal Freedom (Longman, 2000)
Required Readings
It is important that you do the readings assigned for each class meetings in advance. So that you
can actively participate in the discussions. This is a seminar so you will be expected to have given
the material some thought and come to class prepared to raise issues and ask questions. The will
come from materials on mainly on reserved book in the College Library.
An Overview of Black Politics in America
Week 1
February 4 A. General Perspectives:
Hanes Walton and Robert Smith, American Politics and the African American
Quest for Universal Freedom, Ch. 3 and 4.
John Powell, H. Jeffries, D. Newhart and E. Stiens, “Towards a Tranformative
View of Race,” ed.
Marguerite Barnett & Hefner, Public Policy for the Black Community, Ch.1:
“Theoretical Perspectives….”
Selected Readings for Precises
Henry, Chares. The Political Culture of the United States.
Fendrich, James Max. Ideal Citizens

19. Harris, Fredrick. Something Within: Religion in African American Political
Activism.
Lincoln, Eric C., and Lawrence Mamiya. The Black Church and the African
American Experience.
Week 2
February 9 B. Political Science Concepts
Walton and Smith, American Political and African American Quest for
Universal Freedom
Michael Dawson, Black Vision, Ch. 1
Mack Jones, “Political Science and the Black Political Experience: Issues in
Epistemology and Relevance”. National Political Science Review” Vol. 3, 25-39.
Week 3 C. Concepts of Race in Political Behavior and Ideology
February 16
Robert Smith, We have No Leaders, Ch. 1.
Walters, Ron, “Barack Obama and the Politics of Blackness,” Journal of Black
Studies 38, 1 (Sept. 2007): 7:29
Claudine Gay, “Putting Race in Context,” American Political Science Review 98,
4 (Nov. 2004): 547-562.
Walton and Smith, American Politics and American Quest…, Ch. 5.
Michael Omi and H. Winant, “Postmodern Racial Politics…,” ed. Theodore
Rueter, The Politics of Race, Ch.4.
Pierre van de Berge, Race and Racism, Ch.1.
Amiri Baraka, “Malcolm As Ideology,” ed. Joe Woods, Malcolm X: In Our Own
Image, pp. 19-35.
Selected Readings for Precises
Dawson, Michael. Behind the Mule: Race and Class in African-American Politics.
Kinder, Donald, and Lynn Sanders. Divided by Color: Racial Politics and
Democratic Ideals.

20. Smith, Robert C., and Richard Seltzer. Contemporary Controversies and the
American Racial Divide.
The Emergence of Continuing Issues and Patterns of Behavior in Black Politics
Week 4 A. Historical Political Development of Black Institutions
February 23
Antibellum Political Organizing:
Walton and Smith, American Politics and the African American Quest, Ch. 2
Molefi Asante and A. Abarry, African Intellectual Heritage, Statements of F.
Douglass, N. Turner and D. Walker, pp. 609-640.
Alphonso Pinkney, In Red and Black……, “The Black Nationalist Tradition,”
Sterling Stuckey, Slave Culture, Ch. 3, “Garnett….” And Ch.4, “Identity”
John Hope Franklin, From Slavery to Freedom, Chs. 17 & 18 in 3rd. (or two
Chapters on post-Civil War period in more recent editions).
Lerone Bennett, Black Power, USA, Ch. 5.
Mary Berry and J. Blassingame, Long Memory, pp. 92-113.
Eugene Genovese, Roll Jordan Roll.
Melville Herskovits, The Myth of the Negro Past, “Africanisms Religious Life.”
C. Van Woodward, The Strange Career of Jim Crow.
John Hope Franklin, Reconstruction After the Civil War.
Derek Bell, And We Are Not Saved, Ch. 1.
Selected Readings for Precises
C. Van Woodward, The Strange Career of Jim Crow.
John Hope Franklin, Reconstruction After the Civil War.
Curtis, Michael. No State Shall Abridge: The Fourteenth Amendment and the Bill
of Rights.

21. Noonan, John T. Narrowing the Nation’s Power: The Supreme Court Sides with
the States.
Week 5 B. The Emergence of Nationalist-Integrationist Controversy
March 2
S. Stuckey, Slave Culture, Ch. 5, “DuBois….”
M. Marable, Black Leadership, Ch. 3&4.
Harold Cruse, The Crisis of the Negro Intellectual pp. 3-88 and 171-180.
John White, Black Leadership in America, Chs. 3&4.
Meyer Winberg, W.E.B. DuBois, A Reader
Eugene Genovese, In Red and Black, Ch. 9.
Selected Readings for Precises
W.E.B. DuBois, The Souls of Black Folk, “Of Book T. Washington and Others.”
F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century,
“Booker T….,” and “Monroe Trotter…”
Alphonso Pinkney, In Red and Black….., “The Black Nationalist Tradition,”
Bernard Magubane, “Pan-Africanism,” The Ties That Blind.
Twentieth Century Black Nationalism
Week 6 A. The Garvey Movement
March 9
Amy J. Garvey, Philosophy and Opinions of Marcus Garvey, Vol. II, pp. 1-8.
Wilson J. Moses, Creative Conflict in African American Thought, Chs. 13&14.
M. Asante and Abarry, African Intellectual……, pp.402-8.
Walton and Smith, American Politics and African American Quest, Ch.8 pp.125-
133.
B. Modern Nationalists and Afrcentrists
C. Elaine Brown, A Taste of Power, Ch.1

22. “Farrakhan....,: Emerge (August 1990)
Vincent Franklin, Living Our Stories….,”Malcolm X…”
Theodore Vincent, Black Power and the Garvey Movement, Ch.1.
Selected Readings for Precises
Giddings, Paula. When and Where I Enter: The Impact of Black Women and Race
and Sex in America.
Smith, Robert C. We have No Leaders: African Americans in the Post-Civil Rights
Era.
Stuck, Sterling. The Ideological origins of Black Nationalism.
Civil Rights Movement and Voting Rights Politics
Week 7 A. The Organizing of the Movement and Protest
March 16
Aldon Morris, The Origins of the Civil Rights Movement, Chapter 1, 2, 3 and 6.
Manning Marable, Black American Politics, Ch.2, “The Marches….”.
Robert Smith, We Have No Leaders, Ch.2, “National Black Political
Convention.”
Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black
Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.
Peter Eisinger, “Racial Differences in Protest Participation,” American Political
Science Review 75, 2 (June 1974), pp. 595-606.
Martin L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.
S. Carmichael and C. Hamilton, Black Power, Chapter 4&6.
F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century.
Andrew Hacker, Two Nations, Ch.1.
Selected Readings for Precises

23. Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black
Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.
L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.
Stuck, Sterling. The Ideological origins of Black Nationalism.
Week 8
March 23 Spring Recess
Week 9
March 30 Spring Recess
Week 10
April 6 Voting Rights
Chandler Davis, Minority Vote Dilution, Ch. 1&2
L. Barker, Jones and Tate, African Americans…..Ch.8
Lani Guinier, “What Color Is Your Gerrymander?....” ed. T. Rueter, The Politics
of Race.
Hanes Walton, Black Political Parties, Ch.4
Voting Behavior and Electoral Politics
Week 11 A. Patterns of Black Voting
April 13
Katherine Tate, Black Faces in the Mirror, Ch.1.
Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch. 3, “Black Talk……”
Walton and Smith, American Politics and African American Quest, Ch.10.
Norman Nie, Verba and Petrockik, The Changing American Voter, Ch.2&3
Lawrence Bobo and Franklyn Gilliam, “Race, Socio-Political Participation, and
Black Empowerment,” American Political Science Review, 84, 2 (June 1990).
Stuck, Sterling. The Ideological origins of Black Nationalism.
Edward Carmines and J. Stimson, “……Kennedy to Reagon,” ed. T. Rueter, The
Politics of Race.
Selected Readings for Precises

24. Frymer, Paul. Uneasy Alliances: Race and Party Competition in America.
Guinier, Lani. The Tyranny of the Majority.
Walters, Ronald. Black Presidential Politics: A Strategic Approach.
Walton, Hanes, Jr. “Black voting Behavior in the Segregationist Era.
Week 12 B. Presidential Politics
April 20
Manning Marable, Black American, Chapter 5, “Rainbow Rebellion.”
TBA
Week 13 C. Local Political Participation
April 27
Georgia Persons, “Black Mayoralities….,” in Persons, Dilemmas…, Ch.10
Walton and Smith, American Politics and African American, Ch.9
M. Davis and A. Willingham, “Andrew Young….,” in Persons, Dilemmas, Ch. 8.
T. Rueter, The Politics of Race, Chs. 21-23 by R. Sonenshein, J. Sleeper and B.
Bradley.
Civil Rights and Interest Group Politics
Week 14 A. Desegegration and Affirmative Action in Education
May 4
Hanes Walton, African American Power…., Ch. 5, pp. 77-86 and Ch. 9, pp. 154
75.
Martin Carnoy, Faded Dreams, Ch. 7
Lorenzo Morris, Elusive Equality, Ch. 1 & 7.
Selected Readings for Precises
Bowles and Bok, The Shape of the River Introduction & Conclusion.
Derrick Bell, Race and Racism in American Law.
Gail Thomas, ed. Black Students in Higher Education.
Race and Social Class

25. Week 15 A. Empirical of Analysis of Race and Class Factor
May 11
Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch.1
Michael Dawson, Behind the Mule, Chapter 1 and 2.
William J. Wilson, The Declining Significance of Race, Chs. 1&2.
Douglass Glasgow, The Black Underclass, Chapter 2.
Oliver C. Cox, Caste, Class and Race, pp. 567-583.
Richard Coward & F. Piven, The Politics of Turmoil, Part 3.
Selected Readings for Precises
Richard Allen, Black Awakening in Capitalist America.
Lawrence Otis Graham, Our Kind of People: Inside America’s Black Upper.
WILLIAMS COLLEGE

26. Department of Political Science
Race and Criminal Justice
Fall 2008
Mon. 7:00 p.m. – 9:45 p.m.
Professor: Bernard Moore
Classroom: Hopkins 309
Office: South Academic Building Rm. 227
Office Hours: Tue. 9:45 a.m. – 11:45 a.m. or by appointment
Phone: 413-596-4771
E-mail: Bernard.moore@williams.edu
SEMINAR OBJECTIVES
This seminar offers in-depth historical, sociological, and political perspective on the
radicalization of criminal social control, focusing on the U.S. context. Through readings of
theoretical and empirical source material, considerations of popular media, independent
research, and seminar discussions, we will examine how ideas and practices of criminal
justice are normatively infused with racial meaning, and thus structured by race-based
distinction. In other words, we will examine how criminal justice operates as a radicalized
social system, reflecting and influencing wider societal race relations. By considering how
racial oppression and domination are reflected in the dynamic racial history of American
criminal justice, the seminar also consider the phenomenological meaning, requirements
and future possibility of what we might call ‘racial justice’ in contexts of criminal social
control.
GRADING
Your grade in the seminar will be based on the following components:
Seminar Participation (10% of seminar grade): Participation is critical to a successful
seminar so I am requiring you to lead one seminar discussion of assigned readings over
the course of the semester (to be arranged on first day). Discussion leaders should be
prepared to initiate an engaging/critical discussion of the week’s readings to start the
meeting. I will occasionally resort to the Socratic Method to facilitate participation, and
take note of your contributions to discussions generally.
Book Reviews (20% of seminar grade): You must write two academic book reviews (3
to 5 pages; worth 10% each) critically reflecting on contributions of a selected text to the
study of race and criminal justice. Reviews should state the central problems addressed
and your perspective on the merits and/or shortcomings of their treatment. You should
also relate texts to other materials we have read or issues discussed in seminar meetings.

27. Book Reviews will be due at identified intervals in the semester – not according to when
specific books are assigned – see seminar schedule.3
Research Paper (60% of seminar grade): The core requirement of the seminar is a 20 to
25 page term paper integrating theory and data (likely secondary) to address a topic at
the intersection of race/ethnicity and criminal justice. To facilitate development of quality
papers, and opportunity to for constructive feedback, I am requiring that you complete the
paper in two stages (each graded separately).
3. Research Proposal and Annotated Bibliography (20% of final paper grade):
You are required to produce a paper proposal which states the problem or issue
you plan to address, provides an abstract and/or outline detailing the approach
you intend to take, and includes an annotated bibliography of seven to ten key
references and/or sources. Due week 8 (You will be asked to discuss your
proposal in class that week).
2. Research Paper (40% of final paper grade): Due on the final day of class, on
Race and Criminal Justice.
Journal/Portfolio (10% of seminar grade): Students must complete a journal/portfolio of
entries pertaining to race in criminal justice, racial disparities and racial profiling, based
on events and experiences that occur during this semester. Journal/portfolios should
consist of copies of articles from the New York Times/Washington Post relevant to
concepts in the readings, lectures and other course activities; and typewritten responses
of approximately one to two double-spaced pages to each article. Journals will be
evaluated in terms of their ability to integrate and extend class concepts in depth and
detail. As a general rule, portfolio must include at least seven entries. Up to two entries
may relate to conversations or experiences students have had relevant to the course
materials. Portfolios should be neat and well organized; unprofessional work will be
marked lower. For extra credit toward the final grade may be earned from this assignment.
Optional journal/portfolios are due in class on Monday, December 1, 2008.
Students with Disabilities. If you have a documented disability and anticipate needing
accommodations in this course, please make arrangements to meet with the professor
the first week of class. At that time, we will discuss any accommodations necessary for
your successful participation in the course.
Guidelines for written assignments
All papers shall be typed in the following format: double spaced with 1 inch margins all
around, and a 10 or 12 point font, stapled once in the top left hand corner (no binders,
folders, etc.). Papers should be printed in a standard font (Arial, Courier, Times,
Bookman, etc.) and NOT in any particularly creative fonts (e.g., Comic Sans MS).
3
I will allow you to write one of the reviews on a book I have not assigned, provided you obtain
permission in advance.

28. Make-up Assignments
There will be no make-up assignments for unexcused absences. Acceptable excuses
(medical or personal emergencies and college-related business) must be provided to the
instructor before the assignment is due and in writing to be considered. Students who
are unable to complete an assignment for legitimate reasons that do not qualify as
excused under college guidelines, and who notify the instructor before the assignment is
due, may, at the discretion of the instructor, turn in late assignments for partial credit.
Serious violations of these rules may result in a request that the offending individual(s)
leave the classroom. Grading penalties (up to a half-letter grade for first-time offenders
and a full letter-grade for recidivists) may be imposed at the discretion of the instructor.
Class Meetings:
Class meetings will be comprised of introductory and concluding comments from the
instructor, lectures, video presentations, questions and discussions involving the whole
class, and vigorous participation by students.
This format places some limits upon formal presentation by the instructor in order to
maximize student engagement with the material. One requirement for this format to prove
successful is that each student must come to each class prepared. That involves reading,
studying, analyzing and often re-reading and re-analyzing materials before class.
Inadequate preparation will virtually assure that much of what is said in the class, both by
students and by the instructor, will make little sense.
You must also try to resist the temptation to discount the comments of your fellow
students. The course is designed to give students the opportunity to articulate key
concepts and criticisms. Many, if not most, of the important statements made in the class
will be made by students. It is essential that you give the utmost respect to your
classmates.
Also, keep in mind that in no case should any of the comments in the class be taken or
directed personally. A college classroom is perhaps the singular place in our society
where people gather for the purpose of giving deliberate and reasoned consideration to
a wide range of views, including many of great controversy. Indeed, I encourage you to
present views you may not necessarily agree with in order to explore and develop relevant
themes or issues.’
Plagiarism or Cheating. This one’s simple: don’t do it. Don’t even think about doing it.
All people participating in the education process are expected to pursue honesty and
integrity in all aspects of their academic work. Academic dishonesty, including plagiarism,
will be handled according to the procedures set forth by Williams College Student
Handbook.
READINGS
In addition to several articles distributed via Blackboard (identified in the schedule as
“BB”) or in class as handouts, we will read the following books, available at Water Street
Book and the College Library:

29.  Samuel Walker, Cassia Spohn, Miriam Delone, Color of Justice: Race, Ethnicity,
and Crime in America
 Marc Mauer, Race to Incarcerate
 Tushar Kansal, Racial Disparity in Sentencing: A Review of the Literature
 Marc Mauer and Ryan S. King, Uneven Justice: State Rates of incarceration by
Race and Ethnicity
 The Sentencing Project, 2008 Presidential Candidates’ Platforms on Criminal
Justice
 The Sentencing Project, School and Prisons: Fifty Years After Broad of Education
 Jeff Manza and Christopher Uggen, Locked Out: Felon disenfranchisement and
American Democracy
Course Schedule
Week One (September 8): Introductions and overview of seminar objectives.
 Ronald Weich and Carols Angulo, Racial Disparities in the American Criminal
Justice System.
Week Two (September 15): Race, Ethnicity, and Crime: The Present Crisis
Readings:
 The Color of Justice, Pages 1-25.
 Marc Mauer, Uneven Justice: State Rates of Incarceration by Race and
Ethnicity, Race, Class, and the Development of Criminal Justice Policy,
Sentencing Project.
 Jeanne Flavin, “Of Punishment and Parenthood: Family-Based Social Control
and the Sentencing of Black Drug Offenders”.
Week Three (September 22): Victims and Offenders: Myths and Realities about Crime
Readings:
 The Color of Justice, Page 29-71
 Marc Mauer, Race to Incarcerate, The Rise of the “Tough on Crime” Movement,
Pages 40-54
 Chester L. Britt, Social Context and Racial Disparities in Punishment
Decision

30. Week Four (September 29): Justice on the Street? The Police and Racial and Ethnic
Minorities
Readings:
 The Color of Justice, Page: 106-154
 Roy L. Austin and Mark D. Allen, “Racial Disparity in Arrest Rates as an
Explanation of Racial Disparity in Commitment to Pennsylvania’s Prison”.
 Race and the Police, Ch.1
 Race and the Prosecutorial Discretion
Week Five (October 6): The Courts: A Quest for Justice During the Pretrial
Process
Readings:
 The Color of Justice, Page: 163-195
 The Color of Justice, Justice on the Bench? Trial and Adjudication in Criminal
Court, Page: 201-227
 Willful Judicial Blindness, Ch. IV
Book Review #1 Due
Week Six (October 13): Reading Period
No Class
Week Seven (October 20): Race and Sentencing: In Search of Fairness and
Justice
Readings:
 The Color of Justice, Pages: 231-281
 Stephen Demuth and Darrell Steffensmeier, Ethnicity Effects on Sentence
Outcomes in Large urban Courts: Comparisons among White, Black, and
Hispanic.
 Ronald S. Everett and Roger Wojtkiewiez, Difference, Disparity and Race/Ethnic
Bias in Federal Sentencing.
 Race, Sentencing and the “Tough on Crime” Movement, Chapter III
Guest Lecturer: Hon. Alexander Williams, Judge
United States District Court, District of Maryland
Hon. Consuelo B. Marshall, Judge
United States District Court, Central District of California

31. Week Eight (October 27): The Color of Death: Race and the Death Penalty
Readings:
 The Color Justice, Pages: 291-333
 Sentencing Project: 2008 Presidential Candidates’ Platforms on Criminal
Justice
Research Proposal and Annotated Bibliography Due
Week Nine (November 3): Corrections in America: A Colorful Portrait:
Corrections vs. College: Minorities in Society
Guest Speaker: Gregory Carr, PhD, Professor, African American Studies
Howard University
Readings:
 The Color of Justice, Pages: 341-369
 Marc Mauer, The Prison-Crime Connection, Race to Incarcerate, Pages 92-
112
 Sentencing Project: School and Prisons: Fifty Years After Board of Education
Week Tenth (November 10):
Guest Speaker: Marc Mauer, Executive Director, Sentencing Project
Readings:
 Marc Mauer, Consequences: Intended and Unintended, Race to Incarcerate,
Pages: 195-207, 208- 217
 Felon Manza and Uggen, Locked Out, Chapter 1-3 and 6-10
Disenfranchisement and American (Racial) Democracy
 Marc Mauer, Thinking About Prison and its Impact in the Twenty-First Century
 The Consequences of Too Little Justice, Ch. VI
Book Review #2 Due

32. Week Eleven (November 17): Evening with Members of the Congressional Black
Caucus
Members of Congress
Rep. James E. Clyburn Rep. Diane E. Watson
Rep. Danny K. Davis Rep. Hank Johnson
Rep. Sheila Jackson Lee Rep. Yvette Clarke
Rep. Diane E. Watson Rep. Donna Christensen
Rep. Bennie Thompson
Readings:
 Marc Mauer, “Give the Public What It Wants”: Media Image and Crime Policy,
Race to Incarcerate
Week Twelve (November 24): Public Policy and Crime
Guest Lecturer: Keen Keller, Counsel
U.S. House of Representatives, Committee on Judiciary
Readings:
 The Color of Justice, Pages: 375-413; The Color of Justice
Chapter 11
 Marc Mauer, Crime as Politics, Race to Incarcerate, Pages 55-91.
 Rudolph Alexander, Jr. and Jacquelyn Gyamerah, Differential Punishing of
African Americans and Whites Who Possess Drugs
Week Thirteen (December 1): Color of Justice
Present Final Paper
Final Paper Due
Journal/Portfolio Due