Melissa Harris-Perry's Syllabus - BLACK LIVES MATTER Spring 2021

POL 210-F: Black Lives Matter Spring 2021 Professor Melissa Harris-Perry Maya Angelou Presidential Chair Department of Politics and International Aairs Department of Women, Gender, and Sexuality Studies Wake Forest University

PHOTO CREDIT: JONAS EKSTROMER- GETTY IMAGES

Black Lives Matter. What does this assertion mean for American political life and public policy? Why does this simple, seemingly self-evident assertion evoke such a broad range of responses? What are the origins of this phrase and how has its meaning evolved over time? Who are the activists, thinkers, organizers, writers, and policymakers for whom Black Lives Matter is a guiding principle?

This course is an eort to understand the contemporary web of social, political, economic, and direct actions operating under the broad theme of Black Lives Matter. Drawing on interdisciplinary approaches, this class will contextualize the long history of Black-led racial justice and anti-racist political movements within academic historical, social scientific, and legal frameworks. Students will enhance their critical questioning, writing, and engagement skills while deeply engaging historic and contemporary theory, texts, film, art, and media. Students will work collaboratively to create meaningful digital resources for future researchers and activists.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

LEARNING OBJECTIVES: Students will critically engage a wide range of scholarly and popular texts focused on social constructions of Blackness, policing and incarceration, contemporary social movements operating as part of Black Lives Matter.

Students will become familiar with broad themes and approaches to social science research about race and contemporary writing by and about activists.

Students will develop skills of critical analysis and practical problem solving.

Students will be introduced to multiple, contested ideas for understanding race, incarceration, and policing.

Students will gain competency with professional and scholarly analysis, speaking, and writing.

Because all elements of this course are delivered online, it is likely you will find it easier to follow the course plan through the Canvas Site. This Google Doc version of our syllabus contains the same information. To assist with organization and legibility, it is organized in “Chapters.� This is a lot of information! You do not need to memorize all of this. You will receive reminders, nudges, and explanations and have many opportunities to ask questions.

1921 Tulsa Race Massacre. Photo Credit: Tulsa Historical Society

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

TABLE OF CONTENTS

ABOUT YOUR PROFESSOR

Bio, Contact, Office Hours

CLASS MEETINGS SCHEDULE

Sections, Times, Pro Tips, Wellness

CLASS POLICIES

Expectations, Code of Conduct, Tools, Books

ASSESSMENTS

Assignments, Rubrics, Grade Scale

MODULES

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MODULE 1

Getting Started

MODULE 2

Racist Foundations

MODULE 3

Black Resistance

MODULE 4

Writing and Reflection I

MODULE 5

Policing

MODULE 6

Writing and Reflection II

MODULE 7

Dispatches from the Frontlines

MODULE 8

Campus and Congress

MODULE 9

Final Project

MODULE 10

Black Lives Matter Speaker Series

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

ABOUT YOUR PROFESSOR MELISSA HARRIS-PERRY Maya Angelou Presidential Chair Department of Politics and International Affairs Women, Gender, and Sexuality Studies Founder and President, Anna Julia Cooper Center She, Her, Hers EMAIL POLICY Professor Harris-Perry typically responds to all necessary and appropriate emails directly related to course matters within 3 business days. Professor Harris-Perry does not respond to unsolicited student emails from Friday at 3:00 PM until Monday at 12:00PM unless specifically designated. Please be aware that Professor Harris-Perry will provide regular updates to the syllabus and various course materials on CANVAS. Office Hours Playlist: I’ll Be There, Mariah Carey PRO TIPS ABOUT PROF MHP ● ● ● ●

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How to address me: Professor Harris-Perry, Professor MHP, Prof MHP, Prof are all acceptable. “Melissa” is not.

I get a lot of email. A lot. If you don't get an immediate response, do not take it personally, I am probably just “doing all the things” and will respond as soon as I can.

Teaching and learning online is weird and new and stressful. If you get stuck about small or big issues, please ask for help!

I love/adore/write about Beyonce. Feel free to illustrate any communications with appropriate Beyonce GIFS. For example, this is how I feel about our semester beginning!

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

CLASS MEETING SCHEDULE

CLASS MEETINGS

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All elements of this class will be available and delivered online. This course will use a combination of asynchronous readings, videos, assignments, and discussions along with a weekly ZOOM discussion section.

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This class is unusually large for a Wake Forest POL course. (30-35) To preserve our ability to have meaningful discussion and build an engaged community, we will have TWO (2) different Zoom section meetings most weeks.

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Students need to attend just ONE (1) session each week. Professor Harris-Perry will be present in every section every week.

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Each synchronous discussion section will last just one (1) hour and cover similar material.

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Zoom meetings will be recorded (with consent) and made available to absent students when needed.

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Typically, students should attend their designated Zoom section at the same time each week, but if circumstances make it impossible to attend the designated session, students should try to attend the other session. If it is impossible to attend either synchronous session, students will have access to the Zoom recordings to review asynchronously.

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There are several “ALL CLASS” synchronous Zoom meetings scheduled throughout the semester. When we have an “ALL CLASS” meeting the sections will *not* meet that week.

Please refer to the Syllabus and Canvas site for these dates.

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We will host several guest speakers throughout the semester. Speakers will be scheduled at times that do not coincide with any of the sections. Students are required to attend, but have the option to attend asynchronously if the synchronous event conflicts with other obligations.

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

SECTION A

Weekly, Wednesday

3:00-4:00 PM ET

SECTION B

Weekly, Wednesday

5:00-6:00 PM ET

INFORMAL Q/A

Weekly, Wednesday

4:00-5:00 PM ET

ALL CLASS MEETINGS

Module 1: Wednesday, January 27 (required)

3:30-4:30 PM ET

(On these weeks we do not have the section meetings)

3:30-4:30 PM ET

Module 4: Wednesday, March 3 (optional) Module 6: Wednesday, March 24 (optional) Final class, Wednesday, May 5 (required) GUEST SPEAKERS

3:30-4:30 PM ET 3:30-5:30 PM ET

Dr. Frank Leon Roberts

Friday, February 12, 12:00 NOON

Dr. Khalil Gibran Muhammad

Thursday, March 11, 6:00 PM

Alicia Garza

Thursday, April 8, 6:00 PM

MORE TBA

PRO TIPS FOR ATTENDING CLASS MEETINGS ● Do your best to attend your designated section. ● If you can’t make your section discussion “live” do your best to watch the discussion, even with great readings and videos there is always a lot to learn from each other! ● When possible, please use your camera while on Zoom. This will help us to build community.

This is not a requirement. ● Please use your MUTE function when not speaking. It will improve overall sound quality for everyone. ● When possible, use reaction functions to react to other members of the class and to raise your hand. ● The chat function will be available in each section. Use it to ask questions and contribute even if you don't have a chance to talk during the Zoom. ● See Zoom Guidelines linked to Canvas site.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

Health and Wellbeing We are living and learning in the midst of a global pandemic. No assignment, meeting, discussion, or any other aspect of this class is more important than our individual and collective physical, mental, and emotional health.

Please be familiar with and follow the guidelines established by Wake Forest University outlined in Our Way Forward.

Please prioritize your health and the health of others. If any assignments, meetings or expectations of class are likely to negatively impact your health please opt out and discuss alternatives with Prof MHP. This will be a semester of high expectations and substantial flexibility.

Prof MHP will seek to create a fair and equitable learning environment. As a member of this class you have a right to learn and to engage in a meaningful way. If technology, so ware, hardware, meeting times, or any other aspects of this course present meaningful barriers to your ability to learn and engage, please discuss these concerns with Professor Harris-Perry. We will find a solution.

PRO TIPS for HEALTH and WELL BEING ● Drink more water than you think you need. ● When possible, take a nap. ● Feel free to stand up or move around during class. Just turn off the camera if it will be distracting to others. ● Do you need a bit more support? The Counseling Center is a great place to start. ● On campus? Complete daily wellness screenings on SNEEZSAFE.

CLASS POLICIES Late Assignment Policy All students have TWO Free Passes to be used on any assignments except the final project. This means any TWO (2) assignment can be turned in up to 48 hours late with no questions asked and no negative consequences for the grade. A er the two (2) Free Passes are used, any assignment submitted late will be subject to the late assignment policy. Assignments submitted late will lose 1/3 letter grade for any late submission within the first 48 hours. Each additional 24 hours results in another 1/3 letter grade reduction. Exceptions to this policy will only be made for emergencies or health challenges that are documented by a physician, university administrator, or other reasonable source.

If any student or student’s family members becomes ill during the semester, the late assignment policy will be adjusted appropriately to accommodate all concerns.

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Attendance Policies Typically, students are expected to attend one synchronous session each week.

Missing more than Four (4) unexcused synchronous sessions during the semester will result in 1/3 letter grade reduction from the final grade of the course. However, students can be excused from synchronous sessions for a variety of valid concerns including health concerns, WiFi or computer access issues, familial or personal responsibilities and challenges associated with this unprecedented time.

Academic Integrity Plagiarism is a serious violation of ethical conduct and academic integrity. Plagiarism need not be intentional. All cases of plagiarism – the the of words, ideas, sources, and conclusions whether from written, audio, oral, or digital materials –is unacceptable.

At the same time, learning and completing assignments online can make it difficult to discern precisely how to ensure your use of sources, information, images, and ideas is appropriate. Please see the Canvas site for a primer about Academic Integrity and proper citation practices online. And if you are stuck or confused, ask!

COVID-19 Conduct Due to COVID-19 our campus is operating with new Code of Conduct rules and a Student Compact for COVID-19 prevention. Please be aware of these and protect yourself and others.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

Expectations for Classroom Conduct Learning and teaching virtually during a global pandemic is difficult. We will proceed with empathy for one another, kindness towards ourselves, and enthusiasm for our collective journey.

We will each do our very best to be present and prepared in our synchronous and asynchronous learning environments.

We acknowledge that racism, sexism, heterosexism, classism, ableism, and other forms of interpersonal and institutionalized forms of inequality exist in society. This does not mean we all agree on the causes, consequences, or solutions for these forms of inequality. It does mean we agree to do our best to better understand them, refrain from repeating misinformation, and refrain from personal attack.

No student is expected to have all the answers. Mistakes and questions are welcomed in the spirit of cooperative learning.

We will work to create an atmosphere where: We keep an open mind and listen; Everyone is valued and respected; Everyone can work and learn; Everyone engages in the thoughtful presentation of ideas, shares the floor, and can critically assess each other’s ideas; No individual is ridiculed or demeaned for sharing personal experiences and ideas; Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed; No individual is expected to be a representative spokesperson for a given group of people, given there is intra-group diversity of skills, beliefs, attitudes and behaviors.

Disability and Accommodations Students with disabilities requiring accommodations should contact Professor Harris-Perry no later than February 1, 2021, to ensure appropriate accommodations are available. Be certain to also connect with the Office of Disability Services at Wake Forest.

Tutoring and Writing Assistance Wake Forest offers trained peer tutors and effective writing and assignment assistance through The Writing Center @ Wake Forest University. This is a great resource if you need assistance with course assignments.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

CLASS COMPUTING TOOLS for CLASS Canvas - Canvas is the oicial learning management system of Wake Forest University. [Canvas Videos by WFU] Zoom - Zoom is a simple and powerful video conferencing solution compatible with all major platforms. We will use Zoom independent of Canvas. [Zoom Tutorials] [ITG Help pages on Zoom] Shared Google Drive - We will use a shared drive Google Drive to store, search, and access files as a class. [Using Shared Drives] Hypothesis - Hypothesis is a conversation layer over the entire web that works everywhere for collaborative annotation. We will use Hypothesis in Canvas.

REQUIRED BOOKS AND ARTICLES Most assigned readings are available through links on our Canvas site. You will only need to have the following texts. You are welcome to have these texts in hard copy or in a digital/ kindle/ebook or audio book form.

(Required for All) Alicia Garza. 2020. The Purpose of Power: How we come together when things fall apart. New York: Random House.

(Choose One Memoir) Wesley Lowery, 2016. They Can't Kill Us All (Ferguson, Baltimore, and a New Era in America's Racial Justice Movement) Or Darnell Moore, No Ashes in The Fire.

REQUIRED for ALL

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CHOOSE ONE

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

ASSESSMENTS Students earn points for various asynchronous and synchronous assignments and activities throughout the semester. Points translate into the following grading scale. NOTE: Prof MHP reserves the right to make changes to point allocations and scale with reasonable notice.

A

350+

C+

275-289

A-

335-349

C

260-274

B+

320-334

C-

245-259

B

305-319

D

230-244

B-

290-304

F

Under 230

COURSE ENGAGEMENT: All students are expected to be actively engaged in the course.

ACTIVITY

POINTS PER ASSIGNMENT

MAX POINTS POSSIBLE

Attendance and Participation in Synchronous Class Sessions

1-20 based on attendance and participation throughout the semester

20

Annotating Assigned Readings using Hypothesis

0= did not annotate 1-5 based on quality of annotations

80

EXTRA CREDIT Class Engagement Contributions to weekly playlist selections

1-5 based on overall contributions, creativity, engagements with the playlist.

5

TOTAL POSSIBLE POINTS

100 (105)

SPEAKERS All students must attend at least TWO (2) of the virtual discussions in the Black Lives Matter speaker series organized for this course. Ideally students will attend the speakers synchronously. However, students may watch the event recordings at a later date if synchronous attendance is not possible.

Students must complete the written reflection for each speaker.

ACTIVITY

POINTS PER ASSIGNMENT

MAX POINTS POSSIBLE

Black Lives Matter Speaker Series

25

50

EXTRA CREDIT SPEAKERS: Attend additional speakers

10

20

TOTAL POINTS POSSIBLE

50 (70)

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

ACTIVITY Substantial Written Responses ●

Students will post THREE (3) SUBSTANTIAL WRITTEN responses to discussion board prompts during the semester.

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These long responses should not exceed 2000-2500 words (approximately 4-5 double spaced pages).

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These responses must include full citations and a list of works cited.

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These long responses must be written by individual students, not groups.

POINTS PER ASSIGNMENT

MAX POINTS POSSIBLE

20 Points Format/Tone: 3 points

60

Text appropriate to upper level college paper Follows requirements of length and tone Uses reasonable fonts, margins, spacing etc.

Clarity of sentences and paragraphs No errors and spelling, grammar and use of language Organization and coherence of ideas

Content: 12 points

All elements of the prompt are addressed Information and ideas presented are sound and coherent Information based on accurate and complete engagements with assigned texts. Coherence of information: specifically, the thesis statement should be clear, the "road map" of the argument should be clear and the conclusions should be clear No opinions are offered without some sort of supporting evidence to explain how the opinion was cra ed The best papers will include some nuance and acknowledge the complexity of historical and political arguments

Insight and originality: 3 points

Assigned for the unique, particular, surprising and original insights

References: 2 points

How effectively the references are used in the essay Soundness of references Consistent style in citations

Brief Response: Text/ Audio/ Video Students will post an additional FIVE (5) brief responses during the semester Each entry can be posted as video, audio, or text.

Audio and video should not exceed 5 minutes.

Students may use Book Club style Additional Brief Responses Students may post additional brief responses.

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10 Points

50

5 points

15

TOTAL POINTS POSSIBLE

110 (125)

0= did not post 1-2= responded to prompt 3-4=good post, little or no response to other students 5-6= good post, engaged with other student posts 7-8=high quality/ substantive response to prompt, little or no response to other students 9-10= high quality/ substantive response to prompt and engage with other student posts.

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

FINAL PROJECT: In small groups of four to five (4-5), students will collaboratively develop a curriculum including syllabus/ lesson plans and resources. Each group will organize their syllabus to address a specific subject matter within the broad theme of Black Lives Matter. Syllabi/lesson plans will be attentive to intersecting issues of Blackness, inequality/violence, and empowerment/resistance/change/ allyship. Due dates for steps of the final project are below. See Canvas for full description and expectations for each step.

ACTIVITY

POINTS PER ASSIGNMENT

MAX POINTS POSSIBLE

Project Proposal

Brief description of topic for syllabus

10

Interviews and Sources

Plans for two original interviews At least 5 sources

20

Project Presentation

Group presentation of final project to class.

15

Response Other Group Presentations

All students must respond with meaningful questions and/or suggestions to at least one other group presentation.

5

Final Project Submission

Final Project

45

Peer Evaluation

Evaluation by teammates

5

TOTAL POINTS POSSIBLE

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100

*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

EXTRA CREDIT : Professor Harris-Perry will make a variety of virtual asynchronous and synchronous experiences available for students to engage issues and ideas raised throughout the course. Students will submit brief reflections (video, audio, or written) in response to these experiences. See Canvas for Extra Credit Reflection Rubric.

ACTIVITY

POINTS PER ACTIVITY

MAX POINTS POSSIBLE

Activities as listed in Extra Credit section of each module

5 for attendance and brief reflection

15

Various as made available

5 for attendance and brief reflection

15

TOTAL GENERAL EXTRA CREDIT POINTS POSSIBLE

30

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

MODULE 1: GETTING STARTED MODULE 1 DATES Wednesday, January 27, 2021 MODULE 1 PLAYLIST Black Eyed Peas Let’s Get it Started

Extra Credit: No extra credit opportunities associated with Module 1

Read/Watch Before Synchronous Session Watch Professor Harris-Perry’s Introduction Video Login to the Canvas site and look around to familiarize yourself with the upcoming content, expectations, and tools. Post any questions to the Getting Started Q&A discussion thread.

Synchronous Sessions Zoom Link

Assignments 1. Complete GETTING STARTED student survey.

2. Use GETTING STARTED: Class Introductions Discussion Board on Canvas to Introduce yourself by video (no more than 3 minutes). You may choose to make an audio recording or submit a brief 2 paragraph written introduction if you are unable or unwilling to make an introduction video.

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MODULE 2: RACIAL FOUNDATIONS

MODULE 2 DATES 2.1 Anti-Black Domestic Terrorism Wednesday, February 3, 2021 2.2 Making America from Racism Wednesday, February 10, 2021 SPEAKER: Dr. Frank Leon Roberts Friday, February 12, at 12:00 Noon MODULE 2 PLAYLIST Billie Holiday, Strange Fruit Nina Simone, Mississippi Goddamn John Coltrane, Alabama MODULE 2 Extra Credit Opportunities Watch: Race: The Power of an Illusion: Episode 1 Complete Extra Credit Reflection Watch 60 Minutes: The murder of Emmett Till (2004) Complete Extra Credit Reflection Listen, System Check Podcast “Political Violence is not an anomaly in US politics" Complete Extra Credit Reflection

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2.1 Anti-Black Domestic Terrorism February 3

Read/Watch Before Synchronous Sessions Read and Digitally Annotate in Hypothesis Lynching in America Report 3rd edition , Equal Justice Initiative Read and Digitally Annotate in Hypothesis Rape of Recy Taylor Explores Little Known Campaigns of Terror Againt Black Women Read: Southern Horrors: Lynch Law in All Its Phases, By Ida B. Wells-Barnett Suggested: Context for Ida Wells Watch: “What was the Dred Scott Decision?”, Approx. 2 minutes Watch: Ex Slaves talk about Slavery in the USA, Approx. 11 minutes Watch: The Murder of Emmett Till (PBS: American Experience) , Approx. 10 minutes 2.1 Synchronous Sessions Zoom Link SECTION A Wednesday

INFORMAL Q/A Wednesday

SECTION B Wednesday

2.1 Assignments Respond to prompt on Module 2.1 Discussion board.

2.1 PROMPT How can the history of lynching in America help us to understand and respond to the present-day issues of racial injustice? What misunderstandings of the present are possible/ likely without an understanding of lynching? Use specific examples from this week’s readings. Be certain to cite or include links for any additional sources.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

2.2 Making America from Racism February 10

Read/ Watch/ Listen Before Synchronous Sessions Watch Confronting Hard History, Professor Hasan Jeffries , Approx 13 minutes Watch Addressing the Real Roots of Racial Violence , Professor Megan Ming Francis Approx 19 minutes Watch Congressman Elijah Cummings, “We are Better than This” 2019, approx 20 minutes Read and Digitally Annotate Hypothesis, W.E.B. DuBois “Strivings of The Negro People” from Souls of Black Folk.

Read and Digitally Annotate in Hypothesis Megan Ming Francis, Civil Rights and the Making of the Modern American State.

CHAPTER ONE Rethinking Civil Rights and American Political Development and CHAPTER TWO The Birth of the NAACP, Mob Violence, and the Challenge of Public Opinion Read Martha Jones, The Real Origins of Birthright Citizenship. The Atlantic. 2018 Read Annika Neklason, The Conspiracy Theories that Fueled the Civil War The Atlantic, 2020 2.2 Synchronous Sessions Zoom Link SECTION A Wednesday

INFORMAL Q/A Wednesday

SECTION B Wednesday

2.2 Assignments Respond to prompt on Module 2.2 Discussion board.

2.2 Prompt In the TEDTalk interview assigned for today, the late Congressman Elijah Cummings (D, MD) says “we are better than this.” Based on our materials for this week, do you agree? Are we better than this? Remember you will need to define who “we” “this” and “better” as part of your response. Be sure to use examples/ citations from the materials assigned for today.

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MODULE 3: Foundations of Black Resistance MODULE 3 DATES 3.1: Black Resistance- 20th Century, Wednesday, February 17 3.2: Black Resistance- Black Lives Matter- First Wave Wednesday, February 24 Playlist The Lumpen. No More Sweet Honey in the Rock. Ella’s Song Marvin Gaye, What’s Going On Lauren HIll, Black Rage Kendrick Lamar, Alright MODULE 3 Extra Credit Opportunities Watch. Black Panthers Vanguard of the Revolution.

Complete Extra Credit Reflection Watch. John Lewis: Good Trouble Complete Extra Credit Reflection

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

3.1 Black Resistance in the 20th Century February 17

Read/Watch Before Synchronous Sessions Read: The formerly enslaved remember resistance. Excerpts from WPA, Federal Writers’ Project.

Read: Cheryl Greenberg. Don’t Buy Where you Can’t Work, Political Activism in Depression Era Harlem. Chapter 5 from Or Does It Explode?": Black Harlem in the Great Depression. Oxford University Press. 1991 Read and Digitally Annotate: Martin Luther King, Jr. Letter from a Birmingham Jail. 1963 Read and Digitally Annotate: The Black Panther Party Service to the People Programs Read and Digitally Annotate: Combahee River Collective Statement.

Read: “Black Women’s Issues as Women’s Issues.” Chapter 5 of Kimberly Springer. Living for the Revolution : Black Feminist Organizations, 1968-1980, Duke University Press, 2005.

Read: Rhodes MA. Placing Paul Robeson in History: Understanding His Philosophical Framework. Journal of Black Studies. 2016;47(3):235-257.

MODULE 3.1 Synchronous Sessions Zoom Links SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday 3.1 Assignments Respond to prompt on Module 3.1 Discussion board.

3.1 Prompt As we read last week, W.E. B. DuBois wrote: “Between me and the other world there is ever an unasked question: unasked by some through feelings of delicacy; by others through the difficulty of rightly framing it. All, nevertheless, flutter round it. They approach me in a half-hesitant sort of way, eye me curiously or compassionately, and then, instead of saying directly, How does it feel to be a problem?”

Choose two different examples of 20th Century Black resistance represented in this week’s materials. How does each define “the problem” facing Black people in America? How does each seek to address/ resolve “the problem?” Be certain to use examples and citations from the assigned materials.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

3.2 Black Resistance- Black Lives Matter First Wave (2013-2016) February 24

Read/Watch Before Synchronous Sessions Read: Alicia Garza, Herstory of the Movement Read: Black Lives Matter Timeline (Wave 1) Read: Darnell Moore, “Black Freedom Fighters in Ferguson: Some of us are queer.” 2014.

Read: Heritage Foundation Agenda of Black Lives Matter Far Different than the Slogan.

Read: Justine Barron, Freddie Gray Five Years Later. The Appeal. April 2020 WARNING: this article contains disturbing images of death and violence Read and Digitally Annotate: Racial Violence and Racial Profiling: From #OscarGrant to #TrayvonMartin. Chapter 4 in #HashtagActivism: Networks of Race and Gender Justice. Sarah J. Jackson, Moya Bailey, Brooke Foucault Welles. MIT PRess. 2020 Read and Digitally Annotate: From #Ferguson to #FalconHeights: The Networked Case for Black Lives. Chapter 5 in n #HashtagActivism: Networks of Race and Gender Justice. Sarah J. Jackson, Moya Bailey, Brooke Foucault Welles. MIT PRess. 2020 Listen: Activist Says Tamir Rice Grand Jury Decision 'Devastating' For Family NPR. 2015 (About 8 minutes) Watch: Angela Davis and Patrisse Cullors in conversation with Melissa Harris-Perry Times Talks.

NYTimes 2018. Approx 90 minutes MODULE 3.2 Synchronous Sessions Zoom Links SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday 3.2 Assignment Respond to prompt on Module 3.2 Discussion board.

Prompt 3.2 In “A Herstory of the Movement” Alicia Garza writes “When we say Black Lives Matter, we are talking about the ways in which Black people are deprived of our basic human rights and dignity.” Based on this week’s materials, choose one (1) way that Black people are deprived are basic human rights and dignity and one (1) way that the first wave of the Black Lives Matter movement (2013-2016) resisted/ responded to this deprivation of basic rights and assess the efficacy of this tool of resistance/ response. Be clear and specific. Use examples and citations from this week’s materials.

MODULE 4: Writing and Reflection I

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

Dr. Maya Angelou

MODULE 4 DATES Wednesday, March 3 Playlist B Ford, Reading Rainbow, Bounce Remix MODULE 4 Extra Credit Opportunities No extra credit opportunities for Module 4, Read/Watch Before Synchronous Session No new materials for this week.

MODULE 4 Synchronous Sessions Zoom Link ALL CLASS Wednesday 3:30-4:30 PM MODULE 4: Assignments Due Friday, March 5, 2021 by 5:00 PM Group Assignment: Project Proposal: a brief, clear guide to your anticipated group project. Full description of the assignment is available on Canvas.

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MODULE 5: POLICING

MODULE 5 DATES 5.1: Blackness, Data, and Policing, SPEAKER Dr. Khalil Gibran Muhammad 5.2: Shut It Down,

Wednesday, March 10 Thursday, March 11, 6:00 PM Wednesday, March 17

Playlist .

N.W.A - F*** Tha Police Public Enemy, Fight the Power Public Enemy, 9-11 is a Joke KRS-One Black Cop MODULE 5 Extra Credit Opportunities Read The Ferguson Report Complete Extra Credit Reflection Read The Ferguson Consent Decree Complete Extra Credit Reflection Read Final Report of President’s Task Force of 21st Century Policing Complete Extra Credit Reflection

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5.1 POLICING: BLACKNESS and DATA March 10 Read/ Watch Before Synchronous Sessions Read and Digitally Annotate: Khalil Gibran Muhammad, The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America.

Introduction: The Mismeasure of Crime Chapter 2: Writing Crime into Race: Racial Criminalization and the Dawn of Jim Crow Conclusion: The Conundrum of Criminality Read and Digitally Annotate: African American Policy Forum. Black Girls Matter: Pushed Out, Overpoliced and Underprotected.

Read and Digitally Annotate: David Yokum, Anita Ravishankar, Alexander Coppock “A randomized control trial evaluating the effects of police body-worn cameras” Proceedings of the National Academy of Sciences May 2019, 116 (21) 10329-10332 Read: Rios, Victor M. 2012. “Stealing a Bag of Potato Chips and Other Crimes of Resistance.”

Contexts 11(1):48-53.

Read: Center for Policing Equity, 27 Principles for Crowd Management Watch: Phillip Atiba Goff. TED Talk. How we can make racism a solvable problem.

Approx. 12 min.

Watch Stanford researchers find racial disparities in Oakland police behavior. Approx. 3 min.

MODULE 5.1 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday

MODULE 5.1 Assignments Respond to prompt for Module 5.1 Discussion board.

5.1 Prompt.

In various ways, the materials for this week address intersections of Blackness, quantitative data, and policing. Based on what you have read this week, do you believe data is a helpful tool or a harmful weapon in efforts to achieve the goals of Black Lives Matter? Be clear, use specific examples, cite this week’s assigned materials.

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5.2 SHUT IT DOWN March 17 Read/Watch Before Synchronous Sessions Read and Digitally Annotate: The Bad Cops: How Minneapolis protects its worst police officers until it’s too late The Minnesota Reformer, December 15, 2020 Read and Digitally Annotate: Reform of Policing: What Makes Sense—and What Doesn’t. Heritage Foundation June 12, 2020 Read: Michael Eric Dyson The Courage of Colin Kaepernick Watch: Black Lives Matter, What Defunding the Police Really Means (Approx 4 minutes) Watch: Shut it Down, Inside a NYC Black Lives Matter Protest. (Approx 6 minutes) Watch and

Read: Vera Institute for Justice. “Motion for Justice”

Watch: BLM Shut Down Los Angeles Freeway Read and Digitally Annotate: What Defunding the Police Would Like in Your Town. Fast Company.

Read: What does “defund the police” mean and does it have merit? Brookings Institute Read: Movement for Black Lives, Messaging Guidance, Defund the Police Read: Movement to Defund the Police is Wrong and here’s why. The Seattle Times.

MODULE 5.2 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday

MODULE 5.2 Assignments Respond to prompt for Module 5.3 Discussion board.

5.2 Prompt The materials for this week address Defund the Police as a political and policy strategy for achieving racial equity. Based on what you have read this week, do you believe defunding the police is an effective tool to achieve the goals of Black Lives Matter? Be clear, use specific examples, cite this week’s assigned materials.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

MODULE 6: WRITING AND REFLECTION II

James Baldwin. Istanbul 1966. Collection of the Smithsonian National Museum of African American History and Culture, © Sedat Pakay 1966

MODULE 6 DATES Wednesday, March 24 Playlist Whitney Houston, Star Spangled Banner MODULE 6 Extra Credit Opportunities No extra credit opportunities for Module 6.

Read/Watch Before Synchronous Session No new materials for this week.

MODULE 6 Session Zoom Link Please use this Google Doc to schedule a 20-minute time slot for your group to meet with Prof.

Harris-Perry to discuss your progress and plans for the Final Group Project.

MODULE 6: Assignments Group Assignment: Interview Prep and Initial Sources due Monday, March 29, 5PM.

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

MODULE 7: DISPATCHES FROM THE FRONTLINES

MODULE 7 DATES 7.1: The Purpose of Power, Wednesday, March 31 *** WEDNESDAY APRIL 7, NO UNIVERSITY CLASSES**** SPEAKER: Alicia Garza THURSDAY, April 8, at 6:00 PM 7.2: Choose a Memoir, Wednesday, April 14 Playlist Solange, Weary Talib Kweili, I Try Beyonce, Formation Childish Gambino This is America MODULE 7 Extra Credit Opportunities Watch: Darnell Moore at Harvard University. What Freedom Feels Like.

(Approx 90 minutes) Complete Extra Credit Reflection Watch Stay Woke: The Black Lives Matter Movement documentary (2016) Approx 40 minutes Complete Extra Credit Reflection

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

7.1: THE PURPOSE OF POWER March 31

Read/ Watch Before Synchronous Sessions Read The Purpose of Power by Alicia Garza MODULE 7.1 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday

MODULE 7.1 Assignments Respond to prompt for Module 7.1 Discussion board.

7.1 Prompt Give a (written or recorded) book review of the Purpose of Power. Remember a book review is not a summary or a book report. It is acceptable to indicate what you learned/ enjoyed/disliked about the book; these personal reflections should be minimal. Instead, focus on evaluating this book in the context of all the materials we have encountered thus far in this course. Offer a brief description of the text’s key points and o en provide a short appraisal of the strengths and weaknesses of the work. Remember your assessment must be based in clear examples and citations of sources.

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7.2: CHOOSE A MEMOIR April 14

Read/Watch Before Synchronous Sessions Read: Wesley Lowery, They Can't Kill Us All (Ferguson, Baltimore, and a New Era in America's Racial Justice Movement). Little, Brown and Company. 2016 Or Read: Darnell Moore, No Ashes in the Fire. Bold Type Books. 2018.

MODULE 7.2 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday

MODULE 7.2 Assignments Respond to prompt for Module 7.2 Discussion board.

7.2 Prompt Give a (written or recorded) book review of the memoir you read. Remember a book review is not a summary or a book report. It is acceptable to indicate what you learned/enjoyed/disliked about the book; these personal reflections should be minimal. Instead, focus on evaluating this book in the context of all the materials we have encountered thus far in this course. Oer a brief description of the text’s key points and o en provide a short appraisal of the strengths and weaknesses of the work. Remember your assessment must be based in clear examples and citations of sources.

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MODULE 8: BLACK LIVES MATTER: ON CAMPUS and IN CONGRESS

MODULE 8 DATES 8.1: BLM on Campus , Wednesday, April 21 8.2: BLM in Congress, Wednesday, April 28 Playlist Young Jeezy, My President 2Pac, Changes Ice Cube, Higher Learning

NUSKI2SQUAD - "Live On (Thuggin Days)

MODULE 8 Extra Credit Opportunities Watch. I am Not Your Negro. (This links to the free trailer. This film not available for free streaming) The film is available on Netflix and Amazon Prime. Please contact Prof MHP if you need access for the purpose of this extra credit.

Approx 90 minutes Complete Extra Credit Reflection Watch Rest in Power: The Trayvon Martin Story Complete Extra Credit Reflection

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

8.1 Black Lives Matter on Campus April 21 Read/Watch Before Synchronous Sessions Read and Digitally Annotate: Biondi, Martha. The Black Revolution on Campus, University of California Press, 2012.

Introduction Chapter 1: Moving Toward Blackness Read and Digitally Annotate: What it’s like to be Black on Campus Now. The Nation 2018 Read and Digitally Annotate: Long A er Protests, Students Shun the University of Missouri. NY Times.

Background: Timeline of Mizzou Protests Read, UVA Hunger Strike Ends: The Nation. 2012 Read all remaining articles in, Black on Campus Collection. The Nation 2018 Watch 50th Anniversary of SF State Student Strike

MODULE 8.1 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday

MODULE 8.1 Assignments Respond to prompt for Module 8.1 Discussion board.

Prompt 8.1 Do Black Lives Matter at Wake Forest University? Remember your assessment must be based in clear examples and citations of sources. Link your response to the materials for this week.

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8.2 Black Lives Matter in Congress April 28 Read/ Watch Before Synchronous Sessions Read and Digitally Annotate: Bayard Rustin From Protest to Politics: The Future of the Civil Rights Movement 1965 Read and Digitally Annotate: Ransby, B. (2018). Black Rage and Blacks in Power: Baltimore and Electoral Politics. In Making All Black Lives Matter: Reimagining Freedom in the Twenty-First Century (pp. 81-95). Oakland, California: University of California Press.

Read and Digitally Annotate: Ransby, Barbara. "Backlash and a Price." In Making All Black Lives Matter: Reimagining Freedom in the Twenty-First Century, 123-29. Oakland, California: University of California Press, 2018.

Read: Race and policing in the 2016 presidential election: Black lives matter, the police, and dog whistle politics Kevin Drakulich Kevin H. Wozniak John Hagan Devon Johnson. Criminology. 2018 Read: How the Movement for Black Lives Transformed the 2016 Election Read: Lucy McBath wins Georgia Rematch Watch Rep.-Elect Cori Bush Recaps Historic Win in Missouri | NowThis Read Race double standard clear in rioters’ Capitol insurrection.

MODULE 8.2 Synchronous Sessions Zoom Link SECTION A INFORMAL Q/A SECTION B Wednesday Wednesday Wednesday MODULE 8.2 Assignments Group Assignment: Post asynchronous presentation of final project by Monday, May 3 at 12:00 NOON Individual assignment: Watch and oer substantive comments on at least one group project that is not your own by Wednesday, May 5 at 12:00 PM

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MODULE 9: FINAL GROUP PROJECT

MODULE 9: FINAL PROJECT Working together in groups of four to five (4-5), students will produce a Black Lives Matter Curriculum focused on a specific group/geographic location/issue or policy area. For example, a group may choose to develop a Black Queer Lives Matter curriculum, a Black Lives Matter in Charlotte, NC curriculum, or a Health Care for Black Lives Matter curriculum. These examples are not an exhaustive list, just a few examples of the kinds of specific focus the group project can take.

FORMAT: All projects must be digital and use open source materials available to the general public.

Use the Black Lives Matter Syllabus as an example.

PURPOSE: Curriculum projects should be accurate, substantive, and usable. Ideally, they will be made publicly available.

TOPICS/ISSUE AREAS: A list of potential topics is available here. Students are welcome to pursue other topics/issue areas with prior approval. It is fine for more than one group to tackle the same topic/issue area.

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PROJECT DETAILS Each group will submit a final project with six required parts.

1. Curriculum Title, Description, Learning Objectives ● What topic/issue/ policy/place is the focus of your curriculum ● Who is the audience for your curriculum? (for example: Middle School students/general adult audience/college students) ● What do you hope your audience will learn from following your curriculum?

2. Four (4) to Six (6) Learning Modules ● Each module should include: ● Readings and links from reputable, open source platforms ● Multimedia (films, podcasts, videos, interviews) and links from reputable, open source platforms ● Suggested learning activities/ assignments/ or discussion questions.

3. Two (2) Original Interviews ● Each group will conduct two interviews to be included in the curriculum. ● One interview with a scholar/researcher/educator who studies/researches/writes about this topic. ● One interview with an activist/artist/student/or directly affected stakeholder. ● All interview subjects will give informed consent that the Interviews will be recorded and edited for length to include in the online/open source curriculum. ● Each group will submit the full recording and transcripts along with the final project.

4. Annotated Additional Resources (5-10) ● Groups will create a list of 5-10 additional resources, not used in the curriculum modules. ● Each source must be annotated with a brief paragraph of 3-6 sentences.

5. Team Names, photos, brief (1-3 sentence) bios of each group member 6. Presentation Each group will produce an asynchronous presentation of their project (5-10 minutes). This will be shared on Canvas for the class. During the final class session, we will discuss the group projects synchronously.

The Best Projects The best projects will exceed these basic requirements and offer additional curricular enhancement.

Examples include the visual arts, poetry, literature, and music integrated throughout the curriculum or original lessons created by team members using digital tools like VoiceThread or podcasting.

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ACTIVITY

POINTS PER ASSIGNMENT

MAX POINTS POSSIBLE

Due Date

Project Proposal

Brief description of topic and approach for curriculum.

10

Friday, March 5, 2021 5:00 PM

Planning Meeting

With via Zoom with Prof MHP

0

Wednesday, March 24, 2021 3:00-6:00 PM 20 min per group

Interviews and Sources

Plans for two original interviews At least 5 sources

20

Monday, March 29, 2021 5: 00PM

Project Presentation

Group presentation of final project via asynchronous submission.

15

Monday May 3, 2021 12:00 Noon

Response Other Group Presentations

All students must respond with meaningful questions and/or suggestions to at least one other group presentation.

5

Wednesday May 5, 2021 12:00 Noon

Final Project Submission

Final Project

45

Friday May 14, 2021 12:00 Noon

Peer Evaluation

Evaluation by teammates

5

Friday May 14, 2021 12:00 Noon

TOTAL POINTS POSSIBLE

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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021

MODULE 10: BLACK LIVES MATTER SPEAKER SERIES

Professor Frank Leon Roberts speaks at the panel discussion titled A er Stonewall: 50 Years of Black & Brown Resistance hosted by The Schomburg Center for Research in Black Culture as part of Stonewall 50 New York City Pride on June 27, 2019 in New York City. (Photo by Sean Drakes/Getty Images)

Throughout the semester our class will have an opportunity to engage with a series of speakers connected with our readings and discussions. All students must attend at least TWO (2) speaker events. Ideally students will attend the live, synchronous events. However, if the events conflict with student schedules, students can watch the recorded event at a later date.

All speaker events are free and open to the general public via Zoom Webinar and Anna Julia Cooper Center Facebook Page live streaming.

A er each speaker, students must complete a Speaker Reflection. All reflections are due 14 days a er the live event.

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GUIDELINES FOR SPEAKER EVENT REFLECTION For each speaker write an essay of about 1000 words. Each essay should be organized into three main parts. You need not be rigid in your response, use these prompts as a guide. However, the best responses will explicitly address the three main themes of summary, connection to course readings, and reflection on personal learning outcomes.

1. Brief summary/description of the event. Who was the speaker? What is their title? What is their work and their significant contributions? Be sure to do a bit of background research to ensure you have a clear understanding of these individuals. Situate the speaker within the event. What were the stated goals of the discussion? Give a description that is meaningful and gives the reader of your brief essay a clear sense of the event.

2. Connect the event to the assigned readings of the course. What broad themes and specific examples from the assigned readings are relevant and tied to this speaker’s presentation? Use clear citations. Link the lessons/arguments/ themes/claims of the authors in our course to the event. Did your experience reinforce or contradict the claims made in the assigned texts? How would you adjudicate contradictions? Why are these connections valuable?

3. Reflect on your own learning outcomes. Do you believe something dierent than you believed before the event? Are you more certain of your existing beliefs? Are you surprised, distressed, or excited by some aspect of the experience? What lasting lessons will you likely carry with you? Was the experience valuable? How might you connect it to other learning experiences you have had?

Confirmed Speakers Dr. Frank Leon Roberts Friday, February 12, 12:00 NOON Dr. Khalil Gibran Muhammad Thursday, March 11, 6:00 PM Alicia Garza Thursday, April 8, 6:00 PM

MORE SPEAKERS and EVENTS TBA-

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.

Security and Privacy Issues Below you will find resources addressing security and privacy concerns associated with several of the applications and extensions we are using in this course.

Playlist Somebody’s Watching Me, Rockwell How to Use Google’s Privacy Settings. https://www.consumerreports.org/privacy/how-to-use-google-privacy-settings/ Google's privacy and security settings can take a little explanation to understand and use effectively. Here's a guide to the most important ones.

Google’s New Privacy Features Put the Responsibility on Users https://www.wired.com/story/googles-new-privacy-features-put-the-responsibility-on-user s/ 2019 WIRED article on Google and privacy. Approachable and clear.

Security Issues with Chrome Extensions https://www.inc.com/jason-aten/google-chrome-security-problem-allows-spying-on-millio ns-of-users.html Chrome extensions have siphoned off user web history and login credentials. That information was then sent to hackers through a variety of websites.

"Online Meeting Essentials" https://pdc.wfu.edu/events/3584/ WFU training addressing security features in Zoom, including multiple ways to enable and disable features from Zoom meetings including waiting room, chat, annotations, setting up co-hosts, removing people and reporting incidents.

Zoom Security Nightmares https://www.forbes.com/sites/kateoflahertyuk/2020/06/05/zooms-security-nightmare-justgot-worse-but-heres-the-reality/#7e37602d2131 Spring 2020 Forbes piece on Zoom Is it Safe to Use Zoom? https://nymag.com/intelligencer/2020/04/the-zoom-app-has-a-lot-of-security-problems.ht ml Spring 2020 NYMag piece on Zoom security issues

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