Course Syllabus
History and Significance of Race in America
General Education Area: Race and Diversity
HIST 829, Section 001, CRN 57257
Fall, 2025
Instructor: Dr. Danya Pilgrim (she/her)
Syllabus PDF
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
Navigation Menu
Use this menu to move to different sections of this page.
Basic Course Information
General Education
This course fulfills the General Education area of Race and Diversity
GenEd Race & Diversity courses develop a sophisticated understanding of race and racism as dynamic concepts, pointing to the ways in which race intersects with other group identifications such as gender, class, ethnicity, religion, age, sexual orientation or disability.
Race & Diversity courses are intended to teach students how to:
- Recognize the ways in which race intersects with other group identifications or ascriptions: gender, class, ethnicity, sexual orientation, religion, disability, age;
- Understand the relationships among diversity, justice and power;
- Explore what it means for individuals and institutions to exist in a multi-racial, multicultural world;
- Investigate the various forms race and racism has taken in different places and times; and
- Discuss race matters with diverse others in relation to personal experience
Meeting Time and Location
Tuesday/Thursday, 11:00 a.m. - 12:20 p.m., Mazur 102
Emergency Meetings
Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website.
In the event that we are unable to meet in person, such as due to bad weather, expect a Canvas announcement directing you to a Zoom meeting or providing other guidance.
Instructor Information
My Name: Dr. Danya Pilgrim
Please refer to me as Dr. Pilgrim, Professor Pilgrim, or Professor. My pronouns are she/her.
Instructor Philosophy and Biography
I love teaching history! History is not just facts and dates. History is a conversation. That conversation began in the past, but is ongoing and intersects all aspects of our lives today. And we'll do more than rehash other people's interpretations--we'll build our own. We each bring something unique to the conversation. I always look forward to learning what each of my students will contribute.
I want to create a dynamic learning community with students where we're always thinking, talking, and testing ideas, as well as working on the practical skills, like reading and writing, that are necessary to join the conversation. Once you're in the conversation, I want you to be able to take it beyond the classroom, beyond your college education. Learning shouldn't have an expiration date. Make historical thinking and understanding an important part of your life, for the rest of your life.
History can be a powerful tool. More than anything, I hope that we will use the lessons of history to work at creating a more just, inclusive, and equitable society.
Click here for more information about me.
My Contact Information
Please reach out to me at any time for assistance with the course or just to chat about the field or navigating university life. The best way to reach me is to email me at tul69273@temple.edu or send me a message through the Canvas inbox. I will generally respond within 24 hours, Monday through Friday. Email sent after 5 p.m. on Friday will be answered on Monday. Please do not send a follow-up email before 24 hours have passed.
My Office
Gladfelter 833 and https://temple.zoom.us/j/6833971929
Student Drop-In Hours
TBD and by appointment
When the weather is nice you might find me outside on the upstairs terrace between Gladfelter and Mazur. Feel free to join me or just swing by to say hello. Seeking out individual assistance from the instructor is a normal part of the learning process. I set aside time on Tuesdays and Thursdays for you to come to my campus office and we can always meet in my online office over Zoom. We can discuss the course content, your progress on the assessments, or anything else you want to talk about. I want to help you succeed! Please contact me in advance to let me know to expect you. If my regular Drop-In Hours don’t fit your schedule, please email me to make an appointment.
*Office hours will be updated by the second week of the semester.
Purpose of the Course
Overview of the Course
Why were relations between Native Americans and whites violent almost from the beginning of European settlement? How could slavery thrive in a society founded on the principle that "all men are created equal"? How comparable were the experiences of Irish, Jewish, and Italian immigrants, and why did people in the early 20th century think of them as separate "races"? What were the causes and consequences of Japanese Americans' internment in military camps during World War II? Are today's Mexican immigrants unique, or do they have something in common with earlier immigrants? Using a variety of written sources and outstanding documentaries, this course examines the racial diversity of America and its enduring consequences.
https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses
3.00 Credit Hours
Learning Goals
Upon successful completion of this General Education course, you will be able to…
- Understand how categories of race and racial identity were constructed and reproduced by social, economic, and political forces across American history
- Personally reflect upon how racism and racial prejudices have shaped the experiences of different communities and residents within American society
- Collect, evaluate, and explain different forms of evidence regarding the intersectionality of race with gender, class, and other identities and statuses within America
Section Learning Goals
Every part of this course has been designed to help you learn. In this course you will have the opportunity to learn through:
- Gaining Foundational Knowledge as you
Identify and assess historic questions, debates, and analyses around the changing formations of race in America through evaluating and analyzing primary and secondary sources.
- Recognizing the Human Dimension as you
Recognize processes of racialization and continue to learn how to advocate for inclusion and equity.
Increase understanding of the complex and contingent ways in which race and racism have developed in the United States across time and space with regard to different population groups.
- Caring as you
Cultivate an awareness of and sensitivity to the diverse ways in which the history of race has shaped and continues to shape people’s lives and to understand its importance to American history, life, and culture.
Commit to the acquisition of historical knowledge and the maintenance of historical literacy.
- Learning How to Learn as you
Develop competency in the skills necessary for success in this course such as framing historical questions, reading complex and challenging texts, and writing clearly and persuasively.
Articulate how you might use the knowledge and skills acquired in this course in the future, especially to move toward a more socially just and anti-racist future.
All materials, activities, and assessments of this course are designed to help you achieve these goals. If at any time you feel that you are not making progress towards one of these goals, please reach out to me so we can work together to help get you there.
General Education Competencies and Area Learning Goals
Competencies: https://bulletin.temple.edu/undergraduate/general-education/#Program_Competencies
Area Goals: https://bulletin.temple.edu/undergraduate/general-education/#GenEd_Courses
The Learning Environment
How Class Will Be Conducted
Most class sessions will combine a lecture and one or more learning activities based upon the assigned reading for the day. These activities may include in-class group or individual assignments as well. We will set aside dedicated time to discuss current events that relate to the course--a couple of times a month I'll upload a short newspaper article from the New York Times Race/Related Newsletter. Quizzes are administered online and given as assignments to be completed over the weekend.
You are expected to complete the preparatory reading, video, or podcast assignments before coming to class in order to ensure that we can all engage in an informed dialogue. I will generally be available for a few minutes after class to discuss individual issues, but, as a courtesy to the next class to use our space, it is best to defer lengthy and/or serious matters to an appointment in my office.
Classroom Civility
It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.
For more information, please visit the IDEAL website.
At times we will be engaging with some disturbing and what some might deem offensive material. We will regularly have conversations that address racism, sexism, imperialism/colonialism, gender identities, sexual orientation, religion, political polarization, and other issues that some may find challenging and uncomfortable to discuss. There may be times when we will struggle with the actions and words of people in the past and with discussions that take us beyond our comfort zones. This space, beyond our comfort zone, has been called a learning edge. The more time we are able to spend in that space, the more generative and useful our time together will be. In this class, we want to make space for each student and create an inclusive environment where we respect each other’s different identities, lived experiences, and perspectives. Striving to work on the learning edge makes it even more important for us to be thoughtful and respectful in our words and actions in class.
Please reach out to me if I can do something better or differently to support your learning or our collective learning experience.
Materials
Required course materials are available from the Follett Bookstore at Temple University. Please note that the Follett bookstore offers a guaranteed price match for course materials.
For this course, the cost range, including all books, online access fees, expenses, and other materials, is approximately $15-$30.
Required Materials
- The required textbook for this course is A Different Mirror: a History of Multicultural America by Ronald Takaki. While you may rent or buy this book from the campus bookstore, you can also find rental, as well as new and used, versions from many different sources.
- You may use the 2008 revised edition or the 2023 edition of the textbook
- 2008 revised edition paperback, ISBN 978-0-316-02236-1
- 2023 edition paperback, ISBN 978-0-316-49907-1
- Other required course materials for this course, which may include readings, websites, podcasts, videos, other media, or open educational sources will be posted to Canvas in the appropriate module. These items will be available at no additional cost.
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. Outlook calendar is a software available to you as part of the Microsoft 365 suite of tools.
Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility
It is important to me that every student has the opportunity to succeed in this course. Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
The Student Success Center (SSC) provides academic support to all Temple Students
Find and use databases, journal articles, books and more
Undergraduate Research Support
Explore and expand your interests through research projects
Research careers, find internships, attend workshops
Provides culturally sensitive mental health services that support the psychological health of the diverse community of Temple students and thereby their academic success
Disability Resources and Services
Serves Temple Owls with disabilities to empower them to fully experience everything Temple has to offer.
Supports members of the campus community in exploring wellness and creating a life that aligns with their values
Not feeling well or need other health and wellness services?
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation, as well as a variety of resources from the Division of Student Affairs.
Library Resources
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
This library guide developed for our course will be useful to you as you complete assignments:
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
Table 1 - Important Dates |
|
|
Date |
Event |
| Monday, August 25 | Classes Begin |
| Monday, September 1 | Labor Day - No Classes |
| Monday, September 8 | Last Day to drop or add a full-term course |
| Sunday, September 14 | Racial Autobiography Due |
| Sunday, September 28 | Quiz 1 Due |
| Friday, October 17 | Wellness Day |
| Sunday, October 26 | Quiz 2 Due |
| Tuesday, November 4 | PA Municipal Elections |
| Sunday, November 23 | Primary Source Essay Due |
| Sunday, December 7 | Quiz 3 Due |
| Monday, December 8 | Classes End |
| Sunday, December 14 | Reflective Essay Due |
|
Week |
Dates |
Topic for Class |
Assessments Due |
|---|---|---|---|
|
1 |
Aug 24-30 |
Introduction to the Historical and Theoretical Conversation Part One |
Canvas Readings |
|
2 |
Aug 31-Sep 6 |
Introduction to the Historical and Theoretical Conversation Part Two |
DM, 3-20 Canvas Readings |
|
3 |
Sep 7-Sep 13 |
Settler Colonialism |
DM, 23-48 |
|
4 |
Sep 14-20 |
Native America |
Canvas Readings |
|
5 |
Sep 21-27 |
Early Republic and Making of a Nation |
DM, 49-71 |
|
6 |
Sep 28-Oct 4 |
Education, Jobs, and Housing |
Canvas Readings |
|
7 |
Oct 5-11 |
Antebellum and Civil War Era |
DM, 75-130 |
|
8 |
Oct 12-Oct 18 |
Re-Birth of a Nation |
DM, 131-176 |
|
9 |
Oct 19-25 |
Nativism and Immigration |
DM, 177-205 |
|
10 |
Oct 26-Nov 1 |
WWI and the Interwar Period |
DM, 209-335 |
|
11 |
Nov 2-Nov 8 |
World War II |
DM, 339-382 |
|
12 |
Nov 9-Nov 15 |
Modern Civil Rights Movement Part One |
DM, 383-404 |
|
13 |
Nov 16-Nov 22 |
Modern Civil Rights Movement Part Two |
|
|
14 |
Nov 23- Nov 29 |
FALL/THANKSGIVING BREAK |
|
|
15 |
Nov 30- Dec 6 |
Media Revolutions and Conclusion |
DM, 405-439 |
|
Finals |
|
|
|
This is a tentative schedule of topics and textbook readings. Other readings and assignments will be noted in Canvas. The professor may change readings, assignments, and lecture topics in order to best serve the learning needs of the class, align with student interests, or to add pertinent content. You will be notified in advance of any changes. The most current schedule will be on Canvas.
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93.9 |
A- |
|
87-89.9 |
B+ |
|
84-86.9 |
B |
|
80-83.9 |
B- |
|
77-79.9 |
C+ |
|
74-76.9 |
C |
|
70-73.9 |
C- |
|
67-69.9 |
D+ |
|
64-66.9 |
D |
|
60-63.9 |
D- |
|
0-59.9 |
F |
Course Minimum Grade
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.*
Assessment Summary
The assessments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
|
Grading Item |
Percentage |
|---|---|
|
Class Participation |
25% |
|
Quizzes |
15% |
|
Racial Autobiography |
15% |
|
Reflective Essay |
20% |
|
Primary Source Essay |
25% |
Assessment #1 Racial Autobiography Essay
750 to 1,000 word essay about your own racial formation
Assessment #2 Primary Source Essay
750-800 word essay based on three primary sources
Assessment #3 Final Reflective Essay
500 to 750 word essay reflecting on your learning throughout the semester
Assessment #4 Quizzes
Three open-book, open note quizzes based on assigned readings/media and lectures
Assessment #5 Class Participation
More detailed assignment guidelines will be provided on Canvas.
Late Submissions/Missed Exams & Quizzes
Please notify me if you may miss a deadline or a quiz as soon as possible. When possible you will be given an additional opportunity to complete the assessment, but it will be decided on a case-by-case basis. Please do not delay in informing me; as soon as you suspect a problem, let me know so we can agree on a resolution.
1/3 of a letter grade will be deducted for every day an assignment is late, i.e. an A becomes an A-, etc. After five (5) days, late work will no longer be accepted.
Quizzes cannot normally be made up. A cumulative make-up quiz may be offered during final exams for
extraordinary circumstances at the professor’s discretion.
You may have one 24-hour extension, no questions asked, for any of the three major paper assignments. However, you must contact me and request the extension in advance of the deadline for the assignment. You will not be given the extension automatically.
Class Attendance & Participation
It is our shared responsibility to create an effective and vibrant learning community. We need each other in order to do that. It is important for you to attend class and to participate in the discussions. Your attendance supports your success, as well as the success of your classmates. Attendance will be taken at each class and factored into your participation grade.
I understand that emergencies and unforeseen circumstances (such as illness, for instance) may arise and cause you to miss a class session. Exceptions are made for legitimate and documented issues that prevent you from attending class. Please let me know by email during the first week of the course if you must miss class in order to observe a religious holiday.
If you must miss class it is your responsibility to get notes, etc. from a classmate. I encourage you to make friends so that, in the event that you must miss class, you can borrow someone’s notes for the session. You are responsible for all material covered in class and to make up an necessary work or assignments missed during your absence.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the next section may also be of use to you.
Attendance and Your Health
To achieve course learning goals, students must attend and participate in classes, according to the course requirements. However, if you have tested positive for or are experiencing symptoms of a contagious illness, you should not come to campus or attend in-person classes or activities. It is your responsibility to contact me to create a plan for participation and engagement in the course as soon as you can, and to make a plan to complete all assignments in a timely fashion.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me in the first week of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session or if your caregiving responsibilities are interfering with your success in the course. Together, we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Technology Usage
Excellence in any endeavor requires attention. To that end, we need to be mindful of the unnecessary use of technology in the class. To avoid distracting yourself or others, please only use your laptop, phone, or other device for activities relevant to the course. If you find yourself needing to take a call or participate in a text, please excuse yourself from the classroom and return as soon as you are
Class Recording
You may not film, record, create audio or video file of class sessions without the express permission of the professor or unless your documented DRS accommodations require it. These recordings are intended to be for University academic and research purposes only. Individuals are not permitted to record, copy, publish, or redistribute audio or video recordings of any portion of the session to individuals who are not associated with the University without the express permission of the host/faculty member and of any other meeting participants who are recorded. Distribution without permission could be a violation of various privacy laws, including FERPA, as well as the Pennsylvania Wiretapping and Electronic Surveillance Control Act, and possibly copyright law.
Attending Zoom meetings using an AI proxy is not allowed.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:
● Finding information on your topic; and
● Checking spelling, grammar, and style.
The use of generative AI tools is not permitted in this course for the following activities:
● Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.
● Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.
● Writing a draft of a writing assignment.
● Writing entire sentences, paragraphs, or papers to complete class assignments.
You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic honesty. For example, see the Chicago Manual of Style/Turabian.
Any assignment that is found to have used generative AI tools in unauthorized ways will have points deducted or receive no credit. When in doubt about permitted usage, please ask for clarification.
Academic Guidelines
Academic Freedom
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.