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The Social and Theological Development of the Black Church in America
Dr. Cory Hunter
AMST 120a - M,W,Th 12-12:50
Office: Brown 327
Course Description
The black church continues to be an indispensable component of the theological and sociocultural existence of African Americans. This course will introduce students to the rich and complex historical development of the black church in America. Students will learn how the black church became the most critical institution in contributing to the upward social and political mobility of African American people. We will begin by studying the social and religious significance of invisible churches on nineteenth century plantation fields and will discuss how these institutions functioned to enable social and theological agency and identity. We willthen examine how various denominational bodies—like the A.M.E. church and the Church of God in Christ (COGIC)—emerged in the twentieth and twenty-first centuries and how their theologies impacted the quotidian experiences of black Americans. We will also look at the social movements that influenced and were influenced by the black church.
Class discussions, lectures, and assignments will be hands on and participatory. Students will be required to participate in field trips to different black church denominations in order to understand the diverse worship traditions that exist within black churches. Class discussions and assignments will also include critical analyses of films, music, and written texts.Additionally, students will be asked on occasion to engage in participatory musical exercises that reflect the music forms that developed within different black theological traditions. Questions to consider throughout this course will include: How did various African American denominational and theological traditions emerge? What are the varied theological, worship, and musical traditions that distinguish each black church tradition? How did the black church extend its resources beyond the church walls to impact the social, cultural, and political milieu of black people? And how can we think about gender and sexual identity within the context of different denominations? Students will leave the class with a firm understanding of the black church’s significance in the lives of black people and its evolution from the 19th century to the contemporary moment.
Learning Goals
- To learn about the diverse range of black religious traditions in America, focusing specifically on the major theological and denominational developments within the black church’s history
- To study the various methodological and disciplinary approaches that scholars engage to discuss the black church andto learn how to analyze the black church using different critical apparatuses
- To be able to distinguish between the varied ecclesial, theological, worship, and musical traditions of different black church denominations
- To read, write, and think more critically about the meaning of the black church
Disability Accommodations
If you are a student with a documented disability on record and wish to have a reasonable accommodation made for you in this class, please see me at the beginning of the semester.
Plagiarism and Academic Integrity
You are expected to be familiar with and to follow the university’s policies on academic integrity. Instances of academic dishonesty may result in sanctions including but not limited to failure in the course, failure on the assignment in question, and/or suspension from the university.
Time Requirements:
The U.S. Department of Education has determined that success in a four-credit course such as this requires students to spend a minimum of 9 hours of study time per week in preparation for class (readings, written assignments, group projects, preparation for exams, etc.).
Course Requirements and Assignments
- Biweekly Response Papers – 10% (250 words) Due every other Monday
- In-Class Presentations – 15%
- Midterm – 25% (two take home essays 4-5 pages each, averaged)
- Field Trip Analysis – 15% (4-5 page paper)
- Final – 25% (one 10-12 page paper)
- Participation – 10%
- Biweekly Response Papers
Response papers will be due every other Sunday (every odd week) beginning on week three. Papers should be turned in by 8pmSunday evening and should be at minimum 250 words. Responses should not merely be a summary of the material, but should attempt to critically/analytically engage the material. Responses should directly address themes and topics from the readings that are due for that Monday and should provide a basis for fruitful and productive in-class discussion and/or debate. Students should also be intentional about using terminology and concepts learned in the course from readings, lectures and class discussions as a part of their responses. Response papers are credit/no credit. Papers submitted after the 5-minute grace period (8:05pm) will not receive credit. If response papers do not meet expectations, the student will not receive credit and will be asked to redo the assignment. Papers will be chosen randomly for discussion by the instructor on Monday.
Questions to think about while reading include:
-What was most striking to you and why?
-What is your personal take on the material? What are your thoughts on what the author is communicating?
-Is there anything that you disagree with and would like to challenge?
- In-Class Presentations
Students will be required on Wednesdays during an even week (a week when response papers are not due) to give a 5-10 minute in-class presentation on the topic/readings that will be discussed for that day. Students will be allowed to choose the day that they will present at the beginning of the year. Presentations should include a discussion/analysis about the readings and should explain what aspects of the readings were striking to them and challenged their way of thinking. The student will then pose two questions to the class at the end of the presentation. Questions should elicit productive discussions, questions, and debate.
- Midterms
The midterm will include two take home essays. Students will be given four different essay questions and will have to choose two out of the four. Essay questions will cover the material from the readings, lectures, and viewings that have been discussed thus far.
- Field Trip Analysis
The goal of this assignment is to find out how different black denominational traditions engage in worship. Students can use one of the field trips that we take as a class to write their analysis, or they can visit a church on their own. However, students who choose to visit a church on their own must show the instructor a copy of the church program as evidence of attendance. Students will be allowed to submit their analysis at any point during the semester depending on when they choose to visit a church. The final possible due date for the analysis to be submitted is Monday, December 4.
Please note: Both class field trips on Sunday, October 1 and Sunday, November 12 are REQUIRED for the course. Students are therefore expected to make a commitment to them as part of their enrollment in the class. The dates have been posted well ahead of time. If an emergency arises that prevents a student from attending, the instructor can be reasonable, provided that he is informed. In the event of an emergency or unforeseen circumstance students are expected to provide a valid and reliable written document as evidence.
These are among the questions/ideas that students will be asked to consider for the Field Trip Analysis:
1)Students will be asked to describe the worship setting – e.g. What is the inside and outside appearance of the church? Is there iconography inside the church? Is there a choir loft?
2)Describe the worship ethic. Is it demonstrative? Or is it more conservative? Is there shouting (dancing in the Spirit), praise dancing, speaking in tongues, prophesying, etc.? What is the music like?What songs were sung? Describe the instrumentation. Does it sound traditional or contemporary?
3)What was the oratorical style of the preacher? What was the sermon about?
4)Reflect on your own experience. What were your expectations and to what extent were they met or challenged? Were there aspects of the service that surprised you or made you uncomfortable? Why or why not? Were there moments during the service that moved you (positively or negatively) in a particular way?
5)Relate your analysis to some of the issues and themes that you have encountered in class lectures and readings. Use terminology from the readings and lectures to inform your analysis.
6)Students can also choose to incorporate all of these questions in the form of a comparative analysis. For example, students can compare the worship ethics of two different black denominational traditions.
- Final
The final will be a take home 10-12 page paper. Students will be given about 6-8 paper topics and will choose one. Students can also opt to create their own topic that is not given by the instructor. If students desire to create their own topic, then the student must get approval of the topic from the instructor ahead of time.
Potential topics include:
1)Describe the ascension of the AME church. How did it contribute to the social progress of black people?
2)Describe the emergence of gospel music as a commercially viable music form. How was it received within the black church?
3)How does the Neo-Pentecostal movement differ from traditional Pentecostalism?
4)The evolution of the black church during the Great Migration?
5)What are the differences and similarities in the ways in which the black church played a role in the upward mobility of black people in the post-emancipation era and during the civil rights era?
6)Describe the ways in which black churches and black theology have been impacted by issues pertaining to gender and sexuality?
7)What are the pros and cons of the prosperity and word of faith theological movements? How have these traditions impacted black churches?
Readings
1) Eddie S. Glaude Jr. and Cornel West, African American Religious Thought: An Anthology
*All other readings will be uploaded to LATTE.
Late Assignments/Extensions
Unexplained late assignments will be penalized 4 points a day. For example, if you receive a 91 (A-) for your paper but you submitted it anytime within 1 to 24 hours past the hard deadline, your final grade will be reduced 4 penalty points to an 87 (B+). If you receive an 85 (B) for your paper but you submitted it anytime between 24 to 48 hours late, your final grade will be reduced 4 penalty points to 81 (B-). And so on. Extensions are generally not allowed except if a valid note is received from a doctor or official authority figure within the University.
Absences
Students are allowed two absences with no penalty. After the second absence, students will receive a half-grade deduction. Excused absences (which will only be excused by reliable documents, such as doctor’s note) will not be included in the two absences.
Paper Conferences/Meetings
If you are having difficulty with an assignment, I encourage you to make an appointment with the teacher for a meeting. The instructor will not read full drafts ahead of the due date. However, you are welcome to bring to office hours an outline, an introduction or representative paragraph, or questions and ideas to discuss in person.
*NO ELECTRONIC DEVICES ALLOWED DURING CLASS
19TH C
WEEK 1
Wednesday, August 30
Lecture 1 – Greetings, Introduction, and Overview of Course
Thursday, August 31
Lecture 2 – Early Slave Conversion and The Invisible Church
-Readings:Raboteau, Slave Religion, 96-117
WEEK 2
Monday, September 4 – Labor Day
NO CLASS
Wednesday, September 6
Lecture 3: The Invisible Church, part 2
-Readings: Raboteau, Slave Religion, 211-231; Frederick Douglas, “Slaveholding Religion and the Christianity of Christ,” in African American Religious History, 102-11
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Thursday, September 7
Lecture 4: Spirituals
-Readings: Darden, People Get Ready, 70-93
WEEK 3
Monday, September 11
RESPONSE PAPER #1 DUE
Lecture 5: The Rise of the AME, AME Zion, and Black Baptist Church Denominations
-Readings: Battle, The Black Church in America, 66-95; Harvey, Through the Storm, Starting at last paragraph of 32-41
Wednesday, September 13
Lecture 6: The Social and Political Activism of the Post-Emancipation Black Church
-Readings: Montgomery, Under Their Own Vine and Fig Tree, 142-163
Thursday, September 14
Lecture 7: The Social and Political Activism of the Post-Emancipation Black Church, part 2
-Readings: Montgomery, Under Their Own Vine and Fig Tree, 307-327
Early 20TH C
WEEK 4
Monday, September 18
Lecture 8: Pentecostalism
-Readings:Anderson, An Introduction to Pentecostalism, 39-62; Iain MacRobert, “The Black Roots of Pentecostalism,” in African American Religious Thought, 616-626
Wednesday, September 20
Lecture 9: Pentecostals and Their Music: Improvisation, Call and Response, Instrumentation
-Readings:Boyer, How Sweet the Sound12-26; Darden, People Get Ready, 138-142
Thursday, September 21 – Rosh Hashanah
NO CLASS
WEEK 5
Monday, September 25
RESPONSE PAPER #2 DUE
Lecture 10: The Recorded Preacher
-Readings: Martin, 62-73; Oliver, 140-162
Wednesday, September 27
Lecture 11: The Recorded Preacher, Part 2
-Readings: Best, 94-100; Martin, 91-121
Thursday, September 28
Lecture 12: House of Prayer and Father Divine
-Readings: John O. Hodges, “Charles Manuel ‘Sweet Daddy’ Grace,” in African American Religious Thought, 605-614
-Readings: Beryl Satter, “Marcus Garvey, Father Divine, and the Gender Politics of Race Difference and Race Neutrality,” in African American Religious Thought; 572-595
**Sunday, October 1 – 1stField trip to an AME or Baptist church
WEEK 6
Monday, October 2
Brandeis Thursday
Lecture 13: The Great Migration and the Evolution of Black Churches
-Readings:Best, Passionately Human, No Less Divine, 43-70
Wednesday, October 4
Lecture 14: The Great Migration and the Evolution of Black Churches, part 2
-Readings: Best, Passionately Human, No Less Divine, 71-93
Thursday, October 5
Sukkot – NO CLASS
WEEK 7
Monday, October 9
RESPONSE PAPER #3 DUE
Lecture 15: The Rise of Gospel Music and Its Impact on Black Churches
-Readings:Darden, People Get Ready, Chapter 8: 159-180 and Chapter 9: 181-195
Wednesday, October 11
Brandeis Thursday
Lecture 16: The Rise of Gospel Music and Its Impact on Black Churches, part 2 – Watch Clips from Say Amen Somebody
-Readings: Darden, People Get Ready, Chapter 10:196-220
Thursday, October 12
Shmini Atzeret – NO CLASS
Mid 20TH C
WEEK 8
Monday, October 16
Lecture 17: Civil Rights Movement and The Church
-Readings: Morris, The Origins of the Civil Rights Movement, 1-12; 82-99
Wednesday, Oct 18
Lecture 18:Civil Rights Movement and The Church, part 2 (The Music) – Watch Clips fromEyes on the Prize
-Readings: Harvey, Through the Storm, 97-108;“Letter from Birmingham Jail,” in African American Religious History, 519-534
Thursday, October 19
Lecture 19: Civil Rights: Integrationism vs Nationalism – Watch Clips from Eyes on the Prize
-Readings: Cone, “Integrationism and Nationalism in African-American Intellectual History,” in African American Religious Thought, 746-760
**Friday, October 20: Midterms Grades Due
WEEK 9
Monday, October 23
RESPONSE PAPER #4 DUE
Lecture 20: Competing Religious Traditions: The Rise of The Nation of Islam
-Readings: Ogbar, Black Power, Chapter 1: 11-35
Wednesday, October 25
Lecture 21: Competing Religious Traditions: Civil Rights vs. Black Nationalism/Black Power
-Readings: Vincent Harding, “The Religion of Black Power,” in African American Religious Thought 715-723 and 736-744; Ogbar, Black Power, 46-67
Thursday, October 26
Lecture 22: Competing Religious Traditions: Black Catholics – Guest Lecturer: Maura Farrelly
-Readings: Katrina M. Sanders, “Black Catholic Clergy and the Struggle for Civil Rights: Winds of Change,” in Uncommon Faithfulness: The Black Catholic Experience, 78-90; Archbishop Wilton D. Gregory, “Uncommon Faithfulness: The Witness of African American Catholics,” 169-179
WEEK 10
Monday, October 30
Lecture 23: Gender and Sexuality–Women, Black Theology, and Black Baptists
-Readings:Jacquelyn Grant, “Black Theology and the Black Woman,” in African American Religious Thought, 831-845; Evelyn Brooks Higginbotham, “The Feminist Theology of the Black Baptist Church, 1880-1990,” in Religion and American Culture: A Reader, 269-283
Wednesday, November 1
Lecture 24: Gender and Sexuality – Women and the Sanctified Church
-Readings:“Together and in Harness”: Women’s Traditions in the Sanctified Church,” in African American Religious Thought, 629-649
Thursday, November 2
Lecture 25: Gender and Sexuality – Homophobia and Heterosexism
-Readings:A Liberal Argument - Kelly Brown Douglas, “Homophobia and Heterosexism in the Black Church and Community,” in African American Religious Thought, 996-1016; A Conservative Argument - Cheryl J. Sanders, “Why I Believe Homosexual Practice Is a Sin,” 1-4
Late 20TH C
WEEK 11
Monday, November 6
RESPONSE PAPER #5 DUE
Lecture 26: Televangelism
Jonathan Walton, Watch This!,19-46
Wednesday, November 8
Lecture 27: Megachurches
-Readings: Tamelyn Tucker-Worgs, The Black Megachurch, 1-20
Thursday, November 9
Lecture 28: Megachurches, part 2
-Readings: Tamelyn Tucker-Worgs, The Black Megachurch, 21-50
**Sunday, November 12 – 2ndField Trip to a COGIC or Nondenominational Church
WEEK 12
Monday, November 13
Lecture 29: Prosperity Gospel
-Readings: Kate Bowler, Blessed: A History of the American Prosperity Gospel, 77-107
Wednesday, November 15
Lecture 30: Prosperity Gospel, part 2
-Readings: Marla Frederick, “Rags to Riches,” in Ethnographies of Neoliberalism, 221-237; Bowler, Blessed, 107-118
Thursday, November 16
Lecture 31: Word of Faith Theology
-Readings: Milmon Harrison, Righteous Riches, Introduction: 1-18
WEEK 13
Monday, November 20
RESPONSE PAPER #6 DUE
Lecture 32: Word of Faith Theology
Readings:Milmon Harrison, Righteous Riches, Chapter 1: 21-49
**Wednesday, November 22 – Friday, November 24 - Thanksgiving Break
21st C
WEEK 14:
Monday, November 27
Lecture 33: Neo-Pentecostalismand Charismatic Mainline
Readings: Jonathan Walton, Watch This!,75-93
Wednesday, November 29
Lecture 34: Neo-Pentecostalism – Bishop TD Jakes
Readings:Jonathan Walton, Watch This!,103-123