INTRODUCTION TO AFRICANA STUDIES Africana Studies 101 (CRN: 48413) Morehouse College Spring 2021 Professor: Samuel T. Livingston, PhD

Meeting Time: T & Th, 1:00 – 2:15 pm Meeting Place: Blackboard Learn & Collaborate Telephone: 470.639.0601 Office: Brawley Hall, room 202Q e-mail: [email protected] Office Hours: T, W, R, 11:15 – 1:15 PM Twitter: @SamoryBa Website: www.profsamoryba.wordpress.com

Course Description The course, Introduction to Africana Studies (HAFR 101), initiates students into the interdisciplinary study of the African experience on the continent, in its Diaspora and especially in the United States of America. The course involves a service-learning experience designed to, in a Freirean sense, integrate you the student with your environment by providing a direct experience of conditions that African Americans and immigrant African communities face. It is an introductory course, and as such, provides the student with a concise, but substantive, intellectual foundation for critical thinking and understanding of Africana Studies (AS) and the various forces that impact Black life. In the course's Congo Curriculum, we adopt a Service-Learning pedagogy to enhance the course by giving you an opportunity to think critically about the world outside of the classroom and to make more relevant the texts assigned in the transdisciplinary field of Africana Studies and its sub- disciplines including history, psychology, sociology, and political science. Although a survey approach is employed, emphasis is placed on inquiry, discovery, analysis and synthesis as keys to building your intellectual capacity and scholarly grounding in the discipline and toward thoroughly understanding the Black experience.

Goal, Aims and Objectives The aim of this course is to offer a comprehensive introduction to the discipline of Africana Studies and the interdisciplinary study of the Black experience. Toward achieving this goal, students will meet several objectives: A. Prepare for Student Success by developing the following: critical reading skills, writing skills, notetaking, carrying out library and archival research; B. Analyze your own personal narrative and identity relative to intersectional themes of culture, race, class, gender and sexuality through self-reflection and an autobiographical research project. C. Engage in critical thinking about Africana histories with particular focus on the precolonial past and processes and experiences common in African enslavement; D. Analyze the interdisciplinary value of four disciplines examined in this course; E. Categorize peer-reviewed research on the complex interplay of social forces impacting Black life-chances; F. Synthesize research on the complex interplay of social forces impacting Black life-chances through an integrative service-learning activity involving two African diasporic communities.

Learning Outcomes/Performance Objectives Along with quizzes, tests and exams, students will be assessed in the following activities: AFR101A: Utilizing Thinkwell Metacognition (TMC), SQ3R and SEE-I models, write two paragraphs 1) outlining the stages leading to the establishment and formal organization of African American Studies and 2) defining Africana Studies as a discipline. (Discussion Board & Quest 1) AFR101B: After reading historic examples of autobiographical essays and engaging in self-reflections, write your own 750 to 1000-word cultural autobiography that 1) examines themes of values, intersectional identity and social forces (race, class, and gender) that relate to your own personal narrative within the larger African American experience. (Essay) AFR101C: 1) Make a presentation defending a position on a salient question in the study of the African precolonial past; 2) After reading relevant works, write a 500-word paper describing the six-staged journey of an enslaved African person from their home on the continent to an American plantation. (Maafa) AFR101D: Defend a position on three central questions pertaining to each sub-discipline that the course examines (History, Sociology, Psychology, Political Science): 1) How does this discipline examine the agency of people of African descent? How are African/Black subjects treated in the history of this discipline? 2) How does each discipline attend to questions of evidence and research methodology in the (re)presentation of voices, positions, opinions, perspectives and priorities of African and African-descended people? 3) Who are the thought leaders within each discipline relevant to the study of Black people? How do they model integrative critical thinking by applying information and disciplinary models directly relevant to African-American lives? AFR101E: In a 500 to 750-word literature review, analyze the impact of each sub-discipline on the African American experience in a short essay addressing three critical questions: Black agency, Research framework and Thought Leaders. AFR101F: Congo Curriculum Service-Learning Project. Each student will complete a Service-Learning Project. Service learning is defined as the practice of applying a critical integrative framework to issues challenging African peoples’ life-chances with the goal of sharing these insights and constructively engaging impacted communities. The course service-learning experience is called the #CongoCurriculum and calls on students to think critically and act on issues that challenge the empowerment of Congolese people and themselves personally. The #CongoCurriculum assignment involves engaged learning about challenges facing the people of the Democratic Republic of the Congo (DRC). Each student in the class must write four one to two-page response papers to the Four-Part Assignment. (See the Assignment details on BlackBoard) AFR101G: Why it Matters. Students will rewrite their Cultural Autobiography in light of knowledge claims from the Congo Curriculum Service Learning assignment by narrating how the Service Learning Assignment impacts their own lives in as many ways as possible.

Post-COVID-19 Class Policies Students will access Blackboard Collaborate Ultra to attend the remaining 12 class sessions online and punctually, unless otherwise directed or excused. Students missing more than three unexcused absences will at the minimum, receive a devalued grade of 10 points (one letter grade for the course). Tuesdays will be dedicated to lecture and discussion of the subject (see the syllabus below). Thursdays will be dedicated to student presentations (either an assignment or discussion questions). The professor will take roll during each of the remaining six Tuesday online class sessions. On Thursdays, attendance will be recorded by either your discussion board posts or on the day of class. Any missed class notes, during absences, should be obtained from Blackboard or a classmate. The professor will not provide class notes for any absences.

In Addition, the following policies will be enforced: • Students are responsible for successfully using Blackboard Learn and Collaborate (use your tutorials: • Cell phones are to be turned off; leaving class to take a call will be counted as an absence/tardy. • Academic dishonesty in the form of plagiarism/cheating is subject to failure of the COURSE, an “Academic Misconduct” notation on student’s record, referral for a college retention hearing. • Late assignments will not be given full value. • Students must keep a copy of each assignment (digital); please use Box cloud storage (on MyPortal) • Make-up exams/assignments will only be offered for excused absences, only twice per semester (once before the midterm and once after), and with a 10-point reduction for unexcused absences; • Respect yourself, the professor, and your classmates.

MOREHOUSE COLLEGE STUDENT LIFE POLICIES

Morehouse College Sexual Misconduct Policy: Morehouse College is committed to maintaining a work and academic environment that is free from sexual and gender-based harassment and misconduct, including, but not limited to: Sexual Assault, Sexual Violence, Domestic Violence, Dating Violence, Non-consensual Sexual Contact, Non-consensual Sexual Intercourse, Rape, Sexual Exploitation, Stalking and Retaliation. The Morehouse College Sexual Misconduct Policy outlines the policies governing alleged sexual misconduct involving students. If you are the victim of Sexual Assault or have witnessed such an act, please report here: https://morehousecollege.formstack.com/forms/sexual_misconduct_complaint_form.

For other resources on Sexual Misconduct click here: https://platform.everfi.net/curriculum/show?enrollment_id=20660874#introduction/introduction-activity/page-7

EEO & Disability Statement Morehouse College is an equal opportunity employer and educational institution. Students with disabilities or those who suspect they have a disability must register with the Office of Disability Services (“ODS”) in order to receive accommodations. Students currently registered with the ODS are required to present their Disability Services Accommodation Letter to faculty immediately upon receiving the accommodation. If you have any questions, contact the Office of Disability Services, 100 Sale Hall Annex, Morehouse College, 830 Westview Dr. S.W., Atlanta, GA 30314, (404) 215-2636.

MOREHOUSE COLLEGE POLICIES

Attendance Expectations and Policy Students are expected to attend each class meeting. Students with more than 3 unexcused absences will be referred to the Office of Student Success and may be administratively withdrawn from the course. Failure to meet minimum attendance requirements may result in the loss of your financial aid in accordance with federal financial aid requirements.

Academic Dishonesty: Morehouse College students are expected to conduct themselves with the highest level of ethics and academic honesty at all times and abide by the terms set forth in the Student Handbook and Code of Conduct. Instances of academic dishonesty, including, but not limited to plagiarism and cheating on examinations and assignments, are taken seriously and may result in a failing grade for the assignment or course and may be reported to the Honor and Conduct Review Board for disciplinary action.

The Syllabus is not a Contract: A syllabus is not a contract between instructor and student, but rather a guide to course procedures. The instructor reserves the right to amend the syllabus when conflicts, emergencies or circumstances dictate. Students will be duly notified. Inclement Weather Policy: In the event of inclement weather, the College will announce any closures via the emergency notification system and/or through local news outlets. Absent an official closure, students are not excused from attending class due to weather and any absences will be considered unexcused.

Computer Based Instruction The course will combine lectures, multimedia presentations, discussions, activities, and various assignments as the primary pedagogical tools. Be prepared to participate, actively, in the learning process. Blackboard will be the primary means of distributing course information outside of class. Students should log onto Blackboard daily. To access Blackboard Learn, go to the MyPortal page, log-in and select HAFR 101, Introduction to Africana Studies, explore the “Learning Hub” “Collaborate Ultra,” “Evaluation,” “Readings,” etc. Your class participation grade is determined by your Blackboard participation. ALL assignments will be turned into designated Blackboard inboxes. The professor also recommends that you study the Blackboard Learn Student tutorials: https://goo.gl/3mKNXK as all recorded work is submitted on Blackboard. Make ample use of your Box storage (free to all Morehouse students via MyPortal).

Required Readings • Talmadge Anderson and James B. Stewart, Introduction to African American Studies, Kendall Hunt, 2015. • Paula Giddings, When and Where I Enter: The Impact of Black Women on Race and Sex... Quill, 1996. • Georges Nzongola-Ntalaja, Patrice Lumumba: Ohio Short Histories of Africa. Ohio University Press, 2014.

Supplementary Readings • Chinua Achebe, Things Fall Apart. • Ta-Nehisi Coates, Between the World and Me. Spiegel & Grau, 2015. • Betty Collier-Thomas and V. P. Franklin (eds.), Sisters in the Struggle: African American Women in the Civil Rights—Black Power Movement. New York University Press, 2001. • Cheikh Anta Diop, The African Origin of Civilization: Myth or Reality? • W. E. B. Du Bois, Darkwater: Voices from Within the Veil. Dover, 1920, 1999. • Michael Gomez, Reversing Sail: A History of the African Diaspora. Cambridge, 2005. • Zora Neal Hurston, Barracoon: The Story of the Last Black Cargo. Amistad, 2018. • Sterling Stuckey, Slave Culture: Nationalist Foundations of Black America. • Friends of the Congo Resource Center: https://friendsofthecongo.org/resource-center/

EVALUATION/ Course Grade Score Final Grade Without exception, every student will be evaluated (graded) based on the 100-97 A+ following criteria: 96-93 A Discussion Board Posts/Class Participation 10 92 -90 A- Cultural Autobiography 20 89-87 B+ Quest Average 20 86-83 B Congo Curriculum Service-Learning Project 20 82-80 B- Midterm and Final Exam 30 79-77 C+ Total 100% 76-73 C 72-70 C- 69-67 D+ 66-60 D 59 and below F

Discussion Questions (DQ) Students will prepare a five-minute presentation defending a position concerning a discussion question for the given week. The questions should be drawn from the syllabus and supported with primary source materials found at www.auctr.edu. The responses must be original and: a) demonstrate knowledge of relevant information in the reading; b) show comprehension of the issues and perspectives presented in the readings; c) analyze the writer’s attitude toward and presentation of the perspectives, key assumptions and his/her under girding position or thesis; discuss the writer’s main point; d) Illustrate the author’s main point by describing at least one scholarly example. e) Each student must present on an assigned Discussion Board of the week. All other students not making presentations must respond to the discussion and/or readings by Thursday. Ten responses to the discussion and/or readings are required for full class-participation credit.

Cultural Autobiography Research Paper You will write a 3-page autobiographical essay examining your relationship with the Africana cultural and historical heritage. Discuss, in detail, the historical and cultural context in which you grew up and how it meshes with African and ‘African-American’ culture. Provide as much detail as you can, and that space will allow. Discuss your cultural background as it impacts your thought processes and worldview. In your cultural autobiography, you should go beyond merely stating, for example, that you are a Black, Jamaican descended, English-speaking male etc. or a second-generation Jamaican American, multi-lingual male who was raised in a working-class family etc. Note: Guidelines for writing the research paper are available on Blackboard. The first draft of the paper is due on Thursday, March 2, 2021 and the revised version, (5-7 pages), Thursday, April 22, 2021. Late papers will not receive full credit.

Course Outline

Lesson 1 Preparing for Student Success: How to Learn and Succeed in this course Read: a) How to Learn Using Metacognition; b) How to Read using the SQ3R Model; c) How to Take Notes; How to Write an SEE-I paragraph Do: a) Read and prepare to use the Metacognition chart to scaffold your learning in this course; b) Apply the SQ3R model to produce an outline of the above readings (see SQ3R form); c) Apply the Notetaking guide model to annotate the Asa G. Hilliard, III lecture; d) Apply the SEE-I model to write a paragraph defining the core knowledge production processes in Africana Studies (Discussion Board & Quest 1). Discuss: a) Who are you? b) Explain why you are in this class. c) Define each part of the course title. First Day of Class Tu, February 2, 2021 Discussion Questions 1a-c Due Th, February 4 Syllabus Quest & Pre-Test

Lesson 2 Born in Struggle: Initiation and Development of African American Studies Read: Anderson & Stewart (A & S), Ch. 2; Giddings, ch. 17 Multimedia: Lew-Lee, All Power to the People. Do: a) Apply the SQ3R model to outline A&S, Ch. 2 b) Apply the Notetaking guide model to annotate the Born in Struggle lecture; c) Apply the SEE-I model to write paragraphs outlining the stages leading to the establishment and formal organization of Black/African American Studies d) Use the Metacognition materials to scaffold your learning on the history of Black Studies. Discuss: a) When did African American Studies begin? b) What social developments, from Giddings, framed the beginning of Black Studies? c) What pre-colonial African intellectual exemplars can students of AS draw from and should consider? d) How does Anderson frame the scope and focus of the discipline? (AFR100A & D) Students Present Discussion Questions Tu, February 9, 2021 Cultural Autobiography (AFR100B) Assigned Th, February 11

Lesson 3 Definition, Scope and Foundation of African American Studies Read: Anderson & Stewart (A & S), Ch. 1; Giddings, p. 1-17; Do: a) Apply the SQ3R model to outline A&S and Giddings readings b) Apply the Notetaking model to annotate the lecture/lesson; c) Apply the SEE-I model to write paragraphs defining the scope and purpose of Africana Studies; d) Use the Metacognition materials to scaffold your learning on the scope of Black Studies. Discuss: a) What is Africana Studies? b) Black, Afro-American, African-American, Africana Studies, Africology: What difference does a name make? c) Distinguish between a discipline and a field of study. d) In what way can you as a young scholar employ AS to enrich your life and the lives of others? (AFR100A) Discuss Autobiography & Discussion Questions Tu, February 16, 2021 Quest One Th, February 18

Lesson 4 Sankofa/Casting the Die: History of the African Diaspora, From Freedom to Slavery & On Read: Wk 4: Pre-Maafic Africa: John H. Clarke, A Great and Mighty Walk; Karenga, “Black History” Wk.5 – Casting the Die: A & S, 52-96; Giddings, “Casting the Die;” *Hurston, Barracoon Do: a) Apply the SQ3R model to outline Karenga and A&S, pp. 52-96; b) Apply the Notetaking guide model to annotate the Sankofa/History lesson; c) Apply the SEE-I model to write paragraphs outlining the major periods of Africana history; d) Use the Metacognition chart to scaffold your learning about the stages of Africana history. Discuss: a) Describe African life and history before diasporization. What units of analysis are required to help us understand African history? b) How did diasporization alter the course of world history? c) What combination of pre-colonial and Maafic factors led to the development of African Diasporic identities? d) Analyze the role Black women played in global and African history. e) How does Hurston’s Kossula narrative illustrate Maafic history? Library/Archival Research Training Tu, February 23, 2021 Quest II & AFR100C1 Th, February 25 Cultural Autobiography Due Tu, March 2, 2021 Quest III & AFR100C2 Th, March 4

Lesson 5 Kuzinduka & Social Death: Cultural & Sociological Perspectives on African Life Read: A & S, Ch. 4; Giddings, chs. 14, 18 Do: a) Apply the SQ3R model to outline A & S, Ch. 4; Giddings, chs. 14, 18; b) Apply the Notetaking guide model to annotate the Culture & Society lesson; c) Apply the SEE-I model to write paragraphs outlining the stages leading to the establishment of Africana Culture and Society; d) Use Metacognition to scaffold your learning about Africana society and culture. Discuss: a) Compare and contrast sociological and anthropological models of Black life? b) What are the major critiques of Eurocentric sociology? Anderson Questions: 3, 4, 5, 7, 8 Congo Curriculum Project Assigned Tu, March 9, 2021 Discussion Questions Th, March 11 Quest IV Th, March 11

Midterm Examinations Read: Midterm Review Session Tu, March 16, 2021 Midterm Examination Th, March 18

Lesson 6A When and Where I Enter: Historical Intersections of Gender, Race and Class, I Read: Giddings, Part I and chs. VIII-XI; Kimpa Vita and Congolese women leaders Do: a) Apply the SQ3R model to outline Giddings and Women in the Congo readings; b) Apply the Notetaking guide to annotate the When and Where I Enter lesson; c) Apply the SEE-I model to write paragraphs on the major periods in Black women’s history; d) Use the Metacognition chart to scaffold your learning about Black women’s history. Discuss: a) What does Giddings signify by referring to “a New Negro Woman After World War I? b) The Careers of Ida B. Wells-Barnett and Mary Church Terrell defined the parameters of Black Women’s Activism leading to WWI; How did Mary McLeod Bethune define new opportun- ities for Black women leading to WWII? c) How would you assess Giddings’ tone and projected hopes for Black Women before WWII? Congo Pen pal Assigned Tu, March 23, 2021 Discussion Questions Th, March 25 Quest V

Lesson 6B When and Where I Enter: Historical Intersections of Gender, Race and Class, II Read: Giddings, chs. 12– 14, Part III; Women in the Congo (FriendsOfTheCongo.org) Discuss: a) What does Giddings signify by referring to “a New Negro Woman After World War I? b) The Careers of Ida B. Wells-Barnett and Mary Church Terrell defined the parameters of Black Women’s Activism leading to WWI; How did Mary McLeod Bethune define new opportun- ities for Black women leading to WWII? c) How would you assess Giddings’ tone and projected hopes for Black Women before WWII? Congo Pen pal Assigned Tu, March 30, 2021 Discussion Questions Th, April 1, Quest V

Lesson 7 Maaheru: Africana Political Science & African American Politics Read: Anderson, Ch.6; Giddings, ch. 19; John H. Clarke on White Racism & Marxism Do: a) Apply the SQ3R model to outline A&S, Ch. 6 b) Apply the Notetaking guide model to annotate the Maaheru lecture; c) Use SEE-I model to write paragraphs outlining major political ideologies and historic stages d) Read and prepare to use the Metacognition chart to scaffold your learning. Discuss: a) What substantive differences exist between African-centered and Eurocentric political traditions? b) Assess the historical validity of Anderson’s questions 1-5, 6 & 9 Congo Curriculum Groundings DUE Tu, April 6, 2021 Quest VIII Th, April 8

Lesson 8 Congo Curriculum I: Past, Present and Future of a Pan-African State Read: Nzongola-Ntalaja, chs. 1 – 4; Anderson, ch. 5 Do: a) Apply the SQ3R model to outline Nzongola-Ntalaja, 1-4 and Anderson, ch. 5; b) Apply the Notetaking guide model to annotate the Congo Curriculum; c) Apply the SEE-I model to outline Congolese social psychology and national trauma; d) Read and prepare to use the Metacognition chart to complete the four Congo deliverables. Discuss: Anderson, ch. 6, Review Questions Discussion Questions Th, April 15, 2021 Lumumba Book Discussion Sa, April 15

Lesson 9 Congo Curriculum II: Past, Present and Future of a Pan-African State Read: Nzongola-Ntalaja, chs. 5 – 8; Anderson, ch. 6, Do: a) Apply the SQ3R model to outline A&S, Ch. 2 b) Apply the Notetaking guide model to annotate the Born in Struggle lecture; c) Apply the SEE-I model to write paragraphs outlining the stages of DRC’s political history; d) Read and prepare to use the Metacognition chart to scaffold your learning. Discuss: Patrice Lumumba Book Questions Tu, April 20, 2021 Quest VI (On Lumumba text) Th, April 22 Congo Curriculum Project Critical Reflection Due Tu, April 13, 2021

Semester Wrap-up Last Day of Class Tu, April 27, 2021 Final Review

Exam Period Final Exams May 3-7, 2021

COURSE HONOR CODE SPEAK MA'AT, DO MA'AT! I will strive to honor my ancestors, parents and peers by setting excellence as my mark. I will respect myself, and those around me in my speech and actions. I will not settle for mediocrity. I recognize the challenge before me and readily accept it!