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AAAS 2080

African-American History to 1877

Scopas Poggo

Credit hours: 3
GEC categories:
Prerequisites:

Text Books:

Title Author(s) Publisher ISBN
How did American Slavery Begin? Edward Countryman Bedford/St. Martin's, 1999
The Atlantic Slave Trade, 3rd David Northrup Houghton Mifflin Co., 2002
The Struggle for Freedom: A History of African Americans, 2nd Clayborne Carson Pearson Education, 2011
Africa & Africans in the Making of the Atlantic World 1400-1800 John Thornton Cambridge Univ. Press, 1998

Example Syllabus: 2080.PDF
Website:

Course Objectives: This course will discuss the historical, political, economic, and social forces that shaped the destiny of the people of African descent in the United States. Selected themes and films covering the period 1619-1865 will help broaden the students’ knowledge and understanding of the origin, development, and the subsequent abolition of the Atlantic slave trade and, the institution of slavery in the United States This course is designed to introduce students to critical analysis of important issues in historical perspectives. Students will be expected to read the weekly assignments so that they can participate effectively in discussions. Students are strongly advised to attend classes regularly in order to keep up with the course.

Course Content: 1. Students acquire a perspective on history and an understanding of the facts that shape human society. 2. Students display knowledge about the origins and nature of contemporary issues and develop a foundation for comparative understanding. 3. Students appreciate the interrelationships between Africa, Europe, and the Americas in the Age of Slavery. 4. Students think, speak, and write critically about primary and secondary historical sources by examining diverse interpretations of past events and ideas in their historical contexts.

Method of Presentation: History courses develop students' knowledge of past events influence today's society & help them understand how humans view themselves; courses in Courses in social diversity will foster students’ understanding of institutions, society, and culture in the United States. 1. Students describe the role of such categories as race, gender, class, ethnicity, and religion in the pluralistic institutions and cultures of the United States. 2. Students recognize the role of social diversity in shaping their own attitudes and values regarding appreciation, tolerance, and equality of others.

Method of Evaluation: Map quiz, mid-term examination, a term paper, book review, final examination, class attendance & participation in discussion

 

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