AAAS 2080
African-American History to 1877
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 | |
| Passageways: an Inerpretive History of Black America: Vol. 1, 1619-1863 | Colin Palmer | Harcourt Brace College Publishers | |
| Africa & Africans in the Making of the Atlantic World 1400-1800 | John Thornton | Cambridge Univ. Press, 1998 |
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 US. selected themes & films covering the period 1619-1865 will help broaden the students' knowledge & understanding of the origin, development, & the subsequent aboltion of the Atlantic slave trade & the institution of slavery in the US. 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: students acquire a perspective on history and an understanding of the facts that shape human activity; students display knowledge about the origins and nature of contemporary issues and develop a foundation for future comparative understanding; students appreciate the interrelationships between Africa, Europe, & the Americas in the Age of Slavery; students think, speak, and write critically about primary & secondary historical sources by examing diverse interpretations of past events & ideas in their historical contexts.
Method of Presentation: History courses develop students' knowledge of past events influence todays society & help them understand how humans view themselves; courses in social diversity will foster students' understanding of institutions, society, and culture in the US; students describe the role of such categories as race, gender, class, ethnicity, & religion in the pluralistic institutions & cultures of the US; students recognize the role of social diversity in shaping their own attitudes & values regarding appreciation, tolerance, & equality of others
Method of Evaluation: a map quiz, mid-term examination, a term paper, book review, final examination, class attendance & participation in discussion