Course Description: African American Studies 100 introduce the major disciplines and topics that comprise African American studies. It provides orientations to faculty, institutional, and community resources; and serves as a foundation for subsequent course work and a research project in the field. This course examine some of the essential themes and concerns in the study of peoples of African descent. This course will emphasis on the ideas of black social thought, political protest and efforts to create social change. About one half of the course covers the historical foundations and background to the modern black experience, from the struggle against slavery to the Harlem Renaissance. The second half of the course focuses on the past seventy …show more content…
years, from the Great Depression to the twenty-first century. According to Introduction to African-American Studies (n.d.). Course Type and Rationale: As a descendent of African slaves I will like to teach African American Studies (100) an introductory class online. In our modern society today online classes are becoming more popular and this will be a perfect venue to provide educational knowledge on this subject. Transferring from face to face to online giving students the opportunity to explore African American studies. No matter your race Black, White, or etc., it is imperative to have a diverse knowledge on different cultures. This class will provide a wealth of knowledge about African American heritage, introducing students to theories of race, class, gender, sexuality and culture as they affect the development of individual and communities among people of African descent. Institution information Emory University, recognized internationally for its outstanding liberal arts colleges, graduate and professional schools, and one of the Southeast's leading health care systems, is located on a beautiful, leafy campus in Atlanta, Georgia's historic Druid Hills suburb. Emory maintains an uncommon balance for an institution of its standing: our scholars and experts generate more than $521 million in research funding annually, while also maintaining a traditional emphasis on teaching. The university is enriched by the legacy and energy of Atlanta, and by collaboration among its schools, centers and partners. Course Design Model I will be choosing two different models. The Divided by chapter in a book which will flow into the Chronological model. Given that African American Studies 100 is like a history class I think these organization models will be perfect for this course. My class will consist of mostly young adults entering college from high school, since it is an introductory class. Listed by Bender, T.
(2012), “Divided by chapters in a book: course follow the basic structure of textbook. If the textbook has a large number of chapters, it might be advantageous, if possible to “bundle” a few chapters together in each lecture.” He continues to define the Chronological model as “dividing your lectures by literature published in different time periods.” Bender, T. (2012). we can follow chapter by chapter from our require text book while introducing different literatures to support our lectures. Discussing different periods within the African history while also allowing all my students to understand the material within a given time frame. Stated by Palloff, R., & Pratt, K. (2007), instructor often establish guidelines for minimal participation, making it more likely that students will engage with their colleague and to facilitate the community-building process. This expectation of participation differs significantly from the face-to-face classroom, where the discussion can be dominated by one or more extroverted students, giving an illusion that the class is engaged. Course …show more content…
Introduction African American Studies 100 will provide student with a sense of what the African American experience is and by doing so we talk about the American experience. This course will discuss: • Interdisciplinary approach to introduction to the basic concept dealing with African American experience. • What is Black History? Why do we have African American? • Research basic interpretation and theory about diverse point of view, providing students with conversion of different interpretation. • Total intellectual immersion into the black experience from a black perspective. Learning Outcome My learning outcome for AAS 100 course is for students to: AAS 100-1: demonstrate knowledge about three political leaders within the African-American community in the united stated from 1960 to1970. AAS 100-2: analyze at least two African-American religions. AAS 100-3: articulate five of the core values within the African-American community. AAS 100-4: communicate accurately an overview of African-American history. Instructional Strategies As we begin our term for African-American class, I will like to in to incorporate encouraging contact between the students and the instructor.
I will create an introduction session making students feel welcome and comfortable. This will reassure my students that I am here to assist them with whatever problems they may encounter. Discuss by Bender (2012), “by providing a meaningful challenge from the start, you are giving students an opportunity for engagement.” Always giving student constructive feedback and encouraging an open door policy for my students. Stated by Palloff, R., & Pratt, K. (2007), “the instructor in an online class is responsible for facilitating and making room for the personal and social aspects of an online community so social presence can emerge and to make the class a successful learning
experience.” Collaboration For my curricular students will periodically assume the roles of different African-American leaders and scholars throughout Black history for our weekly discussions. According to Collaborative Learning (n.d.), “Collaborative learning is an instructional strategy which is designed to transform group work into teamwork.” Our Collaborative Learning activity will provide my students with a deeper level of understanding from different perspectives from numerous individuals. “Collaborative learning also has potential for realizing the general-education goal of promoting active and responsible citizenship in a democratic society”. According to Collaborative Learning (n.d.). Who continue by stating “Collaborative learning can provide the “education for teamwork” needed to prepare college seniors for the world they will encounter after graduation and, in so doing, enable higher educational institutions to achieve one of the major goals of general education” I will also like for students to provide feedbacks on discrimination that occurred in colleges from the 70s, 80s, 90s and presently. Through our weekly papers or discussions. Music such jazz, hip pop, R & B, Bluegrass and etc. will be incorporated in to our biweekly discussion for interpretation. We will also have our weekly self-reflection paper where student can express their view on weekly topics freely. Importance of Community Community building in an online arena are important. According to Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009). McMillian and Chavis (1986) “describe sense of community as having four major attributes – membership, influence, integration and fulfillment of needs, and shared emotional connection.” Students need to feel a sense of belonging. They need to connect with their peer and as well as instructors. Stated by Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009), Interaction influences learning and knowing, and it is especially important in distance education (Garrison & Cleveland-Innes, 2005) because it helps reduce feelings of isolation and contributes to the student success in online environments (McInnerney & Robets, 2004). Faculty Role and Professional Development As we transition from face-to-face classroom into online learning, faculties have lost some of the responsibilities of a traditional. They have gained multiple roles as an online instructor. Online educator has taken on the roles each as Class Manager, Educational Facilitator, Learning Community Supporter, Technical Facilitation and Administrator. I do feel a successful online instructor need to embody most, if not all of these characteristic. Providing educational advancement for faculties should help to keep them abreast with technology and new trend in the online education setting. Offering seminars, training sessions and class will be beneficial to faculties. Class Manager - The managerial role of the instructor may include setting the activity agenda and procedural rules for the course, as well as controlling any operational issues such as making sure the content and assignments are available on specific dates, making sure the students move through the content at an appropriate pace, adjusting timelines to meet the needs of learners, correcting errors or back links found in the course content, and so forth. Educational Facilitator – “as a facilitator, the instructor provides gentle guidance and a framework as a “container” for the course, thus allowing students to explore the course material as well as related materials, without restriction.” Stated by Palloff, R., & Pratt, K. (2007). Learning Community Supporter according to Palloff, R., & Pratt, K. (2007), refer to this function as “promoting human relationships, affirming and recognizing students’ input; providing opportunities for students to develop a sense of group cohesiveness, maintaining the group as a unit, and in other ways helping member to work together in a mutual cause.” Technical Facilitation according to Palloff, R., & Pratt, K. (2007), refer to the functions in terms of the instructor first becoming proficient and comfortable with technology so as to ensure the comfort of the participants and to make the technology as transparent as possible. Administrator, the instructor role as an administrator is responsible to post a syllabus for the course, including assignments and some initial guidelines for the group to discuss and adopt or adapt. The instructor then gently facilitates the flow of the course and evaluates the outcomes. According to Palloff, R., & Pratt, K. (2007). Assessment For my assessment plan I will be using both summative and formative assessment to evaluate my students. My formative assessment will be our weekly papers, discussions and self-reflection. For our summative assessment, it will be our final paper at the end of our term. This paper will cover material from the beginning of the term to the end of the term. According to (Palloff, R., & Pratt, K., 2009), Angelo and Cross (1993) “support the notion that for assessment to be effective, it must be embedded in and aligned with the design of the course.” “The main purposes of assessment are to monitor student learning, improve academic programs, and enhance teaching and learning” (Corcoran, Dershimer, and Tichenor 2004; Stiggins and Chappuis 2005). The objective for my course will be: • Students will be able to articulate and analyze general knowledge of African-American history. • Students will have the ability to identify important aspects of African-American history.
The African-American Years: Chronologies of American History and Experience. Ed. Gabriel Burns Stepto. New York: Charles Scribner 's Sons, 2003.
The time has come again to celebrate the achievements of all black men and women who have chipped in to form the Black society. There are television programs about the African Queens and Kings who never set sail for America, but are acknowledged as the pillars of our identity. In addition, our black school children finally get to hear about the history of their ancestors instead of hearing about Columbus and the founding of America. The great founding of America briefly includes the slavery period and the Antebellum south, but readily excludes both black men and women, such as George Washington Carver, Langston Hughes, and Mary Bethune. These men and women have contributed greatly to American society. However, many of us only know brief histories regarding these excellent black men and women, because many of our teachers have posters with brief synopses describing the achievements of such men and women. The Black students at this University need to realize that the accomplishments of African Americans cannot be limited to one month per year, but should be recognized everyday of every year both in our schools and in our homes.
This essay will examine what was new about the new negro from 1920-1936. During the years 1920-1936 African Americans began to rebrand themselves and change their image. African Americans wanted to create an image of themselves that was more positive, educated, and cultured, with an emphasis on African culture, hence began the Harlem Renaissance and the New Negro movement.
Many African American men and women have been characterized as a group of significant individuals who help to exemplify the importance of the black community. They have illustrated their optimistic views and aspects in a various amount of ways contributing to the reconstruction of African Americans with desire and integrity. Though many allegations may have derived against a large amount of these individuals, Crystal Bird Fauset, Jacob Lawrence, and Mary Lucinda Dawson opportunistic actions conveys their demonstration to improve not only themselves but also their ancestors too. Throughout their marvelous journeys, they intend to garnish economic, political, and social conditions with dignity and devotion while witnessing the rise of African Americans. The objective of this research paper is to demonstrate the lives of a selected group of African American people and their attributions to the black community.
How do musicians during the Harlem Renaissance relate to musicians in today’s society and how do they influence them? Musicians relate and influence musicians in today’s society for many different reasons. However, not only do musicians during the Harlem Renaissance relate to musicians in today’s society and influence them but artists, actors, painters and poets in the Harlem Renaissance did also. During the 1920s is when the Harlem Renaissance blossomed in the African American culture, particularly in creative arts and influential movement in African American literary history. Without the Harlem Renaissance eminent people today such as Beyoncé Knowles, Jay-Z, Morris Chestnut, Maya Angelou and Gabrielle Union would not be relevant.
Paul E. Lovejoy realizes the importance of learning the history of a situation correctly and thoroughly. Lovejoy states (1997), “The failure to study enslaved Africans in the Americas from the perspective of African history is largely a result of the way in which African history developed as a sub-discipline” (p. 5). If African Americans points of view on their historical markers are not studied, that will cause a misrepresentation throughout history. During slavery, slaves were known to form communities composed of their homeland origins in order to keep their social identity (Lovejoy, 1997, p. 3). The Great Migration happened once millions of African Americans decided to leave the South in order to escape the oppressive laws and find better economic opportunities. The South was ruining their sense of social identity. Lovejoy also notes they would (1997), “…create a world that was largely autonomous from white, European society” (p 3). That shows African Americans were already capable of living in America without the need of white people. However, they were halted by unfair and evil treatments. After the Great Migration to the North, Midwest and West, they still faced those halts. The Civil Rights Movement sparked the acts of overcoming those problems. The oral history of those involved with the Student Nonviolent Coordinating Committee, Congress of Racial
presence within the class they are teaching, if you see this works maybe think about how you as an
Few people have heard of the Harlem Renaissance, let alone know what a large impact it had on society today. During World War One, African Americans had fought alongside whites to defeat their enemies. However, they were welcomed home with the same cruel, unfair prejudice as before the war. Although slavery had been abolished long ago, many Caucasians still held a serious grudge against the black population in general. Very little of African American culture had trickled through the enormous racial dam built by Caucasians at that time. However, the 1920’s was a time of extreme cultural reformation for society where blacks began to share their work in art, literature, and other cultural aspects with the changing world. Despite the severe oppression enforced by the white population of America, a period of cultural rebirth occurred in the 1920’s, more commonly known as the Harlem Renaissance.
African American Review 32.2 (1998): 293-303. JSTOR.com - "The New York Times" Web. The Web. The Web. 11 April 2012.
During the end of World War I and the middle of the 1930s, the Harlem Renaissance took place. This was a time when African American artists, poets, musicians, and writers came together to create what is known as the New Negro Movement, and to spread cultural expressions that inspired others to embrace their individuality. Cary D. Wintz, a professor of history at Texas Southern University, says, “The Harlem Renaissance is increasingly viewed through a broader lens that recognizes it as a national movement with connections to international developments in art and culture that places increasing emphasis on the non-literary aspects of the movement” (Wintz). This means that more and more people are gaining knowledge of the Harlem Renaissance and just how much it matters in today’s society. Many people view present-day Harlem as a place with poverty and crime, but 100 years ago it was the exact opposite. An explosion of pride was found within African Americans, and will always be remembered as a time to celebrate the uniqueness of black culture.
Massive protests against racial segregation and discrimination broke out in the southern United States that came to national attention during the middle of the 1950’s. This movement started in centuries-long attempts by African slaves to resist slavery. After the Civil War American slaves were given basic civil rights. However, even though these rights were guaranteed under the Fourteenth Amendment they were not federally enforced. The struggle these African-Americans faced to have their rights ...
Creating an atmosphere of mutual respect will result in higher student participation. Instructors should present activities that help introduce students to each other. This can be achieved by having them introduce themselves to the entire class on the first day so that they start to learn each other’s names. If instructors continue to do introductory interactions every day, the students will get to know each other, resulting in a more comfortable classroom perspective. When it comes time to presentations or participate, students will be more inclined and at ease to share because they know their peers and are not afraid of
For example, online collaboration, face-to-face whole, and small group. These discussions hold them accountable for developing their ideas about the topics and enable them to share their views with others, promoting a diversity of perspectives. These interactions can also challenge their thinking and prompt them to consider new ideas and concepts when making sense of experiences and constructing their knowledge. To orchestrate discussion among students, I serve as a guide and facilitator, encouraging them to accept responsibility for their learning rather than maintaining responsibility and authority myself. I also help them to respond to one another’s ideas rather than responding directly to me and display and promote respect for all students’ ideas. These strategies not only help foster a community of learners, but they can continue the approach in their classrooms with their students. The tactic will allow them to create and build a community of learners within their
One of the most prominent positives of traditional classrooms over online learning environments have is that they are much better for promoting communication between the professor and the students. In an online class, professors only know that students need help if the student directly asks them for clarification on material. In traditional classes, the unspoken communication of body language and facial expressions of students can give professors clues that their...
The teaching presence has been effective as instructors give directions for assignment completion. Through minimal or direct involvement, instructors can facilitate student activities was they critically think while completing discussions and course activities. Strong and active presence of instructor has allowed me to develop a sense of community and learning. Teaching presence was established first by structuring the course into accessible weekly learning units divided into weekly modules on a sidebar. In addition, a course library, technical help, daily or weekly announcements, grading, and communication tools were also included. The beginning of the term, the faculty and the students posted and shared personal lives and interests to build familiarity among students and the faculty. Instructions for the course assignments and rubrics were provided and the instructor participated by providing feedback in a timely manner to the students questions and responses on the discussion