Department of Afro-American StudiesIntro to Africana Studies I.docxtheodorelove43763
Department of Afro-American Studies
Intro to Africana Studies II
AFRO 006:[footnoteRef:1] Section 1 [1: . This course fulfills the University African-American cluster requirement. Please note: The official name of this course as listed in BisonWeb and the University curriculum is “Intro to Afro-American Studies II.” There are no prerequisites.
]
Fall 2014 | Three Credits
CRN: 81802
Tuesdays and Thursdays at 2:10-3:30pm|Alain L. Locke Hall 105
Course Syllabus
Instructor: Joshua Myers, Ph.D.
Office Hours: Tuesdays and Thursdays at 12:40-2:00pm or by appointment
Office: Founders Library 337
Email: [email protected]|Phone: (202)-806-7829
Twitter: @ddehewty | Blog: http://speaktomekhet.wordpress.com
“Likewise, we do not say we know the truth: we are the truth; we are the living black experience and, therefore, We are the primary sources of information.” –June Jordan, “Black Studies: Bringing Back the Person”[footnoteRef:2] [2: . June Jordan, “Black Studies: Bringing Back the Person,” in New Perspectives on Black Studies, ed. John W. Blassingame (Urbana: University of Illinois Press, 1971), 36.
]
“…there is every reason to believe that the first truth a people needs is the truth about themselves and the nature and possible meaning of their own existence. And when a community shares the African heritage of three-dimensional historical existence, when past, present, and future are in constant, sometimes ecstatic, conversation, then each dimension of the people’s being must be addressed. For the people are their fathers and mothers. They are their children. Just as they are themselves.” –Vincent Harding, “The Vocation of the Black Scholar[footnoteRef:3] [3: . Vincent Harding, “The Vocation of the Black Scholar and the Struggles of the Black Community,” in Education and Black Struggle: Notes from the Colonized World, ed. Institute of the Black World (Cambridge, MA: Harvard Education Review, 1974), 8-9.
]
Course Description:
This course is an introduction to the discipline of Africana Studies—a discipline which constitutes the contemporary arc of an extensive tradition of Africans Studying. This means intellectual work approached under this umbrage denotes the active, living, genealogy of African deep thought.[footnoteRef:4] Here we study, trace, and enliven the certain “ideals of life” that African people have contributed to the world in order to illuminate not only where humanity has been, but where it might go.[footnoteRef:5] Clearly, such a discussion must include African and African descended people, but it must also be approached on their own cultural terms. The latter is what separates Africana Studies as a discrete knowledge complex, by emphatically employing and recognizing its distinct intellectual genealogy, its organizing logic, and its unique methodologies for extracting meaning from existence. Such techniques recognize the cultural unity of Africa, while understanding its improvisational nature, with an eye toward (re)establish.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
Weekly plan aligned with standards that we can meet student's goal as well as we can imporve teaching and learning. The proper planning is the basic need of teaching and learning strategies which gives the clear directions that how to implment. Planning in other hand is the reflection of student's either inside or outside of the classroom.
Job interview PowerPoint presentation: social sciencesThe Free School
Many academics and lecturers are required to prepare a 10 to 15 minute lecture before a panel as a part of their job interview. This presentation is designed for social sciences lecturers who must present a 10 to 15 mini lecture before a job interview panel. A copy of a lesson plan is available at the link below. Providing a PDF/PowerPoint presentation and a lesson plan to your panel will positively distinguish you from other applicants. You may provide this prior to the job interview by email and/or you may provide a paper copy to this panel as you commence your mini presentation. Wishing you every success with your job applications, interviews and presentations.
http://www.thefreeschool.education/career-planning-and-jobs-board.html
All of these should be 4 different things Discussion, 2 How would.docxnettletondevon
All of these should be 4 different things: Discussion, 2 How would you respond, and a learning activity also comment/critique Please title these as I have titled them, so I want get mixed up!!! Thanks!!! Just worry about the highlighted yellow…..highlighted red is for my use!!
Discussion : Minimum of 300 words
What do you think about when you hear the word civilization? Do we really need it in order to survive and prosper on this planet? The real question is whether we can live above subsistence without the technological innovations that densely populated settlements generate. Moreover, the question is not as frivolous as it may seem at first glance. Many cultures throughout human history consciously decided not to take the route toward nucleated settlements and the resultant consequences. The Celts represent one example from the time line of our course of a people who preferred not to have cities. The Avars, a Turkic-speaking people from Central Asia, were pastoral nomads who acquired cities during the course of their conquests, yet they used cities in ways that would strike average city dwellers as most strange.
Define civilization in your own words, based on your understanding of the nine characteristics commonly associated with civilizations presented in Section 2.1 of your textbook, World history: The human experience to 1500.
Choose one society from the Week 1 Civilization Tour
(Links to an external site.)
Links to an external site.
, which includes Mesopotamian, Olmec, Egyptian, Harappan, and Ancient Chinese societies.
Based on at least two of the characteristics listed in Section 2.1, explain why your chosen society can be considered a civilization.
Provide specific examples drawn from this week’s learning materials to support your claims. Cite and format all sources according to APA style as outlined in the Ashford Writing Center
(Links to an external site.)
Links to an external site.
, using both in-text citations and providing full references at the bottom of your post. Your initial post should be a minimum of 300 words, due on Day 3.
Prior to completing your post, please review the following resources:
Fassnacht, M., Fink, S., Jackson, R., and Warn, M. (2016). The anatomy of a discussion board
(Links to an external site.)
Links to an external site.
. Retrieved from https://www.criticalthinkingandreasoning.org/infographic
Fassnacht, M., Fink, S., Jackson, R., and Warn, M. (2016). Critical thinking guide to skillful reasoning
(Links to an external site.)
Links to an external site.
. Retrieved from https://www.criticalthinkingandreasoning.org/evaluating-critical-thinking
Guided Responses: Respond to two colleagues who have examined a different society than the one you selected for your initial post. In each substantive post of at least 150 words, compare the society you chose to the one your colleague has examined. What similarities or differences do you see? What factors might explain your observations?
How would you resp.
Department of Afro-American StudiesIntro to Africana Studies I.docxtheodorelove43763
Department of Afro-American Studies
Intro to Africana Studies II
AFRO 006:[footnoteRef:1] Section 1 [1: . This course fulfills the University African-American cluster requirement. Please note: The official name of this course as listed in BisonWeb and the University curriculum is “Intro to Afro-American Studies II.” There are no prerequisites.
]
Fall 2014 | Three Credits
CRN: 81802
Tuesdays and Thursdays at 2:10-3:30pm|Alain L. Locke Hall 105
Course Syllabus
Instructor: Joshua Myers, Ph.D.
Office Hours: Tuesdays and Thursdays at 12:40-2:00pm or by appointment
Office: Founders Library 337
Email: [email protected]|Phone: (202)-806-7829
Twitter: @ddehewty | Blog: http://speaktomekhet.wordpress.com
“Likewise, we do not say we know the truth: we are the truth; we are the living black experience and, therefore, We are the primary sources of information.” –June Jordan, “Black Studies: Bringing Back the Person”[footnoteRef:2] [2: . June Jordan, “Black Studies: Bringing Back the Person,” in New Perspectives on Black Studies, ed. John W. Blassingame (Urbana: University of Illinois Press, 1971), 36.
]
“…there is every reason to believe that the first truth a people needs is the truth about themselves and the nature and possible meaning of their own existence. And when a community shares the African heritage of three-dimensional historical existence, when past, present, and future are in constant, sometimes ecstatic, conversation, then each dimension of the people’s being must be addressed. For the people are their fathers and mothers. They are their children. Just as they are themselves.” –Vincent Harding, “The Vocation of the Black Scholar[footnoteRef:3] [3: . Vincent Harding, “The Vocation of the Black Scholar and the Struggles of the Black Community,” in Education and Black Struggle: Notes from the Colonized World, ed. Institute of the Black World (Cambridge, MA: Harvard Education Review, 1974), 8-9.
]
Course Description:
This course is an introduction to the discipline of Africana Studies—a discipline which constitutes the contemporary arc of an extensive tradition of Africans Studying. This means intellectual work approached under this umbrage denotes the active, living, genealogy of African deep thought.[footnoteRef:4] Here we study, trace, and enliven the certain “ideals of life” that African people have contributed to the world in order to illuminate not only where humanity has been, but where it might go.[footnoteRef:5] Clearly, such a discussion must include African and African descended people, but it must also be approached on their own cultural terms. The latter is what separates Africana Studies as a discrete knowledge complex, by emphatically employing and recognizing its distinct intellectual genealogy, its organizing logic, and its unique methodologies for extracting meaning from existence. Such techniques recognize the cultural unity of Africa, while understanding its improvisational nature, with an eye toward (re)establish.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
Weekly plan aligned with standards that we can meet student's goal as well as we can imporve teaching and learning. The proper planning is the basic need of teaching and learning strategies which gives the clear directions that how to implment. Planning in other hand is the reflection of student's either inside or outside of the classroom.
Job interview PowerPoint presentation: social sciencesThe Free School
Many academics and lecturers are required to prepare a 10 to 15 minute lecture before a panel as a part of their job interview. This presentation is designed for social sciences lecturers who must present a 10 to 15 mini lecture before a job interview panel. A copy of a lesson plan is available at the link below. Providing a PDF/PowerPoint presentation and a lesson plan to your panel will positively distinguish you from other applicants. You may provide this prior to the job interview by email and/or you may provide a paper copy to this panel as you commence your mini presentation. Wishing you every success with your job applications, interviews and presentations.
http://www.thefreeschool.education/career-planning-and-jobs-board.html
All of these should be 4 different things Discussion, 2 How would.docxnettletondevon
All of these should be 4 different things: Discussion, 2 How would you respond, and a learning activity also comment/critique Please title these as I have titled them, so I want get mixed up!!! Thanks!!! Just worry about the highlighted yellow…..highlighted red is for my use!!
Discussion : Minimum of 300 words
What do you think about when you hear the word civilization? Do we really need it in order to survive and prosper on this planet? The real question is whether we can live above subsistence without the technological innovations that densely populated settlements generate. Moreover, the question is not as frivolous as it may seem at first glance. Many cultures throughout human history consciously decided not to take the route toward nucleated settlements and the resultant consequences. The Celts represent one example from the time line of our course of a people who preferred not to have cities. The Avars, a Turkic-speaking people from Central Asia, were pastoral nomads who acquired cities during the course of their conquests, yet they used cities in ways that would strike average city dwellers as most strange.
Define civilization in your own words, based on your understanding of the nine characteristics commonly associated with civilizations presented in Section 2.1 of your textbook, World history: The human experience to 1500.
Choose one society from the Week 1 Civilization Tour
(Links to an external site.)
Links to an external site.
, which includes Mesopotamian, Olmec, Egyptian, Harappan, and Ancient Chinese societies.
Based on at least two of the characteristics listed in Section 2.1, explain why your chosen society can be considered a civilization.
Provide specific examples drawn from this week’s learning materials to support your claims. Cite and format all sources according to APA style as outlined in the Ashford Writing Center
(Links to an external site.)
Links to an external site.
, using both in-text citations and providing full references at the bottom of your post. Your initial post should be a minimum of 300 words, due on Day 3.
Prior to completing your post, please review the following resources:
Fassnacht, M., Fink, S., Jackson, R., and Warn, M. (2016). The anatomy of a discussion board
(Links to an external site.)
Links to an external site.
. Retrieved from https://www.criticalthinkingandreasoning.org/infographic
Fassnacht, M., Fink, S., Jackson, R., and Warn, M. (2016). Critical thinking guide to skillful reasoning
(Links to an external site.)
Links to an external site.
. Retrieved from https://www.criticalthinkingandreasoning.org/evaluating-critical-thinking
Guided Responses: Respond to two colleagues who have examined a different society than the one you selected for your initial post. In each substantive post of at least 150 words, compare the society you chose to the one your colleague has examined. What similarities or differences do you see? What factors might explain your observations?
How would you resp.
1. B Bryant Academy Weekly Lesson Plan April 26th – 30th 2010
Theme: Social Studies
Learning Strand: How humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences
shared by the world's peoples past and present.
Grade Span: 5 - 8
Essential Question: Early American Civilizations
Standards Process Skills Activity Formative Assessment
SS:WH:6:2.2: Explore the Standard SS:WH:2: Lesson 1: Choose a different event from the
spread and impact of ideas Contacts, Exchanges & Text Resources: lesson, and write a description of the experience.
and technology. International Relations: [A] Houghton Mifflin Across the Centuries
Students will demonstrate [B] Houghton Mifflin America Will Be Lesson 2: Create a pair of drawings to compare
SS:WH:6:2.3: Describe their understanding of the [C] Houghton Mifflin A More Perfect Union and contrast the lives of “Elite” with those of
major migrations. (Themes: interactions of peoples and “Commoners”.
People, Places and governments over time.
Environment; Patterns of [A] Chapter 15, Lesson 1: Origins (pp. 396-399) Lesson 3: Describe aspects of Mayan culture such
Social and Political Standard SS:WH:3: • Migrants from Asia as city life, farming methods, religion, and arts at
Interaction.) World Views and Value • Early Hunter-Gatherers the height of Mayan civilization and/or create a
systems and their • Early Farmers detailed drawing of important Mayan features
SS:WH:8:3.1: Demonstrate Intellectual and Artistic [A] Chapter 15, Lesson 2: The Olmec (pp. 400-403) such as terraced hills, pyramids, and hieroglyphs.
an understanding of how art, Expressions: Students will • Elite and Commoners
music and literature often demonstrate their • Power and Religion Lesson 4: Compare and contrast cultures by
influence or reflect major understanding of • Trade and Competition writing a dialogue between a Tiwanakan and a
ideas, values and conflicts of conceptions of reality, [A] Chapter 15, Lesson 3: The Maya (pp. 404-409) Moche, Topics covered should include location,
a particular time. (Themes: ideals, guidelines of • Economy Based on Agriculture environment, farming, and way of life.
Cultural Development, behavior and their forms of • Priests as Kings
Interaction, and Change, expression. • Mayan Achievements
Human Expression and [A] Chapter 15, Lesson 4: The Tiwanakans and the
Communication) Moche (pp. 412-415)
• Adapting to the Land
• Living and Working
2009/2010