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HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
Welcome!
Welcome and thank you for enrolling in this course! I think you will enjoy our time together!
Please take a few minutes to read the syllabus in its entirety. Exploring all the topics in this syllabus and
doing all required readings and assignments will help you succeed in this course.
I am looking forward to working with you and having a great semester!
Professor Henry Codjoe
UNIVERSITY SYSTEM
OF GEORGIA
HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
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Professor Information
Professor: Henry Codjoe, Ph.D.
Office Hours: M/W: 9:00 A.M. – 10:00 A.M. and 2:00 P.M. – 3:00 P.M.
Office Location: Library 206
Office Phone: 706-272-4406
Email: [email protected]
Webpage: http://www.daltonstate.edu/faculty-staff/hcodjoe/index.html
Course Information
Course Number/Title: HIST 3160: History of the African Diaspora
Reference Number (CRN): 20722
Number of Credit Hours: 3
Term/Year/Session/Length: Spring 2017 / 01 / 75 Minutes
Class Day & Time: Monday / Wednesday (MW), 10:50 A.M. – 12:05 P.M.
Course prerequisites: HIST 1111 and HIST 1112
Classroom: Roberts Library 235
Course Description
The free and forced migrations of African peoples have played fundamental roles in the shaping of
societies across the globe; these historical Diasporas and their legacies, along with modern-day
parallels continue to exercise considerable influence. Thus, because the African Diaspora has so
deeply influenced the making of the world today, it is an ideal field for students to investigate issues
of far-reaching significance and consequences in the United States and beyond – orienting students
towards understanding the experiences of African and African-descended peoples around the
world. In this way, the course will examine African Diasporas on a global scale, with the African
continent as a central point of reference. In addition to exploring the echoes of the trans-Saharan
slave trade in Europe and the Mediterranean world, the course will also be devoted to the lived
experiences of African forced migrants in the Afro-Atlantic Diasporas, with particular attention to
continuities and transformations in African identities and cultural diffusion in the United States, Latin
America/Brazil and the Caribbean. While the course is primarily about the “historical” diaspora, it will
also highlight the legacies beyond the 19th century and introduce salient features of the “new”
African Diaspora.
The course is designed into three main sections. The first section will provide an overview of the
demographics, theoretical and analytical dimensions in the study of the African Diaspora. Here,
questions like what is the African Diaspora, origins, elements of “homeland,” dispersal, and
community formation. The second part will review the historical dimensions which allowed for the
creation of the African Diaspora, especially the role played by the Transatlantic slave trade in the
creation of the Diaspora. The third section will examine various societies and cultures of the African
Diaspora in Europe, the Mediterranean, Asia, United States, Brazil, the Caribbean and Latin America.
The goal is to highlight some of the most important social, political, and cultural dimensions as well as
provide students with a historical understanding of the African Diaspora with which to draw
connections between its historical development and contemporary social realities.
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Course Objectives
This course is designed for students who are interested and want to deepen their knowledge of the
African Diaspora through the study of what some scholars have called “Africanisms,” a broad term
that seeks to capture the wide array of technical skills, artistic practices, religious and spiritual beliefs,
philosophies, linguistic patterns, and epistemologies that derive from the African continent and take
root around the world.
The objective of this course is to introduce students to African Diaspora Studies by examining the
historical, social, political, cultural, and economic experiences of people of the African Diaspora. The
aim here is to provide a framework for understanding the historical “black” diaspora, which spans
antiquity to the abolition of slavery at the close of the 19th century. Thus, drawing on an
interdisciplinary approach rooted in various academic disciplines such as history, anthropology,
literature, sociology, and art history, the course will provide a comprehensive introduction to selected
themes in the rapidly expanding field of African Diaspora Studies (e.g., reasons for and processes of
dispersal; destinations; characteristics of diasporic societies; institutions and circumstances that
patterned their evolution; and their lasting physical and emotional ties to Africa and Africans).
Meanwhile, sub-Saharan African migration to Europe and North America makes African Diaspora
Studies more relevant than ever, even as it pushes scholars to reconceptualize and expand
traditional research boundaries.
Institutional Mission Statement
Dalton State College is dedicated to providing broad access to quality higher education for the
population of Northwest Georgia, thereby enhancing the region’s economic vitality and quality of
life. As an institution of the University System of Georgia, Dalton State College offers targeted
bachelor’s degrees, a full range of associate’s degrees and career certificate programs, and a wide
variety of public service activities.
Program Mission Statement
The Bachelor of Arts degree with a major in History is designed to produce graduates who have a
sound knowledge of history in general and an appreciation of multiculturalism and regional history in
particular. The degree is designed to prepare graduates for employment in fields requiring a firm
foundation in interpretive, analytical, research, and communication skills. This degree requires proof
of computer literacy.
Program Outcomes
Upon completion of the B.A. History program, the student will be able to demonstrate:
• a broad knowledge of history and its role in society (Historical Knowledge)
• the ability to think critically by analyzing and interpreting situations, events, practices, or historical
texts (Critical Thinking)
• competence in written communication, producing well-organized writing that meets
conventional standards of correctness, exhibits appropriate style and awareness of audience,
and presents substantial material (Writing Skills)
• competence in oral communication, presenting ideas, perspectives, and arguments in an
effective manner (Presentation Skills)
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• an ability to use research and technology effectively in communication and scholarship
(Research Skills).
Student Learning Outcomes
This course is designed to assist students acquire the competencies outlined in the Dalton State B.A.
History Program Outcomes.
Upon successful completion of this course, the students will
be able to:
Assignments and Expectations to
Fulfill Course Objectives
Historical Knowledge
Demonstrate knowledge of the diversity of the African
Diaspora as an interdisciplinary scholarly inquiry, as well as
connections between peoples of the Diaspora with major
events of the past three centuries (e.g., development of
slave societies in the United States, Latin America and the
Caribbean; key events, processes, and figures that have
shaped the experiences of African and African Diaspora
societies).
• Attendance/Class
participation
• Midterm exam
• Final exam
Critical Thinking
Develop skills in critical thinking, qualitative and analytical
reasoning in the evaluation and interpretation of the
complexity and diversity of people in the African Diaspora,
with a focus on the interplay between the historical,
political, economic, cultural, and social dynamics that
have shaped the reality of African peoples.
• Interpretive/Review Essay
Writing Skills
Analyze, interpret, and articulate perceptions of the history
and culture of the African Diaspora, particularly negative
images that are widely disseminated about African
peoples worldwide.
• Book Report on Maryse
Conde’s Segu
OR
• Maya Angelou’s All God’s
Children Need Travelling
Shoes.
Presentation Skills
Articulate the acquisition of a solid knowledge-base in the
history, culture, and experiences of African people around
the globe, and the contributions they have made to the
development of world civilizations.
• Class participation
• Interpretive/Review Essay
Research Skills
Demonstrate knowledge of the literary, historical, political,
aesthetic, and socio-cultural convergences between
Africans in Africa and Africans in the Diaspora via the
methodology and analytical approaches of the
humanities and social sciences, and the arts to a rigorous
study of experiences throughout the African diaspora.
• Book Report on Maya
Angelou’s All God’s Children
Need Travelling Shoes OR
• Maryse Conde’s Segu
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Pedagogy/Course Format
Classes will include lectures, discussions, and some videos. All or some of these teaching approaches
will be used at any class period. Students should complete any assigned readings prior to class and
come prepared with questions and comments they would like to discuss. Class discussions and
questions are encouraged and designed to assess and expand student understanding of readings
and historical perspectives. Students must attend classes and bear primary responsibility for note-
taking in this course. The instructor reserves the right to call on any student to participate in class
discussions and/or answer questions. Students should respect other opinions and perspectives and
ask questions for understanding and clarification. The instructor encourages students to see him for
help the moment they find themselves having difficulty with the course. The sources for material
presented in class will be lectures, videos, readings, discussions, and presenting additional information
and encouraging participation.
Instructional Materials
If you have not done so already, obtain your textbooks. Visit the campus bookstore or order online at
http://www.dsbookstore.com/. Be sure to order using your course number/section, title/author/ISBN,
and instructor’s name.
Required Texts
These readings will form the basis of the book report assignment and course assessment requirements.
Condé, Maryse. (1996). Segu: A Novel, trans. Barbara Bray. New York: Penguin Books.
ISBN: 978-0-140-25949-0
Angelou, Maya. (1986). All God’s Children Need Traveling Shoes. New York: Vintage, (Reissue Edition,
1991). ISBN: 978-0-679-73404-8
Readings
Instead of a typical textbook requirement (which students don’t read), this class will require students
to read a few journal essays (to be provided by the instructor). These required readings will also form
the basis of course assessments in the form of interpretive or review essays. The required texts for the
course are Segu, a historical novel set in an 18th century African kingdom, and examines the cultural
transformations brought about by the rise of Islam and the slave trade, including some of the themes
we shall be discussing in the course. The other required text is Maya Angelou’s autobiographical
work, an account in which Angelou, a descendant of the African Diaspora, relates her experiences
during her “return” and sojourn in the African homeland. She addresses several themes relevant to
the course—oppression, resistance, identity, race, color, gender, migration, and Pan-Africanism. The
assignment is to reflect on some of the salient questions, interpretations and developments of the
historical and new African Diasporas. Instructor will provide more detailed guidelines for this
assignment in class. Please note that readings may also include supplementary reading handouts.
This is because the period and geographical scope covered in this course are both vast and thus
require a wide-range of reading.
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Videos
An integral part of the course will be the viewing of some video clips. The videos that inform the
course have been carefully selected to complement the reading materials. I cannot recommend to
you enough the value of watching the films and using them in class discussions, papers/essays, etc.
Some of the videos embody troubling and upsetting images of African and African Diaspora history,
and are intended not to put down any group, society, or states. Rather, the videos problematize and
illuminate nuanced historical processes, and throw additional critical light on the readings, lectures,
and class activities.
Accessibility
Students with disabilities or special needs are encouraged to contact the Disability Access office. To
make an appointment or to obtain information on the process for qualifying for accommodations,
the student should visit the Disability Access Library Guide at:
http://libguides.daltonstate.edu/c.php?g=24716&p=149663 , or contact the Disability Access office.
Contact information:
Andrea Roberson, Associate Director
Disability Access and Student Support Services
Pope Student Center, Upper level
706/272-2524
Emergency Instructional Plan
If the college is closed for inclement weather or other conditions, please consult the course calendar
that I gave you at the beginning of the semester and complete the assigned readings. Then check
your email for additional assignments, activities, and due dates. If it is not possible for me to email you
additional assignments because of loss of power, please write a summary of the assigned readings
and bring them to the next class. I will also be available to answer questions through email.
Compensatory make-up days may be required if the total number of days lost exceeds the
equivalent of one week of class time.
Class policies
Attendance Policy
Attendance in this course is strictly encouraged; it is a necessary requirement for passing the course. I
shall monitor attendance and students with more than four unexcused absences or unreasonable
patterns of tardiness/lateness should expect to see this reflected in their grade regardless of the
quality of their written work or exam. Excessive absence, tardiness or consistently disruptive early
departure may be grounds for failure of the course. Also, too much lateness is disruptive to the class,
affecting your fellow students as well as me. If for any reason, you need to leave class early, please
let me know ahead of time. In short, come on time and stay for the whole class. If you miss class,
follow up with your classmates. And please contact me before the class meeting if you cannot
attend due to illness or emergency.
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Class Participation
To do well in this course, you must also participate in class. It is one of the grade course requirements.
Active participation includes taking notes, contributing to classroom discussions activities, joining in
classroom activities, asking/answering questions, and following the classroom guidelines. Active
participation also includes helping to foster a productive learning community and respecting other
people’s opinions and perspectives. Always try to read assigned materials carefully and critically
before coming to class. Come to class with questions based on the readings for class discussions.
Again, I reserve the right to call on any student to participate in class discussions and/or answer
questions. Ask questions when you don’t understand.
Expectations of Student Conduct
Throughout the professional literature, it is documented that effective teachers are knowledgeable,
responsible, enthusiastic, energetic, interactive, cooperative, attentive, participatory, and have a
sense of efficacy. These same professional behaviors will be expected of students enrolled in this
course. This is not a class where you will sit and take notes for the entire period. This is a class where
the instructor expects that all students will be active participants in their learning. This means that you
are expected to read the assigned texts before you come to class. You are encouraged to make
note of any questions you have, so you can raise these questions during our class discussion. As we
discuss the topics that are of a very sensitive nature, confidentiality and respect are of utmost
importance.
Writing is a necessary component of this course. Clear, scholarly and coherent writing is a skill
required of historians and practitioners of other disciplines. There are accepted methods of
referencing/documenting materials in essays. The Roberts Library staff can assist you in this area.
Proof-reading is important. Syntax and grammar are all very important. If in doubt, let me know. I will
be happy to offer guidance regarding writing style, content, and documentation/referencing.
Indeed, I expect you to turn in college-level response papers that follow the conventions of
grammar, style, and citations covered in ENGL 1101.
During the semester, you can expect that I will plan the course and bring my expertise and
knowledge to the classroom. I shall also guide you through the most important aspects of modern
African history and respect your time by starting and ending class on time and by clearly explaining
the relevance of all assignments. I will give you feedback on your written assignments within a
reasonable amount of time and respond to most of your emails within 24 hours unless I specifically tell
you in advance that will not be possible. In return, I expect that you will complete all reading
assignments by the end of each unit as indicated on the course schedule. Furthermore, help create
a productive learning environment by refraining from disruptive behavior such as texting, engaging in
side personal conversations, note passing, studying for other classes, watching videos on your
computer, updating your Facebook status, sleeping, or anything else that might distract the people
around you. Students who persist in disruptive behavior may be asked to leave the class and will be
marked absent for the session. Once in class turn off your cell phone, or put it in vibration, silent, or
inactive mode. Also, you can use your laptop or tablet only to facilitate note-taking. I reserve the
right to ask any student to shut down his/her laptop or tablet if the student is using the said tool for
non-note-taking activities that may distract fellow students. Do not record – audio or image/visual –
any aspect of class activities without the instructor’s permission. And complete written assignments by
the due dates as listed on the course schedule or contact me in advance if you cannot finish the
papers on time.
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Course Requirements and Evaluations
To avoid receiving an “F” [failing] or “I” [incomplete] grade as your overall course grade at the end of
the semester/course, you must satisfy all the requirements under Course Requirements listed and
explained below [see also Distribution of Grades, p. 10]:
Attendance and Class Participation
Attendance and class participation in discussion is an important element of the course because it is a
place where significant learning occurs. Your participation grade will be based on your engagement
during discussion and attendance.
Midterm Exam
There will be a mid-term exam primarily of short answer questions covered up to the middle of the
semester. The exam will cover material from class lectures. A quiz review will begin each class to
give students an idea of the type of questions to expect on the exam. The date of the exam will be
listed on the Important Dates (p. 11), or Course Schedule (pp. 13-15).
Final Exam
The final exam will also comprise of short answer questions covering the rest of the semester. Weekly
in-class quiz reviews will help students prepare for test.
Book Report
You will be required to write one book report for the course from the following two books:
Angelou, Maya. (1986). All God’s Children Need Traveling Shoes. New York: Vintage, (Reissue Edition,
1991).
Condé, Maryse. (1996). Segu: A Novel, trans. Barbara Bray. New York: Penguin Books.
Book Report Guide
All God’s Children Need Traveling Shoes tells the story of displacement that many Africans in the
Diaspora find themselves. By travelling and living in Ghana as a place of her African roots, Angelou
was hoping to fill the vacuum and emptiness she feels as a citizen of the United States. She thought
she’ll find “home” on the land of her ancestors in her search for identity and security. Was she
successful or not successful in this effort? Provide examples, issues and circumstances from the book
to support your point of view. What other conclusions can you draw from her experience living in
Ghana as an American citizen?
The historical novel Segu by Maryse Condé is set in the African country of Segu during a time of great
cultural change. The African Slave Trade, the spread of Islam, and personal identity challenges were
all tremendous and far-reaching issues facing Africa from the late 1700s to early 1800s. Indeed, Islam
has become "naturalised" as an African religion. Condé tries to show that Islam is as contrary (and as
hostile) to traditional African ways as Christianity would be. The novel is more focused on the threat
posed by Islamic revolution than of western imperialism. The experience with the West happened
outside Segu but the immediate problem of Segu is Islam. Condé uses the four brothers of the Traore
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family, Tiekoro, Malobali, Siga, and Naba, to demonstrate the impact that the issues of Islam, slave
trade, and identity had on African people through the development of each character. The oldest
of the sons, Tiekoro exemplifies the influence and spread of Islam throughout Africa at the time. With
examples and incidents from the novel, illustrate how Condé shows that Islam is hostile to African
traditions. Also, show how the novel demonstrate the development of the African Diaspora.
Please consult rubric and guidelines posted in GeorgiaView for completing book review assignments.
Synthesis/Interpretive Essay
Students will write one critical review or interpretive essay that synthesize, compare, and contrast two
journal readings to be provided by the instructor. The essay will explore an idea, peoples, or event in
the African Diaspora and to demonstrate an understanding of the themes and concepts we have
read, observed and discussed in the course. Students will have the choice to select the two essays
with the advice of the instructor. The essay should be no shorter than 5-7 full double-spaced pages in
length. Students will pick any two of journal articles that are of interest (available in GeorgiaView in
the folder, ‘Journal Articles for Interpretive Essay.’) for their essay.
Your book report and interpretive/critical essay must adhere to the following:
1. Must be 5-7 pages, double-spaced
2. Must use a minimum of four sources.
3. Must have a bibliography following the Turabian style of citation.
4. Must cite the sources that you use following the Turabian format.
5. Pages must be stapled together with details such as your name and the identification of the class
and the assignment on the top of the first page. No cover sheet necessary!
Turnitin®
On plagiarism:
This course calls for written work in the form of including essays and book reviews. You must
understand clearly what plagiarism is and how to avoid it. If you need more information you should
consult the Library staff. Your written assignments should be original writing and include citations as
described in the APA style guide. Turnitin® is an online tool that scans written assignments for signs of
plagiarism and may be used to screen your assignment submissions. Please go to
http://www.turnitin.com/static/products/index.php for information about originality checks and
reports, and to http://www.plagiarism.org for plagiarism prevention resources.
Turabian Writing Style
As per the policy of the Department of History, written assignments must adhere to the Turabian style
guidelines.
Late/Make Up Work Policy
All written assignments must be submitted in class to the instructor by their due dates as specified on
the course calendar. You are expected to complete your essays and book reviews on time to
receive full credit for your work. Late papers are accepted. However, you can lose up to ten points
from your paper score if you turn your paper in late. If you know you will be late turning in an
assignment, as a courtesy please email me before the paper is due to let me know about your
HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
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situation. You will not be allowed to submit a late paper and/or take a make-up exam unless you
have a cogent, formal documented excuse(s), for example, illness, or some other plausible
emergency, whose mitigating or justifying implications will be determined by the instructor.
Consequently, any student who misses exam(s) or fails to submit his/her essay/book reviews without
legitimate documented reasons will receive a zero for that assignment. Make-up exams and late
papers must be arranged prior to the scheduled due dates; as noted, these may be considered
appropriate only if the student has a formal documented excuse. I reserve the right to disallow a
make-up exam and/or to reject a late paper if I do not hear from you by the scheduled or due date.
Make-up exams will be different from the original exam: it will not include questions that have
appeared on the original exam.
Course Grade
Important reminder: to avoid receiving an “F” [failing] or “I” [incomplete] grade as your overall
course grade at the end of the semester/course, you must satisfy all the requirements under “Course
Requirements and Evaluation.” In sum, evaluation will be based on class participation, a midterm
exam, final exam, two book reviews, a synthesis essay, and an interpretive/review essay.
Grading Scale
Grades will be based on percentage of total points possible as follows:
A = 100-90: Excellent work. The student demonstrates exceptional mastery of course material.
B = 89-80: Good work. The student demonstrates above average knowledge of the course material.
C = 79-70: Passing work. The student demonstrates satisfactory understanding of the course material.
F = 69-0: Failure. The student demonstrates inadequate/minimal knowledge of the course material.
Please note that I cannot discuss grades or course progress with any student via email or over the
phone. It must be in person. Furthermore, I cannot discuss grades or your progress in the course with
your parents at all. If you would like to discuss any of your exam grades, your overall grade, or your
progress in the course, it must be in person and I am happy to do so at any time. Just make an
appointment and we’ll talk.
‘I’ Grade Incomplete
Incomplete (I) grades may be awarded based on the criteria in the College Catalog.
Distribution of Grades
Activities/Assignments Points Due Date Assessment Tool
Attendance/Class Participation 10 N/A Instructor roll call and notes
Midterm Exam 25 March 8 Short answer questions
Book Review on Segu or All God’s
Children Need Travelling Shoes
20 March 20 Instructor guidelines
Interpretive/Synthesis Essay 20 April 26 Instructor guidelines
Final Exam 25 May 1 Short answer questions
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Procedures for withdrawing from the Course
The last day to drop this class without penalty is March 24, 2017. You will be assigned a grade of W.
After this date, withdrawal without penalty is permitted only in cases of extreme hardship as
determined by the Vice President for Academic Affairs; otherwise, a grade of WF will be issued. The
proper form for withdrawing from all classes at the College after the official drop/add period but
before the published withdrawal date is the Schedule Adjustment Form. All students must meet with a
staff member at the Office of Dean of Students in the Upper Pope Student Center to initiate the
withdrawal process. After meeting with the staff member, students will then finalize the withdrawal
process in the Enrollment Services Office.
Special Note about Workforce Development: If a student is receiving aid administered by the DSC
Workforce Development Department drops this class or completely withdraws from the College, the
Schedule Adjustment Form must be taken to the Workforce Development Office located in Room
112 of the Technical Education Building. The office is open on the following schedule: Monday/
Tuesday/Thursday: 9:00 a.m. to 12:15 p.m. and 1:30 p.m. – 5:00 p.m. Friday: 8:00 a.m. -12:00 p.m. The
office phone number is 706.272.2635.
Important Dates
First day of class Monday, January 9, 2017
100% Refund Deadline Friday, January 13, 2017
Non-Attendance Drop Friday, January 13, 2017
Midterm Exam Wednesday, March 8, 2017
Book Report due (Angelou’s All God’s Children Need
Travelling Shoes or Conde’s Segu)
Monday, March 20, 2017
Withdraw with “W” Deadline Friday, March 24, 2017
Interpretive/Synthesis Essay due Monday, May 1, 2017
Final Exam Monday, May 1, 2017
Last day of class Monday, May 1, 2017
These TBA dates are critical for this course. Additional critical dates for this course can be found by
clicking the appropriate term links in the online calendar at the Dalton State College Website.
Course Guidelines/Policies
Academic Dishonesty Policy
This is the pursuit of scholarly activity free from fraud and deception. You are therefore expected and
required to do your own work in this course. You are also responsible for making sure that others do
not plagiarize your work. If I catch you in any act of academic irregularity, academic dishonesty, or
knowingly assists another student to engage in academic dishonesty, you will earn a zero on the
assignment in question, may be dismissed from the course, or receive a course grade of “F.” I will
report any instances of cheating or plagiarism to the Chair of the Department of History. If warranted,
I will report the incident to Dalton State College's Discipline Committee. Similar penalties apply to
HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
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cheating on exams. You can find more information on what constitutes academic irregularity as well
as the disciplinary procedures for students who engage in academic irregularity in the Dalton State
"Code of Student Conduct" listed in the Dalton State Catalog available on the College's website at:
http://daltoncampuslife.com/student-conduct/. Some examples of academic dishonesty include: 1)
using or receiving any form of unauthorized assistance during exam, 2) using of any material created
by another person without full acknowledgment, and 3) submission of another student’s (or person’s)
work as your own. I reserve the right to check student essays anonymously for plagiarism using
Turnitin.com (i.e., without any personal identification associated with the submission).
Classroom Behavior
Dalton State is committed to respect via the Roadrunner Respect pledge. To learn more, please visit
http://daltoncampuslife.com/roadrunner-respect/.
College Resources
Dalton State College offers many resources to help you become successful in your course and
academic career. A brief description of some of these resources follows.
Library and Learning Commons
The Roberts Library Learning Commons (LLC) is an instructional area of the College designed to offer
a variety of teaching, learning, and research resources to students enrolled in courses at Dalton State.
LLC services include individual and small group tutoring; traditional and virtual library services and
materials; subject-specific instruction including orientations; free workshops; study areas; and access
to tutorials, computers, and multimedia technology. Click here to access the LLC website.
Writing Lab
Dalton State provides assistance with advanced writing tasks for all subject areas throughout the
College. For more information, please consult this link:
http://www.daltonstate.edu/writing-lab/assistance-guidelines.html
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Course Schedule
The Calendar of Activities is a summary of the weekly lessons and course activities.
Note: The instructor reserves the right to modify this syllabus. You will be notified of any changes.
Date Topic(s) Readings/Assignments/Activities
Week 1
Mon, Jan. 9, 2017 -Course introduction and expectations
-The Diaspora as a concept
-What do you know about Africa?
- Professor and student
introductions
- Professor Q&As
Wed, Jan. 11, 2017
-What is the African Diaspora?
-Critical themes in African history
-Instructor lecture and notes
Week 2
Mon, Jan. 16, 2017
-College closed for MLK Holiday -No classes
Wed, Jan. 18, 2017
-The geography and demographics of
the African Diaspora
-Instructor lecture and notes
Week 3
Mon, Jan. 23, 2017
-The origins and making of the African
Diaspora
-Video: The African Americans,
Episode 1 – The Black Atlantic
Wed, Jan. 25, 2017
-The Transatlantic slave trade and the
making of the African Diaspora in the
Americas and Caribbean
-Instructor lecture and notes
Week 4
Mon, Jan. 30, 2017
-The African Diaspora in North America
(Canada and the United States)
-Instructor lecture and notes
Wed, Feb. 1, 2017
-The African Diaspora in the Caribbean
Guest Speaker: African
‘Diasporan’ from Cuba
Week 5
Mon, Feb. 6, 2016
-The African Diaspora in the Caribbean -Video: Black in Latin America –
Haiti and Dominican Republic
Wed, Feb. 8, 2016
-African Diaspora in the Caribbean
-Instructor lecture and notes
Week 6
Mon, Feb. 13, 2017
-The African Diaspora in Latin America -Video: Black in Latin America -
Mexico and Peru: A Hidden Race
Wed, Feb. 15, 2017
-The African Diaspora in Latin America
-Instructor lecture and notes
HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
Page 14
Date Topic(s) Readings/Assignments/Activities
Week 7
Mon, Feb. 20, 2017
-The African Diaspora in Brazil
-Video: Black in Latin America –
Brazil, A Racial Paradise?
Wed, Feb. 22, 2017
-The African Diaspora in Brazil
-Instructor lecture and notes
Week 8
Mon, Feb. 27, 2017
-The African Diaspora in Europe
-Instructor lecture and notes
Wed, Mar. 1, 2017 -The African Diaspora in the Arab and
Mediterranean World
-The Arab Slave Trade and the Making of
the African Diaspora in Arabia and Asia
-Instructor lecture and notes
Week 9
Mon, Mar. 6, 2017
-The African Diasporas in Asia and the
Indian Pacific Ocean World
-Instructor lecture and notes
Wed, Mar. 8, 2017
-Midterm exam
-Short answer questions
-Good luck!
Week 10
Mon, Mar. 13, 2017
-Spring break
-No classes
Wed, Mar. 15, 2017 -Spring break
-No classes
Week 11
Mon, Mar. 20, 2017
-Means of domination and survival
-Instructor lecture and notes
-Book report due
Wed, Mar. 22, 2017 -Responses to slavery - rebellion and
resistance
-Instructor lecture and notes
Week 12
Mon, Mar. 27, 2017
-Pathways to freedom
-Instructor lecture and notes
Wed, Mar. 29, 2017
-Back to Africa Movements: returnees,
colonists, loyalists, deportees
-Instructor lecture and notes
Week 13
Mon, Apr. 3, 2017
-What Africans brought to the diaspora I
(crops and cuisine; religion; linguistics,
etc.)
-Instructor lecture and notes
Wed, Apr. 5, 2017
-What Africans brought to the diaspora II
(arts and music)
-Instructor lecture and notes
HIST 3160 – HISTORY OF THE AFRICAN DIASPORA
Page 15
Date Topic(s) Readings/Assignments/Activities
Week 14
Mon, Apr. 10, 2017
-African cultural retentions in the
Diaspora
-Instructor lecture and notes
Wed, Apr. 12, 2017
-Reparations and Repair – reform
movements in the African Diaspora
-Instructor lecture and notes
Week 15
Mon, Apr. 17, 2017
-Reverse migration of the African
Diaspora
-African Americans and others returning
to Africa
-Instructor lecture and notes
Wed, Apr. 19, 2017
-The New African Diaspora
- Migration to the Colonial “Mother
Countries”
-Sub-Saharan African migration to
Europe and North America
-Instructor lecture and notes
Week 16
Mon, Apr. 24, 2017
-Enduring legacies of the African
Diaspora
-Instructor lecture and notes
Wed, Apr. 26, 2017
-Final review: overview and conclusions
-Contributions of the African Diaspora to
the world
-Instructor lecture and notes
Week 17
Mon, May 1, 2017
-Final exam
-Short answer questions
-Good luck!
-Interpretive/Synthesis essay due
Important Reminder
The course syllabus will be made available to you electronically and explained to the class during the
first day of class. I will not spend a whole amount of time describing the syllabus. Of course, the
syllabus will be our guide as we journey through the course and be of constant reference. It is your
individual responsibility to understand and follow all the guidelines in the syllabus: course objectives,
learning outcomes, reading assignments, essay, book reviews, exam requirements, due dates, etc.
Should any changes occur, e.g., due to inclement weather, in the daily/weekly schedule of classes,
etc., I will announce it in class and/or via group e-mail. If you don’t understand any aspect of the
course outline or syllabus, please ask me for clarification.
The Next Step
I hope you will enjoy exploring this syllabus and find it useful. Your next step is to become familiar with
its contents and begin reading assignments for Week One.
Enjoy the class!