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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


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.

mailto:[email protected]

http://www.daltonstate.edu/faculty-staff/hcodjoe/index.html


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)


• 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


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.

http://www.dsbookstore.com/


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

[email protected]

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.

http://libguides.daltonstate.edu/c.php?g=24716&p=149663

http://libguides.daltonstate.edu/c.php?g=24716&p=149663

mailto:[email protected]


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.


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


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

http://www.turnitin.com/static/products/index.php

http://www.plagiarism.org/


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


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

http://www.daltonstate.edu/academic-calendar/index.html


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

http://daltoncampuslife.com/student-conduct/

http://daltoncampuslife.com/roadrunner-respect/

http://www.daltonstate.edu/library/learning-commons.html

http://www.daltonstate.edu/writing-lab/assistance-guidelines.html


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


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


Week 4

Mon, Jan. 30, 2017

-The African Diaspora in North America

(Canada and the United States)


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


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




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


Week 8

Mon, Feb. 27, 2017

-The African Diaspora in Europe


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


Week 9

Mon, Mar. 6, 2017

-The African Diasporas in Asia and the

Indian Pacific Ocean World


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


-Book report due

Wed, Mar. 22, 2017 -Responses to slavery - rebellion and

resistance


Week 12

Mon, Mar. 27, 2017

-Pathways to freedom


Wed, Mar. 29, 2017

-Back to Africa Movements: returnees,

colonists, loyalists, deportees


Week 13

Mon, Apr. 3, 2017

-What Africans brought to the diaspora I

(crops and cuisine; religion; linguistics,

etc.)


Wed, Apr. 5, 2017

-What Africans brought to the diaspora II

(arts and music)




Week 14

Mon, Apr. 10, 2017

-African cultural retentions in the

Diaspora


Wed, Apr. 12, 2017

-Reparations and Repair – reform

movements in the African Diaspora


Week 15

Mon, Apr. 17, 2017

-Reverse migration of the African

Diaspora

-African Americans and others returning

to Africa


Wed, Apr. 19, 2017

-The New African Diaspora

- Migration to the Colonial “Mother

Countries”

-Sub-Saharan African migration to

Europe and North America


Week 16

Mon, Apr. 24, 2017

-Enduring legacies of the African

Diaspora


Wed, Apr. 26, 2017

-Final review: overview and conclusions

-Contributions of the African Diaspora to

the world


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!

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