2017 Fall BLS-100 003 - Good notes PDF

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2 017Fal lBLS10 000 3

TheFoundat i onofKno wl e dg epr og r amgui de ss t ude nt st obe c omei nde pe nde ntl e ar ne r s , i nnov at i v e t hi nk e r s ,andr e s pons i bl ec i t i z e ns .Thep r ogr ampr ov i de saf oundat i o nofv al ue s ,kno wl e dge , ands ki l l s t hatwi l le mpowe rt he mt odi s c o v e rt he i rpe r s onalpo t e nt i al , c ommuni c at ee ffe c t i v e l y , wor ki ndi v e r s e c ommuni t i e s ,ands ol v epr o bl e msi nag l obals oc i e t y .Cour s e si nt hepr ogr ami nv i t es t ud e nt st oe xpand t hel i f e l ongpr ac t i c eofas ki ngque s t i ons ,s e e kne wpoi nt so fv i e w, appl ypr i nc i pl e sofr e as o n, adj us t i d e asi nr e l at i ont one ws i t uat i ons , andt aker e fle c t i v eac t i on. BLS-100-003 Tentative Syllabus ( MW 2:00-3:15pm) Cultural Pluralism: Draft Course Syllabus Introduction to Black Studies-100 (BLS-100-004) (Satisfies Cultural Pluralism credit hours for the new General Education Requirement) #3c r e di thour s Fal lSe me s t e r2017 Room 417Landr um Cour s eDe s c r i pt i on( c at al ogde s c r i pt i on)This course is designed to engage students in the seven core areas of Black Studies: Black History, Black Sociology, Black Religion, Black Economics, Black Politics, Black Psychology, and the Humanities (Black Literature, Art, and Music). The BLS-100 course is designed to satisfy the cultural pluralism category for the new General Education Requirements by engaging students in the study of Black studies as a process of investigating the multiple cultural identities that comprise the category African American. Students will better understand the similarities, differences and common interests among the black immigrants who become African Americans and those with “negro slave” heritage. Pr of e s s or : Mi c ha e lWa s hi n gt on Offic e :42 9BLa ndr u mAc a de mi cCe nt e r

Te l e phone :( 8 59)5726483 Offic eHour s : MWF1pm2pm & TR 1: 302: 30 pm Emai l :Wa s hi n gt on @nku . e du Cor r e s ponde nc e :Cour s ea nnou nc e me nt swi l lbepo s t e donBl a c kboa r dors e ntt oNKUe ma i la ddr e s s e s . St ude n t sa r ee nc o ur a g e dt oc he c kBl a c k boa r da n dNKUe ma i lda i l y .

Mo di fi c at i ono ft h i ss y l l a bu sma yoc c urdu et oun ant i c i pa t e dc i r c ums t a nc e s ,i nwhi c hc as e s t ude nt swi l lr e c e i v emax i mumpr i orno t i fic a t i on . Hono rCo de :Al lwo r kf o rt hi sc our s ei ss ub j e c t t ot heNKUSt ude ntHonorCod e : Students are subject to the NKU Honors Code and should familiarize themselves with it at http://deanofstudents.nku.edu/codes_and_policies/codeofstudent_rights/index.php#8. Plagiarism or the unethical practice of using others’ intellectual property as ones own, will not be tolerated in this course. “NKU's Steely Library is pleased to present class lessons, films, and activities on plagiarism and copyright awareness for the classroom at http://creativethinking.nku.edu.” Example: Plagiarism: The professor will be checking every essay for plagiarism. If you commit plagiarism, you will receive an automatic zero for the assignment. All of the following are examples of plagiarism (and apply to both essays and power points/presentations): a) Quoting/using wording from a book, journal article, internet or other source verbatim (word-for-word) without putting the quote in quotation marks and citing it in a footnote; b) Paraphrasing another person’s unique ideas, theses, themes, research, etc. (published or unpublished) without giving them credit in a footnote; c) Using another person’s tables, graphs, photographs, artwork, or illustrations without giving them credit in a source reference; d) Using all or part of another student’s paper or presentation, even if that student approves; Emailing a paper to another student (both students will be held accountable); e) Using a paper or presentation from a free essay or presentation website or service; f) Buying a paper or presentation from an essay or presentation website or service. Sleeping in the classroom and inappropriate use of technology (cell-phones, texting, etc.) may result in a 25 point reduction of points per violation. More than two may result in a zero on the up-coming examination.

NKUHe l pDe s kI nf or mat i on: Te l e phon e :( 859)5726911 , Loc a t i onAC10 9 Bl a c kboa r da ndSt u de ntHe l p:ht t p: / / i t . nku. e du/ i t s c / t r a i ni n g/ bbr e s our c e s s t u . php Ema i lAc c ount :h t t p: / / i t . nku . e du/ s t ude nt s / e ma i l / i nde x . php St ude nt swi t hDi s abi l i t i e s :St ude nt swi t hdi s a bi l i t i e swh or e qu i r ea c c ommo da t i o nsf ort h i sc our s emus t r e gi s t e rwi t ht h eDi s a bi l i t ySe r vi c e sOffic e .Pl e a s ec ont a c tt heDi s a bi l i t ySe r vi c eOffic ei mme di a t e l yi n t h eUn i v e r s i t yCe nt e r101, c a l l( 859)57 263 73, orvi s i tt h e i rwe bs i t eht t p : / / www. nku. e du/ ~di s a bi l i t y/f or mor ei nf or ma t i o n. St ude ntAc hi e v e me ntCe nt e r :ht t p : / / s a c . nku . e du/ Le ar ni ngAs s i s t anc ePr ogr ams :ht t p: / / l a p. n ku . e du/ t ut or i n g/ i nde x . php

Te xt books :

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Te c hnol og yRe qui r e me nt s :Wor dpr oc e s s i nga ndBl a c k boa r d Ge ne r alEduc a t i onSt ude ntLe ar ni ngOut c ome s Student Learning Outcomes for the course: 1-Students will understand economic, political, and social legacies of imperialism and colonialism, with reference to linguistic or cultural diversity, for societies, groups, and individuals. 2-Students will compare historical perspectives on the development of various cultures. 3-Students will identify connections between and differences among local, national and global communities 4--Students will develop an understanding of the influence of cultural and socioeconomic background in shaping attitudes and opinions (in themselves and others). St ude ntAc t i vi t i e s , As s e s s me nt ,andGr adi ngPol i c y The final grade is based on the accumulation of total points. Student activities consist of class an initial library assignment discussions, extra-credit projects, at least 5 quizzes (expect pop quizzes), and three exams (using the objective test format).The exams are designed to assess students’ knowledge of the material as determined by the four student learning outcomes.

The first assignment is due on Monday August 28, 2017is designed to begin the process of historically contextualizing the students’ lives. Each Student must locate a newspaper on the day, month and year of the student’s birth (the exact birthday). Students must write an account of the 1-local 2-national and 3international events that occurred when they were born. Each section must be labeled to earn points. Students must also write about sports and entertainment that occurred on the day they were born. A fifth requirement is that students identify where they were born and raised (neighborhood, city, county, state). Any paper that states or implies that nothing was in the news on their birthday (or the days surrounding the birthday) will be worth a total of “0 points.” Librarians will be glad to assists students in locating newspapers. Papers with the wrong years are worth a maximum of 0 points. The assignment is due on Monday August 28, 2017. Students may earn extra credit points by developing effective study skills advocated by the instructor. This is to be announced in class. A maximum of 10 points will be allowed for out of class extra-credit assignments such as reports from museum visits, movie critiques, special projects, etc. *Library Assignment *Participation/Attendance *Quizzes (6-8) *3 Exams

10 points excessive absences is lower grade 60-80 points (possibly more) 25 points each

Extra-credit projects

10 points maximum for out-of-class projects

Extra-credit study skill assignments

to be determined

As s i g nme nt swi l lb egi v e nal e t t e rgr a deba s e donde p a r t me nt a lgr a di ngpol i c ya n dt hes c or i n ggu i de l i ne s t h a ta c c ompa n ye a c ha s s i gn me nt . ( Poi nt sc a nbeus e di ns t e a dof% i fa ppl i c a bl et ogr a di n gs c a l e . ) La t eAs s i gnme ntPol i c y :St ude n t ss houl de xpe c tl a t ea s s i gnme nt st obema r ke ddo wnonel e t t e rgr a depe r c l a s sme e t i n g * *Make upt e s t sandqui z z e sar enotpe r mi t t e daf t e ronewe e kf r om t het i met het e s twasgi v e n. Make upswi l lnotbegi v e na tanyt i mewi t houtawr i t t e n,l e gi t i mat ee x c us ef r o mt hes t ude nt .No mor et hanonemake upi spe r mi t t e da tat i me .

De s c r i pt i onofCour s eRe qui r e me nt sandAs s e s s me nt( e x ampl e ) Uni tEv a l ua t i on:De s c r i pt i onofpr o j e c t( home wor ka s s i gnme nt s ,pe r f or ma nc e , r e s e a r c hpa pe r , e t c . )a nd ho we a c hwi l lbee v a l ua t e d.Re f e rt oar ubr i co ro t he rd oc ume nti fa ppr opr i a t e . Colonialism as defined herein began with the British colonization of North America. By the 18thcentury, the British colonists had organized a racist society by taking the land from the Native Americans, institutionalizing “negro” slavery and creating “white” as an identity of superiority over non-white people. This led to the creation of the new nation. Imperialism then, is the expansion of these racist traditions and institutions beyond the borders of the United States. Similarly, European colonialism/ imperialism is the process of European countries conquering non-European nations and exploiting the natural and human resources to the detriment of the conquered non-Europeans.

B1 Students Identify & Analyze the effects of colonialism & imperialism with reference to linguistic or cultural diversity This unit is designed to identify four effects of colonialism & imperialism to be studied and analyzed by the students. An important effect of the European colonization of Africa is the decolonization or independence movements among the African people that intensified after World War II. This will provide the first topic to be analyzed by the students. The second topic of analysis is an effect of the British colonization of North America during the 17th & 18th centuries. Specifically, the effect was the creation of racism when the colonizers organized a race-structured society that racialized Africans as “negro” or “black” slaves and Europeans as “white” slave masters and servants. After the white colonists became independent from England, they formed a new nation, the United States of America that used scientific racism as a justification for white dominance. When Sociology came into existence as a new social science in the late 19th century, it emerged as a significant discipline that produced scientific theories that justified the racist status quo. Hence, a second topic of investigation is to analyze the discipline of Sociology as a contributor to scientific racism and to analyze the role of Black Sociology in positing alternate theoretical approaches. A third area of investigation is to interrogate racism as an effect of colonialism and imperialism in the southern part of the Western Hemisphere. After studying the topic of Afro-Mexicans, students will have an analysis of Mexico’s “collective amnesia” as it relates to the “unconscious rejection” of black people as contributors to Mexico’s history and culture. The final reading to achieve this student learning outcome identifies the power of colonialism and imperialism in propagating negative, stereotypic, racialized images of black people around the world. Students will have an analysis of how the racial stereotypes of black people that were created in the United States were manifested in Japan during the last half of the 20th century. The readings to achieve the SLOs for B1 are as follows: Africa’s Road to Independence (1945-1960) by Julius E. Nyang’oro Sociological Perspectives of African Americans by Talmadge Anderson The Afro-Mexican: A History Relatively Untouched by Stanley Crockett Expinoza Sambo: The Black Image in Contemporary Japan by Michael Washington

B1

Students identify economic, political, and social legacies of imperialism and colonialism, with reference to linguistic or cultural diversity, for societies, groups, and individuals. Locates characteristics and qualities associated with a given imperialist or colonial state and identifies limitations of colonialist or imperialist rule and identifies specific effects of a rule on a given society.

Working from the assumption that racism is one of the significant legacies of colonialism and imperialism, students will do the reading assignments and participate in class discussions on the above readings and identify the decolonization

or independence movements among the African people, the discipline of Sociology as a contributor to scientific racism, “collective amnesia” as an effect of racism in contemporary Mexico, and the manifestation of U.S. racist

stereotypes in a foreign country, i.e., Japan. By scoring 90% or higher on the objective test Students will demonstrate mastery of the content material

Analyzes the effects and interprets their consequences on linguistic and cultural diversity. By scoring 90% or higher on the objective test students demonstrate the ability to analyze the effects and interpret the consequences of colonialism and imperialism as described in the above readings. The tests scores for students who are developing an understanding is between 89-70%. The tests scores for students whose analysis is emerging is between 69-60%.T he tests scores for students with no analysis is below 59%.

B2 Students compare historical perspectives on the development of various cultures. Compares and analyzes differences between historical periods, including values, beliefs, rituals, and ideologies.

This unit identifies a number of distinct cultures for the purpose of making comparative historical analyses. The cultures include African cultures during the Ancient and Pre-Colonial periods, and the development of “White American” and “American Negro “cultures. The readings to achieve the SLOs for B2 are as follows: Cultural Pluralism and the Challenge to White Supremacy: African American Identity from Bondage to Bonding by Michael Washington Ancient Africa by Clayborne Carson, Emma Lapsansky and Gary Nash Full of Faith, Full of Hope: The African -American Experience from Emancipation to Segregation by Armstead L. Robinson The New Negro, 1915-1932 by Nell Irvin Painter Students will do the readings and participate in class discussions and will be able to compare and differentiate between the periods by scoring 90% or higher on the objective tests designed to compare and analyze such differences and identify the historical effects.

Identifies effects of these differences on specific cultures existing within these periods Students will be able to identify the differences between societies based on ethnic culture from those structured on a culture of race and the effects of racialization on the African American historical experience by scoring 90% or higher on the objective test designed to compare and analyze such differences and identify such effects. The tests scores for students who are developing an understanding is between 89-70%. The tests scores for students whose analysis is emerging is between 69-60%. The tests scores for students who cannot identify historical effects is below 59%.

B3 Students identify the connections between and the differences among local, national, and global communities. Analyzes the role of similarities and differences between communities at local, national, and global levels.

The readings in this section relate African oriented psychology, philosophy and cultural/intellectual movements to local, national, and global communities of African peoples in Africa and the African diaspora. The readings to achieve the SLOs for B3 are as follows: Africentric Psychology by Belgrave & Allison Identity and Dignity in the Context of Struggle by Amilcar Cabral The Pan African Movement by Michael Williams Afrocentricity, Race, and Reason by Molefi Asante Students will do the readings and participate in class discussions and analyze how African oriented psychology, philosophy and cultural/intellectual movements have manifested locally, nationally and internationally. This will be demonstrated by achieving the score of 90% or higher on the objective test designed to measure such analysis) Articulates shared characteristics between communities at all levels, including shared goals, beliefs, values, ideologies, economies, rituals, etc Students will be able to demonstrate their knowledge of the shared characteristics between African American communities by scoring 90% or higher on the objective test designed to measure such similarities. The tests scores for students who are developing an understanding is between 89-70%. The tests scores for students whose analysis is emerging is between 69-60%.T he tests scores for students who cannot identify similarities and differences between and among Christians and Muslims are below 59%.

E2 Students identify the influence of cultural & social economic background in shaping attitudes and opinions in themselves and others. The racial structure of society resulting from the colonization experiment during the U.S. Colonial period created the racial identities of “white” and “negro” American. The role of “whites” as slave masters,

overseers, slave catchers, operators of slave auctions, etc., was to subordinate the “negro” by maintaining a normative experience of white cultural dominance. These interactions as well as the subsequent ones during both the formal period of racial segregation and the current period of informal segregation of the post-civil rights era, have shaped attitudes among whites and blacks across socioeconomic class that inter-racial cooperation for racial equity is improbable. The readings in this section will assist students in identifying the contemporary historical context that have influenced student attitudes and opinions in themselves and others regarding the probability of organizing across racial lines to achieve racial equity. The readings to achieve the SLOs for E2 are as follows:

Black Politics, White Backlash 1880-Present by Darlene Clark Hine, William C. Hine, Stanley Harrold………. Analyzes the effects of both cultural and socioeconomic background in shaping the attitudes and opinions of others. Students will do the readings and participate in class discussions and develop an analysis of the effects of cultural and social economic background on shaping attitudes and opinions in others. Mastery will be demonstrated by scoring 90% or higher on the objective test deigned to evaluate such analyses. Asks complex questions about other cultures and seeks out answers to those questions. The readings and class discussions are designed to solicit from students complex questions about other cultures. The score of 90% or higher on the objective test designed to evaluate such analyses indicates the complexity of understanding which is reflected in their questions. Acknowledges the effects of cultural and socioeconomic background in shaping own attitudes and opinions. The readings and class discussion will assist students in developing an understanding of how their own attitudes and opinions were shaped by their cultural and socioeconomic background. This will be demonstrated by scoring 90% or higher on the objective test deigned to evaluate them. The tests scores for students who are developing an understanding is between 89-70%. The tests scores for students whose analysis is emerging is between 69-60%.T he tests scores for students who can not identify the effects of cultural and socioeconomic background in shaping the attitudes and opinions in themselves and others are below 59%.

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