History of Black Women in America - Course Overview
Delve into the rich narrative of African-American women, exploring their origins, struggles, triumphs, and contributions to American society. Uncover the legacy of slavery, cultural heritage, and involvement in movements such as feminism and politics. Examine the impact of stereotypes and the transition from enslavement to freedom, culminating in a soulful project expressing the essence of Black women's culture.
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Professor Constance Hilliard Wooten Hall Rm. 245 connie@unt.edu (940) 565-4972 Office Hours:. (by appointment only) HIST: 4455: THE HISTORY OF BLACK WOMEN IN AMERICA 1 | P age
Course Description Course Description: African-Americans are an admixed population of Niger- Kordofanian West African, Northern European and Native American ancestry. This course will explore the historical narrative of this group, including their African origins, reasons for vulnerability to the Transatlantic Slave Trade, Sexual Slavery, struggles and triumphs in modern times, including Black females social, cultural, economic contributions to American society.
Course Requirements and Grading: Course Requirements and Grading: Mid-Term Exam Final -Exam Term paper Quizzes Soul Project 25% 30% 25% 15% 05%
Learning Objectives This course looks forward to answering the following questions: 1. In what ways are health influenced by ancestry? 2. Does Africa have a history? 3. Does race exist and what is ancestry? 4. What part of Africa did Black American women come from? 5. Why were they enslaved? 5. What was the experience of sexual slavery? 6. What cultural features are a legacy of their African homeland? 7. What epistemological features are a legacy of their homeland? 8. What is soul ?
9. Who are the most memorable historical figures in Black women s history and why? 10. How did Black women make the transition from slavery to freedom? 11. In what ways has slavery s legacy affected the Black family? 12. What role do Black women play in the feminist movement, politics and culture? 13. What is the cultural legacy of African-American women? 14. What stereotypes do contemporary Black women face?
SOUL PROJECT The Soul Project represents an opportunity for students to explore the expressive culture of Black women in America, through presentation of a project of their own creation inspired by the subject matter of this course. It may involve such activities as the writing of a poem, short story, essay, artistic expression in preparing a drawing, sketch, sculpture, craft making, cooking an African-American recipe, a short dance, singing or instrumental performance, and so forth. Students Soul Projects will be presented in front of the class at the end of the semester. As this project represents an opportunity to express your own creativity, please refrain from merely reciting someone else s poetry or writings. The grading of these projects is pass/fail. .
TERMPAPER The Term paper (10 to 12 pages typed) must present a factual, well-reasoned examination of an issue relating to The History of Black Women in America. It can also relate to the relationship of another group to black women, e.g. white males, white females, other ethnicities). This paper must demonstrate clarity of thought and an effective use of source materials. Term papers will also be expected to follow accepted practices of form and style for academic writing, and make accurate use of citations, footnotes, bibliography. Do not hand in a term paper that does not use citations. The citation style to be used for this research paper will be Turabian Referencing. If you are not familiar with this citation style, look it up on the Internet. This style is a citing and referencing system named after Kate Turabian, from the University of Chicago. Cited sources are indicated in your text by a superscript number placed at the end of the sentence. Using Microsoft Word, the superscript number is created by clicking on References , then clicking on endnote or footnote. Plagiarism. If you quote or even paraphrase another author's work without including a reference, this is called plagiarism. This is cheating and will be penalized with a grade of ZERO on the paper.
DISABILITY STATEMENT: Any student with special circumstances covered by the Americans with Disabilities Act should register with the Office of Disability Accommodation (ODA), Suite 322, University Union Building, and also inform the instructor of the class. Reasonable adjustments will be made to accommodate the special needs of students with disabilities where such adjustments are necessary to provide equality of educational access. Students who have registered with the ODA should make an appointment to discuss their disabilities accommodation requests with the instructor.
COURSE OUTLINE: I. The African Genome READINGS: Genetic History of Africa (thru subheading: Geneflow between Eurasian ) Genetic Blindspots A. The Venus de Willendorf B. Introduction to the History of the Human Genome C. The African Genome & Out-of-Africa Migrations
II. Early History of Africa READINGS: History of Ancient Egypt (1.1 History: Pre-Dynastic thru 1.11) A. African Geography B. Ancient Egypt, the Nubian Aesthetic & How North Africa Became White C. Decentralized Societies III. The Status of Women in West Africa Prior to the Transatlantic Slave Trade READING: History of West Africa (thru the slave trade) A. Early history of West Africa B. Gender roles and social structures C. Ecological variables D. Religion & Spirituality
IV. The Transatlantic Slave Trade READINGS: Atantic Slave Trade (1 thru 3.5) A. Special Vulnerabilities B. The Death March to the Coast C. Middle Passage V. Early African women in America READINGS: Slavery in America (1.1. to 3.4) A. The Construction of the American slave institution B. The construction of the white and black races C. Slave hierarchies and long-term implications
VI. Sexual Slavery & the Vanishing Cherokee DNA READING: Incidents in the Life of a Slave Girl (beginning thru Chapter 15) A. Mitochondrial DNA tracing the maternal line track 99.9 of the original enslaved Niger- Kordofanian farming populations from West, West Central or Southwest Africa with 0% Khoisan hunter-gatherers (plantation owners only purchased skilled farmers). B. the percentage of Native American DNA- 1.33%. C. the Northern European DNA mix is 22.45% 12 | P age
VII. The Slave Family READING: Incidents in the Life (chaps 16-30) A. The Role of the Slave Mother B. Medical Experimentation C. Socialization for Survival D. Influences on contemporary black family life 13 | P age
VIII. SOME EARLY BLACK WOMEN READING: Incidents in the Life (chaps 31-41) A. Phillis Wheatley (c.1753- 1784) B. Sally Hemings (1773 - 1835?) C. Jarena Lee (1783 - c.1850) D. Sojourner Truth (c.1797 - 1883) E. Harriet Tubman (c.1822 1913)
IX. Civil War, Reconstruction & Post- Reconstruction READINGS: Reconstruction 1 thru 6.11 I. Diverse roles of African-American women II. Ida Wells Anti-Lynching Campaign III. Club Women X. The Harlem Renaissance READINGS: The Harlem Renaissance (1 thru 5) I. the Great Migration I. Singers/Musicians II. Writers 15 | P age
XI. Black Womens Involvement in the Civil Rights Movement READINGS: African-American Women (1 thru 4) A. NAACP B. Rosa Parks C. Little Rock Nine D. Voting Rights Act XII. Black Nationalism READINGS: Black Nationalism (2-6) A. Booker T. Washington B. Marcus Garvey Movement C. Nation of Islam
XIII. Black Feminism, Womanism & Hip Hop Feminism READINGS: Black Feminism (2 5) Womanism (1-5) I. II. III. Womanism IV. Stereotypes & Controlling Images History of Feminist Movement Black Feminism/Intersectionality 17 | P age
XIV. Historical Insights on Nutrition & Health Challenges I. Changes in diet after Civil Rights Movement II. Gluten, sodium and calcium III. Rise in hypertension IV.Increased susceptibilities to Metabolic disorders such as Diabetes II, pre-eclampsia in childbirth and metastatic cancers (Triple Negative Breast Cancer, Ovarian, Colorectal Cancers and Myeloma V. Mental Health and Coping with Stress
