AFR 1130, 019: Africana Folklore, Fall 2020
Professor R. Ferdinand
Email: Rferdinand@citytech.cuny.edu
Zoom Live/Office Hours Sessions: 10:00-11:30 and 12:45-1:45 Mondays (and by appointment)
Contents
Course Description
This course explores the oral, customary and material folklore of Africans and their descendants in the Americas and the Caribbean. We will use readings, and other mediums such as film, to examine various ways West African folklore was transmitted to and survived in the New World, and how Africans in the Americas created new oral, customary and material traditions.
We will compare and contrast fictional and historical folk characters and traditions from Africa, the Northern and Southern American hemispheres, with a special focus on the English, Spanish and French-speaking Caribbean. We will examine some of the customs and practices that continue to exist in these regions and how all have contributed to global culture.
This course is designed to help students to prepare for further academic study in general, and African, African-American and Caribbean studies, specifically. It will introduce students to the various disciplines that inform the study of people of African descent worldwide.
Learning Outcomes: By the end of the course, students should be able to,
• Describe the various forms of folklore in the African diaspora;
• Trace the folklore of specific West African peoples to specific peoples in the New World;
• Locate the historical and contemporary locations of foundational cultures on a map of Africa;
• Identify and describe African, South American and Caribbean and African-American folk characters and traditions;
• Explain how the various human migrations have spread Africana lore through the African diaspora;
• Write brief answers using correct Standard English grammar.
Required Texts
An Open Educational Resource (OER) course, this course is free of textbook costs. All readings are available on OpenLab.
Course Structure:
This course makes use of both Openlab and Blackboard. Within Openlab, you will find all course readings for the week, including videos and films to view. Within Blackboard, you will find assignments, including discussion boards, quizzes, the midterm, final, and short answer responses. YOU MUST USE BOTH IN THIS CLASS.
Regular attendance and active participation are extremely important, so be sure to log into Openlab and Blackboard daily. Not logging will negatively affect you in the following ways: You will lose active participation because class writing/activities cannot be made up, you will be less prepared for completing projects, and you will quickly fall behind on the course concepts covered in lectures and discussions. If you miss a week, it is your responsibility to email me about your situation, to keep up with the reading/homework, and to contact your classmates to find out what you missed.
In order to demonstrate that you are fully present during class, I expect you to ask and answer questions, to participate in lively discussion boards, respond to classmates and to my queries, complete weekly assignments (including quizzes and readings), and to participate in a positive classroom environment (including treating your fellow students and myself with a positive and respectful attitude).
Communication Policy:
Participation in each module is mandatory for this course.
Please note that your posting on the discussion board is limited to the week that the topic is being discussed, as it is outlined in the Course Guide. Failure to adhere to the course schedule will result in you receiving no credit for the assignment (s).
Lastly, I want to invite you to my Virtual Office Hours. This is a video-conferencing feature where I will be hosting my regularly scheduled office hours from 10:00-11:30 a.m. and then again from 12:45-1:45 every Monday (and by appointment). You will have a chance to see me and vice-versa for questions regarding the course and assignments. I will provide the link in Course Announcements in Blackboard.
Tips for Using Zoom
- If you are using your computer, you may have to download the Application first before you can join the room.
- Yes, you can download the ZOOM app from the App Store. Then, just use the Meeting ID# provided above.
Communication Etiquette
Please keep in mind that this is a professional setting between and your Professor. With this in mind, I am asking that you adhere to the following criteria when communicating with me and your peers in this virtual, video setting:
- Ensure that you are appropriately dressed.
- If you are using the app at home, please make sure that you are free from distractions, such as loud music, television, etc.
- If you have to go to the bathroom, please do not take us in there with you. Put us on Mute with the sound and video. Then, leave whatever device you are using in the other room.
Discussion Guidelines:
Limit Responses:
Limit most discussion responses to 1‐2 screens. That’s approximately 24 lines per screen, depending upon your software package. Please also bear in mind that opening your message may take time, so avoid posts that simply say “Me too!” or “I agree!” Make every effort to ensure that your posts are substantive and concise. And a little humor is always welcome!
Interaction:
While there is a minimum requirement for participation in the discussion forums, it is not a maximum. You are required to respond to other students’ opinions (minimum of 2 students), offer helpful feedback, or answer questions in the interest of continuing the ongoing dialog of topics related to online learning. As always, exercise proper netiquette and maintain a tactful, respectful tone in your comments in this course.
Rubric:
Your posting on the Discussion Board will be evaluated on a scale from 0-5 based on the following criteria:
- Understanding. Student demonstrates a clear understanding of the concepts that are being discussed.
- Writing Skills. Student responses will be assessed based on the quality of their writing, such as spelling, grammar, syntax, sentence structure, etc.
- Application/Analysis. Student application and analysis of concepts are clear, as a result insight has been offered to the discussion.
- Peer Feedback. Student feedback to their peer’s posts are of high quality and timely. High quality demonstrates that the students is adding to the discussion and not just saying “I agree” or “You are right.” Timely means that the students meets the required deadline set for peer feedback.
Written Work
- Since writing is a process, you should draft and revise your work before submitting the final draft. While I will not review an entire document via email, I’m happy to conference with you about your drafts and ideas during my office hours. I am also happy to respond to specific questions via email. Feel free to consult with me at any stage in your writing process.
- Your writing should be grammatically correct and free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysis as the semester progresses. If this is a challenge for you, I encourage you to visit my office hours and the Learning Center for help throughout the semester.
- I DO NOT accept late work. All work is due online when indicated or you will get no credit for them. If you have a personal emergency or other circumstances that prohibit you from finishing your assignment on time or turning in work as scheduled, email or see me as soon as possible so we can discuss your situation.
Center for Student Accessibility
The Center for Student Accessibility (CSA) is located in the Atrium Building (A-237) and provides accommodations for students with documented disabilities. For more information, please call (718) 260-5143 or email John Currie at jcurrie@citytech.cuny.edu. If you have an IEP or have received extra time on tests in the past, you need to coordinate with CSA early in the semester.
Finally, please keep in mind throughout the semester, if ever any type of question, problem, or confusion should arise contact me so that we can address whatever may prevent you from successfully completing this course.
New York City College of Technology Policy on Academic Integrity
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog.
Grading Scale and Assessment:
Course Grading Scale:
| A | 93.0 – 100 |
| A- | 90.0 – 92.9 |
| B+ | 87.0 – 89.9 |
| B | 83.0 – 86.9 |
| B- | 80.0 – 82.9 |
| C+ | 77.0 – 79.9 |
| C | 70.0 – 76.9 |
| D | 60.0 – 69.9 |
| F | 59.9 and Below |
Final Course Grade:
| Short Reading Responses | 20% |
| Midterm | 25% |
| Final Exam | 25% |
| Quizzes | 15% |
| Discussion Boards | 15% |
| TOTAL | 100% |
Course Based Learning Outcomes with Assessment Methods
| Outcomes | Assessment |
| Be able to describe various forms of folklore and evaluate evidence and arguments of historical and contemporary folklore within the African diaspora; | Class discussions; responses and exams; and research |
| Trace the folklore of specific West African peoples to specific peoples in the New World (including Brazil, Hispaniola, Mexico and Cuba) and identify and describe African, South American and Caribbean and African America folk characters and traditions; | Class discussions; responses and exams; and research paper. |
| Locate the historical and contemporary locations of foundational cultures on a map of Africa, as well as how various migrations have spread African lore throughout the African diaspora. |
Class discussions; responses and exams; tutorials and research. |
| • Identify and describe African, South American and Caribbean and African-American folk characters and traditions; • Explain how the various human migrations have spread Africana lore through the African diaspora; |
Class discussions; responses and exams; and research |
Gen Ed Learning Outcomes with Assessment Methods
| Outcomes | Assessment |
| Knowledge: Engage in critical inquiry, research, and analysis concerning folklore as related to people of African descent on a global scale, by use of material and methods from African American Studies and other disciplines. | Class discussions; responses and exams; and research. |
| Skills: Students will learn to analyze material from different disciplines, devise research strategies and methodology and develop critical arguments about contemporary issues with historical grounding. | Class discussions; responses and exams; and research. |
| Integration: Students will integrate historical and contemporary perspectives. Students will also integrate the use of material and methods from African American Studies and other disciplines. |
Class discussions; responses and exams; and research. |
| Values, Ethics, and Relationships: Central components of the course, students will consider social justice, race, gender human rights, and social responsibility. |
Class discussions; responses and exams; and research. |
Course Reading Schedule
| Week | Topic | Assignment | Due Date | Assignment | Due Date |
| 1 | Introduction to Folklore | Syllabus Review
Welcome and Introductions Unit 1, Africana Folklore Guide, Dr. Stephen James, Professor Emeritus, NYCCT (Pdf) Read only pages 2 and 10.
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Review of Openlab and Blackboard Unit 1, Africana Folklore Guide, Dr. Stephen James, Professor Emeritus, NYCCT (Pdf) Read only pages 2 and 10. |
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| 2 | Introduction to Folklore |
Read: Africana Folklore Guide, Unit 1, p. 11-22 (James) |
Read: Africana Folklore Guide, Unit 1, p. 11-22 (James) |
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| 3 | Introduction to Folklore | Dance, Cumber Daryl. (2002) From My People: 400 Years of African American Folklore: An Anthology. New York: W. W. Norton. (Google Books) Read only Introduction xxxiii-xliii |
Dance, Cumber Daryl. (2002) From My People: 400 Years of African American Folklore: An Anthology. New York: W. W. Norton. (Google Books) Read only Introduction xxxiii-xliii |
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| 4 | Introduction to Folklore | DuBois, W. E. B. “Forethought” and “Chapter One.” The Souls of Black Folk, 1903. (Project Gutenburg) *Use Browsers: Mozilla or Chrome |
DuBois, W. E. B. “Forethought” and “Chapter One.” The Souls of Black Folk, 1903. (Project Gutenburg)
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| 5 | Africa |
Read: Africana Folklore Guide, Unit 1, p. 23-26 (James)
View: Who is Shaka (Zulu)?,
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Read: Africana Folklore Guide, Unit 1, p. 23-26 (James)
View: Who is Shaka (Zulu)?, |
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| 6 | Transatlantic and Colonial | Scott Corbett, P. at all. (2017) “West Africa and the Role of Slavery,” OpenStax (OpenStax Website)
View: The Atlantic Slave Trade (Ted Ed) |
Scott Corbett, P. at all. (2017) “West Africa and the Role of Slavery,” OpenStax (OpenStax Website)
View: The Atlantic Slave Trade (Ted Ed)
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7 |
Luso-America Brazil |
Read: Africana Folklore Guide, Unit 3, p. 117-139 (James) |
Read: Africana Folklore Guide, Unit 3, p. 139- (James), |
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8 |
Hispaniola |
“Poetry in a Time of Protest” (Danticat)
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View: El Costo de la Vida (Guerra y 440),
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| 9 |
Midterm |
Online Study Session |
MIDTERM EXAM |
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| 10 | Jamaica and Trinidad and Tobago |
View: Nanny of the Maroons, |
View: War (Marley), Calypso as Mother Music (Mighty Sparrow) | ||
| 11 | Cuba and Puerto Rico |
Read: “The Spanish American War and Oversees Empire,” p. 640-646 (Corbett) |
Read: “The Spanish American War and Oversees Empire,” p. 640-646 (Corbett) View: La Santeria in Matanzas Cuba, An Interview with Alfredo Calvo
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| 12 | North American South |
View: The Quilt makers of Gee Bend (PBS), |
View: The Quilt makers of Gee Bend (PBS),
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| 13 | Urban North America |
Read: “The African American Great Migration and New European Immigration,” p. 548-552 (Corbett)
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Read: “The African American Great Migration and New European Immigration,” p. 548-552 (Corbett) View: Blackface Minstrelsy, Explore: Jacob Lawrence’s Migration Series (Phillips Collection) |
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| 14 |
Global, Contemporary |
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| 15 | Course Conclusion |
View: “How Colonialism in the Caribbean Affects Hurricane Prep and Recovery” on Brian Lehrer (Bonilla), |
Read: “#Ferguson: Digital Protest, Hashtag Ethnography and the Racial Politics of Social Media in the United States,” |
