AST 201: Introduction to Africana Studies since the 1880s
Spring 2025
Cleveland State University (CSU)
3 Credit Hours
Joann Hall DSW, LISW-S
j.g.hall22@csuohio.edu
Office Hours: By appointment
Section 1 Mon, Wed, Fri 8:00am to 8:55am Room: BH 0136
COURSE DESCRIPTION
This course offers an introduction to the study of Africa, the U.S., the Caribbean and other
diasporas. It uses a multidisciplinary approach to introduce students to the history, art, music, and
literature of the African Diaspora. The course will explore the history and culture of people of
African descent since the 1880s, examining major events of the modern black world from the postemancipation era to black freedom struggles for equal rights in the Americas and Caribbeans to
independence movements in Africa to contemporary developments. While not the specific aim, this
course will introduce students to the discipline of Africana Studies, its founders and theoretical
foundations, as well as provide basic knowledge for those interested in pursuing the Major.
Major topics examined in the course will be Jim Crow segregation, colonialism, Civil Rights/Black
Power movements, mass incarceration, policing, racial violence, student activism, anti-Racism, equal
access to healthcare, urban renewal, and other topics in the various local and global contexts of the
Black experience.
COURSE OBJECTIVES
 Students will learn to describe fundamental concepts, theories, and ideological debates in
Africana Studies.

Students will learn to examine social, economic, political, and cultural institutions and
practices across a range of historical periods related to the Black experience.

Students will learn to explore the diverse cultures of the African diaspora, emphasizing
continuity and discontinuity in cultural patterns and in global linkages of people of African
descent.

Students will understand and appreciate the importance of cultural diversity and the
human experience.

Students will learn to analyze and synthesize information from primary and secondary
documents and show findings in a written paper on aspects of the Black experience.

Students will learn to make connections between historical and contemporary issues
and/or social movements affecting the African diaspora.
*Please note that the professor reserves the right to make modifications to the course content, requirements,
and calendar at any time during the semester and will notify students promptly of any changes.
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
Students will develop oral, visual, written, and interpersonal proficiencies in the
presentation and examination of Africana Studies and the Black experience.
Basic questions for this course
1. What is Africana Studies?
2. What is the African diaspora?
3. What is the Black experience?
4. What are the fundamental ideologies/theories related to Black history and culture?
5. What are the great social change debates in Black history?
6. How does the historical past inform the presence?
7. What are contemporary issues facing the Black community?
In addition to the basic questions for the course, this course will explore larger inquiry-oriented
questions associated with the Core Curriculum.
Inquiry questions for Core Curriculum
1. What is the significance of race and how has it shaped our world?
2. How have movements for equal rights expanded our understanding of freedom?
3. How have systems of oppression shaped our understanding of justice?
4. How has historical resistance to systems of oppression shaped contemporary activism?
5. How have social and political movements impacted our society?
Core Curriculum Syllabus Statement
This course is part of the Cleveland State University’s Inquiry Core Curriculum program. The
Inquiry Core Curriculum program aims to provide students with a well-rounded education,
emphasizing a diverse range of methods of inquiry and essential skills for success after graduation.
This course contributes to the program by fulfilling African American History and Culture
requirement. In fulfilling that requirement, this course will provide you opportunity to develop the
following competencies: intercultural knowledge and competence, critical thinking, and oral
communication.
CORE CURRICULUM SKILL DEVELOPMENT
In this course, students will develop skills in the following areas:
 Intercultural Knowledge
 Critical Thinking
 Oral Communication
LEARNING OUTCOMES (LOS)
At the end of the semester, students will be able to:
1. Identify and recognize concepts, theories, and ideological debates related to Black history
and culture.
2. Compare political, economic, social, and cultural structures and practices across a range of
historical periods related to the Black experience.
3. Recognize the diverse cultures of the African diaspora, emphasizing continuity and
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discontinuity in cultural patterns in global linkages of people of African descent.
4. Analyze and synthesize information from primary and secondary documents and write a
comprehensive essay that examines an aspect of the Black experience.
5. Analyze data to convey relationship between historical and contemporary issues affecting
people of African descent.
6. Articulate the importance of cultural diversity to understanding the human experience.
REQUIRED READINGS, MATERIALS, ACCESSIBILITY, AND GENERAL EDUCATION
Readings/Textbook
 Africana Studies: A Survey of Africa and the African Diaspora (Fourth Edition) edited by Mario J.
Azevedo.
*All readings are required and should be completed before the date they appear in the tentative course
outline. Supplementary readings will be uploaded in Blackboard.
CALENDAR (SUBJECT TO CHANGE)
Date
Topics, People, & Events
Readings and Other Media
Week/Unit 1: Introductions & Team Building
Week of January
12th



Overview of Black/Africana Studies
Introduction to AST 201
Student Introductions & Team
Building
 Discussion on critical issues
 Course Orientation
Week/Unit 2: Reconstruction (1865-1877)
 Freedom and Family
 Church and Community: AME
Week of January
Churches & American Missionary
th
19
Association
 Land and Labor: Special Field Order
15 – Freedman’s Bureau –
Sharecropping – Crop lien –
Convict leasing – Black Codes
 Education: Hampton Institute –
Tuskegee Institute
 Hope and betrayal of
Reconstruction: Black
Reconstruction: Civil Rights Act of
1866 – 14th Amendment –
Reconstruction Act of 1867
 Opportunities and limits outside the
South: the West, right to work, and
equal rights
Reading: Azevedo, Chapter 2
Reading: Azevedo, Chapter 7
Supplementary Reading:
Article on voting rights (TBD)
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Week/Unit 3: European Conquest of Africa (1800s)


Week of January
26th
Partitioning of Africa
Colonialism
Week/Unit 4: Religion and Spirituality in the Diaspora
 African Religions: Traditional and
Diasporic (Vodun, Santería,
Candomblé)
 Black religion & spirituality in U.S.:
Week of February
Islam, Judaism, and Christianity
2nd
 The Black Church
Quiz 1
Week/Unit 5: Pan-Africanism



Week of February
9th



Haitian Revolution
African Americans at the 1893
World Columbian Exposition
Booker T. Washington and W. E. B.
DuBois
Marcus Garvey
Sankara
Haitian Migrant Crisis
Reading: Azevedo, Chapter 6;
Azevedo, pp. 194-196
Supplementary Reading: W. E.
B. DuBois, “The Rape of
Africa”
Reading: Azevedo, Chapter 23



Frederick Douglass,
“Lecture on Haiti”
YouTube videos on
Haitian Migrant Crisis
Isabel Wilkerson, “A
World without Caste”
Reading: Azevedo, Chapters 8
& 10
Week/Unit 6: Segregation/Great Migration & War Periods
Week of February
16th



Plessy v. Ferguson
Racial Violence (Lynching)
White supremacy: scientific racism,
Social Darwinism


NACW
Great Migration (Harlem
Renaissance)
WWI&WWII
Double V Campaign
Reading: Azevedo, pp. 141154;
Week/Unit 7
Week of February
23rd


Reading: Azevedo, pp.197-205:
Chapter 12: & pp.154-160
Week/Unit 8: Black Freedom Struggle & Civil Rights Movement
MIDTERM
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 MLK, Malcolm X, John Lewis
Supplementary Reading:
 Selma
“Letter from Birmingham
 Emmett Till
Jail;”
Week of March 2nd  Freedom Riders
Reading: Azevedo, pp. 154171
 Riots
 Black Panthers
Videos: Power! (Eyes on the Prize)
 Black Power Movement
Week/Unit 9: The New Jim Crow, Policing, & Mass Incarceration
Supplementary Reading:
Michelle Alexander, The New
Jim Crow, Chapter 1
 Black Lives Matter
Week of March 16th
Reading: TBD
st
Week/Unit 10: 21 Century QUIZ 2
Video: Standing on My Sister’s
 Black Political Activism
Shoulders
 Barack Obama
Reading: Azevedo, pp. 171Wek of March 23rd
177
Week/Unit 11: Women and the African American Family
Supplementary Reading: Audre
Lorde, “Age, Race, Class, and
Sex: Women Redefining
 Feminism
Difference”
Supplementary Reading:
Week of the March  Black Family
Daniel Patrick Moynihan,
30th
“The Negro Family”
Reading: Azevedo, Chapter 21
Week/Unit 12: HIV/AIDS & LGBTQ+ Life
 Unit Overview
PRIMARY
ANALYSIS DUE
 Discussion on Paris is Burning
Film: Paris is Burning
 Intersectionality and Black
Week of the April
Reading: Azevedo, Chapter 27
LGBTQ+ Life
6th
 Blaqueer Brazil
Week /Unit 13
Week of April 13
th


Culture
Art and Food
Reading: TBD
Week/Unit 14: Contributions in Science, Business, Film, and Sports
Week of April 20th
“A Tale of Two Anthems”
Sports and Activism: Colin Kaepernick
Azevedo, Chapter 19
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Week/Unit 15: Rap & Hip-Hop
Week of April 27th
Presentations and
Final Exam

Rap and Hip-Hop
Supplementary Reading:
Michael Eric Dyson, “Gangsta
Rap and American Culture”
Reading: Azevedo, pp. 394400
GRADING AND EVALUATION
Notes: Assessments will be graded within a week after their deadlines. Rubrics are available on Blackboard.
Assignment Percentages
Quiz 1 15%
Quiz 2 15%
Midterm
25%
Final Exam 25%
Primary Document Project20%
And Presentation
Grading Scale
A
93-100
A90-92
B+
86-89
B
83-85
B80-82
C+
C
D
F
76-79
70-7
60-69
0-59
Course Professional Standards
a) Students are expected to attend ALL class meetings, to arrive by the class start time, and to attend
for the full class time.
b) Please do not pack up your belongings before the class ends. Wait for the professor to dismiss
you.
c) A student’s accumulation of three (3) unexcused absences will result in a letter grade reduction
from their final grade average (e.g., B to B-). Additional unexcused absences will also affect your
attendance grade.
d) All absences because of COVID-19 (even if you are providing care for a family) must be
communicated to the instructor and will be excused.
e) Excuses for other illnesses or medical reasons must also be communicated (written documentation
or email) and documentation provided by a healthcare professional or other official campus entity.
f) Academics should be your main priority. Absences related to work, travel, and any other reasons
deemed unauthorized or unjustified are considered unexcused.
g) Missed quizzes or exams cannot be rescheduled or made-up unless students provide a justifiable
and reason for missing a quiz or exam.
Tardiness
Class
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a) A student’s unexcused late arrival to three (3) classes, whether consecutive or not, will be
equivalent to one (1) unexcused absence and your attendance grade will be affected per
late arrival after that. Nine (9) unexcused tardies are equivalent to three (3) unexcused
absences, which will reduce your final grade average by a letter grade (e.g., B to B-).
b) If the professor is unable to arrive to class within the first 15 minutes of the class time,
students can leave the class without penalty. Arrangements will be made to recover any
missed class material.
Assignments
c) Students must complete all assignments by the specified deadline.
i A grace period of 24 hours after the deadline will be given before points for late work
are deducted unless you fill out the form above.
ii If you have not contacted the professor to justify turning work in late or the reason is
inexcusable, 10 percentage points will be deducted from the grade you would have
earned for an assignment per day that it is late.
Technology/Taking Notes
a) You may bring to class a laptop or tablet only to take notes, consult the readings, and to
complete class activities when permitted by the instructor.
i.
For access to and borrowing of devices visit Mobile Campus located at the
CSU Student Center in room SC128A and at the circulation desk in the
Michael Schwartz Library in Rhodes Tower. Click here for more info.
b) It is strongly encouraged that you take class notes with pen/pencil and paper rather than
with a personal computer. Not only personal computers can be a distraction, but research
has demonstrated that students who write notes on paper improve their ability to retain
information and that note taking requires the brain to engage in different, and more
advantageous, forms of cognitive processing.
c) While using your personal computer, please refrain from surfing social media applications
and networks and other websites that are not relevant to the course during class time.
d) Recording devices to record class lectures and activities are not permitted in person or
virtually unless required (e.g., for accessibility needs) or permission is granted by the
professor.
e) Please store your phones in your bag, turn off the ringers, and remove earphones/pods
before the start of class. If your phone disrupts class or you are distracted by it, you will
be warned about this violation. A third offense will result in a deduction of 5 points to
your final grade average for the course.
Conduct/Etiquette
a) Rude, disrespectful, and disruptive behavior will not be tolerated in class. Any student
guilty of committing such an act will be asked to leave the class and disciplinary action will
be taken in accordance with the course and university policies.
i.
Derogatory language (which includes sexist, homo/transphobic, and racist
offenses) will not be tolerated in class.
b) No food and no beverages other than water in a closed container are allowed in the
classroom.
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c) All course etiquette and correspondences by e-mail should be conducted in a professional
manner.
Students should:
i.
address the professor by e-mail (and in class) as Doctor or Professor
ii.
greet the recipient with either “Dear…” or “Hello…”
iii.
communicate in complete sentences and not text messaging shortcuts.
Reading Quizzes
Because there is a vast amount of information discussed in the course, keeping up with the course
readings is necessary for success in the course. Each student will be required to complete two short
reading quizzes that will cover the assigned readings in the course. These quizzes will test students’
knowledge on course topics and terms, concepts, theories, and major ideas. The quizzes will consist
of the following objective questions (matching, fill in the blanks, and true/false) and short written
responses (which include identification). QUIZ 1 is due February on 7th by 11:59 pm. QUIZ 2 is due
March 28th by 11:59 pm BOTH QUIZZES WILL BE COMPLETED ON BB.
Midterm and Final Examinations
There will be two non-cumulative examinations (midterm and final). All exams will consist of an
essay (e.g., identify and describe; compare and contrast; explain) and objective questions (fill in the
blanks, true and false, identification, and matching) to test your knowledge of material from the
lectures, readings, discussions, and films. To do well on the exams, you must know and understand
historical concepts, theories, controversies, findings, relationships, and facts. You must also be able
to apply your knowledge. You should comprehend and study the readings, lectures, and discussions
for details as well as for the big picture. Attending classes, taking good notes, and actively
participating in class discussions will help prepare you for the exams. A word to the wise: A
considerable amount of material will be covered on each examination. If you don't keep up on your
reading and class notes, I think you are asking for trouble. The dates for the exams and the specific
material to be covered on each test are listed on the course schedule. MIDTERM is due on March
7th at 11: 59 pm. FINAL is due on May 2nd at 11:59 pm. BOTH EXAMS WILL BE COMPLETED
ON BB.
Signature Assignment
Guidelines for the Primary Document Analysis Paper
A primary document provides a first-hand or eyewitness account of a historical event. Each student
will find a primary document (e.g., letter, speech, proclamation, etc.) based on their research interest
relevant to one of the topics discussed in class. To help with this process, students will participate in
an orientation conducted by Amanda Goodsett, Performing Arts & Humanities Librarian, on how to
locate a primary document by using online digital archival sources or the library’s repository. Once
students have identified a primary document, they must consult the instructor to ensure that it fits
within the course's scope before writing the paper. THIS PAPER is due April 11th by 11:59 ON BB.
Questions to Consider before Writing the Paper
In order to critically analyze the primary document, students should start with these six basic
questions that create a framework for placing your paper within a broader historical context.
Students should not answer the questions below verbatim in their paper. Instead, students should
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use them as guidelines for developing ideas.
Consider the following questions:
• Who is the author?
◦ People have different perspectives based on their gender, class, sexual orientation,
religion, region, social status, and personality (everyone brings their biases and
experiences into their work).
◦ These factors may help to explain the author’s argument in the document.
• What type of document is it?
◦ Is it a letter, speech, proclamation, etc.?
◦ Does the nature of the document shape the author’s argument?
• What is the document’s purpose?
◦ Who is the audience?
◦ How does that shape the author’s argument?
• What is the author’s argument?
◦ What is the author trying to prove?
◦ Does the author achieve their goal in making a persuasive argument?
• Did the author influence or change your thinking about this issue?
• How does the primary document further your knowledge about information in the course?
Guidelines for Writing the Paper and Submission Dates
After reading the primary document, the student will write a summary and analysis explaining its
significance. The paper must be typed, 12-point font, double spaced, and 4 to 5 pages. The primary
document analysis essay will assess writing and critical thinking skills by summarizing and analyzing a
primary document related to the Black experience to 1880. You must submit both the draft and final
version as Word documents in Blackboard. The draft paper must be submitted on
Primary Document Presentation Guidelines
When you are presenting your findings from the primary document analysis, keep the text on slides
to a minimum. Consider employing the “5-5-5" rule. No more than 5 lines per slide, no more than
five words per line, and no more than five minutes for your presentation. Think short and sharp
memory joggers instead of rambling paragraphs. It also might be helpful to divide your presentation
into three parts: an introduction detailing the purpose and structure of the presentation; a body
covering the main points; and a conclusion summarizing and highlighting the main points of your
presentation.
Students should always consider simple and appropriate language for the topic and audience, which
includes unbiased vocabulary and relevant terminology. Make sure you use your body for inflections
and gestures (nonverbal clues). The presentation should also provide credible, current, and
convincing information that supports the principal ideas of the presentation and reflects on your
research.
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Remember to relax and breathe. Your presentation doesn’t have to be perfect, but it should be
memorable.
Questions on writing the final paper:
1. Describe your writing process for this paper.
2. Are there places in the paper about which you feel unsure? Why?
3. About how much time did you spend writing this paper?
4. What are your strengths and weaknesses as a writer?
5. How confident are you about this paper? Why?
Questions on the oral presentation:
6. Did you use language appropriate for your audience and topic? How so?
7. Describe the process for selecting and determining important information used in your
presentation.
8. What do you consider the strengths and weaknesses of your oral presentations?
Extra Credit
Students will have the opportunity to earn 5 extra credit points by attending special events or
programs on campus and in Cleveland that focus on the Black experience. After attending the event
or program, the student should write a reflection paper (a minimum of two double-spaced pages)
summarizing the important aspects and what you learned. Follow the guidelines for essay
submission. The extra credit points will be added to your final grade for the course. Event options
will be posted in the “Announcements” menu item on Blackboard.
RESOURCES AND POLICIES
Course and University Policies
Attendance
Absences are only excused for a real emergency (severe accident, illness, death of immediate family
member, rare work emergency, school-sanctioned activity, military service, etc.) with valid
documentation in hand presented to the instructor prior to or immediately after the absence.
Students who accumulate more than three (3) unexcused absences will drop a letter grade in the
course. Three late arrivals to class (whether consecutive or not) will be equal one absence. Also,
students who leave class early without instructor permission will be counted as absent. Leaving class
early without the instructor’s permission is strongly discouraged, and it is considered disruptive,
discourteous, and disrespectful.
Class Conduct
Class participation is strongly encouraged and supported. The utmost respect must be given at all
times even when there are differences of opinion and perspectives. The use of cell phones is strictly
prohibited unless permission is given by the instructor. Laptops/tablets may only be used to take
lecture notes. Use of laptops for purposes other than taking notes for AST 402 is prohibited. It is
disturbing if you have conversations with your neighbors during class. If you habitually disrupt the
class, you will be asked to leave. If anyone feels disturbed by someone else’s behavior, please do not
hesitate to bring this to the instructor’s attention.
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Academic Dishonesty
Academic misconduct includes all acts of cheating, plagiarism, forgery and falsification. Please note
the following definitions below:
The term "cheating" includes (but is not limited to):
1. Using unauthorized assistance in taking quizzes or tests.
2. Using sources beyond those authorized by the instructor in writing papers, preparing
reports, solving problems, or carrying out other assignments.
3. Acquiring tests or other academic material before such material is revealed or distributed
by the instructor.
4. Misrepresenting papers, reports, assignments or other materials as the product of a
student's sole independent effort.
5. Failing to abide by the instructions of the proctor concerning test-taking procedures.
The term "plagiarism" includes, but is not limited to:
1. The use, by paraphrase or direct quotation, of the published or unpublished work of
another person without full or clear acknowledgment
2. The unacknowledged use of materials prepared by another person (which includes the
use of ChatGPT - Artificial Intelligence [AI]) or agency engaged in the selling of term
papers or other academic materials.
CSU, like most universities, considers AI usage a form of academic misconduct and does not have a
separate statement for it.
AI Quiz (Adopted from Prof. Reinhild Boehme of Social Work)
1. It’s ok to use
Yes CSU defines plagiarism as “presenting as one’s own the
ChatGPT or
work, the ideas, the representations, or the words of
similar engines
another person/source without proper attribution.”
to write my
No Artificial Intelligence (AI) is considered "another source".
paper as long
The use of AI in any format is considered plagiarism, as
as the ideas
defined under University policies.
expressed in
my paper come
from me.
2. It’s ok to use
Yes Yes, you can use these types of sites to identify errors,
sites like
but only to identify these errors, not to correct them.
Grammarly/C
hegg etc. to
No
identify errors
in my writing.
3. It’s ok to use
Yes Most sites offering writing assistance now use AI to
sites like
suggest improvements in grammar and style. Therefore,
Grammarly/C
do not use the suggestions generated from these sites by
hegg etc. to
No accepting changes proposed. Once again, the following
correct errors
applies:
in my writing.
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CSU defines plagiarism as “presenting as one’s own the
work, the ideas, the representations, or the words of
another person/source without proper attribution.”
AI generated suggestions are considered “words of
another person/source.”
4. CSU uses
plagiarism
detection
software that
can identify the
use of AI.
5. The use of the
Writing Center
@ CSU is
considered
academic
misconduct.
Yes Your instructor will use plagiarism detection software
provided by CSU to identify all forms of plagiarism,
including the use of all forms of AI.
No
Yes If you are struggling with academic writing, or even just
need some feedback about your paper, the Writing Center
@ CSU is absolutely the right place to look for help. You
No are very much encouraged to use this resource to assist
you with writing. Here is a link to their page:
https://www.csuohio.edu/writing-center/writing-center
They even offer the following online workshop:
Don’t be a Copy Cat: Avoiding Plagiarism Workshop
https://researchguides.csuohio.edu/c.php?g=342527&p=
2306633
Additionally, forgery and falsification are unacceptable in the fulfillment of academic assignments. A
student found guilty of cheating, plagiarism, forgery, or falsification will be given an F on the
assignment. A second offense will result in an F in the course. The link below provides more
information on CSU policy for academic misconduct:
https://www.csuohio.edu/sites/default/files/3344-21-02.pdf.
Academic honesty is essential to maintain the integrity of the university as an institution and to
foster an environment conducive to the pursuit of knowledge. The Cleveland State University
community values honesty and integrity and holds its members to high standards of ethical conduct.
Academic dishonesty is, unacceptable, and students who are found to have engaged in academic
dishonesty, or knowingly facilitated academic dishonesty by another student, may be sanctioned as
outlined in the procedures for charges of academic misconduct. Academic misconduct refers to any
fraudulent actions or behaviors designed to affect the evaluation of a student’s academic
performance or record of academic progress. CSU’s academic misconduct policy and procedures are
posted on CSU’s academic integrity website: https://www.csuohio.edu/academic-integrity
Office of Disability Services
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Educational access is the provision of classroom accommodations, auxiliary aids and services to
ensure equal educational opportunities for all students regardless of their disability. Any student who
feels he or she may need an accommodation based on the impact of a disability should contact the
Office of Disability Services at (216) 687-2015. The Office is located in Rhodes West 210.
Accommodations need to be requested in advance and will not be granted retroactively.
Religious Accommodations
Requests for religious accommodations should be made at the beginning of the semester (within the
first two weeks). The request should be made using the Absence Authorization Form located on the
Faculty Senate Webpage and the University Compliance webpage, and must include dates, reasons,
duration of absence.
Mental Health Statement
As a CSU student, you may face a variety of stressors that impact your learning and academic
success. CSU has many resources to support students in their mental health, social well-being, and
connection to the academic experience. Students who may benefit from speaking with a confidential
mental health professional can access free services through the CSU Counseling Center. To get
connected: Call 216-687-2277 (24/7), email counselingcenter@csuohio.edu, or visit UN220. For
urgent concerns, drop-in appointments are available from 1:00-3:00 pm M-F.
Preferred Name
I want you to feel that my classroom is safe and inviting for you. I will gladly honor your request to
address you by a chosen/preferred name or gender pronoun. Please advise me of this preference
early in the semester so that I may make appropriate changes to my records. If you would like
additional assistance regarding wider use of your chosen/preferred name on campus, please contact
the Office for Institutional Equity at OIE@csuohio.edu or 216-687-2223.
Diversity and Inclusion
Inclusion and respect for difference, in all its forms, is essential to building a classroom environment
where everyone feels able to learn and contribute to class discussions. The material covered in this
course will engage with questions of how difference produces distinct forms of knowledge and
diverse experiences. The experiences and ways of knowing discussed in the course materials may be
similar or different from our own experiences, both of which can result in questions and possibly
even feelings of discomfort. When these moments arise, let us be encouraged to view them as
valuable and important components of learning. Thus, this course asks everyone to think critically
and thoughtfully about social differences and societal inequalities in ways that may expand or
challenge previously held ideas.
As such, the goal of this course is not to “force” certain ways of thinking onto anyone, but, rather, to
expose us to ways of thinking and being in the world that may or may not be different from our own.
Disagreement with the course material, fellow classmates, and me is expected and encouraged;
however, we will remain respectful and willing to listen and learn at all times. Although we are under
no obligation to agree with the course materials, the instructor, or students, we are still responsible for
displaying a comprehension of the material assigned and the conversations taking place during class.
Care @ CSU
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The Care Team @ CSU provides support to students and connects them to resources based on your
specific needs. Find out more at
https://www.csuohio.edu/care/whathttps://www.csuohio.edu/care/what-care-managementcaremanagement.
CSU Writing Center
The CSU Writing Center and WAC Program have two goals: hospitality and independence. We
strive to create a warm environment because we believe that writing requires many decisions that are
best made in a peaceful and welcoming environment. The other goal of independence refers to our
desire to teach students to use writing strategies for themselves. For the past several semesters, we
have seen over 900 students and given between 2,000-3,000 appointments. Our staff is comprised of
graduate students in literature or creative writing who enjoy working with students. We are located
on the first floor of the library behind the reference desk.
For more information, you can visit the website https://www.csuohio.edu/writing-center/writingcenter or call Dr. Mary McDonald at 216-687-6981.
Note: students may use Chicago Manual of Style or MLA format for citations and references when
writing their research papers.
History Resource Center
The History Resource Center provides help to students in note taking, critical reading skills, exam
preparation, basic research skills, and writing assignments, and it is a great place to have a graduate
student offer a read-through of your work. Located in RT 1331, call 216-687-3921 for virtual
appointments or email history.tutoring@csuohio.edu for more information.
Reservations
Please note that the instructor reserves the right to make modifications to the course content and
course requirements at any time during the semester and will notify students promptly of any
changes.
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