Syllabus #1
Last edited Monday January 7, 2013
Spring 2013/AFS 240
Spring 2013: AFRICAN CIVILIZATIONS (AFS 240)
Section 0001 (1911 BLD. Rm. 111 8:30- 9:45 AM)
Section 0002 (1911 BLD. Rm. 125 10:15-11:30 AM)
Professor: D.H. Crumbley <crumbley@ ncsu.edu>
Office hours: 1:30-2:30 T/TH in 1911 Bld. Rm. # 107 B
[And by appointment (ABA)]
COURSE IN A NUT SHELL:
This course explores (1) the African presence in ancient Greece, Rome, Egypt and Nubia and (2) the intellectual
issues that have surrounded this research topic. Your grade will be based on two take-home exams (each worth
30% of your final grade) one oral (25%); 10% consists of other assignments, i.e. quizzes and group activities,
and 5% is based on class participation. Plagiarism is extremely costly in this class, while creativity balanced
with discipline is highly rewarded. The average grade last semester was borderline B-/C+; those who earned
A’s, invariably used the syllabus as a roadmap to success.
Course Caveat: By the end of the semester you will have a wealth of new information at your command, but
you are also likely to have more questions than you had at the start of the semester – and this is a good thing.
Reminder: Ask me about the “Celevaluation” held during this class period on the last day of class…
ABOUT THIS SYLLABUS & the MOODLE CLASS PAGE
This syllabus and the Moodle class page are explicit references for successful performance. Both are under constant revision.
Questions? CUT/PASTE the parts are unclear and submit at the Moodle forums; the more explicit the question, the more helpful the
answer.
I. COURSE FOCUS AND ORGANIZING QUESTION
A. FOCUS: Presence of Africa and Africans in the classical world:
Ancient Nile Valley (ANVC): Egypt and Nubia
Ancient Greco-Roman Civilizations: Ancient Greece and Rome
B. Organizing Question: What was the African presence in ancient times, what does this tell us about how a field of
knowledge develops, and what does this tell us about what it means to be human?
II. COURSE OBJECTIVES: By the end of the semester you should be able to do the following:
A. Substantive:
Write a well conceived and developed essay that:
1. Provides an overview of scholarship on the African presence in ANVC and AGRC
2. Explores ways this scholarship reflects, or does not reflect, the time and circumstances, it which it
emerged
B. Theoretical:
1. Develop a multiple–working hypothesis to account for the African presence in ANVC and GRC and for the
controversy surrounding this subject.
C. Technical: (Academic Writing and Analysis)
1. Identify subject, thesis, methodology and epistemology underpinning articles in the humanities & social
sciences
2 Write a well-conceived, well-constructed, well-argued essay with identifiable subject, thesis, and
methodology
D. Intellectual:
1. To be intellectually at ease with complexity.
As an example, this course does not offer a simple answer to the question “Were Egyptians Black?” It
rather explores effects of migration, invasion, and human agency on the peopling of the ANVC over time.
This course also explores ways in which power has shaped the formation of scholarly knowledge on this
topic. HINT: Be prepared to leave the class with more questions than you entered with at the start of the semester.
2. To identify and deconstruct questions that “silence” debate or lead to intellectual blind alleys.
3. Learn to identify and pose questions that lead to fruitful lines of inquiry.
III. Calculating Your Grade
A.
Your final course grade is base upon:
2 take home exams:
30 % / 30%
1 oral presentation
25%
Quizzes, Group projects, etc.
10%
Participation
5%
1
Extra credit:
.33 point each unless otherwise designated
(Max. allowed: 5 pts added to final grade)
B. SAMPLE GRADE CALCULATION
Exam 1
Exam 2
Oral
Quizzes etc
Participation
90/
90 /
90/
90/
70/
27
27
22.5
9
3.5
Sub-calculation
89.00
[6 regular XC points = 2 added to final grade]
FINAL CALCULATION: 89 +2 =91
C. GRADE SCALE:
A+ 100-99, A 98-95, A- 94-90; B+ 88-89, B 84-87, B- 80-83; C+ 78-79, C 74-77, C-70-73; D+ 68-69, D 64-67, D- 6063; F < 60
IV. ORAL CLASS PRESENTATION (Weight 25% Final Grade) (See Moodle for a sample oral presentation)
CAVEAT: Be prepared to present on the date listed for you in the most current “Oral Schedule” posted at Moodle-- even
if there has been a shift in class order – otherwise graded as late
A. Three part Oral Assignment: (see sample submission @ Moodle)
1. Part 1: Submit three scholarly article citations by January 17: Weight/10% (see grading rubric below)
ONLY one will be assigned to you. The two other citations are back-ups, in case another
student chooses the same article, so be sure all three articles are eligible.
2. Part 2: An online submission 20% (see grading rubric below)
3. Part 3: The actual class presentation: 70% (see grading rubric below)
B. Topic options: You have three topics to choose from:
1. African Presence in ancient (BC/BCE) Greece
2. African Presence in ancient (BC/BCE) Rome
3. Any aspect of ancient Nubian society, culture, or history.
[All three citations can come from one or several of these three topic options]
C. SAMPLE TOPICS
African warriors and Greek or Roman Warfare
Nubian Wrestling and its impact on Ancient Greco-Roman civilization
African identity, racial ideologies and practices in ancient Greece or Rome
African deities in ancient Greco-Roman pantheons
Disease, health, and diet in ancient Nubia before and after Greek contact
The impact of African agricultural practices on ancient Greco-Roman agricultural
The Greek Language in Nubia
Greco-Roman impact on Nubian burial practices
Gender dynamics in ancient Nubian royal families
Dance in Ancient Nubia and its impact on Ancient Greece and Rome
The African presence in ancient Greek theater
Greco-Roman trade with Nubia
The twenty-fifth Dynasty: Drake and Breasted Compared
The African presence in Ancient Greek or Roman sports
Hint #1: Keep in mind that the time frame is ancient, and the focus is on “the African
Presence,” so an article about Medieval Nubia will not met he first criterion, and an
article about the Greek Sports that lacks reference to the African presence will not serve
Hint #2t: “ancient” ranges from ~ 8th c. BCE/BC to the fall of the Roman Empire ~ 476
AD]
D. Articles Sources and Eligibility
1. Where to look for articles: Data bases are available on line via DH Hill where our class’ reference librarian, Ms. Levine
can be reached via the Library Course Tools Block on the class Moodle Page, for personalized assistance.
2. Eligible:
a. Scholarly article in peer-reviewed scholarly journals
b. Scholarly article in an edited collection of articles written by different scholars
c. Scholarly articles with bibliography and cited references both throughout and after the text.
d. Eligible time frame: “Ancient” ranges from ~ 8th c. BCE/BC to the fall of the Roman Empire ~
476 AD]
3. Ineligible:
1. Entire books
2. Websites
3. Review articles (e.g. book or exhibition review)
[Caveat: Beware short articles; they are usually review article]
4. Books and authors assigned for this course
5. Popular magazines (e.g. National Geographic, Times etc.)
6. outside “ancient” time frame.
2
5. Who is responsible for determining eligibility of the article?
You earn or lose points for the eligibility of the article you present, as indicated in the grading rubric.
E. “If we get ahead or behind schedule, when I am expected to present in class and upload my online
submission?”
Be prepared to present on your scheduled date assigned in the most recent oral roster; your online
submission is due the midnight before your scheduled date. Otherwise your work is late--see class policy
for forfeited points.
F. How to Submit the Three Citations
1. How many citations to submit? THREE (3)
a. ONLY one of the three articles will be assigned to you, and that one will be the subject of
your oral.
b. Your two other citations are back-ups, in case another student chooses the same article, so be
sure they are topic eligible.
2. Where to submit? Icon in the Oral Block Email @ Moodle
3. Fit all three article citations on one page
4. Include the grading rubric below with your one page submission
5. Use one of the two appropriate formats below, depending on whether the article is from a journal
or from an edited book volume
JOURNAL ARTICLE
Student’s Name: Freeman, Lessie Mae
Date: January 6, 2013
Course Number and Name: AFS 240 African Civilizations T/TH
Section and Time: Section 002 1:30 PM – 2:45
Article Topic Compliance: (Highlight and Bold one)
1. African Presence in ancient (BC/BCE) Greece
2. African Presence in ancient (BC/BCE) Rome
3. Any aspect of ancient Nubian society, culture, or history.
Article Title: “African in the Ancient Olympics Competition”
Author: James, Felicia
Year: 2011
Source: [JOURNAL] The International Journal of History and Athletics
Volume number: 1
Issue number: 14
Pages: 33-45
BOOK ARTICLE:
Student’s name: Freeman, Lessie Mae
Date: January 6, 2013
Course Number & Name: AFS 240 Civilizations
Section and Time: Section 002 1:30 PM – 2:45 T/H
Article Topic Compliance: (Highlight and Bold one)
1. African Presence in ancient (BC/BCE) Greece
2. African Presence in ancient (BC/BCE) Rome
3. Any aspect of ancient Nubian society, culture, or history.
Article Title “Royalty, Gender, and Religion in Ancient Nubia”
Article Author: Dos Santos, Frieda
Year: 2012
Source: [EDITED BOOK] Book Title: Religion and Gender in Antiquity
Editors: Malake E. Ansare &. Konue I. Nakamura
Publisher: John Hopkins University Press
Pages: 33-65
GRADING RUBRIC: (Citation Submission is 10% of oral Grade)
(Each item equally weighted/ 20 points each)
a. Format compliance
b. Three articles
c. Uploading at website
d. Fit all three article citations on one page
e. Submitted as a SINGLE Word Document
f. include this rubric with article citations
Caveat: No new or additional articles can be submitted after the submission deadline; make all three choices eligibility compliant
G. Part 2 of Oral: Online Submission: Submit by midnight before you are scheduled to present in class
(Each item equally weighted/10 pts. ea.) (The Online Oral Submission is 20% of oral Grade)
1. Identifying Information:
Students Name
Course Title, number, & section number
Date Submitted
3
Article citation
2. Statement of article’s subject and thesis
3. Statement of articles methodology
4. Discussion/ organizing question (avoid yes/no formulations- focus on article content)
5. Freestanding alphanumeric outline of the article – not of the presentation
6. Critique of articles: both strengths and weakness
7. Statement of eligibility and topic compliance
8. Personal Reflection on these questions:
What was my image of the African presence in antiquity before this class, and how has this article
affected it? (Inserted images allowed)
9. Include a copy of this grading rubric
10. Upload all of the above:
Only as WORD document –Adobe etc. not accepted
Only at the Moodle website
Submit by midnight before the day of scheduled oral presentation
H. Part 3 of Oral: In-class Oral presentation: Duration/ 20 minutes
(Your in-class Oral presentation is 70 % of oral Grade)
1. Before Class:
(5 points)
a. Arrive early
b. Write discussion/organizing question on the board
d. Present professor AND student respondent with:
(1) A hard copy of your online submission
(2). A hard copy of complete article (including bibliography and notes)
2. Begin your presentation with:
(5 points)
a. Self introduction
b. Article citation info
c. Article Analysis
Title
Subject statement
Thesis statement
Methodology description
3. Next: Detailed summary of article content: reflecting information under major headings or natural
divisions of your article
(40 points)
4. Next: Article critique
(5 points)
Strengths (2.5)
Weaknesses (2.5)
5. Next: Article’s Eligibility Compliance:
(10 points)
a. scholarly compliance: [10 pts.]
(1. Source: from a scholarly journal or book references:
(2. Contains footnotes/references in text
(3. Contains bibliography/references cited section at end of article
(4. not eligible: review articles, books, online works, articles by course authors
b. topic compliance with one of the following: [10 pts.]
(1. African Presence in ancient (BC/BCE) Greece
(2. African Presence in ancient (BC/BCE) Rome
(3. Any aspect of ancient Nubian society, culture, or history.
6. Conclude with: Personal Reflection (no more than 5 minutes) on these 2 questions: (10 points)
What was my image of the African presence in antiquity before this class, and how has this
article affected it?
*7. Detailed Alphanumeric Free-standing of the ARTICLE
(10 points)
8. Full and effective use of allotted time
(2.5)
9. Formulation of class discussion beyond yes/ no response
(2.5)
10. Effective Communication:
10 points
Standard English Grammar
Pronunciation (use reference dictionary and /or syllabic sounding of foreign terms)
Projection
Avoid colloquialism
Etc.
_____________________________________________________________________________________________
*What does a detailed free-standing outline look like?
The structure, see below, is alphanumeric and is so detailed that it could stand for the actual presentation, if
necessary. Its content reflects the detail, structure, depth, and breadth of the text’s content and should be at
least three levels deep, using both Roman and Arabic numerals, as well as upper and lower case alphabets:
I.
A.
1.
2.
a.
4
b
(1)
(2)
B.
C.
II.
V. REQUIRED READINGS
Author
1. Syllabus
2.
Title
Portions
____________________
Blacks in Antiquity
(Preface, CH I, Appendix 1, CHII-VIII)
Moodle class page
3. Snowden
4. Drake
Black Folk Here and There
(Preface, Introduction, CH 1,
CH 2 (pp 43-67 only) CH. 3 (pp 130-143, p 179, 190, 200-217, 250, 239-259 only)
5. Breasted
Ancient Egypt
6. Van Sertima
Egypt Revisited
7. Breasted and Weigall: Biography & the Times:
Online reserve DH Hill: 2 parts
Online reserve DH Hill: articles
by: Diop, Davidson, & Chandler
Access via Moodle Readings Block
8. Thompson: “Race and Colour Prejudices and the Origin of the Trans-Atlantic Slave Trade Caribbean Studies
Vol. 16, No. ¾ (Oct., 1976 – Jan., 1977), pp. 29-59. Access via JSTOR data base through DH Hill databases.
Caveat: It is your responsibility to purchase text books before NCSU Book Store returns unsold copies back to the
publishers – & that is usually circa mid-semester
VI. TAKE HOME EXAMS:
A. Exam # 1 [three weeks allotted]
Weight: 30 % of final grade
Posted: February 7
Submit: February 28 (Early Submission February 21 +5 pts. )
Exam covers:
1. Snowden (Preface, CH I, Appendix 1, CHII-VIII)
2. Drake PREFACE through chapter 2
3. Thompson Article
4. Oral presentations to date
B.
Exam # 2 [three weeks allotted]
Weight 30 % of final grade
Post: April 4
Submit: April 28 (Early Submission April 18 +5 pts.)
Exam Covers:
1. Drake: Rise and Fall of the 25th Dynasty in CH. 3 [pages indicated above]
2. Breasted online excerpts DH Hill reserve
3. Van Sertima selected articles listed above
4. Breasted and Weigall: Biography and the Times @ Moodle
5. Oral presentations since mid term
C. Essay Exam Grading Rubric
1. Include typed out/ cut-paste complete prompt at start of each essay
(1 points)
2. “Introduction”, typed out, containing clear statement of your essay’s topic, thesis, and methodology.
(6 points)
a. Subject statement: “The subject of my essay is___________.”
b. Thesis statement: “In this essay I argue the point that _______________”
c. Methodology statement: “To argue my point I have used harder/softer data types such as
______________________ and/or primary/secondary data sources such as_______________
3. “Conclusion” – headings typed out-- a paragraph in which
a. Restate subject, thesis, and methodology of the essay
b. Summarize the findings of your essay they address the essay prompt
(2 points)
4. Essay content
(55 points)
a. Use of apt, concrete egs., quotes, and citations from readings to address essay prompt
b. Logical organization of arguments and data to address essay prompt
5
5. Structure and organization of essay content
(5 points)
1. Distinctly labeled “conclusion” and “introduction” for each essay
2. Organizing headings and subheadings throughout essay, reflecting structure of essay prompt
6.
7.
8.
Detailed freestanding alphanumeric outline of essay*
(10 points)
English expression: spelling, grammar, and clarity, avoided colloquialisms
(10 points)
General Formatting
(5 points)
a.
Font: Times New Roman 8 to 12 point (1)
b. Spacing: Single, 1.5, or double spaced (1)
c.
Correct citation format (Author year: page numbers) E.g. (Kalu 1999:30-31) (2)
d. Reasonable compliance with length guidelines provided with prompt (1)
9. Submit a copy of this rubric sheet
(3 points)
10. Upload exam as a single WORD document [no adobe, pdf etc.]
(3 points)
______________________________________________________________________________________________
*A detailed alphanumeric free-standing alphanumeric outline reflects the detail, structure, depth, and
breadth of the essay’s/articles content and should be at least three levels deep, using both Roman
and Arabic numerals, as well as upper and lower case alphabets.
VII. Other Activities (10%)
Homework assignments
Quizzes: Usually multiple choice “objective questions” based on readings and computer graded at Moodle
Group activities will participate in more readings-focused group activities, and the rubric below will be used to
grade your performance.
Generic homework rubric
Provide bibliographic information for assigned reading
5 pts.
Cut/Paste the assigned question/prompt
5 pts.
Clear statement of your answer -- using complete sentences
20pts.
Effective use of supportive quotations & concrete examples from text
50pts.
with correct citation format (author year: page#) (Kalu 2004:2)
Discuss the implications of your particular findings for the course's organizing
question
20 pts.
VIII. EXTRA CREDIT (XC): (Max. allowed: 5 pts added to final grade)
A.
B.
Some extra credit (XC) events will be announced in class; others you can “self-select” based on guidelines below
Weight: All self-created events are worth one (1) regular XC point that is .33 added to your final grade
“Self-Selected XC”:
Eligible events at NCSU include all academic events sponsored by Africana Studies (AFS), the African
American Cultural Center (AACC), or by any NCSU college/ university program or department, on topics
related to: Africa, its Diaspora, or the field of Africana studies.
D. Non Eligible: Social gatherings
E. What and how to submit for grading: To write up your XC submission, use the one-page format samples at Moodle to
guide your submission.
F. Grading Rubric: The rubric embedded in the samples at Moodle will be used to grade extra credit submissions.
G. XC Deadline: Submit on line at Moodle within one week of event
H. Submission Cite: Extra Credit online at Moodle
I. Cap: Maximum number of extra credit points: 5 full points added to final grade/ e.g. 9 regular single extra credit points
J. XC Opportunities in Class: Volunteer as student- respondent to oral presentations
Following the format below, you may also earn up to two extra credit points (.66) added to your final grade by
volunteering to be an in-class respondent to a fellow class mates’ oral presentation on the day of their
presentation, using the following to guide your structured constructively critical response.
RESPONDENT GUIDE
State your full-name
State the presenter’s full-name
State the article’s: title, topic, and thesis, and the author’s methodology
List weaknesses of the presentation: “How might it be improved?”
List strengths of the presentation
List ways article does or does not comply with the assigned topic
Finish with your own intellectual reflection on how the article contributed to the course
objectives
Submit these notes on line at the Extra credit link at Moodle for grading
IX. Participation: 5% (Calculated by averaging two items below)
(1) Compliance with “classroom policies” below: X.A, X.E & X.F below
(2) Average of participation grade assigned by group members
Criteria: attendance of meetings, email communication participation, quality of work, initiative
Grade scale: see syllabus
C.
6
X. CLASS POLICIES:
A. Syllabus and Moodle are always in revision, so as responsible adults you are expected to keep abreast of both
B. The Learning Experience: Communal, Unique, & Anti-Plagiarism
1. Inquiry Based Learning (IBL) uses questions to explore topics, for without a strong informational base,
discussion quickly degenerates into unfounded opinion making
2. Collaborative Learning: Unless otherwise stated, you are expected to consult with fellow classmates on
assignments.
3. However, your assignment submission must be uniquely yours, otherwise it is plagiarism
C. PLAGIARISM
1. What is Plagiarism?
1. Quoting printed or online material without providing the source or citing the reference
2. Quoting from other students’ work
3. See: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
2. Consequences: Plagiarism in any assignment, results in F for the course AND a report to the college.
D. Freshmen Welcome:
In high school, you gained most new knowledge in the classroom. In college, the classroom is where you
explore what you have already read. Keep up with readings, make Moodle your friend, and use office hours.
E. Comportment/ Participation:
No Electronics in class room
No Private Conversations during lectures or group activities
Food and drinks in class except for med/documentation
Bathroom Use: Before or after class except med/documentation
Initiating, following, and contributing to classroom discussion
F. Mutual Respect:
Listen critically
Focus on issues, not personalities.
e.g. Direct comments to the “chair”/ professor – not the person whose comments are eliciting yours
Respond respectfully to fellow classmates
Avoid:
Ad hominen arguments (What kind of scholar is he, when he can’t even speak the king’s English”
vs. “I am unconvinced by this argument’s reliance on secondary source data”)
Generalizations (“Everyone knows that …” …vs “I believe argue that …”)
Dismissal Judgments (“But that is just absurd” versus “That position is weak for the following
reasons…”
G. Special Registration (If you fall into any of these categories below, inform the professor the first week of class)
1. Honor Credit:
a. You do not have to be in an honors program to earn honors credit for this class
b. For guide and form to arrange honor credit for this course visit:
http://www.ncsu.edu/honors/forms.html
c. Complete and submit form, in conversation with professor, by the end of second week of class.
2. Audit:
a. Inform professor during the first week that you are auditing the class.
b. Then Read: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.5.php
3. Credit only Requirement:
a. Complete and submit all assignments exams
b. Earn at least a 70 final grade calculation
H. Attendance Policy:
1. You are expected to attend all classes.
2. Two sick days are allotted – without medical documentation
3. One (1) point forfeited from final grade for each day missed, beyond allotted 2 sick days
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.3.php
4. No points lost with medical documentation
5. Arriving later than 10 minutes after official class start time, counts as an absence, but you are welcomed to
join the class
I. Incomplete Policy: Read http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php
J. Disability Policy:
1. Advise your professor of disability during first week of class to adjust class accordingly
2. Read: Academic Accommodations for Students with Disabilities Regulation (REG02.20.1)"
K. Late Policies:
1. With medical excuse – no points are forfeited, but the dates on excuse must correspond with assignment
2. All assignments: -20 points for each day after Moodle cut off time, up to two days. Thereafter, zero is
assigned
3. On line oral submission: must be submitted by midnight before scheduled date of oral presentation
Attendance: Arriving later than 10 minutes after official class start time, is an absence
4. “If we get ahead or behind the oral schedule, when I am expected to present in class and upload my
online submission?”
7
Be prepared to present on your scheduled date, assigned in the most recent oral roster; your online
submission is due the midnight before your scheduled date. Otherwise your work is late
L. NCSU Writing and Speaking Services: FREE @ http://www.ncsu.edu/tutorial_center/writespeak
You have Dr. Crumbley’s permission to use their services for all assignments and exams.
M. General Education Program/Requirements ( GEP/GER):
All courses taught by Dr. Crumbley [AFS 240 (African Civilizations), AFS 343 (African Religions), and AFS 342
(African Diaspora)] currently qualify as:
1. Global Knowledge courses<http://oucc.ncsu.edu/gep-humanities>> and
2. “Additional Breadth” courses for non-CHASS majors <<http://oucc.ncsu.edu/gep-addbrdth>>.
____________________________________________________________________________________________________________
WEEKLY CLASS SCHEDULE
[Bring Syllabus, Supplement, and Appropriate Text to each Class]
January 8, 10
Course Introduction: An Epistemological exercise: “But how do you know?”
Interviews for Mutual Introductions
Mutual Introductions: (Not an acquaintance)
1. Name
2. DOB
3. POB
4. Year
5. Major
6. Grade Objective: Desired Grade and the specific concrete steps must you take to realize it?
7. Intellectual objectives: What do you hope to take away from this course?
8. What does it mean to be human?
9. What is “a good life,” and how do you intend to have one?
Readings: Syllabus and Moodle Class Page/ Readings are due the first class of the week for which they are assigned]
January 15, 17
Mutual introductions
Oral Assignment review
Critical Film Screening: Excerpt “Different But Equal” by Basil Davidson
Submit three article citations TH January 17th
January 22, 24
[Ask me about the Celevaluation / Select Celevaluation Directors
1. Hands-on Hands article analysis exercise: ID subject, thesis, and methodology
2. Reflecting on biography and scholarship Case study Frank M. Snowden: The man, the times, and the scholarship [BIA:
Preface]
Readings: Snowden’s Black in Antiquity (BIA): Preface / Chapter I / Appendix
Critical film screening: Excerpt “Different but Equal” by Basil Davidson
January 29, 31
1. Textual evidence of the Ethiopian presence in Ancient Greece and Rome: Names, features, and problems of
terminology
Critical Film Screening: Excerpt “Different But Equal” by Basil Davidson
Readings: Snowden’s Black in Antiquity (BIA): Chapter II, III, Chapter IV
February 5: Orals Start (CAVEAT: Be prepared to present on scheduled date if there has been a shift in class order, otherwise
presentation is late)
February 7: Exam 1 will be posted at Moodle/ Due in three weeks: February 28th
War, Travel, and Knowledge of Ethiopians
Critical Film Screening: Excerpt “Different But Equal” by Basil Davidson
Readings: Snowden’s Black in Antiquity (BIA): VI, VII
February 12, 14
Orals Continue
1. Ethiopians in Greco Roman Arts, Mythology, and Religion
2. Steatopygia in 2nd c Ariccia and 18th c England: A Tomb Relief and the Body of Sarah Baartman
Readings: Snowden BIA CH VIII and Alvin Thompson article
February 19, 21
Orals Continue
1. The decision to write “such a book”: Scholarship, Drake, and Autobiography
2. Film: Sarah Bartmaan and Enlightenment Europe
8
Readings: Drake’s Black Folk Here and There (BFHT): Preface, Introduction, & Ch.1
Critical Film Screening: Sarah Bartmaan revisited
February 26, 28
Orals Continue
1. Two Schools of Theories of Race: “American Sociologistic Optimism” and the construction of knowledge about the
African Presence in ANVC
2. Hands-on in-class definition formation and thesis development : Historical junctures, social positioning, and the
construction of knowledge: Drake’s BFHT as a case study
3.
Exam review session
Readings: Drake Chapter 2
Submit Take Home Exam #1—February 28 upload at Moodle only
March 5, 7 (Spring Break) NO CLASSES
March 12, 14
1.
2.
Two Theoretical Schools of Thought: “Modern Manichaeism” and the construction of knowledge about the African
Presence in ANVC
In class exercise re: Somatic Norms at NC State
March 19, 21
Orals Continue
1. Three representations of the 25th dynasty: Overview of Biography, Social Positioning, and Historical Contexts
2. Critical Film screening: Gates on Nubia
3. Readings:
a. Breasted His life and Times (On line at Moodle)
b. Readings: from Breasted’s book A History of Egypt (See two entries at DH Hill On line reserves)
c.
Also see Drake’s references to Breasted’s “ Great White Race” comment on page 208; and to Nott,
Gliddon, and Morton on page 132
March 26, 28 (March 28 Spring Holiday no class)
Orals Continue
1. Three representations of the 25th dynasty: Breasted, biological determinism, and the 25th dynasty
2. Critical Film screening: Gates on Nubia
3. Readings:
a. Weigall his life and times (On line at Moodle)
b. Also see Drake references to Weigall on p. 134-135, 179 (“slight strain of Nubian blood), 190 & p. 250.
c.
Readings: Prelude to 25th dynasty--the Role of Ethiopia in Black history & the 18th Dynasty. Drake pp.
130-143; 200-217
April 2, 4
April 4: Post @ Moodle Exam #2/ due April 25
Orals Continue
1. Three representations of the 25th dynasty: Weigall on the “N” Dynasty
Critical Film screening: Gates on Nubia
Readings: The Rise and Fall of the 25 Dynasty & coming of the Ptolemies Drake pp. 239- 259
April 9, 11
Orals Continue
1. Three representations of the 25th dynasty: Drake 25th dynasty and its prelude
Critical Film screening: Gates on Nubia
Readings: Diop and Davidson articles
April 16, 18 Hollywood Images of Africans in Antiquity
Orals Completed
1.
Diop’s interdisciplinary approach
2. Davidson/Bernal on the Aryan/Ancient Models of Egyptian cultural sources
3. Readings: Chandler
April 23,
Course review
April 25
Celevaluation:
Submit Exam #2 @ Moodle upload only
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