Global studies module format
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- Educational Objectives of the Module (should constitute a minimum of 12% of the course): 1.
- Listing of Resources Used to Support the Module (readings, videos, podcasts, documentaries, etc.)
- Description of Possible Assignments Used to Facilitate an Understanding of the Module Objectives (writings, interviews, reflections, experiential projects or field work)
- Evaluation/Testing Used to Assess the Comprehension of the Module
- Resources (Bibliography) used to Develop/implement the Module
| GLOBAL STUDIES MODULE FORMAT
Ivy Tech Community College North Central - Global Studies Program Name: Laura Bergstrom School: Ivy Tech Community College Course Number and Title: HIST 210: African-American History Module Title: Internationalizing the Atlantic Slave Trade Description of the Module: This module seeks to show the complexities of the slave trade beginning with its origins in Africa. Students often share the misnomer that all slaves from Africa came to British North America and what later became the United States. But the larger picture of the slave trade is much more complicated than the over-simplified narrative. The primary goal of this module is to put the slave trade into global context. Educational Objectives of the Module (should constitute a minimum of 12% of the course): 1. Evaluate the domestic and global ramifications of the slave trade and the system of slavery in the United States. 2. Develop an understanding of the interconnected peoples who made America. 3. Demonstrate an awareness of the impact of African-Americans on United States history, from colonization to the modern era. 4. Demonstrate an awareness and appreciation of cultural diversity. Outline of Lectures/Discussions: 1. Lecture/Discussion: Provide background on African kingdoms prior to the introduction of the Atlantic slave trade. Discuss Ancient Egypt & Nubia, the Bantu, the Kingdoms in West Africa, Ethiopia/Axum, African political structures, in addition to African resources and trade networks. 2. Lecture/Discussion: This lecture will deal with the slave trade within Africa as well as the Trans-Atlantic Slave trade. Using PowerPoint to display drawings, the instructor will walk students through the enslavement process--beginning with the initial approach of Europeans on the West African coast and ending with arrival on the plantation. Facilitate a discussion on African ethnicities and rivalries between clanships and kingdoms and evaluate the problems with assigning victim status. After lecturing on the Middle Passage, show the first 15 minutes or so of the movie Amistad and critique the portrayal of the slave trade, having students compare it to the accounts of Olaudah Equiano and Alexander Falconbridge. After this, the instructor will discuss the slave auction and play the Oscar Brown Jr. song. 3. Lecture/Discussion: Discuss the progression and major players involved in the international slave trade during the 19th century. Provide background on the Amistad case and divide students into groups for the Amistad mock trial. Listing of Resources Used to Support the Module (readings, videos, podcasts, documentaries, etc.): Readings: “Is it Not Enough that We Are Torn From Our Country and Friends?”: Olaudah Equiano Describes the Horrors of the Middle Passage (1780s): http://historymatters.gmu.edu/d/6372 Alexander Falconbridge, “An Account of the Slave Trade on the Coast of Africa” (1788): http://www.learnnc.org/lp/editions/nchist-colonial/1904 National Archives, “Teaching With Documents: The Amistad Case”: http://www.archives.gov/education/lessons/amistad/ University of Missouri-Kansas City, “Famous American Trials: Amistad Trials, 1839-1440,” http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMISTD.HTM Videos & Documentaries: Amistad (1997) PBS, Slavery and the Making of America (2005) Visual Aids & Media Required for Lectures Map: “Slave Trade From Africa to the Americas: 1650-1860,” http://www.unc.edu/wrc/maps/08-Map.png Charts: National Park Service Ethnography Program, “African American Heritage and Ethnography” contains charts and statistics on the Atlantic slave trade. http://www.nps.gov/ethnography/aah/aaheritage/histContextsD.htm Music: Oscar Brown Jr., “Bid Em In” Description of Possible Assignments Used to Facilitate an Understanding of the Module Objectives (writings, interviews, reflections, experiential projects or field work): “Bid Em In” song by Oscar Brown Jr. Have them listen to it twice. Write down words that stood out to them after. Then write an informal response to what they heard and discuss as a class. Primary document comparison--Short paper. Compare and contrast Alexander Falconbridge’s account as an English doctor aboard a slave ship to Olaudah Equiano’s. In-Class Activity: Compare Equiano and Falconbridge’s account of the Middle Passage to first 15 minutes of the movie Amistad. Discuss the accuracy of the movie’s portrayal. The Amistad Case--Mock Trial/Debate. Divide class into 3 groups and have them review the Amistad case through UMKC website. One group represents John Q. Adams defense of the Africans, one group represents pro-slavers in the U.S., and one group represents the interests of the Spanish. Each group submits a paper copy of their argument and evidence. There is also a verbal component as students have a debate either in class or in a mock courtroom. Perhaps have students write a reflection piece after the activity. Evaluation/Testing Used to Assess the Comprehension of the Module: Students will be evaluated based on their preparation and participation in the Amistad mock trial/debate Students’ participation involving in-class activities will be assessed via informal responses and two minute essays to ensure they understand the concepts. Essay questions on the exam related to the trans-Atlantic slave trade. Resources (Bibliography) used to Develop/implement the Module: Byrd, Alexander. Presentation at the National Endowment for the Humanities, Landmarks in History Summer Institute, “African American History and Culture in the Georgia Lowcountry: Savannah and the Coastal Islands, 1750-1950.” Hine, Darlene Clark et. al. African Americans: A Concise History, 4th edition, combined volume: Pearson, 2012. Textbook PowerPoints contain depictions of the Atlantic slave trade as well as maps and statistics. Though many can also be found on Google Images. 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