African studies
Syllabus - African American Literature AFAS 160
Instructor: Dr. Bryan Carter Office: Learning Services Building, Room 242 Office Hours: Online with appointment via Zoom
Telephone: 621-0110 (office) Email: bryancarter@email.arizona.edu Class Platform: http://notebowl.arizona.edu
Please access Notebowl in advance of the first class.
Course Description African American literature has engaged consistently with the relationship between being Black and being American. W.E.B. Du Bois asked if it was possible to be considered Black and American at the same time. Many writers and artists believed that control of representations of Black Americans in the artistic sphere would lead to greater representation in political and social spheres. Black artists, intellectuals, and activists debated whether a response to colonial stereotypes would suffice or if they should insist on the right of self-definition, whatever the consequences. Questions arise in forming a Black literary aesthetic. Should writers use Standard English or dialect to represent the speech of Black Americans, and how should this language be conveyed? Should Black authors present only positive images of Black people? Should songwriters use “Western” styles, or should they use “African” or “Black” forms like the blues or praise songs? Should Black writers and artists satisfy “Western” beauty aesthetics of balance and symmetry, or should they use an “African” aesthetic that celebrates imperfection? For what reasons should they write— for advocacy, pleasure, or edification? There is a strong consensus for Black people to represent themselves, but who should those representations please, and how should they look? A lively exchange around these issues has taken place over the centuries and has had national and international repercussions. We will explore them through the works and politics of the writers who ignited and stylized their own versions of a Black self and experience.
Learning Objectives ● Introduce you to representative works of the periods covered by this course and Encourage
Critical Thinking skills to develop a conversation with those works. ● Analyze related ideas across literary genres to discover commonalities in the creative
response to systemic racism. ● Examine writing, film, art, music and performance from the periods covered for their literary,
cultural and historical significance and develop digital literacies and technological competencies to help express your understanding of the Africana literary Experience.
● Demonstrate how participating in AFAS-oriented internships, immersive global education, or innovative digital projects related to the Africana experience will enable a unique connection and interaction with peoples across the Africana diaspora, and how to apply what was learned during the semester into actionable next steps.
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Syllabus - African American Literature AFAS 160
Learning Outcomes ● Recognize period literature and identify plausible inspirations for assigned and associated
readings ● Exemplify and critically reflect your understanding of how African American literature has
responded to systemic racism in America and throughout the Africana diaspora through a Reflective Writing Essay.
● Communicate Effectively, clearly, logically, and interestingly about assigned literary works of the periods studied through VoiceThreads and Author/Topic Discussions.
● Create a project that integrates your understanding of one or more course themes through the production of an Intellectual A/V Mix Digital Project
● Offer examples of intersections with your chosen disciplines. Understanding the impact of the course themes on your research interests is illustrated through your Reflective Writing Exercise, applying what you have learned this semester.
Themes In this course we will examine some of the major debates and central texts of African American literature from various perspectives. The course centralizes the relationship between race, representation and identity. The issues taken up by the writers and artists we will consider over the semester are increasingly important today as many of the same issues have been left unresolved for over a century.
Methodology Introduction to African American Literature offers students an overview of African American literature from before the turn of the 20th century until the near present. It will incorporate several thematic aspects that will help shed light on themes relevant to African American life and culture through our reading and discussion. We will explore author expression through artistic genres as they sought to establish a unique identity within a society hostile against their very being. Through our discussion, we will also deconstruct power, class, gender, race, sexuality, and politics as they relate to the inspiration to create, comparing responses. This knowledge-making will happen in a virtual environment to increase the interconnectedness of both students and their ideas.
Technology This course is scheduled to be online with no “face-to-face” meetings. However, unlike traditional online course offerings where there is little if any “real-time” interaction with your classmates or your instructor, our class will conduct “optional” live online sessions that are “scheduled.” These optional (but encouraged) synchronous, or “live sessions” will be held using a virtual reality platform called Spatial. If you have an Apple or Android desktop or mobile device, you will be able to access these sessions by downloading the Spatial application to attend the live classes.
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Syllabus - African American Literature AFAS 160
To ensure immersive interaction for students. This course will utilize the following technologies:
Notebowl is our Learning Management System. This means that all course content, assessments, and offline class interactions will be hosted through this site. You will also be able to review your grades and communicate with other students. All students should login to Notebowl prior to the beginning of the term. The required first live session of the course will be posted here with relevant access links for Zoom.
● Login with your netID and password ● Read through the course materials and familiarize yourself with the interface
*PLEASE NOTE: Access to Notebowl for the semester costs $25. The first time you login, payment will be required.
Spatial is the immersive platform we are using this term. Please create an account at Spatial.io. You will then follow the link provided on our NoteBowl Bulletin to access our “optional” live sessions. When you set up your profile, please:
● Add your photo to your Avatar’s face ● Allow Spatial to access your Webcam and Mic ● Use headphones or earbuds to reduce echo ● Mute your mic when entering our virtual space ● Download and install the Spatial.io app and login using your UA email and password used
to create your Spatial account
Textbooks “The Norton Anthology of African American Literature” by Henry Louis Gates (Jr.), Valerie Smith ISBN-13: 9780393923698 (Required)
“Parable of the Sower” Graphic Novel by Octavia E. Butler ISBN-13: 9781419754050 (Required)
Assessment Your achievement of the general course objectives will be assessed in a variety of ways including but not limited to exams, quizzes, essays, brief journal-style expressions (VoiceThreads), presentations, projects, and online interactions. Find all due dates on the Course Schedule. Gentle reminders are given each live class.
Quizzes Objective quizzes will be employed for some of our readings. These quizzes can be found online on Notebowl and will not be timed. The questions are a mixture of multiple-choice, true/false, and short answers. There is no set amount of quizzes but you can expect at least one each week covering the readings assigned.
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Syllabus - African American Literature AFAS 160
VoiceThreads VoiceThreads are one way in which your participation and understanding of assigned readings will be assessed. Many of the reading assignments (individual or groups of authors) will require you to post a VoiceThread response. Think of the VoiceThread as an “electronic journal” where you post your voice or video responses to my prompts with your voice or video. Your grade will be assessed by how well you address the week’s 3-4 prompts. Prompts will require you to demonstrate your understanding of the assigned reading and extend your understanding by providing examples, personalizing the reading in some way. Failure to fully address the prompts will result in a lowered grade. You are required to support responses with examples from the text or other materials forming critical responses that are original ideas. Each week you have the option to post a second response for 5 points extra credit. Second posts should be thoughtful, in video or voice format only, and MUST be completed before the 11:59 PM VoiceThread deadline in order to receive credit.
The written portion of weekly VoiceThread assignments must be at least 250 words but will be graded primarily on content rather than length. Verbal or video responses should be meaningful and demonstrate some critical thought on the topic and fully respond to fellow student posts. Read the VoiceThread grading rubric for further details.
Author Discussion Author Discussions are multimedia responses to the writers we are discussing in the course. Students will be graded in two parts: sign-up and presentation. Find more details on the Author Discussion grading rubric.
Your tasks are to: 1. Sign-up for one of the presentation choices
● For authors, summarize the highlights of their life while critically evaluating the class readings associated with that author.
● For periods/eras, be complete in your overview and be creatively interesting in your presentation discussing relevant themes found in the assigned readings.
2. Present live or recorded ● Live presentations may be done individually or paired and will be presented on live
class days in Spatial ● For recordings (individuals only) must use slides, selfie-video, and voice. ● All presentations whether live or recorded should be posted on the entry form.
For live presentation groups, tasks should be divided among members using slides and video to support your presentation (I will show you how to do this just prior to your Live Presentation). Groups will be evaluated as a group and you will also be asked to evaluate your partner.
Your second option for your Author Discussion is to do it alone in an asynchronous format uploading your presentation once completed for class access. By posting your finished file on the entry form found in NoteBowl, the class and I will be able to learn and respond to your work and your grader will be able to provide appropriate feedback.
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Syllabus - African American Literature AFAS 160
PLEASE NOTE: Applications listed in the first paragraph of the sign-up sheet are preferred for their ability to display slides, selfie-video and voice simultaneously. Other applications may be used with permission. Please reach out to me BEFORE you begin to ensure the application you are interested in is approved for use on this assignment.
*References are required and must be cited appropriately in the format of your choice.
Reflective Writing Exercise This assignment asks students to personally reflect on the course as well as one or more of the topics, authors, periods or genres that we studied this term in 3-5 pages. Additionally, reflections should detail your reasonings for picking what you chose to discuss. Students are encouraged to incorporate one or more of the broad themes noted in the course description of our syllabus and apply your thoughts in relation to course content including course texts. Students should think, “if I was to describe this course to someone who knows nothing about African American Literature, what would be the first things that come to mind?
Students will be evaluated on their ability to integrate personal reflection with course content. If comfortable, incorporate feelings and memories readings and authors may have evoked. Including quotes from texts help to establish connections and should be supported with in-text citations and a works cited page (not included in total required page count). Read the Reflective Writing grading rubric for more detailed information on this assignment.
Intellectual A/V Mix The purpose of the Intellectual A/V Mix is to offer you an opportunity to select a topic, theme, event, author or period and complete an Audio/Video Mix. The guidelines for this project are extremely flexible allowing students to select anything that you wish to research. Students MUST make the case for how your chosen topic connects to African American literature, life or culture.
Examples of themes include literacy and power, freedom, heritage, fear, opportunity, creativity, social justice, or revolution. Once you have selected your topic, you will then “mix” audio, video and your intellectual commentary into a coherent project of some sort. There are minimum media numbers that you must incorporate, detailed in the rubric.
This project IS NOT a PowerPoint or Prezi, a speech or formal presentation. Instead, I would like for you to do something a bit more creative. Students will choose one of the applications/platforms or methods listed on the grading rubric recording a performance from within Spatial (in 3D). Your Intellectual A/V Mix assignment should represent your understanding of your chosen topic. If your project is shallow or demonstrates little real research done, then you will not receive full points. You are encouraged to use creative modes of expression like spoken word, dance performances, media projects, video projects, or even podcasts.
Students have (4) options for this assignment:
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Syllabus - African American Literature AFAS 160
1. Create a mixed-media website. 2. Short intellectual commentary video with audio/video clips and images. 3. Performance in Spatial using your avatar. 4. Create a podcast and website. The podcast must have at least 4 episodes created in
Anchor integrating audio clips. The website must have embedded video components.
ALL projects MUST include an introductory video of yourself discussing your motivations for selecting the topic you chose, the minimum number of A/V selections, and some sort of conclusion that includes what you learned or got out of the project.
Writing AFAS 160 integrates and requires effective writing skills. The learning process in this course is reinforced and practiced through teaching and acquisition of various writing techniques.
● Writing assignments will be both formal and informal (reflective). ● VoiceThreads, Reflective Writing Exercise, Quizzes, Journals, are all assignments where
writing is required. ● Writing assignments emphasize critical inquiry, including research skills for data collection
and analysis. Practice of various strategies, such as focusing ideas, drafting, revising, critical reading, and research using outside sources, support the writing process.
● Writing assignments are evaluated for format, organization, style, grammar, and punctuation, as well as content and participation in the scholarly conversation.
● Writing assignments may vary in number and length, but will add up to a minimum of 10 pages or 2500 words over the course of the term.
● All submitted written assignments should be on 8.5x11” sized paper with 1” margins, double-spaced, and in 12 point Times New Roman font.
Grading at Glance
Quizzes 10%
VoiceThread Responses 25%
Author Discussion 15%
Author Discussion Sign Up 5%
Midterm Exam VoiceThread 15%
Reflective Writing Assignment 10%
Intellectual A/V Mix 20%
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Syllabus - African American Literature AFAS 160
Late Policy All assignments should be turned in by the due date posted in the course schedule and announced during our live sessions. If you choose not to attend the live sessions you will not be penalized, but it is recommended that you watch the recordings archived on NoteBowl.
If you miss a posted or announced deadline any time after 11:59 pm on the due date, assignments submitted late will be assessed in the following way:
VoiceThreads ● 1 day late: 2-point penalty ● 2 days late: 3-point penalty ● 4 days late: 4-point penalty ● 5 days late: ZERO (no points awarded)
Quizzes Missed quizzes will receive a grade of zero and cannot be reopened except for a verified medical or Dean of Students excuse.
Author Discussion Two separate grades are given for author discussions, sign-up and presentation. If you miss the sign-up deadline, you receive a zero for that portion of the assignment. Though the zero still stands, you must contact your instructors by the SECOND deadline posted in the syllabus so you can be assigned an author and date for presentation. Failing to contact your instructor by the second deadline will result in azero for BOTH the Author Discussion sign-up AND the Author Discussion presentation.
If you miss your presentation (presenting Live during one of our “Live Sessions” OR posting your “recording link” on the proper form by 11:59 pm on the date UNDER your chosen author’s name) you will receive the following penalty:
● 1 day late: 10-point penalty ● 2 days late: 15-point penalty ● 3 days late: 25-point penalty ● 4 days late: 35-point penalty ● 5 or more days late: 40-point penalty
Your Author Discussion presentation should include both audio and video throughout. If this is not included, an automatic 25% deduction will be applied.
Reflective Writing Exercise Missing the posted and announced deadline will result in a 50% deduction.
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Syllabus - African American Literature AFAS 160
Attendance and Absence Policy Attendance to our live broadcast sessions is optional but highly encouraged. If you cannot attend any live broadcast sessions you will not be penalized, however, you will still be expected to complete all assignments by the deadline date posted on the course schedule. I highly encourage students to watch the recordings posted to NoteBowl. There may be other extra credit opportunities for those who cannot attend live sessions.
Absences for any sincerely held religious belief, observance, or practice will be accommodated where reasonable. Absences pre-approved by the UA Dean of Students (or dean’s designee) will be honored.
Accessibility and Accommodations At the University of Arizona, we strive to make learning experiences as accessible as possible. If you anticipate or experience barriers based on disability or pregnancy, please contact the Disability Resource Center (520-621-3268, https://drc.arizona.edu/) to establish reasonable accommodations.
Threatening Behavior by Students Policy The University seeks to promote a safe environment where students and employees may participate in the educational process without compromising their health, safety, or welfare. The Arizona Board of Regents (ABOR) Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any member of the University community, including to one’s self. Threatening behavior can harm and disrupt the University, its community, and its families.
Code of Academic Integrity Integrity and ethical behavior are expected of every student in all academic work. This Academic Integrity principle stands for honesty in all class work, and ethical conduct in all labs and clinical assignments. This principle is furthered by the Student Code of Conduct and disciplinary procedures established by ABOR Policies 5-308 through 5-404.
Nondiscrimination and Anti-harassment Policy The University of Arizona is committed to creating and maintaining an environment free of discrimination. In support of this commitment, the University prohibits discrimination, including harassment and retaliation, based on a protected classification, including race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity, or genetic information. The University encourages anyone who believes they have been the subject of discrimination to report the matter immediately as described in the section below, “Reporting Discrimination, Harassment, or Retaliation.” All members of the University community are responsible for participating in creating a campus environment free from all forms of prohibited discrimination and for cooperating with University officials who investigate allegations of policy violations.
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Syllabus - African American Literature AFAS 160
Religious Accommodation Policy Individuals may not be discriminated against because of their religious beliefs or practices, or because they lack religious beliefs or practices. Anyone who believes he or she has been discriminated against by the denial of a requested religious accommodation should contact the Office of Institutional Equity (http://equity.arizona.edu or 520-621-9449)
Plagiarism Purdue University’s Owl Resource defines plagiarism as using someone else’s work as if it were your own. You may not realize it, but certain practices lead others to conclude that someone else’s work is your own. Here are some of these practices:
1. Using someone’s exact words and not putting quotation marks around them, which means the reader has no way of understanding that this is not the work of the author.
2. Using someone’s work and not referencing the source. 3. Paraphrasing so closely (same order of sentences, same order of paragraphs, same order
of sections), with merely a word substituted here and there. This indicates that the work is really still someone else’s. The intellectual work of re-thinking the meaning wasn’t done. This is true even if the source is given.
4. Cut and Paste: Using parts of several people’s work, which some think is original - Not! The sum of sentences from other authors doesn’t make the combination original. Plagiarism will not be tolerated in this course. If you have any doubt, please check with the instructor.
Africana Studies Program The Africana Studies Program at the University of Arizona prepares future leaders of a global and diverse economy from North and Latin America to Africa and Europe. It offers an interdisciplinary major, a minor in hip-hop cultures, and a variety of internships and study abroad opportunities. The program embraces new technologies and is a leader in online offerings and digital humanities.
Our faculty encompasses diverse academic backgrounds producing a fertile and exciting interdisciplinary dynamic evident in both our teaching and research. We encourage students from all backgrounds to join us in investigating the historical and contemporary experiences of Africana peoples and how they are shaped by gender, class, race, and other important ideas. The Africana Studies Program graduates are very marketable and obtain jobs in any career.
Information on career possibilities with an Africana Studies degree: http://africana.arizona.edu/sites/africana.arizona.edu/files/major_possibilities.pdf
Learn why you should major or consider a double major in Africana Studies: http://africana.arizona.edu/sites/africana.arizona.edu/files/why_major.pdf
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