Get Best CSTU 220-The African American Experience
An examination of the cultural social, religious, political, literary, and entrepreneurial dynamics of the African American experience from 1860 to the present.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
This course is designed as an interdisciplinary survey of the experiences of African Americans in the social and cultural history of America. The goal of this course is to nurture a recognition of the African American experience in terms of its development and contribution within the broader American culture to foster an understanding of biblical diversity and racial reconciliation for Christians engaged in this world.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Assess factors related to the religious, political, economic, social, and literary dynamics of the African American experience.
- Evaluate the spectrum of Christian responses throughout history to racial and social inequality.
- Appraise the religious, political, economic, social, and literary contributions of African Americans in America.
- Apply biblical teachings in fostering the correct Christian response of reconciliation and continued social and ethical responsibility.
General Education Foundational Skill Learning Outcomes
Civic and Global Engagement
- Identify the main features of a worldview, assessing the cultural, political, economic, and industrial implications.
- Relate government and/or culture to various aspects of life.
- Assess the Christian principles and general practices for effectively engaging people from different social and/or cultural backgrounds.
- Describe the impact of a person’s global perspective on evangelism and cross-cultural engagement.
- Relate the human experience within various civic and global structures to participation in the redemptive work of God.
Textbook readings and lecture presentations
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student will respond to the prompts provided (noted below), and post a thread, containing 200–250 words, to the Discussion. In addition to the thread, the student must submit 2 replies of at least 150 words to 2 classmates’ threads (CLO: A, B, C; FSLO: CGE 1, 2, 3 and 5, CIL 1, CT 5, SSI 3).
This assignment will require the student to identify a musical group/individual and trace their contributions to the African American experience as influencers of culture. This assignment will be submitted as a PowerPoint presentation and must include a title page and 6–8 additional slides. Slides should cover the background of the chosen musician(s), his/her musical genre and how the chosen musician influenced that genre, the historical context surrounding the musician, and the musician’s overall cultural impact. At least 1 picture or sound clip is required on each slide. The narration of the presentation by the student is also welcome (CLO: A, C; FSLO: CGE 2, CIL 2).
After reviewing the course material for this week, the student will write a response paper of 500–750 words addressing the assigned topic in APA formatting (CLO: A, C; FSLO: CGE 1, 2, CIL 3, CT 5).
The student will create a Bibliographical Wiki using the Wiki tool. The purpose of the assignment is to highlight the literary figures who have shaped the African American experience while introducing the use of reliable reference sources and encouraging the use of clear explanatory writing. The wiki format also provides a platform for interaction as the student revises the entries posted by his/her peers. The student creates a page for the wiki by selecting a person from the list provided, and by compiling a biographical sketch of that person using online sources available through the Jerry Falwell Library. The student then selects two pages created by other classmates and revises those pages. The student also correctly cites the sources used to compile the original page and the revisions (CLO: A, C; FSLO: CGE 2).
The student will open the Biographical Wiki and select at least two pages for revision, making revisions and changes that will significantly improve the quality of the biographical sketch and ensure that the significance of the person is clearly explained. The student will include both substantive content revisions as well as writing edits.
The student will take a quiz in each Module: Week covering the readings, presentations, and other learning activities specific to the Module: Week. Quizzes consist of multiple-choice and essay questions. The student will have 1 hour to complete each open-book/open-notes test. For each minute over the time limit, the total score will be reduced by 1 point. Because of the time limit, the student must be prepared before starting each test (CLO: A; FSLO: CGE 2).
The student will answer the following question in an essay of at least 750 words. A strong introduction/thesis and conclusion are required. The student must cite course materials used when making his/her arguments in APA formatting (CLO: D; FSLO: CGE 4, 5, CIL 4, 5, CT 5, CC 3).
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