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AP African American Studies (Authorized by Advanced Placement Program)
Amber Johnson Logan
Average rating:
4.9
Number of reviews:(86)
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A rigorous, interdisciplinary, college-level course that centers African American experiences through multiple academic lenses, including history, literature, music, philosophy, economics and art. Authorized. #academic
Class Experience
US Grade 10 - 12
Intermediate Level
Follows College Board Advanced Placement Curriculum
Aligned with Advanced Placement (AP) Standards
This class is based on the freshman-level two-semester African American History course I have taught in a Pennsylvania college. As such, it is built on a foundation of history to ensure that learners become very familiar with the themes and timelines historians often use when thinking about experiences of Africans in America at different times and in different places. This class is also follows the College Board's Advance Placement African American Studies class. The goal is to develop...
62 lessons//31 Weeks
Week 1Lesson 1Laying the foundationsWe discuss the class ahead, our goals, expectations and the materials we will use.Lesson 2Laying the foundationsWe discuss the Foundations of African American Studies and Africana Framework.Week 2Lesson 3PhilosophyWe consider the basis and development of Thought and major thinkers of the 18th-21st centuries.Lesson 4PhilosophyOur thoughts so far- using the text to guide our discussion.Week 3Lesson 5African American StudiesWe dive into the creation of African American Studies as a discipline. We begin with the protests and student led demands and finish by looking carefully at what AAS is made of.Lesson 6African American StudiesThe different approaches and focus areas of AAS.Week 4Lesson 7A Look At Africa- The Birthplace of Us All!An overview of a few major African civilization, a map study and the many ways to study African cultures over time and space.Lesson 8The Role of AfricaWe look at Africa and it's global impact.Week 5Lesson 9How Africans Built the Western WorldAfricans, enslaved and transported by Europeans and enslaved for centuries.Lesson 10How Africans Fought for Equality in the World They BuiltFrom "Neoslavery" to Protest and Social Transformation- Africans have always fought (and are still fighting!)Week 6Lesson 11Telling your story as an act of protestEquiano tells his story to the world!Lesson 12Our Lesson?What can we glean from his story? Let's discuss.Week 7Lesson 13The Civil Rights Movement AKA Black Liberation MovementWe consider the events and times across the timeline, the 1950's and 1960's era, and the movements after The Movement.Lesson 14The Civil Rights Movement AKA Black Liberation MovementWe consider the events and times across the timeline, the 1950's and 1960's era, and the movements after The Movement.Week 8Lesson 15Class Project- Top FiveEveryone will present their "Top Five" - a list of the five notable people and five notable events.Lesson 16Unit One AssessmentKey concepts, ideas, people, places and events- time to show what you know.Week 9Lesson 17Creative Production StudyWhat is The Black Aesthetic? We will dive into the definitions and some examples this week in music.Lesson 18More Creative ProductionWe continue the conversation to include more examples of music.Week 10Lesson 19Even More Creative ProductionLet's turn our conversation to the visual and performing arts and literature.Lesson 20Just a Bit More Creative ProductionWe continue the conversation to include more examples of visual and performing arts and literature.Week 11Lesson 21Work(s) of Fiction or Non-Fiction TBDWe delve into an autobiography or fiction selected based on learner interest.Lesson 22Work(s) of Fiction or Non-Fiction TBDWe delve into an autobiography or fiction selected based on learner interest.Week 12Lesson 23Sociology, Institutions and African AmericansRace, Racism, Color, Culture and the call for Black Sociology. Also, the institutions people form within communities.Lesson 24Sociology, Institutions and African AmericansRace, Racism, Color, Culture and the call for Black Sociology. Also, the institutions people form within communities.Week 13Lesson 25The InstitutionsAt the center of "The Culture" we find family, church, schools.Lesson 26The InstitutionsA look at the role of sports and other institutions.Week 14Lesson 27Food CultureThe events that require food and the events where some food would be nice.Lesson 28Food CultureA culinary conversation, with recipes and recommendations!Week 15Lesson 29Class Project- "Why Aren't There Any Brothers On The Wall?"We work together to create a virtual classroom mural.Lesson 30Unit Two AssessmentKey concepts, ideas, people, places and events- time to show what you know.Week 16Lesson 31Museum Tours!Let's go to the museum...virtually.Lesson 32College ToursOh, you knew it was coming! Buckle up- we have a bunch of places to go (virtually, of course!)Week 17Lesson 33Non-Fiction work TBDOur conversation is focused on the workLesson 34Non-Fiction work TBDOur conversation is focused on the workWeek 18Lesson 35American and African American PsychologyA careful overview of the interplay of psychology and African American mindsLesson 36American and African American PsychologyBlack self identity, racial identity and gender.Week 19Lesson 37Who are Africans to each other?African Americans and the media, influences, and personality.Lesson 38The Black Feminist Movement, Womanism and IntersectionalityOur discussion turns to the journey of Black women and various movements and thoughts through time.Week 20Lesson 39An Overview of Black Political InitiativesWe consider political science, the nature of Black Politics, ideologies, and movements of note.Lesson 40Political Education and the MediaThis is our opportunity to look at the Black media landscape, traditional and less so, over time.Week 21Lesson 41Blacks and Traditional Electoral PoliticsWhat are the patterns, characteristics and results of political action?Lesson 42Electoral Politics and the Judiciary and Black Political LeadershipWe cannot forget this vital branch of government. What have people done with and through the judiciary? Also, we consider the roles of Black political leadership.Week 22Lesson 43Twenty-Fist Century Political StrategiesThe lessons, the players, the goals and the techniques of this century- are they enough? We look at alliances, coalitions, new approaches and international politics.Lesson 44Gen Z is NOT Fooling Around!A close look at what the youngest part of the electorate is up to, to include movement leaders, elected representatives and the issues that young people are working on.Week 23Lesson 45Class Project- Raising AwarenessWhat issues matter most to you? Our projects are all about raising awareness using the tools and techniques that we have discussed or discovered.Lesson 46Unit Three AssessmentKey concepts, ideas, people, places and events- time to show what you know.Week 24Lesson 47Individual and Collective Economic EmpowermentWhat are the economic theories, experiences and issues that Black people have labored under and what are the responses?Lesson 48Black Consumer Power, Business and CapitalismAs we consider the trends and projects that shape the economy we must look at both consumers and the consumed, Black Capitalism and community economic empowerment.Week 25Lesson 49How we write about African American StudiesTogether we practice writing about the issues, ideas and connections using the correct frameworks.Lesson 50The Big Question RevealedToday, The Big Question is provided and we work together to bounce ideas, share sources and otherwise prepare for the final essay assignment.Week 26Lesson 51Science, Technology and the Future of African AmericansUnderstanding the role of science and technology in oppression, surveillance and medical experimentation.Lesson 52Science, Technology and the Future of African AmericansWe take is opportunity to consider the historical liberating uses of science and technologyWeek 27Lesson 53Technology and Racial Health DisparitiesFrom health disparities to reproductive rights, we look at what's what and what is being done.Lesson 54Environmental Racism and JusticeWhat do we do when the air, water, soil and buildings are poisoned? Fight!Week 28Lesson 55Nonfiction reading TBDWe interrogate the assigned text in light of the study and understanding gained from this course.Lesson 56Nonfiction reading TBDWe interrogate the assigned text in light of the study and understanding gained from this course.Week 29Lesson 57Nonfiction reading TBDWe interrogate the assigned text in light of the study and understanding gained from this course.Lesson 58Nonfiction reading TBDWe interrogate the assigned text in light of the study and understanding gained from this course.Week 30Lesson 59Class Project- TBDOur final class project is designed and chosen by the learners.Lesson 60Unit Four AssessmentKey concepts, ideas, people, places and events- time to show what you know.Week 31Lesson 61Black Lives TodayWe spend this final week in thought about Black people today.Lesson 62Black Lives TodayWhat's next? We think about what it takes to stay connected to Black culture.
- The goal of this class is to develop critical thinking skills by focusing on the aspects: “Applying Disciplinary Knowledge” — meaning the mastery of key historical, sociological, economic, artistic and political frameworks. “Written Source Analysis” — the ability to conduct close readings and comparisons of texts, including a critical understanding of context, point of view and bias. “Data Analysis” — being able to “identify and describe trends in data.” “Visual Analytics” — everything from how to read and analyze a map, to understanding “perspective, purpose and context” in art. “Argumentation” — how to “articulate a defensible claim,” “support an argument using specific and relevant evidence” and “use reasoning to guide the audience through a well-supported argument.”
I am excited to bring this class to Outschool. In addition to my education- my undergraduate (History- Hampton University) and graduate (U.S. History- Southern Methodist University) and my classroom experience (teaching college lower-division level African-American History) I also bring a wealth of interdisciplinary study and experiences to this space. I look forward to sharing my passion for understanding African American experiences through history, literature, music, cinema, food, sport, and institutions.
4+ hours per week outside of class
Homework
Frequency: includedFeedback: includedDetails: This is a fast-moving course with a substantial amount of reading. We spend almost three hours per week in class and learners should plan to spend six to nine hours per week reading, taking notes, completing quizzes and working on assessments. Homework completion is key for those who plan to take the AP exam in May, those seeking an assessment or letter of recommendation and those who want to gain the most from this learning experience.Assessment
Frequency: includedDetails: Learners seeking a semester assessment must declare this before the end of the third week of class. Learners seeking credit for a full years class using the instructional hours method will be offered an additional hour of required, non-synchronous material which will bring the class from 124 hours to over 150. A written report and a letter grade will be provided after each unit. A final grade will also be provided at the end of the course which will be based on participation, work submitted and improvement. Learners can expect written feedback for every unit assessment submitted.Grading
Frequency: includedDetails: Only Learners who request grades by the third week of classes will be provided with a letter grade.
Learners should be familiar with U.S. History and African- American History. Learners should be familiar with MLA and/or Chicago style guidelines.
Each learner must have the required text listed below: Introduction to African American Studies Anderson and Stewart Revised in 2015 https://www.cheapesttextbooks.com/subjects/Introduction-to-African-American-Studies-9781580730396.html
Parents should note that this a college-level course using texts written for general audiences and/or college classrooms. This subject matter may be difficult to experience at times due to the violent nature of many experiences. I recommend that parents engage the material along with the learner whenever possible.
Material for this course will be drawn from commonly used resources to include: The Souls of Black Folk by W.E.B. DuBois < The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander < “Letter from a Birmingham Jail” by Martin Luther King Jr. < Appeal to the Colored Citizens of the World by David Walker < Narrative of the Life of Frederick Douglass by Frederick Douglass < “Discourse on Colonialism” by Aimé Césaire < Incidents in the Life of a Slave Girl: Written by Herself by Harriet Jacobs < “The Negro Artist and the Racial Mountain” by Langston Hughes < “What to the Slave Is the Fourth of July?” by Frederick Douglass < Notes on the State of Virginia by Thomas Jefferson < “The Case for Reparations” by Ta-Nehisi Coates < The Mis-Education of the Negro by Carter G. Woodson < The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano < Atlanta Exposition Address/Atlanta Compromise by Booker T. Washington < “If We Must Die” by Claude McKay < Sundiata: An Epic of Old Mali by D.T. Niane < “The Ballot or the Bullet” by Malcolm X. < The Wretched of the Earth by Frantz Fanon < “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color” by Kimberlé Williams Crenshaw < “On How We Mistook the Map for the Territory, and Re-Imprisoned Ourselves in Our Unbearable Wrongness of Being, of Desêtre: Black Studies Toward the Human Project” by Sylvia Wynter < Between the World and Me by Ta-Nehisi Coates < “Message to the Grassroots” by Malcolm X. < “The Negro Art Hokum” by George Schuyler < “The Black Campus Movement and the Institutionalization of Black Studies, 1965–1970” by Ibram H. Rogers < “Black Studies and Global Perspectives: An Essay” by St. Clair Drak
Joined March, 2020
4.9
86reviews
Star Educator
Teacher expertise and credentials
Non-US Teaching Certificate in English to Speakers of Other Languages
Bachelor's Degree in History from Hampton University
Why not use the momentum of memory- or lessons of the past- to make a better future? I write to you from my Carolina home where I am reading, listening and talking about the past, present and future. Although I am sometimes saddened, I mostly...
Reviews
Group Class
$44
weekly or $1,350 for 62 classes2x per week, 31 weeks
115 min
Completed by 3 learners
Live video meetings
Ages: 15-18
3-8 learners per class
