Mama Said...

This song by the Shirelles is one of many that connects readers with an aspect of Ophelia and George's courtship.

What songs come to mind for you?

DBQ 2: Tuesday/Thursday

Mama Day transports us to another world, although part of the novel's action takes place right here in NYC. Memory, storytelling, thoughts and lived events carry us deep into the culture of geographic regions and the characters we meet.

Consider your family history. Talk to an older adult about a special memory and ask her/him to share the story with you. If you have access to relatives who are very old, great. If not, ask a close relative, family friend, or someone who has been part of your upbringing to share a story with you. Share your story on our DB. 

DBQ 2 - Friday

Benjamin Cohen d'Azevedo and Tituba are an unlikely pair, or are they? In what ways does Tituba's relationship with Benjamin compare OR contrast with Tituba's relationship with John Indian? 

Be sure to use specific examples/scenes and/or quotes from the text and give author's name and page number in your response. 

DBQ1 Tu/Th

Tituba's move to Salem Village impacts her in many ways and helps define who she is as a woman, a healer, a wife, friend, slave, etc. Think about the experiences Tituba has to date (through page 75) and respond to the following questions according to your group number. Each group member should enter a response to the question for your group. Your responses should be entered no later than 4PM Tuesday.

One example in each case is sufficient! Please remember to use textual evidence to suport your claims. 

• GROUP 1: To what extent are Tituba's experiences influenced by gender? Is there a discernable difference between the way Tituba is treated and/or expected to behave and the expectations for men? 
• GROUP 2: In what ways does geographic location impact Tituba's experiences? Is Salem a better/worse place for her to live? Is it a better/worse place for her to live with John Indian?
• GROUP 3: To what extent is Tituba able to integrate successfully into the community of Salem? What are her contributions to the community and how does the community respond? 

Lament for My Lost Child (Conde 55)

The moonstone dropped into the water,
Into the waters of the river,
And my fingers couldn't reach it,
Woe is me!
The moonstone has fallen.
Sitting on a rock on the riverbank
I wept and I lamented.
Oh, softly shinning stone,
Glimmering at the bottom of the water.
The hunter passed that way
With his bow and arrows.
"Why are you crying, my lovely one?"
"I'm crying because my moonstone
Lies at the bottom of the water."
"If it is but that, my lovely,
I will help you."
But the hunter dived and was drowned.

Music of the Diaspora

Susana Baca

Cesaria Evora

Welcome to AFN 128

BMCC – Center for Ethnic Studies

Phone (212) 220 1374           Fax (212) 220 1508

Email: jmodeste@bmcc.cuny.edu

AFN 128 – SPRING 2013

Black Women in the Americas and the Caribbean

3 Credit Hours

Instructor & Class Times/Locations	Office Hours & Contact Information
Dr. Jacquelynne Modeste	199 Chambers Street, S632
Tues & Thurs 4PM – 5:15PM (F204) Friday 9AM - 11:45AM (M1116)	Thursday 2:30PM - 3:30PM

Course Description

This course will explore the relationship between Black women in the United States and the Diaspora with particular emphasis the Americas, the Caribbean, and Brazil. Through active discussions in class and online, we will identify the ways in which politics, culture, and human rights and women’s rights issues transcend time and place and continue to inform today's conversations. A close reading of four novels (see below) will guide our intellectual journey. 

Basic skills: Reading comprehension; the ability to transfer knowledge to various fields of thought; apply knowledge broadly across and between disciplines; present ideas thoughtfully; engage in classroom discussion.  

Prerequisites: ENG 088, ESL 094, ACR 094                                             Co-requisites: N/A

College Attendance Policy

At BMCC, the maximum number of absences is limited to one more hour than the number of hours a class meets in one week. For example, you may be enrolled in a four-hour class that meets four times per week. You are allowed 5 hours of absence (not 5 days). In the case of excessive absences, the instructor has the option to lower the grade or assign an F or WU grade.

Academic Adjustments for Students with Disabilities

Students with disabilities who require reasonable accommodations or academic adjustments for this course must contact the Office of Services for Students with Disabilities. BMCC is committed to providing equal access to all programs and curricula to all students.

BMCC Policy on Plagiarism and Academic Integrity Statement

Plagiarism is the presentation of someone else's ideas, words or artistic, scientific, or technical work as one’s own creation. Using the idea or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The library has guides designed to help students to appropriately identify a cited work. The full policy can be found on BMCC's web site, www.bmcc.cuny.edu

<!--[if !supportEmptyParas]--> ASSESSMENT MEASURES 

Course Student Learning Outcomes (students will be able to…)	Measurements (means of assessment for student learning outcomes listed in first column)
Think critically	<!--[if !supportLists]-->·   <!--[endif]-->In-class discussion <!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments <!--[if !supportLists]-->·   <!--[endif]-->Final exam
Read critically	<!--[if !supportLists]-->·   <!--[endif]-->Assigned reading <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments <!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->Final exam
Communicate verbally	<!--[if !supportLists]-->·   <!--[endif]-->In-class discussion <!--[if !supportLists]-->·   <!--[endif]-->In-class presentations
Write expressively	<!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments <!--[if !supportLists]-->·   <!--[endif]-->Final exam
Present ideas in a professional manner	<!--[if !supportLists]-->·   <!--[endif]-->In-class discussions <!--[if !supportLists]-->·   <!--[endif]-->In-class presentations
General Education Learning Outcomes	Measurements (means of assessment for general education goals listed in first column)
Communication skills: Students will be able to write, read, listen, and speak critically and effectively.	<!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->In-class discussion <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments
Social & Behavioral Sciences: Students will be able to apply the concepts and methods of the social sciences	<!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->In-Class discussion <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments
Arts & Humanities: Students will be able to develop knowledge ad understanding of the arts and literature through critiques of works of art, music, theatre, or literature.	<!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->In-Class discussion <!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments <!--[if !supportLists]-->·   <!--[endif]-->In-class presentations <!--[if !supportLists]-->·   <!--[endif]-->Final exam
Information & Technology Literacy: Students will be able to collect, evaluate, and interpret information and effectively use information technologies.	<!--[if !supportLists]-->·   <!--[endif]-->Discussion board assignments <!--[if !supportLists]-->·   <!--[endif]-->In-Class discussion <!--[if !supportLists]-->·   <!--[endif]-->Quizzes
Values: Students will be able to make informed choices based on an understanding of personal values, human diversity, multicultural awareness and social responsibility.	<!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->In-class discussion <!--[if !supportLists]-->·   <!--[endif]-->Quizzes <!--[if !supportLists]-->·   <!--[endif]-->In-class presentations <!--[if !supportLists]-->·   <!--[endif]-->Final Exam

<!--[if !vml]--><!--[endif]-->

AFN 128

Black Women in the Americas and the Caribbean

Course Objectives: To help students develop strengths in critical reading, critical thinking, verbal communication and written expression in order to engage in well informed and meaningful discussions of – at least -- women’s issues in global context.

Required Texts:

1. Julia Alvarez, In the Time of the Butterflies
2. Maryse Condé, I, Tituba
3. Edwidge Danticat, Breath, Eyes, Memory
4. Gloria Naylor, Mama Day.

Grading (basics): Attendance and meaningful participation are vital to your success in this course. Students are expected to bring the novel we are reading to class each day and to attend each class session – on time -- having read the assigned chapters. Students should be prepared to participate actively in class discussions and to respond thoughtfully to questions posted on the Discussion Board.

Specifics: Attendance & Participation, 25%; Discussion Board, 25%; Quizzes, 25%; Final Project, 25%

Additional Grading information:

Attendance & Participation: it is unlikely that you will pass this class if your attendance is poor because class discussion is a large part of your grade as is Group work. 

Readings: Please divide your readings into class sessions. For example: if a book is listed on the syllabus for three (3) weeks, you will be responsible for completing 1/3 of the reading by the end of the first week; 2/3 by the end of the second week; and 3/3 (or the entire book) by the end of the third week.

Quizzes: will be given in a variety of formats in order to best capture the multiple types of intelligence you bring to class.

Final Exam: The final “exam” is the Final Group Presentation during the last two weeks of the course. Specifics on what to expect as well as a Rubric for organizing your efforts will be distributed in class.

BMCC Grading Scale

A         93 – 100%                  C         73 – 76%

A-        90 – 92%                    C-        70 – 72%

B+        87 – 89%                    D+       67 – 69%

B          83 – 86%                    D         63 – 66%

B-        80 – 82%                    D-        60 – 62%

C+       77 – 79%                    F          59% and lower

<!--[if !supportEmptyParas]--> SEMESTER SCHEDULE <!--[endif]-->

Week 1	Course Introduction Writing assessment & Current events DBQ – Sign in
Week 2	Maryse Condé; I, Tituba: Black Witch of Salem Discussion Board Q1 (DBQ1)
Week 3	I, Tituba DBQ2
Week 4	QUIZ #1: I, Tituba
Week 5	Gloria Naylor, Mama Day DBQ3
Week 6	Mama Day DBQ4
Week 7	Mama Day DBQ5
Week 8	QUIZ #2: Mama Day
Week 9	Edwidge Danticat: Breath, Eyes, Memory DBQ6
Week 10	Breath, Eyes, Memory DBQ7
Week 11	QUIZ #3: Breath, Eyes, Memory
Week 12	Julia Alvarez: In the Time of the Butterflies DBQ8
Week 13	In the Time of the Butterflies DBQ9
Week 14	In the Time of the Butterflies DBQ10
Week 15	QUIZ #4
Week 16	GROUP PRESENTATIONS
Week 17	GROUP PRESENTATIONS