Southern Black Culture: The African Heritage and the American Experience. Syllabi for Undergraduate Courses in the Humanities.

Institution	Spelman Coll., Atlanta, GA.
Titel	Southern Black Culture: The African Heritage and the American Experience. Syllabi for Undergraduate Courses in the Humanities.
Quelle	(1983), (284 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; African Culture; African Literature; Art Appreciation; Black Culture; Black History; Black Literature; Black Studies; College Curriculum; Course Descriptions; Curriculum Guides; Educational Objectives; Higher Education; Humanities Instruction; Lesson Plans; Music Appreciation; Psychology; Religious Factors; Spanish; Womens Studies + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Africa; Culture; Afrika; Kultur; Kunstverständnis; Kursstrukturplan; Curriculare Materialien; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Musikbeurteilung; Psychologie; Spanisch
Abstract	The document presents 17 syllabi for undergraduate humanities courses treating black culture. This first volume of syllabi was prepared by participants in a 1981 Humanities Institute at Spelman College as part of an National Endowment for the Humanities (NEH) grant. The document is divided into two parts. Part one, the bulk of the document, is comprised of 17 syllabi designed to cover the history of Afro-Americans from their roots in Africa to the American South at the beginning of the 20th century. Courses cover such topics as American literature, art and music appreciation, black psychology, elementary Spanish, African literature, Afro-American literature, Southern black culture, women in literature, and the religious dimension in literature. Each course is presented in various forms, including course objectives, resources, activities, bibliographies, and evaluation. Part two contains reviews and syntheses of discussions designed to provide formal opportunities to identify unifying strains in each week's lectures and to explore ways of presenting information to the students. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC