AP African-American Studies Notes PDF

**INTRODUCTION -- LESSON ONE \[1.1\]** AAS \[African-American Studies\] is a combination of multiple subjects \[interdisciplinary\]; there's more than history in this class. Things like literature and art. There will be analysis of **culture**, **history**, and **contributions** of people who are f...

**INTRODUCTION -- LESSON ONE \[1.1\]** AAS \[African-American Studies\] is a combination of multiple subjects \[interdisciplinary\]; there's more than history in this class. Things like literature and art. There will be analysis of **culture**, **history**, and **contributions** of people who are from African descent in the U.S. but also throughout the entire diaspora. - - **1968 SAN FRANCISCO PROTESTS** - - - - **HOW DOES AFRICAN-AMERICAN STUDIES DEEPEN OUR UNDERSTANDING OF EARLY AFRICA AND ITS CONNECTIONS TO AFRICAN DIASPORA COMMUNITIES?** - - - - - **LESSON 1.3** **POPULATION GROWTH & ETHNOLINGUISTIC DIVERSITY** - - - - - - **LESSON 1.4** **AFRICA'S ANCIENT SOCIETIES** - - - - - - - - - - - **LESSON 1.5** **SUDANIC EMPIRES; GHANA, MALI, AND SONGHAI** - - - - - - - - - - - - **MALI** - - - - - - - - - - - - - - - - - - - - **WHAT WERE MANSA MUSA's MOTIVATIONS FOR UNDERTAKING HIS PILGRIMAGE TO MECCA IN 1324?** - **LESSON 1.6 -- LEARNING TRADITIONS** **WEST AFRICAN EMPIRES & LEARNING** - - - - **GRIOTS** - - **GENDER & GRIOTS** - - - - - - - - - **LESSON 1.7** **INDIGENOUS COSMOLOGIES & RELIGIOUS SYNCRETISM** - - - - - - - - - - - - - - - **VIDEO NOTES -- 9/3/24** - **LESSON 1.8** **CULTURE & TRADE IN SOUTHERN AND EAST AFRICA** **GREAT ZIMBABWE & THE SWAHILI COAST** - - - - - - - - - - - - - - - - **LESSON 1.9** **WEST CENTRAL AFRICA: THE KINGDOM OF KONGO** - - - - - - - - - - - - **LESSON 1.10** **KINSHIP & POLITICAL LEADERSHIP** **LESSON 1.11** **EARLY AFRICA & GLOBAL POLITICS; GLOBAL AFRICANS** - - - - - - - - - - - - - **UNIT 2** **LESSON 2.1; AFRICAN EXPLORERS IN AMERICA** - - - - - - - - - - - - - - - - - - - - - - **LESSON 2.2** **DEPARTURE ZONES IN AFRICA & THE SLAVE TRADE TO THE U.S.** - **WHERE DID ENSLAVED PEOPLE LAND?** - **WHO CONTROLLED THE SLAVE TRADE?** - **WHERE DID ENSLAVED PEOPLE ORIGINATE?** Nearly half of the captives were from Senegambia and Angola, with about a quarter from each region. **HOW DID AFRICAN ETHNIC GROUPS SHAPE THE DEVELOPMENT OF AFRICAN AMERICAN COMMUNITIES?** - - - **LESSON 2.3** **FREEDOM, ENSLAVEMENT, AND RESISTANCE** - - - - - - - - - - - - - - - - - - - - - - **LESSON 2.4** **ARCHITECTURE AND ICONOGRAPHY OF A SLAVE SHIP** - - - - - - - - - - - - - - - - - - - **DBQ \[DOCUMENT BASED QUESTIONS\]** - **LESSON 2.5** **SLAVE AUCTIONS AND THE DOMESTIC SLAVE TRADE** - - - - - - - - - - - - - - - - - **LESSON** **2.6 --- FREEDOM, ENSLAVEMENT, AND RESISTANCE** **LABOR, CULTURE, AND ECONOMY** - - - - - - - - - - - - - - - **LESSON 2.7 -- SLAVERY AND AMERICAN LAW:** **SLAVE CODE AND LANDMARK CASES** Article 1 and 4 of the U.S. Constitution refers to slavery but do not use the terms slave or slavery. - - **SLAVE CODES** Slave codes; - - - - - - - - - - - - **EVEN FREE STATES HAD SLAVE CODES** Free states enacted laws to deny African Americans opportunities for advancement. - - - South Carolina's 1740 slave code: - - - - - - - - - - - - - - - **LESSON 2.8** **THE CONSTRUCTION OF RACE & THE REPRODUCTION OF STATUS** **PARTUS SEQUITUR VENTREM** - - - - - - - - - - **SUMMARY;** - - **HOW DID PARTUS IMPACT AFRICAN AMERICAN FAMILIES?** - - - **WHAT IS RACE?** - - - - - **ONE DROP** - - - - - - - **LESSON 2.9** **CREATING AFRICAN AMERICAN CULTURE** **ART, MUSIC, AND LANGUAGE** - - - - - - - - - **AFRICAN AMERICAN SPIRITUALS** - - - David Drake; Famous potter/artist. He created the "storage jar." He taught himself how to read and write, also how to create pottery. He put inscriptions of some of his poems into his creations. **LESSON 2.10** **BLACK PRIDE, IDENTITY, AND THE QUESTION OF NAMING** - - - **DEBATES ABOUT AFRICAN AMERICANS' IDENTITIES INFLUENCES WHAT THEY CALLED THEIR COMMUNITY** - - - **LESSON 2.11** **THE STONO REBELLION & FORT MOSE** **SPANISH FLORIDA** - - **ASYLUM FOR RUNAWAY SLAVE** - - **THE STONO REBELLION** - - **LESSON 2.12** **LEGACIES OF THE HAITIAN REVOLUTION** **THE HAITIAN REVOLUTION** - - - - - **RESULTS OF THE HAITIAN REVOLUTION** - - - - - - - - - - - - - **MAROON SOCIETIES** - - - - **THE LEGACY OF THE HAITIAN REVOLUTION** - - - - - **LESSON 2.13** **RESISTANCE AND REVOLTS IN THE UNITED STATES** **RESISTANCE STRATEGIES** - - - - - - **CHURCH RESISTANCE** - - - - - **REVOLTS** - - - - - - - - **RELIGIOUS** - - - **LESSON 2.14** **BLACK ORGANIZING IN THE NORTH: FREEDOM, WOMEN'S RIGHTS, AND EDUCATION** **THE FREE BLACK POPULATION BEFORE THE CIVIL WAR** - - - - - - - **BLACK WOMEN'S INVOLVEMENT** - - - - - - - - **LESSON 2.15** **MAROON SOCIETIES AND AUTONOMOUS BLACK COMMUNITIES** - - **COMMUNITY LIFE AND CULTURE** - - - **MAROON COMMUNITIES IN THE AMERICAS** - - - - - **MAROON WARS AND DEFENSE** - - - - - **LESSON 2.16** **DIASPORIC CONNECTION: SLAVERY AND FREEDOM IN BRAZIL** **ENSLAVEMENT IN BRAZIL** - - **PRESERVING AFRICAN CULTURE IN BRAZIL** - - - - **19TH CENTURY CHANGES** - - **LESSON 2.17** **AFRICAN AMERICANS IN INDIGENOUS TERRITORY** **INDIGENOUS ENSLAVERS** - - - - - - - - **TRAIL OF TEARS** - - - **SLAVERY IN THE SEMINOLE NATION OF FLORIDA** - - - - - - - - - - - **SLAVERY IN "CIVILIZED TRIBES"** - - - - - - - - - **IMPACT OF CODIFYING RACIAL SLAVERY IN INDIGENOUS NATIONS** - - - - - - - - - - - **LESSON 2.18** **DEBATES ABOUT EMIGRATION, COLONIZATION, AND BELONGING IN AMERICA** **COLONIZATION SOCIETIES AND EMIGRATIONISTS** - - - - - - - - - **EMIGRATIONISTS** - - - - - - - - - - **PROMINENT EMIGRATION SUPPORTERS** - - - - - - - - - - **ANTI-EMIGRATION BELIEFS** - - - - - **IMPACT OF FUGITIVE SLAVE ACTS** - - - - - - - - - - - **CRITICISM BY NINETEENTH CENTURY ANTI-EMIGRATIONISTS** - - - - - - - - - - - - - - - - **LESSON 2.19** **BLACK POLITICAL THOUGHT & RADICAL RESISTANCE** **RADICAL RESISTANCE & DIRECT ACTION** - - **MORAL SUASION** - - - - - **WRITINGS** - - **LESSON 2.21** **LEGACIES OF RESISTANCE IN AFRICAN AMERICAN ART & PHOTOGRAPHY** **PHOTOGRAPHY AS A TOOL IN 19TH CENTURY** - - - - - - - **SOJOURNER TRUTH** - - - - - - - **SIGNIFICANCE OF PHOTOGRAPHS OF FORMERLY ENSLAVED AFRICAN AMERICANS** - - - - - - - - - - - - - - - - **CONTEMPORARY AFRICAN AMERICAN ARTISTS** - - - - - - - - - - **LESSON 2.22** **GENDER AND RESISTANCE IN SLAVE NARRATIVES** **SEXUAL VIOLENCE AGAINST ENSLAVED WOMEN** - - - - - - - - - - - **SLAVE NARRATIVES IN THE 19TH CENTURY** - - - - - - - - **SLAVE NARRATIVES BY FORMERLY ENSLAVED WOMEN** - - - - **ADVANCEMENT OF POLITICAL MOVEMENTS** - - - - - - - - Summary; - - - - **LESSON 2.23** **THE CIVIL WAR & BLACK COMMUNITIES** **[THE CIVIL WAR: 1861-1865]** - - - - - - - - - - - - - - - - **LESSON 2.24** **FREEDOM DAYS: COMMEMORATING THE ONGOING STRUGGLE FOR FREEDOM** **FREEDOM AT LAST... KIND OF...** - - - - - - - - - - - - - - - **JUNETEENTH COMMEMORATES** - - -