and reflecting upon these stories? How are the lives of African/African- descended women/girls told and represented when that representation is in service of telling someone else s (hist)tory? what sociologist Paul Gilroy describes as the Black Atlantic World. Each week narrates a specific era of Black Atlantic history from the perspective/vantage point of one or more African or African-descended women and/or girls. Through curated pairings of readings, students will explore the ways that the lives of the women unfolded within differing and often fluid geo-political and cultural contexts (i.e. the Atlantic slave trade, colonization, race-formation, abuse and exploitation, privilege and power, the Age of Revolution, and America s Founding Fathers). The texts engaged with through the course will allow students to compare and evaluate the various ways that African and African descended women and girls appear in the primary sources of historical narratives and also compare and evaluate specific methods that the authors engaged these primary sources and narrated their lives. Together, the readings and assignments of this course equip students to assess and form their own answers to the following questions: What does a history of the Black Atlantic World look like when narrated from the perspectives of African and African-descended women and girls? Who are these women/girls, and ho do their respective locations, positionalities, circumstances within the specific geographical and cultural contexts affect their actions, choice motivations and overall visibility within the archives? What is the utility of genres such as biography, microhistory, and narrative in tell and reflecting upon these stories? How are the lives of African/African- descended women/girls told and represented when that representation is in service of telling someone else s (hist)tory?