Dr. Sherman James, Part 1: Growing Up in Hartsville | SC African American History Calendar (2021)

Despite being a small town in South Carolina, Hartsville, SC produced two honorees of the South Carolina African American History calendar, who grew-up together at the same time: Jannie Harriot (May 2019) and Dr. Sherman James (May 2021). SCETV was fortunate enough to record a conversation between these two distinguished South Carolinians. They discuss what it was like growing up in Hartsville, SC in the 1940’s and 1950’s.

A social epidemiologist, Dr.  Sherman James is the Susan B. King Distinguished Professor Emeritus of Public Policy at Duke University. He taught at Duke,  the University of North Carolina – Chapel Hill,  and the University of Michigan – Ann Arbor. In the early 1980s, Dr. James formulated the John Henryism Hypothesis, which posits that repeated, “high-effort” coping (“John Henryism”) over many years with adversity, including adversity caused by structural racism, contributes to the well-known high risk for hypertension in African Americans. He received many awards and accolades for his work.

Jannie Harriot has devoted her life to education, the preservation of South Carolina's African American history, and her family. Harriot is the founding Chairperson of the Butler Heritage foundation - she was instrumental in getting the Darlington County Board of Education to deed her high school alma mater to the foundation, for restoration and preservation. Governor Carroll Campbell appointed Harriot as a charter member of the S.C. African American Heritage Council, which became the S.C. African American Heritage Commission. Jannie Harriot has received numerous awards for her years of service.

Presented through a partnership between the South Carolina Department of Education and South Carolina ETV. 

Download the SC African American History Calendar here. 

Standards

• 8.5.E Utilize a variety of primary and secondary sources to analyze multiple perspectives on the cultural changes in South Carolina and the U.S.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry and create questions.
• I Inquiry-Based Literacy Standards
  • I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
    • I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.