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HIS 4324-01 – Spring 2017 – Texas Wesleyan
University |
Instructor: Chris Ohan |
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History of Sub Sahara Africa |
Office: PMC 244 Phone: 817-531-4913 |
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Meeting: Thursday 1:30-4 |
Office Hours: Mon & Wed
10-12, 1:30-4, Tues 3-6, or by appointment |
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Location: PMC 122 |
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Web: www.historymuse.net |
E-mail: cohan@txwes.edu |
When the missionaries came to Africa they had the Bible
and we had the land. They said 'Let us pray.' We closed our eyes.
When we opened them we had the Bible and they had the land.
-Desmond Tutu
The last four or five hundred years of European contact
with Africa produced a body of literature that presented Africa in a very bad light
and Africans in very lurid terms. The reason for this had to do with the need
to justify the slave trade and slavery.
-Chinua Achebe
Power is tempting, and in a sense no power is greater
than the ability to take someone’s life.
-Adam Hochschild
Course description: “The course surveys the broad sweep of African
history south of the Sahara Desert from prehistory to the present.”
We will be studying Africa
from multiple angles: anthropological, political, geographical, cultural,
religious, economic and, of course, historical.
We will begin with the important basic social unit of the “tribe.” From there we will move forward and examine
some of the great African civilizations before moving to the Atlantic slave
trade, the 19th century “carving up” of Africa into imperial
holdings, especially Leopold II’s Congo.
We will spend a considerable amount of time looking at 20th
century Africa, including independence movements, South Africa and the end of
Apartheid, the tragedy of HIV/AIDS (and now Ebola), and the catastrophe of
Rwanda.
Learning Outcomes: Upon
successful completion of this class, you should have a fuller and more balanced
view, a greater appreciation and understanding of the complexity of the African
experience. You should be able to compare,
analytically, historic events and issues and trace them to contemporary
concerns on the continent. To make these
comparisons, you should be familiar with various types of sources from the
period, including text, art and artifact.
Through the exam essays you should be able to apply basic historical
methods of research to interpret the period.
Through the readings, in-class discussions and writing assignments, you
should acquire the ability to distinguish between and use primary and secondary
sources for the period.
The
outcomes listed above relate to the Goals of the History Program: 1. That students will possess a general
knowledge of human history, 2. Students will understand historical
interpretation and historiography, 3. Students will practice the skills
inherent in the craft of history, and 4. That students will be better prepared
to enter graduate programs in History, teach history in middle or secondary
school, or enter other careers open to graduates with degrees in the Liberal
Arts.
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Required
Texts: |
Sparks,
Where the Negroes Are Masters (Harvard) Hochschild,
King Leopold’s Ghost (Mariner). Achebe,
There Was a Country (Penguin) Mandella,
Conversations with Myself (Picador) |
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Instructional
Methods/Class Format:
Some classes will consist of lecture as preparation for discussion of
the four texts used in this class. However, as the class will be run as a
colloquium most sessions will involve discussions of the four monographs as
they come due. Never hesitate to bring up
relevant questions and comments. On the
university level, I assume that you will complete the assigned reading for each
week. It is also assumed that you will
attend all classes.
Evaluation and Grading:
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Class
Participation |
20% |
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Midterm Exam
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10% |
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Book Reviews
(4) |
60% |
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Final Exam |
10% |
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100% |
Please note
that I submit midterm grades only for those students who appear to be failing.
Exams.
Exams will be out-of-class written essays answering a series of
questions provided. The midterm essay will
be due on 9 March. The final exam is due
on 4 May by 2pm. Both must be turned in
via Blackboard by 2pm on those dates.
Book
Reviews. You are responsible for completing three book
reviews on the supplemental texts listed above.
The book reviews are due as follows Sparks Negroes (16 February), Hochschild (23 March), Achebe (6 April),
Mandella (2 May). The reviews will be
turned in via Blackboard by 1:30pm on the dates listed. See
guidelines/format below.
Please note
that any late work will be penalized at the rate of one letter grade per
day. If an assignment is due at 1:30 and
it is submitted at 1:45, it is a day late.
No assignments will be accepted more than 4 days late.
Class
Participation. A large portion of class time will be devoted
to discussion. We have no primary source
reader for this class so discussions will draw primarily on issues raised in
class and from the four monographs. Your
class participation grade will consist of my evaluation of your preparedness
and the level of your participation in these discussions as well as scheduled
presentations over particular parts of the texts. Obviously, if you are not present or don’t
talk, your participation grade will be low.
Attendance is mandatory.
If you miss more than 1 class (for us, the equivalent of one week)
consider the effect on your grade.
Should you miss more, please do not offer excuses, notes or request
special consideration. Keep in mind a)
that “dropping a course” is perfectly legitimate when circumstances arise that
prevent you from completion, and b) that I should not be expected to change
class expectations based on your circumstances.
You are responsible for all class assignments regardless of attendance. Quizzes covering assigned readings may be
given at any time and factored into the course grade at the discretion of the
instructor. If you are unable to
complete this course, you must withdraw from it. Please note that if you miss more than the
equivalent of one-week’s worth of class, I reserve the right to drop you from
the course. The last date to withdraw
with a W is 11 April.
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes &etc
over email or any other electronic medium.
In addition, this syllabus, the lecture/reading schedule, some of the
course readings and any other class handouts will be posted on the above web
address. All assignments will be
submitted via Blackboard.
Academic Integrity:
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are not only devoted
to learning, research, and the advancement of knowledge, but also to the
development of ethically sensitive and responsible persons. By accepting
membership in this class, you are joining a community characterized by free
expression, free inquiry, honesty, respect for others, and participation in
constructive change. All rights and
responsibilities exercised within this academic environment shall be compatible
with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
Academic Dishonesty will not be tolerated in this course. Any offense
will result in an F in the class (not simply on the assignment) and be referred
to the appropriate academic officials for adjudication. If you have any
questions regarding this subject please see me.
For a detailed description and further clarification, please see the
link for “Plagiarism and Academic Dishonesty” on my website, the 2015-2017
Wesleyan Catalog (p. 74), or the Student Handbook.
Writing for this course should employ standard academic
formatting—double spaced, typed—with citations following either MLA or Chicago
style. If you need help with this see the
guides on the links page of the class website, the Wesleyan library or the
instructor. Correct use of source
information and citations is assumed on the college level. Failure to cite or format according to one of
the styles listed will result in a lower grade.
See Grading Guidelines on the class webpage for specific grading
criteria regarding written work.
Miscellaneous:
My Goal in teaching this class is that you develop a fuller
and more balanced view, a greater appreciation and understanding of the
complexity of the African experience. In
our class, ideas will hold precedence over facts, dates, and the like. History is NOT about memorization of factual
information but a discipline that analyzes, interprets and creates an account
of the past. It is important that you
consider the classroom and online discussion area open forums for discussion—of
anything related to the themes and topics of the course. (Of course, any argument—whether spoken or
written—must be supported.) While I (or
other students) may challenge beliefs/perspectives, realize that the purpose is
not to change them. That said, an
open/tolerant attitude is essential in this class. Remember—this is a college course where you
ought to be able to discuss things openly and intelligently. If you choose to be intolerant and interrupt
class discussion, I reserve the right to ask you to leave the classroom.
As a goal, historians strive
to be objective. Therefore, for the
purposes of this class regarding the religious and political beliefs that are
held by the various groups we will examine, all are equally valid. That is, while faith and organized religion
as well as political beliefs certainly affected the period, we will avoid
arguments that suggest one group or religion has any more claim to absolute
“Truth” than another.
Small Print:
Texas Wesleyan Policies: Students should read the current Texas Wesleyan
University Catalog and Student Handbook to become familiar with University
policies. These policies include, but are not limited to academic integrity,
grade appeal, sexual harassment. Student access to records, and others;
policies specified in the current catalog are applicable unless otherwise
stated in this syllabus.
Disability Policy: Texas Wesleyan
University adheres to a disability policy which is in keeping with relevant
federal law. The University will provide appropriate accommodation as
determined by the Director of the Counseling Center, Dr. Michael Ellison. Students must notify instructors of any
permanent or temporary disabilities and must provide documentation regarding
those disabilities prior to the granting of an accommodation. For assistance, students should consult with
Dr. Ellison.
Repeating Courses: Any course taken at Texas Wesleyan University and repeated
for a grade must be repeated at Texas Wesleyan University. Any course taken at
another institution may be repeated at Texas Wesleyan, and the most recent
grade on the course will be counted. When a course is repeated, the grade point
average will be computed using the most recent grade achieved.
Syllabus Disclaimer: Note: Course syllabi are intended to provide students
with basic information concerning the course. The syllabus can be viewed as a
“blueprint” for the course; changes in the syllabi can be made an students will
be informed of any substantive changes concerning examinations, the grading or
attendance policies and changes in project assignments.
Unified Discrimination and
Harassment Reporting (Including Title IX):
As noted in the catalog under
the Unified Discrimination and Harassment Policy, Texas Wesleyan University is
committed to providing an environment free of all forms of prohibited
discrimination and sexual harassment. If
you have experienced any such discrimination or harassment, including gender-
or sex-based forms, know that help and support are available from the following
resources:
• Complete online incident report at
https://txwes.edu/student-life/report-a-concern/
• Contact Campus Conduct Hotline (24 hours a
day): (866) 943-5787
• Campus security (24 hours a day): (817)
531-4911
• Dean of Students: deanofstudents@txwes.edu OR
(817) 531-4872
Please be aware that all Texas
Wesleyan University employees, other than designated confidential resources (i.e.,
Community Counseling Center) are required to report credible evidence of
prohibited discrimination or harassment to the University’s Title IX
Coordinator, or to one of the Title IX Assistant Coordinators. If you wish to speak to someone confidentially,
please contact the Community Counseling Center at (817) 531-4859 to schedule an
appointment
Book Review Format
1. 5-6
pages typewritten, double-spaced. Title
page, if used, does NOT count. Observe
the normal rules of writing such as standard one-inch margins, page numbering,
etc.
2. Full
bibliographic citation on the title page or at the top of the first page. (Consult an MLA or Chicago style guide if
you’ve forgotten how to do this. Do NOT
make up your own form.)
3. Brief
introduction to the topic or subject of the book. Why is this topic or subject important to the
period of history being covered?
4. Summarize
the author’s thesis (argument) and main points concisely but fully. (What do you think the author is trying to
accomplish by writing the book?)
5. Critique
the book. (What you’re doing is
analogous to what happens in a courtroom. Consider yourself the judge and the
author a lawyer who has presented an argument/case. It’s up to you, having listed to his
argument/case to decide whether or not her claims have validity.) Based on your answer to #4 do you find
his/her arguments and conclusions convincing?
How does s/he do in terms of accomplishing his purpose for writing? Do not walk fences or resort to elementary
tactics such as pleading ignorance.
(This should be about one-half of your paper.)
(5a. If the book is a work of literature, you’ll still
consider what the author is trying to accomplish, but you’ll need to think
about what the work says about the time period or place in which it’s set, the
characters, the environment, etc.)
6. While a
review does not usually include the readers own opinion, you may provide a
brief personal evaluation of no more than one paragraph. Be sure to explain and support your opinion
carefully and coherently. At this point
in your academic career, you ought to have an informed opinion.
7. This is
not a research paper, so formal footnoting is not necessary. If you do quote or draw on information that
is not your own, simply use a parenthetical reference according to
Turabian/Chicago style.
8. Papers
which are turned in after the time they are due will be penalized one letter
grade for each day. No papers which are
more than four days late will be accepted.
If you or someone close to you is looking like they’re coming down with
the latest disease or that they might need emergency surgery, turn it in
early. If you want mercy, pray.
Tentative
Lecture Topic and Reading List
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Jan 12 |
Introduction |
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Jan 19 |
Kinship and Community Religion in Africa |
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Jan 26 |
West
Africa, Swahili, Zimbabwe |
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Feb 2 |
Atlantic Slave Trade Readings: Hochschild, King Leopold’s
Ghost (Prologue only);
Sparks, Where the Negroes are Masters |
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Feb 9 |
South Africa |
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Feb 16 |
European Conquest |
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Feb 23 |
Colonial Africa Readings: Hochschild, King
Leopold’s Ghost |
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March 2 |
The Congo, Nationalism and Independence Readings: Hochschild, King
Leopold’s Ghost |
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March 9 |
Midterm Essay Due Apartheid in South Africa |
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March 23 |
Independence and Freedom Readings: Achebe, There Was a Country |
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March 30 |
Post Independence and Drift Toward Dictatorship Readings: Achebe, There Was a Country |
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April 6 |
Rwanda Genocide, HIV/AIDS |
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April 13 |
The Case of Zimbabwe |
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April 20 |
Democracy in Africa, South Africa Readings: Mandela, Conversations with Myself |
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April 27 |
Lessons and Conclusions Readings: Mandela, Conversations with Myself |
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May 4 |
Final Exam Due |