NORFOLK STATE UNIVERSITY Department of History Spring 2014 HIS 371-90 AFRICAN HISTORY AND CULTURE, PART 2 Instructor:

Dr. Patrick Mbajekwe Telephone: 757-823-8865 Email: pumbajekwe@nsu.edu Office Hours: Tue: 2.00- 5.00pm (office) Wed: 12.00-5.00pm (office) Fri: 12-2 pm (virtual phone, skype, or text) And by appointment

(Queen Mother mask pendant: Iyoba. 16 century ivory carving, Kingdom of Benin. Courtesy, Metropolitan Museum of Art)

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COURSE DESCRIPTION & RATIONALE This course is designed to introduce students to the history and culture of Africa from about the 16th century to the 21st century. During the semester, we will explore several themes with a view to understanding the richness of Africas past, the vast diversity of African peoples and societies, the contributions of

Africans in shaping their destinies, and the interactions of Africa and Africans with the wider world. The course will take thematic, regional and chronological approaches, and will use various strategies including readings, online discussions, films, primary and secondary documents analyses, and other strategies to expose students to variety of viewpoints on Africas past and Africas relations with the world. At the end of the course, students will gain general background knowledge of African history, and deeper knowledge of some issues they might want to explore further. COURSE OBJECTIVES AND LEARNING OUTCOMES This course is designed to expose students to the richness and diversity of African cultures and historical experiences. In addition, the course reinforces and emphasizes competencies in critical thinking and writing skills. It also offers skills and content knowledge that will be useful in a variety of professions. At the end of the course, students will be able to: 1. Trace the broad narratives of African history from circa 1600 to the present 2. Distinguish between some of the myths, historical facts, and interpretations about the people and continent of Africa 3. Trace and analyze some of the changes and continuities in Africas past 4. Analyze and interpret primary sources (including photographs) within their historical context 5. Illustrate with appropriate examples, the roles of causation, process and comparison in Africas past 6. Explore Africas interactions with the wider world, particularly with the Middle East, Europe, and the Americas, and through that gain a deeper appreciation of global interactions in historical perspectives.

COURSE REQUIREMENTS 1. Discussion Board Participation: Since we do not have physical classroom meetings, your participation (which is 35% of your total course grade) will be determined by the frequency and quality of your contributions in the Discussion Board. You must participate actively in the discussions every week Weekly discussion starts from Wednesday and ends on Tuesday of the following week.

You must make your first posting by Saturday of that week, or you will lose 40% of that weeks Discussion Board grade. You must provide your original response (minimum 120 words) to the question(s) AND at least a response to TWO of your peers postings. So I expect MINIMUM of THREE postings from you each week. Of course, you can post more than that; and Im sure you will enjoy this course so much that you will want to contribute more than three per week. To maximize your grade, your original postings must be NO LESS THAN 120 WORDS and must make substantial contributions to the discussion, and be able to move the conversation forward. Additionally, your peer responses must add value to the discussion. Merely writing, I agree with John, is NOT a contribution. You should tell us why you agreed with John, and what more you have to add to what John said. You must show clear evidence that you read the assigned materials, and then provide thoughtful comments. Your comments could be in response to questions or issues I raised, or those raised by other students, or you could raise additional questions or issues. Show sound reasoning in your contributions. You may cite personal experience or research to help the class understand where you are coming from If you miss any weeks Discussion, you get a Zero for that week. There will be no opportunity to re-open a Discussion that has closed! Because they add no value to the discussions, late entries are NOT graded. You simply get a Zero for that week. At the end of the semester all your Discussion participation grades are tallied for the grand total of up to 35% of the course grade. (See the Grading Rubrics) Please, no profanity or vulgar language. No harassment or intimidation. No advertisement of any kind. However, we encourage differing viewpoints. Do not be afraid to challenge. We can disagree while still respecting each other.

Use proper grammar, punctuations and spell check. Stay on the topic And ENJOY yourself. Showcase your knowledge of Africa. Ask questions of other stuff you want to know about the continent and the people. Engage and critique the reading materials, the professor and other students. Previous students have told me that the Discussion Board was the most enjoyable part of the course; that they learnt so much about Africa by discussing the topics and readings with their fellow students in the Discussion Board. I agree with that assessment. One of the best ways to learn in an online course is to be actively engaged in the Discussion Board.

2. Critical Thinking Exercises: There will be TWO Critical Thinking Exercises in this course. You are required to write four to six page essays each based on: I. Curtis Keim, Mistaking Africa: Curiosities and Inventions of the American Mind (DUE ON Adam Hochschild, King Leopolds Ghost (DUE ON )

II.

The essays will be based on some specific themes or questions. I will post additional instructions on the course Blackboard. ONE LETTER GRADE WILL BE DEDUCTED FROM LATE PAPERS FOR EVERYDAY THEY ARE LATE. I will therefore, advise you to start your assignments early. 3. Final Exam: We will have our final exam at the end of the term to reflect on what we learnt in the course.

4. Grades: Evaluation will be as follows: Critical Thinking Exercise 1 Critical Thinking Exercise 2 Final Exam Weekly Discussion Board Grade Distribution: A AB+ = 94-100 = 90-93 = 87-89 C+ C C= 77-79 = 73-76 = 70-72 F = 0-59 D= 60-62 20% 20% 25% 35%

B B-

= 83-86 = 80-82

D+ D

= 67-69 = 63-66

Policy on Cheating and Plagiarism: ZERO TOLERANCE FOR CHEATING: Scholastic dishonesty is a very serious offense, and this instructor has zero tolerance for cheating. Standards of academic conduct are set forth in the Norfolk State University Catalog. By registering in this course, you have acknowledged your awareness of the academic conduct policy, and you are obliged to become familiar with your rights and responsibilities as defined by the policy. Violations of academic honesty, which include but not limited to, plagiarism (presenting the words of others as your own), cheating in examinations, or being complicit in such activities are serious matters and will not be treated lightly. Students with disabilities: Students who need some type of disability accommodation in order to participate fully in this class are advised to contact the Disability Services Coordinator, on the Suite 110, Student Services Center, or at 757-823-8325 (bbharris@nsu.edu) as soon as possible. Assessment Statement: As part of Norfolk States commitment to provide the environment and resources needed for success, students may be required to participate in a number of university-wide assessment activities. The activities may include tests, surveys, focus groups and interviews, and portfolio reviews. The primary purpose of the assessment activities is to determine the extent to which the universitys programs and services maintain a high level of quality and meet the needs of students. Students will not be identified in the analysis of results. Possible amendments to the syllabus: Your instructor, Dr. Mbajekwe, retains the right to change or to revise both the general and supplemental syllabi at his discretion. Attend class in order to be aware of any syllabi changes. COMPUTER LITERACY REQUIREMENTS This is an Online Course. To successfully complete this course, students should: Demonstrate at least an elementary knowledge of computers . Understanding files and folders for the purpose of uploading or downloading course content is essential.

o Basic computer literacy classes (CSC-150) are available. Students lacking the necessary computer skills are strongly encouraged to take such classes before enrolling in an online class. Demonstrate a good understanding of the use of Web resources such as library and online research tools accessed through a Web browser. Demonstrate familiarity with Microsoft Office applications such as Word and PowerPoint. This is also essential. Demonstrate a good understanding of how to operate NSU e-mail. This will ensure effective communications between both instructor and classmates. All students have been assigned an e-mail account and will be required to access it regularly via the Web. Blackboard LMS knowledge is essential for this course. o For students not familiar with the Blackboard LMS, an online orientation can be accessed by self registration in Blackboard. The course name is Blackboard Student Training. Further assistance with Blackboard can also be obtained through the Blackboard Central Help Desk at bbtechsupport@nsu.edu and by phone at 757-823-2328 M F 8AM 5PM. Please, submit all your works in Microsoft Word 2003 or higher. I may not be able to open works submitted with any other program.

Required Texts (available in the university bookstore) 1. Erik Gilbert & Jonathan Reynolds, Africa in World History: From Prehistory to the Present. 3rd edition. New Jersey: Pearson Prentice Hall, 2012 2. Curtis Keim, Mistaking Africa: Curiosities and Inventions of the American Mind. 3rd edition. Boulder, CO: Westview Press, 2013 3. Adam Hochschild, King Leopolds Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa. Boston & New York: Mariner Books, 1999 Additional Materials available in the Course Blackboard: Chimamda Adichie, The Danger of a Single Story. TED Lecture Series, 2009 http://www.ted.com/talks/lang/eng/chimamanda_adichie_the_danger_of_a_single _story.html

Funso Afolayan, Kingdoms of West Africa: Benin, Oyo and Asante, in Toyin Falola ed. Africa. Vol 1: African History Before 1885, pp. 161-189 Patterson, T. R. and Robin D.G. Kelley. Unfinished Migration: Reflections on the African Diaspora and the Making of the Modern World. African Studies Review 43, (April 2000): 11-45 Andrea Cornwall, Introduction: Perspectives on Gender in Africa. In Readings in Gender in Africa ed. Andrea Cornwall. Indiana University Press, 2005, 1-19 Magubane, Zine. The Influence of African American Cultural Practices on South Africa, 1890-1990. In Leisure in Urban Africa, ed. Paul T. Zeleza and Cassandra Veney. New Jersey: Africa World Press, 2003.

Schedule

Part I: Africa: Myths and Realities

Unit One, January 11-21: A. Introduction to the course 1. Read the course syllabus, pay attention to the course requirements 2. Familiarize yourself with the Blackboard. If you have trouble, please contact the Blackboard Helpdesk at 757-823-8678 3. Introduce yourself to the class. Post introduction to the Discussion Board: your name, major, year in the college, profession, interests, hobbies, and why you are taking this course. 4. Start reading Curtis Keim, Mistaking Africa B. Africa: Myths and Realities Readings: 1. Curtis Keim, Mistaking Africa: Curiosities and Inventions of the American Mind, 2nd edition. Preface, Chapters 1, 2, 3, 4, & 5. Themes: 1. Explore some of the various myths, images, (mis) representations, ideas, and stereotypes about Africa 2. How did those images and representations become the basis of knowledge that students sometimes bring with them to their study of Africa 3. Begin to separate the myths from the realities

Unit Two, Jan. 22-28: Africa: Myths and Realities, continues Reading: Curtis Keim, Mistaking Africa: Curiosities and Inventions of the American Mind, 2nd edition Chapters 6 End Video: Chimamda Adichie, The Danger of a Single Story. TED Lecture Series, 2009 http://www.ted.com/talks/lang/eng/chimamanda_adichie_the_danger_of_a _single_story.html

Themes: 1. 2. 3. 4.

Explore the myth of the Dark Continent. Explore the diversity of the African continent Explore the myth of Broken Africa Africa of the charity case. Why do certain images of Africa and Africans predominate, and why are certain other images far less common in popular western media? 5. New directions: from imagination to dialogue

Critical Thinking Exercise #1 Due: January 29

Part II: Eastern and Western Africa, 1600-1900

Unit Three: Jan. 29-Feb. 4: Eastern Africa & the Swahili City-States Reading: Erik Gilbert and Jonathan Reynolds, Africa in World History, Chapters 8 & 12 Themes: 1. 2. 3. 4. 5.

East Africa and the Indian Ocean commercial network The origins of the Swahili The Portuguese in East Africa The Arab-Omani rule in East Africa East Africa in Global Perspectives

Unit Four, Feb. 5-11: The Yoruba Kingdom of Oyo, the Edo Kingdom of Benin, and the Akan Kingdom of Asante Reading: Funso Afolayan, Kingdoms of West Africa: Benin, Oyo and Asante, in Toyin Falola ed. Africa. Vol 1: African History Before 1885, pp. 161-189 Themes: 1. 2. 3. 4. 5. 6. 7.

The Yoruba people of south-west Nigeria, and rise of Oyo empire The Edo (Bini) and the rise of the Benin kingdom The Akan people of Ghana and the Kingdom of Asante State-building in pre-colonial West Africa The political structures of the states Contact with Europeans The decline and fall of the states

Part III: Africa and the Atlantic Slave Trade

Unit Five, Feb. 12-18: The Atlantic Slave Trade Reading: Gilbert & Reynolds, Chapter 9 Themes: 1. The origins of the trade 2. The New World and the birth of the Plantation Complex 3. Why Africans? 4. The organization and institutions of the trade in Africa and the Americas. 5. The Middle Passage 6. Resistance and revolts 7. Impacts of the trade on Africa, Europe and the Americas 8. On the meaning and history of slavery

Unit Six, Feb. 19-25: Africa and the African Diaspora Reading: Patterson, T. R. and Robin D.G. Kelley. Unfinished Migration: Reflections on the African Diaspora and the Making of the Modern World. African Studies Review 43, (April 2000): 11-45 Themes: 1. The Origins of the Diaspora 2. Review of the historiography of the African Diaspora

Part IV: Southern Africa, 1500-1870

Unit Seven, Feb. 26-Mar 4: Southern Africa Reading: Gilbert & Reynolds, Chapter 13 Themes: 1. 2. 3. 4. 5. 6.

Early southern African societies The Dutch (European) settlement Shaka and the rise of the Zulu state The Mineral Revolution in South Africa The British-South African War The origins of apartheid

Part V: European Colonial Conquest of Africa

Unit Eight, Mar. 5-11: European Imperial Conquest & African Resistance: The Scramble for and Partition of Africa Reading: Gilbert & Reynolds, Chapter 14 & Adam Hochschild, King Leopolds Ghost Themes: 1. 2. 3. 4.

Reasons for imperialism Patterns of European conquest of Africa The tools of conquest African resistance

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SPRING BREAK: Mar. 11-16

Unit Nine: Mar 17-25: European Colonial Conquest of Africa: Leopold & the Congo Case Study Reading: Adam Hochschild, King Leopolds Ghost

Critical Thinking Exercise # 2 Due: March 26

Part VI: Africa and Colonial Rule

Unit Ten: Mar 26 Apr. 1 A: The Colonial Economy Reading: Gilbert & Reynolds, chapter 15 Themes: 1. 2. 3. 4. 5.

Fundamental principles of the colonial economy Cash crop production Mining Colonial economic balance sheet Gender and Class in Colonial Africa

Unit Eleven: Apr 2-8 B: Colonialism and Social Change Reading: Gilbert & Reynolds, chapter 17 Themes: 1. 2. 3. 4.

Colonialism and social transformation Christianity and Africa Western education Urbanization and popular culture

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PART VI: POST-COLONIAL AFRICA

Unit Twelve: Apr 9-15 Decolonization and Independence Reading: Gilbert & Reynolds, Chapter 18 Themes: 1. 2. 3. 4. 5.

The Rise of African nationalism World War II and the acceleration of nationalist movements in Africa Pan-Africanism The Prospects and Challenges of Independence Independent Africa in the era of globalization

Unit Thirteen: Apr. 16-22 Mandela, Apartheid and South Africa Reading: 1. John Iliffe, Industrialization and Race in South Africa, 18861994, in Iliffe, Africans: The History of a Continent. Cambridge University Press, 2007, 273-287 2. Gilbert & Reynolds, pp. 390-391 Themes: 1. Mining and industrialization in South Africa 2. Racial segregation and white domination 3. The end of apartheid 4. The legacies of Nelson Mandela

Unit Fourteen: Apr. 23-May 2: Contemporary Africa in Global Perspectives Readings: Gilbert & Reynolds, Chapter 19 Themes: 1. The end of Cold War and political changes in Africa 2. Post-colonial political conflicts 3. Africa and the United States 4. Africa and China 5. Africas Renaissance 6. Looking Ahead

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Final Exam: May 4

GRADING RUBRICS
Discussion Board Participation Rubric Grade A: 90-100 Grading Criteria C: 70-79 D: 60-69 Responses are on topic, original, and contribute to the quality of the discussion Responses make frequent, informed references to the REQUIRED reading materials Responses are written clearly, and are of reasonable length One or more additional responses to classmate(s) that are thoughtful and advance the discussion Responses are on topic, largely original, and contribute to the quality of the discussion Responses make some informed references to the REQUIRED reading materials Responses are generally clearly written, and are of reasonable length Response(s) to classmate is somewhat thoughtful Responses are on topic, but lack originality, and lack a significant contribution to the quality of the discussion Responses make vague or summary references to the REQUIRED reading materials Responses have several stylistic or mechanical errors Response(s) to others does not advance the discussion Responses are only partially on topic, lack originality, and lack a significant contribution to the quality of the discussion Responses make little or no references to the REQUIRED reading materials Responses have several mechanical or stylistic errors No responses to classmates If there are more than one question, student did not respond to all of them

B: 80-89

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F: 0-59

Responses are off topic, lack originality, and lack any contribution to the quality of the discussion Responses make little or no reference to the REQUIRED reading material Responses have several mechanical or stylistic errors Response is abusive or inappropriate (will result in 0 point automatically) Response is PLAGIARIZED (will result in 0 point automatically) No responses at all (0 point) No responses to classmates

Grading Rubric for the Critical Thinking Exercises

CONTENT A: 90 100 pts Includes a strong introduction and conclusion. Shows original thought. Supports arguments well (no logical flaws; sources used to support arguments). Develops main points clearly. Includes appropriate citations where necessary. Meets assignment length requirement. Includes a good introduction and conclusion but that need some revision. Shows original thought. Supports most arguments concretely (no logical flaws; sources used to support most claims). Develops the main points clearly. Includes appropriate citations where necessary. Meets assignment length requirement for the most part. The introduction and/or conclusion do not set up or close the paper very effectively. The paper is ORGANIZATION Information flows logically from one idea to the next with clear and smooth transitions Transitions found between and within sections must be clear and effective. WRITING STYLE Appropriate to the assignment, fresh (interesting to read), accurate (no farfetched, unsupported comments), precise (say what you mean), and concise (not wordy). Should generally be appropriate to the assignment, accurate (no farfetched, unsupported comments), precise (say what you mean), and concise (not wordy). MECHANICS

Project is free of serious errors. Ideas are clearly expressed; only a one or two minor spelling, punctuation, and/or sentence structure errors that do not interfere with the readability of the paper

B: 80 89 pts

Information flows with relative coherence from one idea to the next. Each section has good internal organization. Transitions found between and within sections are mostly clear and effective.

Contains some generally minor grammatical and punctuation errors. Few misspellings. minor punctuation, and/or sentence structure errors that do not significantly interfere with the readability of the submission

C 70 79

The organization has a few problems. Sections lack transitions, and several sentences may

Appropriate in places, but elsewhere language is vague and/or

Numerous grammatical and punctuation errors. Misspellings are more frequent, but they are

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pts

largely informative with little persuasive claim. Some arguments and ideas are supported with appropriate references, but others may not be. Failed to meet assignment length requirement The introduction or conclusion is poorly developed, or nonexistent. The essay's main points are developed inconsistently, or repetitiously and none, or almost no, connection made from one idea to the next. Relies too heavily on personal experience. Addresses many topics but at a surface level, no in-depth thought. The paper is largely informative with little persuasive claim. Does not include references. Far less than the required assignment length.

be monotonous or confusing. The overall structure of the assignment is not effective. Need to use paragraphs to organize your essay.

inappropriate.

the sort spell checkers do not catch, such as "effect/affect." Connections generally made from one idea to the next; unclear transitions

D 60 69 pts

The papers organization has multiple problems. Most sections lack transitions, and sentences are often monotonous or incomprehensible. The overall structure of the assignment is not effective.

Inappropriate and vague writing interferes with the development and clarity of the main points.

Many serious and minor grammar or punctuation errors; frequent misspellings, including those that should have been caught by the spellchecker.

F 0 59 pts

Inappropriate topic or topics unrelated to requirements Plagiarized work: (Lifting the work of others from the internet or other sources and passing it as your own. Results in outright Zero. See Policy on Plagiarism) No Paper Submitted

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