Fall 2000

African-American and African Studies

AAS 101 - Introduction To Afro-American And African Studies (4)

T R 1100-1215 MRY 209

Instructor: Dylan Penningroth

This introductory course surveys the histories of people of African descent in Africa, the Americas, and the Caribbean from approximately the Middle Ages to the 1880s. Emphases include the Atlantic slave trade and its complex relationship to Africa; the economic systems, cultures, and communities of Africans and African-Americans in the New World, in slavery and in freedom; the rise of anti-slavery movements; and the socio-economic systems that replaced slavery in the late 19th century.

AAS 205- Travel Accounts And Ethnographies Of Africa (3)

T R 0930-1045 PAV VIII, 103

Instructor: Hanan Sabea

The course explores how 18-19th century travel accounts about Africa have influenced ethnographic writings about the continent. Starting with contemporary US representations about Africa and anthropological reflections on the disciplines engagements with the Continent, we will trace the genealogy of basic concepts by reading travelers, missionaries, and explorers descriptions about their encounters in Central, Southern and Northern Africa. We will analyze the connections between the profession/gender of writers, their nationality, and their descriptions of the places they visited. We will move then to ethnographic accounts of the same regions to examine how the analysis of different areas within the Continent are premised on certain ideas about people and places, how these ideas are reproduced, and how they reflect heritages of the encounter between the West and Africa. Theoretical and methodological questions of knowledge production, power and the development of disciplines will be examined.

AAS 322 – History Of African-American Women 1600-Present (3)

TR 1230-1345 MRY 104

Instructor: Eileen Boris

This course surveys the experience of women of African descent in the United States, looking backward from the end of the twentieth century. Through the voices of African American women, we will trace the struggle to define their own lives and improve the social, economic, political, and cultural position of black communities. Uncovering this history requires both looking at the past from the standpoint of different groups of black women, but also contrasting self-perception with material and ideological circumstances not always of their own choosing. We will discuss West African gender systems; womens enslavement; the gendered meaning of the civil war, emancipation and segregation; forms of resistance and protest; women as community builders and institution creators; and black feminist thought. Throughout we will investigate womens work at home and in the labor market; kinship and family relations; sexuality, violence and beauty culture; the female life cycle; the impact of social policy on black women; and women's relationship to each other, their children, their men, and white society. There will be a course packet of articles; recent historical monographs, like Gretchen Lemke-Santangelo, Abiding Courage: African American Migrant Women and the East Bay Community (Univ. of North Carolina Press, 1996); and primary sources, including Beverly Guy-Shetfall, Words of Fire: An Anthology of African-American Feminist Thought (New Press, 1995).
Course is cross-listed as HIUS 322.

AAS 401 - Independent Study (3)

AAS 405A – History In A Box: Research Methods In African American Studies (3)

M 1300-1530 MIN 109 (Woodson Institute Conference Room)

Instructor: Scot French

• An original Harper's Weekly magazine from Oct. 8, 1864
• An undated photograph of two smiling American soldiers -- one black, one white -- taken at the S. Kimura studio
• Gospel Hour Publications on "Petting" and "Sins Most Often Committed by Women"
• A 1961 senior class commencement announcement from Jackson P. Burley High School
• Family letters spanning several decades
• A horsehair brush, a pearl brooch, and an empty Prince Albert tobacco can

These are just some of the items salvaged from a local house and donated to the Carter G. Woodson Institute for identification, preservation, and interpretation. What can these artifacts tell us about the African American family that left them behind? Is it possible to construct, from these fragments, a social and cultural history that extends well beyond Charlottesville? Students will investigate this unprocessed collection, develop a digital archive of images and text, and produce a series of interpretive reports on the contents. No special computer skills are required. Lectures and readings will introduce students to the methodologies employed by archivists and researchers specializing in African American Studies and related fields.

AAS 405B – Photography In Africa (3)

W 1300-1630 MIN 109 (Woodson Institute Conference Room)

Instructor: Liam Buckley

This course explores the visual cultures structured around the presence of cameras and photographs in Africa. The method of the course is interdisciplinary, drawing on work conducted in visual anthropology, in colonial discourse and postcolonial theory, and material culture studies. In its colonial and postcolonial contexts, the activity of photography has provided persons with a time to establish identities for themselves and social relations with others, while exercising power and testing authority. Students will examine the range of African practices that have developed historically during the taking of, posing for, display, collection and exchange of photographs. The final section of the course focuses on the “social lives” of African photographs—things moving through history, beyond the immediate lives and contexts of those who produced and posed in them, capable of serving varying ideological ends.

AAS 405C – African Americans And Civil Rights After 1965: What Next? (3)

T 1400-1630 MIN 109 (Woodson Institute Conference Room)

Instructor: Bernie D. Jones

The NAACP Legal Defense Fund led the legal battle to end de jure discrimination during the civil rights movement. With the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965, the battle seemed to be over. Official barriers to full equality within society had been dismantled. The question remained about what the next step should be. How might all African Americans fulfill the dream? The battles moved from the courtroom to the classroom as lawyer academics wondered: what was the movement supposed to have done? Did it do a good job? Was there still work to be done? Based upon their perceptions, they aligned themselves within various camps: critical legal studies, critical race theory, feminist theory, critical race feminism, and law and economics.
This class will be a seminar, in which students will explore how legal scholars within various schools of thought approach the question of civil rights and the effectiveness of the law at addressing the struggle for equality. This class will satisfy the second writing requirement.

AAS 451 - Distinguished Majors Program/ Directed Research (3)

TBA

AAS 452 - Distinguished Majors Program/Thesis (3)

TBA

Department of Anthropology

ANTH 227 - Race, Gender, And Medical Science (3)

MW 1530-1645 CAB 332

Instructor: Gertrude Fraser

This course is designed to explore the social and cultural dimensions of biomedical practice and experience in the United States, with some cross-cultural material for comparative purposes. It focuses on practitioner and patient, asking about the ways in which race, gender, and socio-economic status contour professional identity and socialization, how such factors influence the experience of and course of illness, and how the have shaped the structures and institutions of biomedicine over time.

ANTH 330 – Tournaments And Athletes (4)

T R 1100-1215 MIN 125

Instructor: George Mentore

This course will offer you a cross-cultural study of competitive games. Criticizing current theories about the “innocence” of sports while comparing and contrasting various athletic events from societies around the world, it will provide an argument to explain the competitive bodily displays of athletes. It will select materials which allow you to examine bodily movement, meaning, context, and process, in addition to the relations between athletes, officials, spectators, and social systems. Its general thesis will be that sport brings out the universal morals of community, challenges and tests them in controlled and unthreatening genres, yet never defeats them or makes them appear unjust.
Discussion Section Required.

ANTH 388 - African Archaeology (3)

M W F 1000-1050 CAB 215

Instructor: Adria LaViolette

In this lecture and discussion class we begin with a brief overview of human evolution, from the earliest anstralopithecines to the emergence of modern humans in the Middle to Late Stone Age. We then slow the pace and deal in greater depth the Late Stone Age and Iron Age societies, up through the archaeology of European colonialism. Although we cannot touch on all the topics of interest over this vast time period and continent, the goal of the course are to give you solid footing in the broad themes, most important details, and controversies in African Archeology. Areas of focus include great archaeological sites; hunter/gatherer societies; plant and animal domestication; technological and social innovations of the Iron Age; Nile Valley peoples; medium-range and large-scale societies; the archaeology of Islam; the Trans-Saharan, Atlantic and Indian Ocean trades; and the politics of archaeology in the developing nations on the African continent.

ANTH 589C - Labor, Capital And States In Contemporary Africa (3)

1000-1230 F RSH 111

Instructor: Hanan Sabea

Informed by labor and production theories this course examines one angle of the interface between Africa and the world by focusing on the relationship between international capital, systems of governance, and laboring people. Ethnographic case studies of various social organizational contexts through which this three-tiered relation can be explored will include mining corporations, plantations, conservation and parks, production of cash crops, arms and sex trade, military conscription, and working at ports/docks. Topics covered include: the multiple meanings of labor and work experienced under diverse regimes of power, the social organization of work and its implications for self identification and group formation, the dynamics of organizing space and controlling people through work, the politics of labor under colonial and post-colonial regimes, and the repercussions of the so-called globalization on labor and social relations in the Continent.

Department of English Language and Literature

ENLT 247/0001 - Black Writers In America (3)

T R 1230-1345 SECTION 1, BRN 330

Instructor: Lisa Woolfork

“The Short Story”
If literature is the bread of life, then the short story is dim sum: morsels of literary excellence. As a literary form, the short story engages a range of literary genres, contexts, styles and issues in a small discursive space. This class takes an exploratory approach to twentieth-century African American literature by considering a variety of writers and their techniques. Reading the short stories of Ernest Gaines, Toni Morrison, Randall Kenan, James A. McPherson, Octavia E. Butler and others, students will hone their critical thinking skills as they develop interpretive strategies to better understand this literature. Class requirements include active class participation (discussion and presentation), twenty pages of writing (one 4-5 page essay, two 6-7 page essays) and a final exam.
Restricted to 1st-2nd years. Course meets Second Writing Requirement and Non-Western Perspectives Requirement.

ENLT 247/0002 - Black Writers In America (3)

T R 1400-1515 SECTION 2, BRN 328

Instructor: Kendra Hamilton

“The Big House”
The South lost the Civil War…but it won the peace. That is to say, the peacetime war of words that raged—in magazines, history books, popular songs, movies, and more—over how the war would be perceived…and remembered. Indeed, in one of the central ironies of the Civil War, the very fact that the “Big House” way of life was so thoroughly demolished paved the way for a something much better: a mythical “Big House” where all slaves were contented, all Southerners were generous and noble, and all Yankees went home with a Southern bride. The myth soothed the sensibilities of a shattered nation, welded erstwhile opponents into a cohesive national unit, and even identified a convenient scapegoat to take the blame for the “late unpleasantness”: none other than the freedmen, who were both pitied as pathetically “unready” for freedom and attacked as pathologically dangerous to the white race…Of course, not everyone was fooled—particularly not African American artists, many of whom responded by shaking the dust of the South, literally and figuratively, off their feet; migrating North; and creating a vibrant, jazz-inflected literature of the city. But even where these artists most fervently celebrated the modern and the new, they never ceased to gesture toward their Edenic paradise lost, their horrifically haunted homeplace: the South. Our task in this course will be to explore the ways in which African American novels, poetry, and films have tried to tear down the master’s house—to revise, recast, and rewrite the Southern plantation romance in a heroic effort to destabilize a pernicious—and still vital—literary master narrative.
Course requirements: Weekly email “questions” for discussion; four five-page papers; midterm; final exam. Readings/films: Birth of a Nation (film), D.W. Griffith, The Marrow of Tradition, Charles Chestnutt, Cane, Jean Toomer, The Land Where the Blues Began (film), Alan Lomax, Selections from Southern Road, in The Collected Poems of Sterling Brown, Their Eyes Were Watching God, Zora Neale Hurston, Selections from Uncle Tom’s Children, Richard Wright, Meridian, Alice Walker, Gathering of Old Men, Ernest Gaines, Selections from Magic City, Yusef Komunyakanaa, Daughters of the Dust, Julie Dash, Beloved, Toni Morrison, Eve’s Bayou (film), Kasi Lemmons.

ENAM 313 - African-American Literature I (3)

T R 0930-1045 CAB 323

Instructor: Tejumola Olaniyan

A cross-genre survey of African-American literature beginning from the slave narratives to the close of the Harlem Renaissance. We will pay close attention to significant formal innovations and thematic preoccupations that define this literature and the relationships, if any, between such concerns and the (changing) conditions of possibility of the literature itself.

ENAM 481C- African-American Women Writers (3)

T R 0930-1045 CAB 318

Instructor: Angela Davis

We will read several novels and short stories by African-American women, examining in particular how the authors portray black women as individuals and in the context of American society. This course requires active class participation, two written responses to readings (each 2 to 3 double-spaced typed pages long) and a formal essay (12 to 15 pages long). The reading list is: Zora Neale Hurston, Their Eyes Were Watching God; Ntozake Shange, For Colored Girls; Toni Morrison, Sula and Tar Baby; Alice Walker, In Love and Trouble; Paule Marshall, Brown Girl, Brownstones; Gloria Naylor, The Women of Brewster Place.
Prerequisite: The course is first offered to fourth-year majors in English, Women's Studies, and Afro-American and African Studies.

ENTC 481 B -Trauma, Theory And African-American Literature (3)

TR 0930-1045 BRN 312

Instructor: Lisa Woolfork

Trauma theory is an emerging branch of literary scholarship pioneered by such critics as Cathy Caruth and Shoshanna Felman. Despite the value of these interpretive strategies, trauma as a literary methodology is not often used to comment on African American culture. In this class we will consider trauma theory by reading the standard-bearers as well as new voices on the scene. Focusing on traumas endemic to African American life, slavery and lynching, we will explore how the fields of history, psychology, and literary analysis converge to form literary trauma studies. We will also consider how African American subjectivity influences the definition and structure of trauma. Students will be required to participate actively, lead discussion and write two essays.

Department of French Language and Literature

FREN 443 – Africa In Cinema (3)

T R 1100-1215 TBA

Instructor: Kandioura Dramé

(Course taught in French)
This course is an exploration of African cultures through cinema. It deals with the representations of African cultures by film makers from different cultures and studies the ways in which their perspectives on Africa are often informed by their own social and ideological positions as well as the demands of exoticism. It also examines the constructions of the African as "other" and the kinds of responses they have so far elicited from Africa's cineasts. These filmic "inventions" are analyzed through a selection of French, British, American, and African films by S. Pollack, J-J Annaud, M. Radford, Djibril Diop Mambety, Ngangura Mweze, Jean-Pierre Bekolo, Souleymane Cissé, Gaston Kaboré, Amadou Seck, Dani Kouyaté, Brian Tilley, and Jean-Marie Teno on a variety of subjects relative to the image of Africa in cinema. The final grade will be based on 2 short papers (4 pages/each), a term paper (7 pages), and contributions to classroom discussions. Reading: Gardies, André - Cinéma d'Afrique Noire Francophone: L'espace-miroir (Reserve) Diawara, Manthia - African Cinema (Reserve) Vieyra, Paulin Soumano - Le Cinéma Africain (Reserve) and Ousmane Sembène, Cinéaste... (Reserve); Ukadike, F. N. - Black African Cinema (Reserve); Research in African Literatures-Special issue: African Cinema, Vol. 26, No.3, Fall 1995.

FRTR 329 - Comparative Carribean Culture (3)

MWF 1100-1150 CAB 337

Instructor: Albert Arnold

The course will examine in a comparative context Caribbean cultural phenomena, primarily literary, of the past half century. We will read poetry and fiction from the English-, French-, and Spanish-speaking Caribbean and will discuss some music from the region as well. We will examine models of cultural production (Negritude, Caribbeanness) that attempt to account for the specificity of Caribbean societies. The contrasting situation of U.S. society will serve as the backdrop for our discussions, both during the Monday and Wednesday lectures and the Friday discussion sessions.
There will be a midterm and a final examination. Students will prepare a short research paper for the end of the semester as well.
Prerequisites: Some knowledge of modern literature and/or Caribbean society is necessary for success in this course. Students who have performed well in the past have already taken AAS 101, 102, an introduction to Cultural Anthropology, or a serious introduction to literature (CPLT 201, 202 or the equivalent couse in English). First-year students will not be admitted to the course.

Department of Government and Foreign Affairs

GFAP 550 - Race And American Politics (3)

T 1530-1800 CAB 122

Instructor: Lynn Sanders

GFCP 341 - Government And Politics Of The Middle East And North Africa (3)

T R 1400-1515 CAB 215

Instructor: William Quandt

This course will introduce students to the contemporary political systems of the region stretching from Morocco to Iran. A number of themes will be stressed: the struggle for independence; the problems of forming nation-states; the persistence of strong social forces; the role of leadership; the weakness of institutions; political and economic reasons for underdevelopment; oil and renter states; the importance of religion; the political role of women; and prospects for democratization.

GFCP 424 - Democratic Transitions And Consolidation In Latin America (3)

M 1530-1800 CAB 134

Instructor: David Jordan

This seminar investigates the challenges to democratic transitions and consolidations in contemporary Latin America. Such topics as barriers to democratic transition in Mexico, the problems of corruption and the impact on the civic culture from the transition from a statists to a market economy are investigated.

GFCP 531 – Government & Politics In Latin America (3)

M W F 1100-1150 CLK 143

Instructor: David Jordan

GFPT 424A– Africa Political Thought (3)

T R 930-1045 CAB 337

Instructor: Guy Martin

Department of History

HIAF 201, SCT. 100 - Early African History Through The Era Of The Slave Trade (4)

T R 0930-1045 CAB 311

Instructor: Joseph C. Miller

Early African History draws Africans’ distinctive achievements in culture, politics, and economic strategies out from the mists of the once-dark continent's unwritten past. Taking up this story in the millennium before the Present Era, HIAF 201 and follows the sometimes-surprising ways in which village elders, women, merchants, kings, cattle lords, and ordinary farmers pursued meaningful lives without the technologies that modern Americans take for granted. The last third of the course examines the ironic interplay of achievement and tragedy in a continent increasingly committed to exiling its own people in slavery to Europeans, until the Atlantic slave trade began to wind down after about 1800. (A second semester of African history, HIAF 202, taught in the spring, narrates subsequent events down through twentieth-century colonialism and the post-1960 era of independence and impoverishment.)
HIAF 201 is a lower-division introductory survey. The instructor presents major themes of early African history in lectures twice each week. Students meet additionally in discussion sections for review of readings, quizzes, and preparation for written assignments. Requirements include weekly map quizzes, a mid-term examination (better of two tries), three short papers (4-5 pages) rehearsing historical questions for the mid-terms and considering the written sources on Africa's past, and a final examination (format to be negotiated with the class). The course belongs to the Afro-American and African Studies curriculum, meets the "non-western" requirement for the major in History, and qualifies for the College "non-western perspectives" area requirement. Students may rewrite one of the papers to meet College standards for the Second Writing Requirement.
Readings revolve around weekly assignments in a text (Shillington, History of Africa), for a total of about 225 pages. Other assigned chapters and professional articles introduce the distinctive methodologies of doing history without written sources (including the famous Mande oral epic Sundiata), highlight interpretive ("historiographical") issues, and consider concepts relevant to understanding early Africa. The total number of assigned pages runs at approximately 1200.
No strict formula determines final marks. Students are graded according to their "highest consistent performance" in all aspects of the course, including attendance at lectures and participation in discussions, with allowance made for the unfamiliarity of the subject matter early in the term; a number of options allow students to devise a combination of graded work that will accommodate other academic commitments and reflect specialized abilities most accurately.
HIAF 201 presumes no prior knowledge of Africa or experience with the study of history. But since the subject is new to nearly everyone in the course, consistent application and preparation is expected, particularly early in the term. Students in all four years of their undergraduate careers and in all colleges of the University ordinarily complete the course with success. Most find it a challenging opportunity to discover and examine assumptions about modern Americans -- themselves included – they did not know they held. Required work includes weekly quizzes on geography, a mid-term examination (two tries), three short papers (4-5 pages) rehearsing historical questions for the mid-terms and considering written sources on Africa’s past, and a final examination (format to be negotiated with the class). The course belongs to the Afro-American and African Studies curriculum, meets the "non-western" requirement for the major in History, and qualifies for the College “non-western perspectives” area requirement. Students may elect to rewrite one of the papers to meet College standards for the Second Writing Requirement.
Discussion section required.

HIAF 401- History Seminar: The Two Souths (4)

T 1530-1800 CAB 245

Instructor: John Mason

“The Two Souths: History and Culture in South Africa and the United States South”
The Two Souths is a reading and research course in comparative history. We will explore the similarities and differences in South African and American Southern history through biography and autobiography. South Africa and the American South are like distant cousins: instantly recognizable as members of the same family, but with distinctively different personalities. Both countries were born in the conquest of local people by European immigrants. Both owe much of their early economic development to slavery. In both complex systems of racial domination shaped society for generations during and after the Emancipation of the slaves. And in both the interracial struggle against racism gave rise to some of the most important people and events in their histories. At the same time, the differences between the two countries cannot be ignored. Most dramatically, in South Africa the descendants of European immigrants constitute a minority of the population; in the United States, of course, the reverse is true.
During the first part of the course we will read accounts of the lives of ordinary and extraordinary South Africans and southerners, black and white, women and men. The goal here is to begin to understand the historical context within which individuals made choices about their lives.
The second part of the course will be devoted to research and writing. Students will identify a South African and an American southerner whose lives--or aspects of them--can be sensibly compared and write a paper about the two based on primary and secondary sources.
Instructor permission required. Course meets Second Writing Requirement and Non-Western Perspectives Requirement.

HIAF 404 - Independent Study In African History (3)

TBA

In exceptional circumstances and with the permission of a faculty member any student may undertake a rigorous program of independent study designed to explore a subject not currently being taught or to expand upon regular offerings. Independent Study projects may not be used to replace regularly scheduled classes. Enrollment is open to majors or non-majors.

HIAF 505 - Black Atlantic Critical Thought (3)

TR 1100-1215 WIL 141A

Instructor: John Mason

In this course we will examine the ideas and activism of major figures in African and African-American political thought. These men and women of the African diaspora created a tradition of emancipatory thought within societies shaped by slavery and colonialism, by racial oppression and economic exploitation. Circumstances forced them to address questions of both identity and political action. They understood that the black experience is at the heart of modern western history and that blacks are at the same time marginalized within modern western societies. "Who am I," they asked, "and who are we as a people?" "What should I, and we, do about the circumstances that confront us?" Most members of this tradition also considered the ways in which uneven power relationships within black communities shaped the personal and political landscape, limiting the range of political possibility.
The men and women that we will study in this course approached the problems that they and their communities faced in a variety of ways. They drew on resources as varied as pan-Africanism, classical liberalism, democratic socialism, Marxism, black nationalism, critical theory, and gender theory, yet each participated, at least implicitly, in a common intellectual project. Their vision was broad rather than narrow; they were suspicious of power and privilege, rather than covetous of it. Having arrived at answers to the questions they asked, they acted.
Together we will read and discuss the work of a number of representative figures. Students will prepare a one or two page discussion notes each week and help to lead the week's discussion two or three times during the semester. The final assignment will be a term paper of fifteen to twenty pages, examining the writing and activism of either a representative of this tradition or a critic of it.

HILA 320 – History Of The Caribbean, 1500-2000 (3)

T R 1230-1345 CAB 345

Instructor: Richard Drayton

The Caribbean is a region of the Atlantic world bounded by Central America and the north of South America, and by an arc of islands which runs from Trinidad in the south, to the Bahamas in the north, and Cuba in the west. This course begins with the examination of the physical geography of the region, and with a glance backwards to the Amerindian civilizations whose tools and gods had made its reef and jungle human for over five thousand years before the arrival of Columbus. But it is principally concerned with its history after 1500 AD, and with the processes through which people from part of the European and African continents, and ultimately from Asia, came to make the region their home. Our emphasis will be on the islands of the region, and on how sugar production, plantation slavery, and European colonialism shaped society, culture and politics. We shall examine the pattern of forced and free migration; the varieties of slavery, resistance, and rebellion; the shifting currencies of race and identity; how a dialogue between the European and African cultures shaped language, religion, literature and the arts; the varieties of emancipation, popular politics, nationalism, and of experiences of political independence.
Our reading is almost exclusively drawn from within the Caribbean intellectual tradition, in particular from its Anglophone component. We will therefore be studying the Caribbean from the inside, and paying critical attention to how the Caribbean, in our own age, has discovered itself.
Students are expected to attend all lectures, and to read perhaps 150 pages each week, in rhythm with the lectures, each of which will include a discussion. Your grade will be based 20% on participation, 20% on a midterm, and 60% on a final examination.

HIST 504 - Monticello Internship (3)

Instructor: Phyllis Leffler

Directed research, largely in primary source materials, on topics relating to Jefferson's estate, life, and times. Directed by senior members of the Monticello staff.
Prerequisite: Permission of the instructor.The internships are restricted to graduate students in history and to fourth-year undergraduate history majors. A maximum of two students each semester can be admitted to the course.

HIUS 301- Colonial America (3)

M W 1000-1050 MRY 115

Instructor: Mr. Stephen Innes

The colonial period was the seedtime of the characteristics we most associate with America: representative government, liberal capitalism, chosenness, pluralism, complicated race relations, violence, and direct action. Focusing primarily on the course probes the origins of these components of American "exceptionalism." The overriding goal throughout will be to attempt to explain how colonies with such dramatically different beginnings could have arrived at a common republican synthesis by 1776.
Lectures on Monday and Wednesday will be followed by discussion on Friday, led by the instructor. There will be one midterm examination and one two-page paper in addition to the final examination.
The reading assignments include the following books:
• Edmund Morgan, American Slavery - American Freedom: The Ordeal of Colonial Virginia
• James Horn, Adapting to a New World: English Society in the Seventeenth Century Chesapeake
• Harry S. Stout, The New England Soul: Preaching and Religious Culture in Colonial New England
• Cornelia Hughes Dayton, Women Before the Bar: Gender, Law, & Society in Connecticut, 1639-1789
• Paul Boyer and Stephen Nissenbaum, Salem Possessed: The Social Origins of Witchcraft
• Peter Wood, Black Majority: Negroes in Colonial South Carolina from 1670 through the Stono Rebellion
• Benjamin Franklin, Autobiography
Discussion section required.

HIUS 307-The Coming Of The Civil War (3)

T R 11-1215 CAB 138

Instructor: Michael F. Holt

By focusing on the interaction between an escalating sectional conflict and the operation of the American political system between approximately 1840 and 1861, this course will attempt to explain why the Civil War broke out in April 1861. There will be three 50-minute lectures each week. Grades will be allotted as follows: Midterm, 30%; Paper, 30%; and Final Exam, 40%.
The reading list may include:
o Arthur M. Schlesinger, Jr., The Age of Jackson
o James B. Stewart, Holy Warriors
o William W. Freehling, Road to Disunion: The Secessionists at Bay, 1800-1854
o Harriet Beecher Stowe, Uncle Tom's Cabin
o David Potter, The Impending Crisis, 1848-1861
o Michael F. Holt, The Political Crisis of the 1850s

HIUS 322 – History Of African American Women, 1600 To The Present(3)

T R 1230-1345 MRY 104

Instructor: Eileen Boris

This course surveys the experience of women of African descent in the United States, looking backward from the end of the twentieth century. Through the voices of African American women, we will trace the struggle to define their own lives and improve the social, economic, political, and cultural position of black communities. Uncovering this history requires both looking at the past from the standpoint of different groups of black women, but also contrasting self-perception with material and ideological circumstances not always of their own choosing. We will discuss West African gender systems; womens enslavement; the gendered meaning of the civil war, emancipation and segregation; forms of resistance and protest; women as community builders and institution creators; and black feminist thought. Throughout we will investigate womens work at home and in the labor market; kinship and family relations; sexuality, violence and beauty culture; the female life cycle; the impact of social policy on black women; and women's relationship to each other, their children, their men, and white society. There will be a course packet of articles; recent historical monographs, like Gretchen Lemke-Santangelo, Abiding Courage: African American Migrant Women and the East Bay Community (Univ. of North Carolina Press, 1996); and primary sources, including Beverly Guy-Shetfall, Words of Fire: An Anthology of African-American Feminist Thought (New Press, 1995).
Course is cross-listed as AAS 322.

HIUS 324-The South In The Twentieth Century (3)

M W 11-1150 MIN 125

Instructor: Grace Elizabeth Hale

This course examines the broad history of the American South in the twentieth century, with special emphasis on racial violence, the creation of segregation, class and gender relations within the region, the cultural and economic interdependence of black and white southerners, and the Civil Right Movement and its aftermath. Students interested in American Studies, African American Studies, and Gender Studies are also welcome. Bibliography: W. E. B. DuBois, The Souls of Black Folk (1903), Katharine Du Pre Lumpkin, The Making of a Southerner (1946), Grace Lumpkin, To Make My Bread (1932), William Faulkner, Absalom, Absalom (1936), Anne Moody, Coming of Age in Mississippi (1968), Tony Horwitz, Confederates in the Attic (1998), Grace Hale, Making Whiteness (1998).
Grading: midterm 25%; paper (5-7 pp.) 25%; final exam 30%; participation in discussion sections and attendance at film and documentary screenings 20%.
Discussion section required.

HIUS 361- History Of Women In America, 1600 To 1865 (3)

M W 11-1150 CAB 316

TBA

A study of the evolution of women's roles in American society with particular attention to the experiences of women of different races, classes, and ethnic groups.
Discussion section required.

HIUS 365 – Introduction To African American History, 1500-1865 (3)

M W 1300-1350 MRY 104

Instructor: Dylan Penningroth

This course explores the history and cultures of people of African descent in North America from the 1500s to the mid-nineteenth Century, and from the African continent to the Americas. We will engage critically with a variety of topics, including identities, families, and communities, gender, the slave trades and slavery, resistance, and emancipation. We will pay special attention to how black people themselves shaped their experiences, and how those experiences relate to the history of the broader Atlantic world.
Readings being considered:
• Boubacar Barry, Senegambia and the Atlantic Slave Trade (trans. 1998; New York, 1988)
• T. H. Breen and Stephen Innes, Myne Owne Ground: Race and Freedom on Virginia's Eastern Shore, 1640-1676 (New York: Oxford, 1982)
• Deborah Gray White, Ar'n't I A Woman? Female Slaves in the Plantation South (New York: Norton, 1985)
• David Walker, Appeal to the Coloured Citizens of the World, But in Particular, and Very Expressly, to Those of the United States of America (New York: Hill and Wang, 1995)
• Frederick Douglass, Narrative of the Life of Frederick Douglass (New York: Dover, 1995)
• Eric Foner, Nothing but Freedom: Emancipation and Its Legacy (Baton Rouge: LSU Press, 1983)
The readings will average 150-200 pages per week. There will be two papers and a final exam. Each week we will have two lectures and one required discussion section.

HIUS 367 - History Of The Civil Rights Movement (3)

T R 1400-1450 GIL 130

Instructor: Julian Bond

This lecture course will examine the history, philosophies, tactics, events, and personalities of the Southern movement for civil rights from 1900 through the late 1960s, with special concentration on the years from the mid-'40s forward.
The Southern movement--variously called the black struggle, the freedom fight, or the civil rights movement-was a black-lead mass movement which effectively ended legal segregation in the South by the middle 1960s. Through the leadership of various national and local organizations, and through anti-segregation campaigns directed by indigenous and extra-communal leadership figures who built on extensive networks of church, fraternal, and social and labor organizations, drawing strength from a protest community rooted in black America and created in response to white supremacy, the movement succeeded in eliminating legal segregation in the United States. The movement's well- and lesser well known proponents and opponents and their stratagems will be examined.
Grades will be determined from two brief papers and a final examination and section participation.
Discussion section required.

HIUS 401, SCT. B - History Seminar (4)

W 1300-1530 RFN 227A

Instructor: Grace Elizabeth Hale

"The South Since 1945: Southern Lives in the Civil Rights Era”
In this research seminar, we will spend the first five weeks of the semester examining the general history of the period (1945-1975) and reading biographies of Martin Luther King, Jr., Fannie Lou Hamer, Elvis, Flannery O'Connor, and George Wallace. How do the final mechanization of agriculture, the Civil Rights Movement, the Cold War, Vietnam, and the explosion of a commercialized popular culture effect the lives of black and white southerners? How does the region's culture change? Students will in consultation with the professor develop their own research projects on this topic. At subsequent class meetings, students will critique each other's works in progress and report on their own research.
Instructor’s permission required.

HIUS 401, SCT.C - History Seminar (4)

W 1300-1530 RFN 211

Instructor: George H. Gilliam

"Southern Progressivism: Government, Economy, Gender, and Race, 1890-1920"
Progressivism has been called the "formative birthtime of basic institutions, social relations, and political divisions of United States society as it evolved towards and beyond the mid-twentieth century." Though the period is best-remembered as the time when the public regulation of big business started, the seeds of today's civil rights, environmental protection, and public health and occupational safety movements also were planted during the progressive era. Southern Progressivism has been complicated by its intersection with virulent racism. State constitutional conventions held in the South between 1890 and 1910 to create the framework for progressive regulation of business at the same time took steps effectively to disfranchise African-Americans and poor whites. C. Vann Woodward concluded that "Southern progressivism generally was progressivism for white men only, and after the poll tax took its toll not all the white men were included."
Scholars have not fully explored the aftermaths of those state constitutional conventions in the South, however, and have left to others to explore whether progressive administrative institutions regulated or promoted business, and to explore the role such regulators played in the implementation of Jim Crow laws. The enforcement of Jim Crow laws and the use of black convict labor in the South provided an impetus for Americans to form the NAACP during this period. Rapid industrialization and urbanization pushed women to organize for protective legislation and for reforms in public health and education. This seminar will provide students the opportunity to explore the intersections of progressive reformers, regulators, the business communities, and the forces of racial segregation. Students interested in turn-of-the-century race regulation, the early women's movements, as well as those who are interested in the relationship between the variegated business communities and progressive regulators should be rewarded. The common readings and seminar discussions also will expose students to stark divisions within the business communities as well as to the nascent women's movement and to issues of race and class that seem particularly pertinent to the changing social landscape of the period.
The course will include five weeks of required readings designed to provide a common understanding of the period and a range of different historical experiences and questions relating to Progressivism. The average weekly reading load will be 120 pages and will include selections from traditional works such as Richard Hofstadter's The Age of Reform, from revisionist works such as Gabriel Kolko's The Triumph of Conservatism, as well as more recent scholarship including Edward L. Ayers' The Promise of the New South and Noralee Frankel, Nancy S. Dye, eds., Gender, Class, Race, and Reform in the Progressive Era. By the sixth week of the course students will submit their paper topics in the form of a two-page proposal that outlines their preliminary research plan. During the next several weeks students will meet individually with the instructor. The entire class will also meet several times during the middle of the course so that students can discuss their research progress,
learn about each other's work, and help their peers with any research obstacles they may encounter. The primary goal of the seminar is to assist students in learning how to conduct their own research and will culminate in a research paper 25-30 pages in length. That paper is intended to fulfill the second writing requirement.
Instructor permission required.

HIUS 401, SCT. D History Seminar (4)

W 1900-2130 RAN 212

Instructor: Jenry Morsman

"American Sport in the 20th Century"
The emergence of sports as a dominant element of American life is a significant development in twentieth-century American history. Every day millions of Americans participate in the ever-expanding world of sport. Some play, some coach, many watch, and even more dream. Some write about it, some package it, some advertise it, some sell it, and many more buy it. There are legions of those, too, who criticize it. Americans have made heroes of their best players, and cities have built reputations on the success of their teams, measured by national, even world titles. The two most recognizable Americans throughout the United States and around the world are retired African American athletes, Muhammad Ali and Michael Jordan. Sports in America have evolved from a primarily local and leisurely pastime in the nineteenth century into a big business, a national obsession, and a significant source of American cultural imperialism. This transformation, and its causes and consequences, will be the subject of this course.
Students who enroll in this class will have opportunity to read about and critically think through the professionalization, the commercialization, and the regulation of sports in America. Together we will attempt to come to terms with the concept of amateurism. We will explore the birth of big-time college athletics, the relationship between college athletic programs and the universities with which they are associated, and the crises which have shaped both. We will discover how and why immigrants to America have responded to American sports. We will pay special attention to the influence sports have had in the contested fields of race, class, and gender; and, in turn, we will try to take measure of the ways in which race, class, and gender have influenced they way Americans perceive and play sports.
In the first several weeks of the course, we will make our way through a common reading list of both primary and secondary sources. Averaging roughly 250 pages a week for the first half of the semester, we will read, and discuss in class, a range of materials, so that students may get a clearer sense of the field and develop an appropriate topic. Selected readings for American Sport in the Twentieth Century include (but are not limited to) Ronald Smith's Sports and Freedom: The Rise of Big-Time College Sports; Allen Guttmann's A Whole New Ballgame: An Interpretation of American Sports; S.W. Pope's Patriotic Games: Sporting Traditions in the American Imagination, 1876-1926; Michael Oriard's Reading Football: How the Popular Press Created an American Spectacle; Peter Levine's Ellis Island to Ebbets Field: Sport and the American Jewish Experience; and John Hoberman's Darwin's Athletes: How Sport Has Damaged Black America and Preserved the Myth of Race. Class members will also read selected articles and examine several varieties of primary documents housed in Alderman Library.
During the fifth week of classes students will be required to submit a two-page Research Prospectus in which they will propose their respective topics. Students will also write a two-page Primary Source Analysis in the seventh week of the semester. The remainder of the semester will be devoted to completing a rough and a final draft of a paper, 25-30 pages in length. The final draft will account for 60% of each student's overall grade; the rough draft and the two shorter papers will combine to account for 20% of that grade; and class participation (especially discussion of the assigned readings and of each other's written work) will account for the remaining 20%. Successful completion of American Sport in the Twentieth Century will satisfy the University's second writing requirement.
Instructor’s permission required.

HIUS 401, SCT. E-History Seminar (4)

R 1300-1530 RFN 311

Instructor: William Thomas

"Civil War Virginia Seminar"
Civil War Virginia is a thesis seminar that will explore the intersections between social and military experiences in Virginia during the Civil War and their legacies in modern Virginia history. The course will concentrate on explaining and exploring the connections between battle field and home front and the ongoing struggles over the memory of the war and its social and military meaning. Virginia's experience as a battle ground state makes it an ideal place to look at these connections. Students will read the current scholarly literature on Civil War Virginia, placing the military and social experience of Virginia in the larger context of the war. Students will research and write papers on topics that make connections between the military and social experience of the Civil War and its legacies in modern life. Readings include among others: Charles Royster's The Destructive War, Gary Gallagher's Lee and His Generals in War and Memory, Carol Reardon's Pickett's Charge in History and Memory, and Drew Gilpin Faust's Mothers of Invention.
Instructor’s permission required.

HIUS 403 B– African-American Culture To 1865 (4)

W 1300-1530 RFN 311

Instructor: Reginald Butler

From a historical perspective, this course will examine how African American cultures and societies developed in the north and south. How did forcibly transported Africans respond to the different agricultural economies, the conditions of enslavement, and European and native American cultures that they encountered during the colonial period? The course will begin in the early period during which large numbers of Africans arrived in British North America. It will then shift its focus to mature African American communities in which the vast majority of persons were American born. We will examine issues of African ethnicity and geography; family and kinship; religious practice, and diverse forms of aesthetic expression. Students will be required to write a major research paper based on both primary and secondary materials.

Department of Music

MUSI 212 - History Of Jazz Music (3)

M W 1400-1515 OCH 101

Instructor: Scott DeVeaux

This course is a survey of the history of jazz from its beginnings around 1900 through the stylistic changes and trends of the twentieth century. Important instrumental performers, vocalists, composers, and arrangers are listened to and discussed.
Prerequisite: No Previous knowledge of music is required. Note: This class meets the Non-western Perspectives requirement.

MUSI 307-Worlds Of Music - Multicultural Music In Us (3)

T R 0930-1045 OCH 107

Instructor: Kyra Gaunt

An introduction to the ethnomusicological study of music and performance examining diverse peoples and cultures making music within the United States. We question what is "American" music and culture and discover extant worlds of music and other musical identities found in our own backyards.
Case studies include steel band in Brooklyn, Asian-American hip-hop, Arab music in Detroit, the Riot Grrrl Movement, and Mexican mariachi. Each student is responsible for an autobiographical oral performance-presentation, weekly responses to assigned readings, a reflective essay, and a final presentation and paper.
Prerequisite: music major or permission of instructor (non-majors with interests and experience in musical performance welcome).

MUSI 309- Performance In Africa (3)

R 1530-1645 OCH107

Instructor: Michelle Kisliuk

This course, in conjunction with MUSI 369 (African Drumming and Dance Ensemble) explores performance in Africa through reading, discussion, audio and video examples, and possible field trips. The course will cover both "traditional" and "popular" styles, leading us to question those categories. Class meetings will focus not only on musical repertoire, sociomusical circumstances, and processes, but also on the issues and politics of translating performance practices from one cultural context to another. These discussions will lead us to broader questions about socio-esthetic processes and the performance of identity. Attendance at all class meetings is required, as is careful reading and preparation for discussion, and a final term paper/presentation.
*Co-requisite: MUSI 369, 2 Credits Enrollment limit: 15 students

MUSI 369 - African Drumming & Dance Ensemble (2)

T R 1715-1930 OCH 107

Instructor: Michelle Kisliuk

A practical, hands-on course focusing on several music/dance forms from West Africa (Ghana, Togo) and Central Africa (Baaka pygmies), with the intention of performing at the end of the semester. Though no previous experience with music or dance is required, we will give special attention to developing tight ensemble dynamics, aural musicianship, and a polymetric sensibility. Concentration, practice, and faithful attendance are required of each class member, the goal being to develop an ongoing UVA African Drumming and Dance Ensemble.
Prerequisite: Permission of instructor by audition on first day of class.

MUSI 522 - Music And The Black Atlantic (3)

W 1530-1800 OCH S008

Instructor: Kyra Gaunt

A graduate seminar questioning the complex and strategic musical performances of blackness and black (female)ness. Explores the enculturation of black and african ways of performing in the post-1950s diaspora and in post-colonial Africa. How does the performance of stories, music, spoken word, dance and other rituals reflect the aesthetics and philosophies of musical blackness from soul to highlife to voudoun to the other real and imagined global connections between Africans and the African diaspora? Creative writing, experimental ethnography, play, movement, and the interplay between the verbal, sonic, and kinesic will guide our observations and interpretations of written work, sound texts, and live performance. Readings groups (a.k.a. midwives) will be assigned to raise an issue, problem, or question from the readings through performative interaction. Weekly written responses, group presentations, participant-observation and final ethnography (ca. 20 pages) required.
Prerequisite: permission of instructor

Department of Psychology

PSYC 487 – The Minority Family: A Psychological Inquiry (3)

M 0900-1130 GIL 225

Instructor: Melvin Wilson

This course is designed to examine critically the current state of research on minority families. Although the emphasis will be given to the Black family, other minorities, e.g., Native Americans, Chicanos, Asian-Americans will be considered. The psychological literature as well as selected work from anthropology and sociology will be covered. Special attention will be given to comparing "deficit" and "strength" research paradigms throughout the course. Format: Lecture, discussion and 2 presentations. No. and type of exams: 1 exam. Papers or projects (describe): 1 paper.
Prerequisites: PSYC 306 and at least one course from each of the following groups: PSYC 210, PSYC 215 or PSYC 230, and PSYC 240, PSYC 250 or PSYC 260. Also open to students in the Afro-American and African studies or women's studies programs--see instructor for permission. Telephone Enrollment Restrictions: Psych majors If course is full through ISIS: The instructor will keep a waiting list for the course. If you email the instructor (mnw), you will be added to the waiting list. Do not expect a reply from the instructor. Do not email the instructor to check whether you have been added. *Course May Meet Second Writing Requirement.

Department of Religious Studies

RELA 275 – Introduction To African Religions (3)

M W 1000-1050 CAB 311

Instructor: TBA

An introductory survey of African religions, this course will concentrate on African traditional religions but Islam and Christianity will also be discussed. Topics will include indigenous mythologies and cosmologies, sacrifice, initiation, witchcraft, artistic traditions and African religions in the New World. Readings include: Ray, African Religions; Stoller and Olkes, In Sorcery's Shadow; Soyinka, Death and the King's Horsemen; Ijimere, The Imprisonment of Obatala; Salih, The Wedding of Zein; and a packet of readings.
Discussion section required.

RELC 389 - Christianity In Africa (3)

T R 1400-1515 MRY 115

Instructor: Matthew Engelke

This course examines the development of Christianity in Africa from its ancient roots in Egypt and the Maghreb to contemporary times. Our historical survey will cover medieval Nubian and Ethiopian Christianity, the Kongo Christian kingdoms of the 15th and 16th centuries, European missions during the colonial period, the growth of independent churches and the emergence of African Christian theology. We will address issues such as the relationship between colonialism and evangelism; religion and rebellion; translation and inculturation of the gospel; and the role of healing, prophesy and spirit-possession in the conversion process. We will attempt both to position the Christian movement within the wider context of African religious history, and to understand Africa's place in the course of Christian history.

RELG 321 – African-American Religions In Historical Perspective (3)

1200-1250 MWF PAV 8, 108

Instructor: Wallace Best

This course will examine the relationships between African American religion, black culture and black political thought.
Centering our study on a few essential questions regarding the nature and function of black church, we will explore its affect upon black cultural forms -- music (from Gospel to Rap), fiction, poetry, and oratory. We will address a number of themes, including: the relationship between black church and black political leadership, race and religion, feminist theologies, and "Afro-centric Christianity." We will trace the development of African American religion in various historical contexts: Slavery, the Great Migration, and the Civil Rights era. Although this course will focus on African American Protestantism, we will examine black religion in other forms as well, particularly black Catholicism and the Nation of Islam

Department of Sociology

SOC 341 Race And Ethnicity (3)

M W F 1400-1515 CAB 316

Instructor: Milton Vickerman

Introduction to the study of race and ethnic relations, including the social and economic conditions promoting prejudice, racism, discrimination, and segregation. Examines contemporary American conditions, and historical and international materials.

University Seminars

USEM 170/6 – The 60s In Black And White (2)

T 1530-1730 CAB 337

Instructor: Julian Bond

The 1960’s saw a generation of young people begin to build movement which would stop a war abroad and start a war at home. What made these movements for peace and equal rights possible? What events triggered them? Who were the participants? What is their legacy in the present? This seminar—through biographies of activists in the movements—attempts to answer these and other questions as we examine personalities, events, and culture of the 1960s. Students will be required to write a comprehensive paper on a 60’s subject—a participant, an organization, a movement.