Fall 2001

African-American and African Studies

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

T R 1100-1215 PHS 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 324 Plantations In Africa And The Caribbean (3)

T R 0930-1045 MIN 130

Instructor: Hanan Sabea

This course seeks a comparative analysis of plantations in Africa and the Caribbean by highlighting the similarities and differences between the two contexts and their effects on plantations as place of work and spaces of sociality. It also examines the historical linkages between Africa and the Caribbean in the making and reproduction of plantations as they relate to the colonial empires, the differentiated entrenchment of capitalism around the globe, and correspondent movement of ideas, people and things. Finally, the course explores the socio-economic and political implications of plantations on the localities in which they have been operating.
This course is cross-listed as ANTH 324.

AAS 351 African American Social And Political Thought (3)

T R 1100-1215 MAU 115

Instructor: Corey D.B. Walker

Negotiating Modernity
The close of the nineteenth century and the opening of the twentieth century was a period of enormous intellectual activity. African American intellectuals were at the vanguard of some of the most intriguing and intellectually stimulating social and political movements shaping the modern world. From the nationalist visions of Alexander Crummell to the feminist leanings of Anna Julia Cooper to the avowed Marxist orientation of Harry Haywood, African American thinkers were instrumental in developing and promoting new and interesting strands of social and political thought. This course will engage the various currents in African American social and political thought from the late 19th century to the early 20th century. With the theme "Negotiating Modernity," we will explore this complex intellectual world where African American intellectuals sought to develop critical social and political responses when "all that is solid melts into air." Course requirements include active class participation, brief response papers, and extended essays.
Selected readings may include: Tunde Adeleke, UnAfrican Americans; Mia Bay, The White Image in the Black Mind;Anna Julia Cooper, A Voice From The South; Alexander Crummell, Destiny & Race; Angela Davis, Blues Legacies and Black Feminism; W. E. B. Du Bois, Darkwater; Harry Haywood, Black Bolshevik; Kevin Gaines, Uplifting the Race; Cedric Robinson, Black Marxism; Stephanie Shaw, What A Woman Ought To Be and Do; Carter G. Woodson, The Mis-education of the Negro.

AAS 401 Independent Study (3)

TBA

AAS 405A Anthropology And The African Diaspora (3)

M 1300-1530 CAB 130

Instructor: Mieka Brand

In this course we will investigate the role of anthropology as it relates to the African diaspora. The term "diaspora" refers to the dispersal of peoples of African descent and their role in the transformation and creation of new cultures, institutions, and ideas outside of Africa. How do people of the African diaspora make sense of their world? In what ways do forces such as colonialism, capitalism or racism shape these understandings? What commonalities and differences can we find across different parts of the diaspora? Readings will range from the early works of W.E.B. Du Bois and Zora Neale Hurston to contemporary literature by anthropologists such as Lee D. Baker, Gertrude Fraser and Theresa Singleton, and will span the fields of socio-cultural anthropology, archaeology, and historical anthropology. Readings will focus primarily on the United States, but will include also studies from the Caribbean, Central and South America, Europe and, of course, Africa. Reading load will range from about 100 to 200 pages per week. In addition to regular attendance and active participation, requirements for the course include four 1-2 page précis, leading one or more discussion section, and a final independent research project of approximately 20-25 pages.
This course will fulfill the AAS major requirement of a 400-level course with term paper.

AAS 405B Race, 'Progress,' And The West (3)

R 1400-1630 CAB 225

Instructor: Wende Elizabeth Marshall

How does the notion of race shape our conceptions of nationhood, class, culture and gender? How was (is) whiteness understood as "raced?" This seminar will analyze the historic development of the race concept in the west from the European "enlightenment" to the 21st century and analyze and interpret constructions, deconstructions and reconstructions of race, particularly in regard to the imbrications of race/culture, race/nation and race/gender in Western theory and practice. Requirements include a 20-page research paper (fulfills AAS major requirement) and short oral presentations on the readings.
Possible readings include: Bernal, Black Athena (introduction to Vol. 2); Stocking, Race, Culture and Evolution; Foucault, selections from The Order of Things; Chatterjee, Nationalist Thought and the Colonial World; Prakash, Writing Post-Orientalist Histories of the Third World; Lefkowitz and Rogers, selections from Black Athena Revisited; Montesquieu, Persian Letters; Spencer, Evolution of Society; Tylor, Primitive Society; selections from the Hebrew Bible; Goldberg, Racist Culture; Gregory and Sanjek, Race; Krenshaw et. al, Critical Race Theory; Dower, War without Mercy: Race and Power in the Pacific War; Said, Orientalism; Jackson-Fossett and Turner, Race Consciousness; Brown, Die Nigger Die; Cleaver, Soul on Ice; Du Bois, Souls of Black Folk; Fanon, Black Skin.

AAS 405C Race And Place: African-American Education In Post-Emancipation Virginia, 1865-1965(3)

W 1300-1530 MIN 108

Instructor: Scot French

This advanced research seminar invites students to explore the subject of African American education in post-emancipation Virginia through scholarly readings and the intensive study of archival materials, such as photographs, oral histories, and public records. In the first six weeks of class we will read and discuss works of scholarship that place African American schooling in its local, regional, and national contexts, beginning with Carter G. Woodson's classic, The Mis-Education of the Negro. The second half of the class will be devoted to researching and writing of individual papers and the building of a collaborative web-based project. This course fulfills the AAS requirement of a 400-level seminar with term paper.
Prospective readings include:
• Carter G. Woodson, The Mis-Education of the Negro
• William A. Link, Jackson Davis and the Lost World of Jim Crow Education
• James D. Anderson, The Education of Blacks in the South, 1860-1935
• Samuel L. Horst, The Diary of Jacob E. Yoder of the Freedmen's Bureau School, Lynchburg, Virginia, 1866-1870
• Charles S. Johnson, Growing up in the Black Belt: Negro Youth in the Rural South
• Florence C. Bryant, Memoirs of a Country Girl
and excerpts from various Civil Rights era autobiographies

AAS 451 Distinguished Majors Program/ Directed Research (3)

TBA

AAS 452 Distinguished Majors Program/Thesis (3)

TBA

Department of Anthropology

ANTH 324 Plantations In Africa And The Caribbean (3)

T R 0930-1045 MIN 130

Instructor: Hanan Sabea

This course seeks a comparative analysis of plantations in Africa and the Caribbean by highlighting the similarities and differences between the two contexts and their effects on plantations as place of work and spaces of sociality. It also examines the historical linkages between Africa and the Caribbean in the making and reproduction of plantations as they relate to the colonial empires, the differentiated entrenchment of capitalism around the globe, and correspondent movement of ideas, people and things. Finally, the course explores the socio-economic and political implications of plantations on the localities in which they have been operating.
This course is cross-listed as AAS 324.

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.
The student must enroll in one of the obligatory discussion sections in 330D.

ANTH 388 African Archaeology (3)

M W F 09:00-9:50 CAB 215

Instructor: Adria LaViolette

This course surveys archaeological knowledge currently available about ancient North Africa, the Sahara, and sub-Saharan Africa. The emphases will be on the Late Stone Age, the Iron Age, and the archaeology of the colonial period. The goal is to provide a firm grasp of the great transformations in pre-modern African history, and to provide students with information about some of the most important archaeological sites, discoveries, and research on the continent. Throughout the course, a theme will be the politics of the past, and the changing role of the practice of archaeology in Africa.

Department of English Language and Literature

ENLT 247/001 Black Writers In America (3)

T R 1100-1215 CAB 139

Instructor: Lisa Woolfork

Black Women Writers 1950s to the Present
This seminar explores the range of Black women's writings from mid-century to the present. We will focus closely on the text's adherence to its contemporary literary and social conventions.We will also consider patterns of representation established in the 1950s and watch how they develop, disintegrate, or evolve into the present day. Do certain issues or themes remain important in Black women's writing of the last fifty years? How ahs the literature adapted in response to a specific cultural or historical moment? Writers include, but are not limited to, Ann
Petry, Alice Walker, Jewelle Gomez, Dorothy West, Tananarive Due, Barbara Neely, Gwendolyn Brooks, and Toni Morrison. Class requirements include active class participation, discussion leading, response papers, long and short essays.

ENLT 247/002 African American Writers (3)

T R 1400-1515 CAB 245

Instructor: TBA

Description currently unavailable.

ENAM 313 Early African American Literature I (3)

T R 1400-1515 CAB 332

Instructor: Deborah McDowell

This course surveys pivotal moments and texts in the history of African-American prose, from l760, the date of Briton Hammon's Narrative of Uncommon Sufferings to l901, the year of Booker T. Washington's Up From Slavery. We will work our way through canonical and non-canonical texts and through multiple genres-- captivity narratives, spiritual autobiographies, slave narratives, sermons, execution sermons, criminal narratives, speeches, novels--and will explore a number of issues related to literary history, culture, aesthetics, authorship, audience, genre, and narratology. Among the questions to be explored? How have literary historians given shape to or "storied" this tradition? How do black women's writings complicate these "fictions" of literary history? What is the relation between the black vernacular tradition and the black "literary" text? How do the white abolitionists and editors involved in the production of slave narratives trouble traditional conceptions of authorship? Who "authors" a speech by Sojourner Truth that is stenographically transcribed and appears in multiple versions? What confluence of factors and ideologies explain the "canonical" version of "Ain't I a Woman?" Other texts include Harriet Jacobs' Incidents in the Life of a Slave Girl; Harriet Wilson's Our Nig; Frederick Douglass's My Bondage and My Freedom; David Walker's Appeal; Pauline Hopkins's Contending Forces, and Thomas Gray's Confessions of Nat Turner. We will work to situate these and other selections in the political, cultural, and critical controversies of their time and ours.

ENAM 381 Black Protest Fiction (3)

M W 1400-1515 CAB 119

Instructor: Marlon Ross

Description currently unavailable.

ENAM 481C African-American Women Writers (3)

T R 0930-1045 BRN 312

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, four written responses to readings (each one typed page long) and a formal essay (ten to twelve 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 restricted to fourth year majors in English, Women's Studies and African-American and African Studies.

ENAM 481D - Aesthetics And Politics In African American Literature (3)

T R 0930-1045 CAB 335

Instructor: Lisa Woolfork

What tensions underlie the creation of African American literature? How do writers reconcile aesthetic possibility with the social pressures that confront them? What sociopolitical circumstances do these writers face and how do they present in their literature? These are some of the questions that will guide our study of selected African American literature this semester. Writers include, but are not limited to, Frederick Douglass, Harriet Jacobs, Charles Chesnutt, Ralph Ellison, Ron Karenga, James Baldwin, and Ernest Gaines. Class requirements include active class participation, periodic response papers, quizzes, mid-term and final exams.

This course is cross-listed with ENTC 481H

ENAM 481E Faulkner, Gaines & The Plantation (3)

T R 1100-1215 BRN 310

Instructor: Charles Rowell

To write the South (or to write of the South) -- as William Faulkner and Ernest Gaines do -- is, ultimately, to read the plantation and its accompanying myth in varying manifestations. In such a context, the plantation is an enclosed world marked by restricting codes and mores, a hierarchical regime whose unlimited power is centered in the hands of an owner who determines the daily life and fate of its inhabitants. The plantation is, on the one hand, a large farm, an economic site; it is, on the other, a social and political entity which not only constructs and controls the lives of its inhabitants but also assigns them roles and value in terms of their race, class, and gender; in the revisionary history of some Southerners, the plantation is even a family, filled with white "parents" and black "children." The plantation is ultimately a culture which, with its penchant for control and domination in the interest of a few, shaped the way of life and determined the political imperatives of an entire region, the South.
This course will not only critique the plantation as a socio-political regime; using two of its most renowned writers, one black and the other white, this course will also examine critically how Faulkner and Gaines deploy the plantation as they write the South in fiction. What does it mean for a beneficiary of the regime (Faulkner: white, male, upper-middle class) to represent it in Absalom, Absalom and The Sound and the Fury, among others? If he critiques the plantation or its culture, what does he say, even as he invents a county in Mississippi in which to set his fictional world? And what of Ernest Gaines (black, male, from a poor family) who grew up as a victim of the plantation's legacy? Writing in the wake of legions of Southern white writers who created plantation myths affirmed by white Americans nationwide, Gaines stepped on dangerous ground when he decided to set his fiction in the changing plantation world of southern Louisiana in The Autobiography of Miss Jane Pittman, Of Love and Dust, and other texts. How does this native of a Louisiana plantation critique (or defend?) that regime? In the end, does Faulkner or Gaines present the "truer" fiction of the South?

ENTC 481H Trauma Theory & African-American Literature (3)

T R 0930-1045 CAB 335

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.
This course is cross listed as ENAM481D

Department of French Language and Literature

FREN 346 Topics In African Culture (3)

T R 1100-1215 CAB 236

Instructor: Majida Bargach

Course description currently unavailable.

FREN 411 Francophone Literature Of Africa (3)

T R 0930-1045 CAB 235

Instructor: TBA

This course surveys the literary tradition in French, emphasizing post-World War II poets, novelists, and playwrights. Examines the role of cultural reviews in the development of this literary tradition.

Department of Government and Foreign Affairs

GFCP 212 Politics Of Developing Areas (3)

T R 0930-1045 TBA

Instructor: Robert Fatton

Surveys patterns of government and politics in non-Western political systems. Topics include political elites, sources of political power, national integration, economic development, and foreign penetration.

Department of History

HIAF 100 Food And Famine In Africa (3)

W 1300-1530 RFN 311

Instructor: Tamara Giles-Vernick

This course will introduce students to the study of history by exploring famine in Africa. Famines have plagued Africa throughout its history and, contrary to popular belief, have not resulted from exclusively "natural" causes.
Examining famine in Africa's past sheds light on the complexity of assigning "causes" to events in the past. It also demonstrates how history can provide insights into present strategies for preventing famine. In this course, the history of African famine gives us an opportunity to learn about the methods and concerns of historical inquiry and to develop skills for reading critically, writing lucidly, and arguing cogently.
By examining historical case studies of famine in Ethiopia, Somalia, the Sahel, and South Africa, we will explore the complexity of change in human lives. Understanding this complexity helps to illuminate why events such as famines occur. Our case studies will provide us with opportunities to evaluate how historians and other commentators on famine use evidence to explain historical change. We will investigate the different kinds of evidence that historians use, including ecological, oral, and written evidence. We will examine different writings that draw upon historical interpretation, including narratives, first-person accounts, governmental reports, and novels. Finally, we will explore how history can contribute to our understandings of contemporary problems.

HIAF 201 Early African History Through The Era Of The Slave Trade (4)

T R 0930-1045 CAB 345

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. Starting with the dawn of history and taking the story up in detail from the millennium before the Present Era, HIAF 201 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 tragedy and achievement in a continent increasingly trapped in 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 the 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 (only the better of two tries counts), 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 fulfill the College 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 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. 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 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.

HIAF 402 History Colloquia (4)

T R 1400-1515 PV8 108

Instructor: John Mason

"What's Wrong with Africa?"
War, famine, disease, and unending poverty... This is the Africa that we too often read about in newspapers and magazines and see on TV. While this sort of coverage is misleading--Africa is not simply a continent-wide disaster area--there is enough truth in the images of human suffering to cause Africans and non-Africans alike to ask, What's wrong with Africa?
HIAF 402 explores the roots of Africa's multiple crises, focussing primarily on Africa's relations with the rest of the world, especially the Middle East, Europe, and the Americas. Topics include the overseas slave trade, conquest and colonialism, anti-colonial liberation struggles, and post-colonial politics and economics. Course materials include African novels and movies and current scholarship from Africa and the west.

HIAF 403 Making Race In South Africa And The United States (4)

T R 0930-1045 RAN 212

Instructor: John Mason

HIAF 403 is a seminar in comparative history. Through biography, autobiography, and scholarship, we will look at the ways in which race became the overwhelming reality in the lives of South Africans and Americans, both black and white.
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 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.
Course materials include music, movies and videos, as well as biographies, autobiographies, and current scholarship.

HIAF 404 Independent Study In African History (3)

TBA

Instructor: Staff

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 503 Family And Gender In African History (3)

T 1800-2030 RAN 212

Instructor: Tamara Giles-Vernick

Family and gender relations have fundamentally shaped Africa's changing societies, economies, and cultures, just as it has been shaped by them. We will begin this course by exploring various ways of understanding familial and gender relations, as both Africans themselves and social scientists have imagined them. We will then focus on how African men, women and families have participated in, influenced, and been transformed by various processes in African history, including slavery, migration, urbanization, colonial rule, legal change and the development of the postcolonial state.
Family and gender history incorporates the analytical questions and tools of history, anthropology, political economy, and sociology. Students can expect to read at least one book a week for the course. A preliminary list of course readings includes: Amadiume, Male Daughters, Female Husbands; Cohen and Atieno-Odhiambo, Burying SM; Cooper, Marriage in Maradi; Emecheta, The Slave Girl; Grinker, Houses in the Rainforest; Hodgson and McCurdy, Wicked Women and the Reconfiguration of Gender in Africa; Hunt, Gendered Colonialisms; Ranger, Are We Not Also Men?; Scully, Liberating the Family?; Soyinka, Ake, The Years of Childhood; Werbner, Tears of the Dead.

HIAF 511 Slavery In World History (3)

M 1300-1530 PV5 109

Instructor: Joseph C. Miller

HIAF 511 is a small seminar-style class for graduate students and advanced undergraduates (with instructor's permission) that will explore historical approaches to the study of one of the world's oldest, most ubiquitous, and most tragic, institutions. Most Americans are familiar with slavery only as it developed in the Old South in the decades before the Civil War. In fact, Greeks, Roman, Muslims, Africans, Renaissance Italians, Brazilians, West Indian planters, Buddhists, Maori, and many others also held significant numbers of people -- by no means all of them African -- in bondage. Most also treated slavery as a way to assimilate foreigners, not as the racially exclusive dead end that American laws of slavery prescribed. The objective of HIAF 511 is to move beyond static stereotypes and consider the enslavement as a process of its many distinctive times and places in world history.
Recent major works in this enormous field (some 700-800 academic studies appear each year focused primarily on slavery) will form the basis for weekly class discussions. In addition, each member of the class will select one region and prepare a substantial term-paper (i.e. based on secondary authorities) setting its experiences with slavery in the relevant historical context. The background reading for the modern portions of the course will be Robin Blackburn's The Making of New World Slavery. Other, extremely varied readings will develop the history of slavery in the ancient Mediterranean, the Islamic world, Africa, medieval Europe, Brazil, the Caribbean, and colonial North America, and the United States.
HIAF 511 carries no specific pre-requisites, but its broad setting presumes a general familiarity with several parts of the globe, or a willingness to assimilate a considerable quantity of new material during the semester.
All stages of writing a polished term paper (a preliminary paper proposal, an interim draft, a revised draft, and the final submission) will receive close editorial attention, with the object of developing clarity and efficiency in writing; students will be expected to prepare each one of these steps sufficiently in advance of deadlines to revise before submitting, on time. The paper will constitute the final examination for the course.
Students will also be graded on their grasp of the readings as demonstrated in contributions of relevant insight from them to class discussions.
The instructor will work with students to define paper topics that will support special interests in given times or places and will support petitions to count this course toward appropriate area and other requirements within the history major or, for graduate students, to support history fields or programs in other departments. Undergraduates may use the course to meet the Second Writing Requirement.
Please contact the instructor (<>, 924-6395) if you are considering enrolling in the course, in order to understand its learning strategy and to plan your participation in it in ways that will develop your broader educational goals.

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 307 The Coming Of The Civil War (3)

T R 0930-1045 MIN 125

Instructor: Michael F. Holt

This lecture course closely examines American history between 1815 and 1861. While its primary objective is to explain why a sectional conflict of long duration between the North and the South produced secession and Civil War in 1861, it also addresses in some detail the events and significance of the so-called "Age of Jackson." Economic development, westward expansion, and the escalation of sectional antagonism between Northerners and Southerners over time will all be addressed. But the primary focus of the lectures will be on political developments in these years, for only those developments, I believe, can explain why secession and war occurred when they did.
The course will have no discussion sections. Students' grades will be based on a midterm examination, an 8-10 page paper on the assigned course reading, and a comprehensive final examination. Students may take this course on a Credit/No Credit basis, but I require at least a C final average grade to earn a grade of Credit.
Readings for the course are likely to include the following:
• Harry Watson, Liberty and Power: The Politics of Jacksonian America
• William Lee Miller, Arguing about Slavery
• Richard E. Ellis, The Union at Risk
• Peter Kolchin, American Slavery, 1619-1877
• Harriet Beecher Stowe, Uncle Tom's Cabin
• Michael F. Holt, The Political Crisis of the 1850s
• Minisha Sinha, The Counter-revolution of Slavery: Politics and Ideology in Antebellum South Carolina
• James M. McPherson, What They Fought For

HIUS 323 The Rise And Fall Of The Old South (3)

M W 1100-1150 PHS 203

Instructor: Edward L. Ayers

This course will explore the emergence and destruction of the most powerful slave society of the modern world: the American South. It will begin with the seventeenth century and extend through the Civil War and Reconstruction. We will examine the lives of slaves and slave owners, small farmers and large planters, men and women, soldiers and civilians. Throughout, the focus will be on the way that black Southerners and white Southerners interacted.
Readings will be diverse, including original documents, materials on the Web, fiction, and secondary accounts. Requirements include a midterm and final as well as a substantial research paper. Energetic participation in a weekly discussion section is a central part of the course.
Discussion section required.

HIUS 365 African-American History, Through Reconstruction (3)

M W 1200-1250 RFN G004B

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 MIN 125

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.
Lectures will outline the movement's three over-lapping phases--lobbying, litigation and protest. In the first phase, from 1910 to the middle '30s, it developed a campaign of propaganda, education and lobbying to shape public opinion and create a climate favorable to civil rights. In phase 2, from the '30s to the '50s, it sought and won important test cases in housing segregation, the denial of the right to vote, and attacking separate and unequal schools. The last phase, lasting a decade from '55 to '65, was a period of protest--boycotts, sit-ins, and mass demonstrations--as well as organizing campaigns that lay the groundwork for minority electoral victories in the late '60s and '70s.
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 pre-existing networks of church, fraternal, 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-known proponents and opponents and their stratagems will be examined. Discussion section required. Grades will be determined from a final examination, student participation in sections, and two five-to-seven page papers.
Texts:
• Wilkins, Roy, with Tom Matthews, Standing Fast, Da Capo Press
• Forman, James, The Making of Black Revolutionaries, Open Hand Press
• Bond, Julian and Andrew Lewis, Gonna Sit At The Welcome Table, American Heritage
• Videos:
• "Eyes On The Prize -- America's Civil Rights Years, 1954-1965," # 1 -6; America At the Racial Crossroads, 1965-1985, #1 & 2; PBS Video, Blackside, Inc. Boston.
• "The Road to Brown," William Elwood, Producer, California Newsreel.

HIUS 401/A History Seminar: Who's An American? Americanism And National Identity In The United States 1945-90 (3)

M W 1530-1800 B003

Instructor: Carl Bon Tempo

What did Southern segregationists, African-American civil rights leaders, feminists, and proponents of the fledgling New Right political movement have in common during the 1960s? At first glance, not much. But upon closer examination, it is clear that many of the leaders in these groups manipulated the ideas and rhetoric of national identity and Americanism in order to formulate their own answers to the question, "Who's an American?"
In this 401 seminar, students will explore how Americans living in the last half of the twentieth century created and employed a political language called Americanism and, in doing so, conceived of national identity. What was Americanism and how did it relate to national identity? The two concepts were closely related. One historian described Americanism this way: "[I]t can best be understood as a political language, a set of words, phrases, and concepts that individuals used - either by choice or necessity - to articulate their political beliefs and press their political demands." This "political language" and these "words, phrases, and concepts" often rested upon definitions of national identity and character.
The main goal of this course is for students to arrive at an understanding of how definitions of Americanism and national identity varied during this period according to which Americans did the defining - and according to their distinct political, social, economic, and cultural agendas. During the first third of the class, students will read selections (between 150 to 200 pages per week) from a variety of works that offer definitions of both Americanism and national identity. Discussions in these weeks will center on how race, place, gender, class, and contemporary historical events contributed to the many forms of Americanism. The readings will provide a methodological, historiographic, and historical foundation for the last two-thirds of the course, during which students will write a 25 page, primary source-centered, research paper.
This seminar provides an opportunity for students to read cutting edge scholarship about national identity, Americanism, patriotism, and citizenship, as well as the opportunity to contribute to this scholarship with their research paper. Possible paper topics include - but are by no means limited to - the ways in which participants in debates about immigration policy, the various branches of the Civil Rights Movement, segregationists in the South, or the neo-conservative political movement of Barry Goldwater (or Ronald Reagan) crafted definitions of national identity and an Americanist language to satisfy its political and social agendas. Papers can address a variety of topics and sources from almost as many angles. This wide scope, I believe, will produce lively discussions and papers.
Texts will probably include: (We will read portions of these works and most will be available via toolkit)
• Lynne Cheney. Selection of articles from The New Republic, The Chronicle of Higher Education,
• and The Reader's Digest on the formation and need for National History Standards.
• Gary Gerstle. Working Class Americanism: The Politics of Labor in a Textile City, 1914-1960. Cambridge: Cambridge University Press, 1989.
• Will Herberg. Protestant-Catholic-Jew. Second Edition. New York: Doubleday and Company, 1960.
• Linda Kerber. No Constitutional Right to Be Ladies: Women and the Obligations of Citizenship. New York: Hill and Wang, 1998.
• Gunnar Myrdal. An American Dilemma: The Negro Problem and Modern Democracy. New York: Harper and Brothers, 1944.
• David Potter. People of Plenty: Economic Abundance and the American Character. Chicago: University of Chicago Press, 1954.
• Bryant Simon. A Fabric of Defeat: The Politics of South Carolina Millhands, 1910-1948. Chapel Hill: University of North Carolina Press, 1998.

HIUS 401/B History Seminar: The North And Reconstruction (3)

W 1300-1530 RFN 227A

Instructor: Michael F. Holt

Reconstruction was the political and constitutional settlement imposed by the victorious North on the defeated Confederacy after the Civil War. Much has been written about the framing of these policies in Washington and their implementation in the South, and this literature is filled with assertions about the reaction of the northern public to this post-war experiment. Surprisingly little systematic research, however, has in fact been done about the relative importance of developments in the South compared to developments within the North itself to the northern public. The purpose of this majors seminar is to undertake that investigation by examining the role of southern Reconstruction vis-à-vis other kinds of issues and concerns in northern elections between 1865 and 1876. After a few weeks of common reading, each student will be assigned a specific election year for research. The objective will be to read as many Republican and Democratic newspapers from the North as possible for that year to determine what issues election campaigns focused on and how central Reconstruction was in the appeals rival parties made to the electorate.
Readings for this seminar will include the following:
• David Donald, Jean H. Baker, and Michael Holt, The Civil War and Reconstruction
• Eric Foner, A Short History of Reconstruction
• William Gillette, Retreat from Reconstruction, 1869-1877

HIUS 401/D History Seminar: Southern Progressivism:Government, Economy, Gender, And Race 1890-1920 (3)

W 1900-2130 CAB 247

Instructor: George Gilliam

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 consider 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 paper 25-30 pages in length, based on original research in primary sources. That paper is intended to fulfill the second writing requirement.

HIUS 401/F History Seminar: The Politics Of Race In America After 1954 (3)

R 1530-1800 WIL 215

Instructor: Kent Germany

How has race mattered? From 1954 to the present, American race relations have undergone a dramatic transformation. This seminar will examine aspects of that transformation. For this course, the term "politics" is defined in its broad sense and includes the personal, public, private, electoral, and cultural. Readings will focus on the ways that African-Americans have built power since 1954 and the responses made by others to their efforts. The seminar's major focus will be on the American South, but it is not limited to a regional approach. In the first part of the course, students will develop topics for their papers, while discussing and critiquing some of the literature concerning the rise of Massive Resistance, the development of the integrationist coalition, the growth of black power, and the counter response to the Civil Rights Movement. After the first five weeks or so, the course will be devoted to the student's production of a 25 to 30 page paper based on original research. UVA has a wide range of resources that apply to this topic. The reading load should average approximately 200 pages during the appropriate weeks. Some of the probable readings are listed below, but may change slightly. Completion of this course satisfies the second writing requirement.
Some of the probable readings include:
• Carter, Dan T. From George Wallace to Newt Gingrich: Race in the Conservative Counterrevolution, 1963-1994.
• Goldfield, David R. Black, White, and Southern: Race Relations and Southern Culture, 1940 to the Present.
• Lawson, Steven F. Running for Freedom: Civil Rights and Black Politics in America Since 1941.
• Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy.
• Powell, Lawrence N. Troubled Memory: Anne Levy, the Holocaust, and David Duke's Louisiana.
• Rieder, Jonathan. The Jews and Italians of Brooklyn Against Liberalism. [selections]
• Smith, Robert Collins. They Closed Their Schools: Prince Edward County, Virginia, 1951-1964. [selections]
• Weems, Robert E. Desegregating the Dollar: African-American Consumerism in the Twentieth Century. [selections]
Possible Paper Topics (These are merely suggestions for further inquiry. Students will be given wide latitude in selection of topics as long as they pertain to the course.) Aspects of Massive Resistance. Corporate policies on employment, marketing, pricing, production, and distribution. Case studies of interracial relationships: political, economic, social, religious, romantic, or otherwise. Student-teacher relationships after Jim Crow (or similar issues in health care, social work, worship, etc.). The Economics of Inclusion. Transformation of UVA. Black Power and Black Studies. Black Capitalism. Economic Development in low-income areas. Residential Patterns. Community organizing. Party realignment. Studies of campaign rhetoric and strategy. The Republican Southern Strategy. Race and the politics of law and order. Race and the politics of welfare. Influence of race in public policies: Desegregation of public accommodations, reapportionment, affirmative action, busing, school desegregation, antipoverty programs, fair housing, policing.

HIUS 403/B African Americans And Sports In The Twentieth Century: a Social History (3)

R 1300-1530 RFN 311

Instructor: Reginald Butler

John Hoberman argues in his recent book, Darwin's Athletes, that in the 19th and early 20th centuries sports were completely racialized as evidence of white superiority and a rationale for European colonial hegemony. The demographics of sports have changed dramatically in post industrial America. This course examines the history of African Americans in competitive athletics and the historical transformations in the rhetoric and meaning of the relationship between athleticism, race, gender and nation. The course is structured around the seminar. Students will read and discuss a variety of texts in anthropology, history, american studies, and literature. Gena Dagel Caponi, Signifyin(g), Sanctifyin, and Slam Dunking, John Hoberman, Darwin's Athletes, and C.I.R. James, Beyond a Boundary, are a few of the books that we will read. Students will also read extensively in magazines and journals as well as view material from popular and documentary film, and television. Students will write weekly reading responses and a major paper of twenty to twenty five pages.

Department of Music

MUSI 212 History Of Jazz Music (3)

T R 1230-1345 OCH 101

Instructor: M. Butterfield

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. Lab section is required.

MUSI 219 Introduction To African Music (3)

T R 1400-1450 OCH 107

Instructor: Michelle Kisliuk

This course presents a survey of traditional and popular music/dance styles across West and Central Africa. Readings, listening, and video-viewing assignments will be supplemented with with a weekly lab section (which meets during the latter part of each class session) that will offer practical exposure to the African rhythms, movements and styles of musical interaction addressed each week. Careful reading, class discussion and participation in lab learning are required of each student. There will be a mid-term and a final exam. Lab, (no credit), Gertner, M. 12:00-12:50, Rm. 107. Lab, (no credit), Gertner, F. 13:00-13:50, Rm. 107

MUSI 307 Worlds Of Music (3 )

T R 1100-1215 OCH 107

Instructor: Kyra Gaunt

Prerequisite: Major in music or anthropology, or permission of instructor.
To understand the complexities of global musics, we must begin at home appreciating the diversity of musics within the U.S.-"the global is in the local" (Fabian 1998, 5). This course is an introduction to ethnomusicology primarily for music majors featuring case studies of contemporary musical traditions from the twentieth century.
The study of ethnomusicology is a study of understanding otherness and understanding not only how other people make music, but also the way we tend to perceive other musics as less complex than ours, and we tend to appreciate the music but not the people.

MUSI 369 African Drumming And Dance (1-2)

T 1715-1930 OCH 107

Instructor: Michelle Kisliuk

Prerequisites: Permission of instructor by audition on first day of class.
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 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.

MUSI 425 Popular Culture & Music (3)

W 1530-1800 OCH S008

Instructor: Kyra Gaunt

Few realize that the performance of German folksong in the 18th century, minstrelsy in the 19th century, the games black girls play in the U.S., bomba in Puerto Rico, and Zairean popular music in the 20th century have a lot to tell us about popular culture. They tell a lot about the shift from popular culture being produced by everyday people to being produced for the masses. Hip-hop is no exception. We explore the contradictory role popular culture has and does play in defining power, modernity, culture, and otherness (i.e., race, class, sex/gender, nation, etc.). Readings from ethnomusicology, anthropology, culture studies, and popular music journalism. Music listening and participating in musical events. Oral presentation of term paper.
Prerequisite: Graduate student or 4th year in music or anthropology, or permission of instructor.

Department of Psychology

PSYC 406 Psychology Of Oppression And Empowerment (3)

T 1400-1630 CAU 112

Instructor: Melvin Wilson

This course analyzes oppression and its amelioration in modern American society. Format: Lecture/discussion. No. and type of exams: TBA. Papers or projects: TBA
Prerequisites: PSYC majors who have taken at least one course from each of the following groups: PSYC 210, 215, 230 and PSYC 240, 250, or 260, and students in the Afro-American and African studies or studies in women and gender programs. Telephone Enrollment Restrictions: Restricted to PSYC majors. If this course is full through ISIS: keep trying .

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

M 0900-1130 GIL 225

Instructor: Melvin Wilson

This course examines the current state of research on minority families, focusing on the black family. Emphasizes comparing "deficit" and "strength" research paradigms.
Format: Lecture discussion presentations. No. and type of exams: TBA. Papers or projects: TBA
Prerequisites: PSYC 306 and at least one course from each of the following groups: PSYC 210, 215 or 230, and PSYC 240, 250, or 260, and students in the Afro-American and African studies or studies in women and gender programs. Telephone Enrollment Restrictions: PSYC majors. If this course is full through ISIS: keep trying through ISIS.

Department of Religious Studies

RELA 275 Introduction To African Religions (3)

M W 1100-1150 CAB 345

Instructor: Cynthia Hoehler-Fatton

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.

RELG 280 African-American Religious History (3)

M W 1000-1050 CAB 311

Instructor: Wallace Best

This course will survey the origin and development of African American religion in the United States. Centered on essential questions regarding the nature of black faith and the role religious institutions have played in black life, the course will explore the critical relationship between African American religion and African American cultural forms. We will address a number of themes, including: the connection between "the black church" and black political thought; race, gender, and religion; and Black Theology. We will also trace the development of African American religion in various historical contexts, particularly slavery (emphasis on Virginia), the Great Migration, and the Civil Rights era. Although this course will focus primarily on African American Protestantism, careful attention will be given to black Catholicism and the Nation of Islam.

RELA 341/ RELC 341 Introduction To African Christian Theology (3)

T R 1100-1215 CAB 341

Instructor: Isabel Mukonyora

This course begins with a critique of the questions that have led to the emergence of theologies in plural in today's world. The special attention will be paid to the colonial legacy of negation of African cultures and traditional religion as a way of showing why a traditional of African theology was pioneered by John Mbiti and followed by Pobee, Dickson and others along the lines of endorsing African traditional religion as preparatio evangelica. Attention will also be paid to the use of questions derived from western theology to give shape to most African scholarship in theology so far. Case studies will be used demonstrate this 'cultural' approach to theology to which Black Theology inherited from African American culture by theologians in South African can be also added. In contrast attention will be paid to a newly developed theology based on a vernacular understanding of Christianity from Mukonyora's doctoral study of an African Independent Church called the Masowe Apostles. In short, three kinds of African Theology which are explicable against the background of the experience of being Christian in Africa today will be examined and critiqued in this introduction to African Christian Theology.

RELG 382 Islam In The African American Experience (3)

W 1530-1800 CAB 242

Instructor: Wallace Best

The Nation of Islam (NOI) was unquestionably one of the most significant religious developments among African Americans in the 20th century. In addition to examining the history of the movement, this course will explore the various meanings attributed to NOI practice and theology. Of particular concern will be the ways its ideological structure has allowed the NOI to function both as a "black nationalist" and religious body, with resultant tensions and ambiguities. Since the movement has historically been characterized by its charismatic leadership, we will spend time examining the lives of such figures as Wallace D. Fard, Elijah Muhammad, Louis Farrakhan, and of course, Malcolm X. Other themes covered in the course will include: women and the Nation, the return to Orthodoxy, the NOI and black Christianity, the NOI and political power, and the relationship between urbanization, migration and the NOI.

RELA 389/RELC 389 Christianity In Africa (3)

T R 0930-1045 CAB 118

Instructor: Isabel Mukonyora

Well known theologians such as Tertullian, Origen, Cyprian and St. Augustine from North Africa have been claimed in contemporary African Church history to be forefathers of both African and western theology. This lecture series begins with the history of Christianity in Africa from late antiquity to the present, paying particular attention to African agency in mission, but also taking into account the histories of conquest surrounding the missionary enterprise. It will be shown how Greco-Roman imperialism and European colonialism beginning with the Portuguese adventures of the14th century have shaped the African response to Christianity. The emergence of African Indigenous Churches will be looked at against this background colonial conquest, missionary paternalism and independency in Africa. Historical, theological and sociological issues will be brought together in this general introduction to Christianity in Africa.

Department of Sociology

SOC 341 Race And Ethnic Relations (3)

T R 1400-1515 CAB 316

Instructor: Milton Vickerman

The terms "race" and "ethnicity," and issues associated with them are, to say the least, problematic. The meanings of these--and related--terms are unclear and policies that address "racial" issues are usually very contentious. Why is this the case? Why is race, seemingly, a source of unending conflict? This course will address these questions by examining the general issue of race from a historical and comparative perspective.

SOC 410 African American Communities (3)

T R 1530-1645 CAB 320

Instructor: Rick Turner

The purpose of this course is to provide students with a clear, comprehensive understanding of the history, struggles and diversity of the African-American community. Emphasis will be placed on salient contemporary public issues as well as on the historical role of the African-American community within urban society and on the need for students to obtain knowledge of the cultural history of African-Americans. The course will approach these topics from a framework of analysis with consideration for African-American people's sociological and historical relationship to the political and economic system in America. By means of discussion, lectures, videos, reading, writing, and class presentation, this course will provide new insights and perspectives into the dynamics of the African-American community.

University Seminars

USEM 171/0020 The 60s In Black & White (2)

T 1530-1730 WIL 140

Instructor: Julian Bond

The 1960's saw a generation of young people begin to build movements 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 participants? What is their legacy in the present? This seminar --through biographies activists in the movements--attempts to answer these and other questions as we examine personalities, events, and culture of the 1960's. Students will be required to write a comprehensive a paper on a 60's subject--a participant, an organization, a movement.