ࡱ>  |bjbj Byy!&)  \\\ppp8dpIVH:"HHHHHHH$LLNH\T#"T#T#H  Ir'r'r'T#  8Hr'T#Hr'r';D#>.$<HI0I<\O&dO0#>#>&O\I>| n r' tr!HH 'RIT#T#T#T#O : HIS110: The Making of Modern Africa Fall 2021 Elias Mandala Office Location: Rush Rhees Library 439 Office Hours: Tuesday, Thursday: 1530-1630 Phone Number: 585.275.2058 Email:  HYPERLINK "mailto:elias.mandala@rochester.edu" elias.mandala@rochester.edu The Class Meets in Meliora Room 205 at 1230-1345 on Tuesdays and Thursdays COURSE DESCRIPTION This course uses film, novel, and historical studies to examine the following themes in the making of modern Africa: the forging of new national identities, creation of wage laborers, and the restructuring of rural work and conflict based on gender and age. Students will also explore how, after defeating European colonialism, African women and men are now dealing with the forces of neocolonialism against the backdrop of new opportunities and challenges, including the HIV/AIDS pandemic, hunger, international debt, and engagement with China. REQUIRED TEXTS C. Achebe, Things Fall Apart B. Emecheta, The Joys of Motherhood A. Isaacman and B. Isaacman, Mozambiques Samora Machel: A Life Cut Short (Ohio University Press, 2020). P. Nugent, Africa Since Independence: A Comparative History (Palgrave Macmillan, 2004) S. Ousmane, God's Bits of Wood Ngugi wa Thiongo, Devil on the Cross REQUIREMENTS (1) Regular class attendance and active participation in class discussions. To that end, students are expected to complete all assigned readings before each class meeting. (2) Every student will lead one or more seminar discussions, depending on the number of people in the class; (3) submit a three- to-five-page appreciation of Things Fall Apart, due September 23; Devil on the Cross, due November 2; and Mozambiques Samora Machel, due November 18; (4) a research paper of between 10 and 12 double-spaced pages (including foot- or endnotes) on a topic of ones own choice, due November 30; (5) a Map Quiz, September 2. Research Essay should be based on books, articles, and other sources beyond the required readings. The paper should demonstrate you have consulted at least ten (10) peer-reviewed or scholarly works. Articles downloaded from online journals and electronic books are treated as scholarly, but those from the Worldwide Web are not, and are not therefore permitted to form part of your bibliography. Reviews: In a review of a book, article, film, or any other text, you are expected to (1) summarize the main ideas and arguments; (2) and state the relevance of the work to the debate being discussed at that point in the course. GRADING (1)Map Quiz, 5%; (2) attendance, participation in class discussions, and oral presentation, 20%; (3) three book reviews, 35% (4) essay: 40%, of the final grade. Classroom Etiquette: 1) Please turn off cell phones or set them to a silent alert, and in the rare event you must enter late or leave class early, please let us know in advance 2) .No eating during class. 3) Email Policy: Please, limit email correspondence to personal issues, emergencies, and other matters that cannot be publicly discussed in class. The instructor will not respond to other emails. SCHEDULE Aug 26 Introduction: Scope and Objectives of the Course PART I: ORIGINS OF AFRICA S UNDERDEVELOPMENT Aug 31 Nature and Society in African History Sept 2 Africa and the West: An overview, I %%%MAP QUIZ TODAY%%% Sept 7 Africa and the West: An Overview, II nVideo:  King Leopold s Ghost Sept 9 The Transatlantic Slave Trade: Overview. n E. Mandala,  The Atlantic Slave Trade. (notes) Sept 14 The Transatlantic Slave Trade: Key Debates n J. Inikori,  Africa and the Trans-Atlantic Slave Trade, in Toyin Falola, ed., Africa, Volume I: African History before 1885 (Durham, NC: Carolina Academic Press, 2000): 389-412. Sept 16 Peoples and Societies in Africa on the Eve of European Colonialism n Achebe, Things Fall Apart, I Sept 21 European Imperialism: Major Interpretations n E. Mandala,  Theories of Imperialism, (notes) Sept 23 Reactions to the Imposition of Colonial Rule n Achebe, Things Fall Apart, II %%%BOOK REVIEW I (THINGS FALL APART) DUE TODAY%%% PART II: THE SYSTEMATIC LOOTING OF A CONTINENT Sept 28 Land and Labor in Settler Colonies nR. Palmer,  The Agricultural History of Rhodesia, in The Roots of Rural Poverty in Central and Southern Africa, eds. R. Palmer and N. Parsons (Berkeley and Los Angeles: University of California Press, 1977): 221-254. Sept 30 Capitalism and the Rise of New Laborers n E.R. Wolf, Europe and the People Without History (University of California Press, 1982), 354-63, 366-68. Oct 5 Wage Labor and Women in the City n B. Emecheta, The Joys of Motherhood Oct 7 Wives of Migrant Workers in Southern Africa nC. Meillassoux, Maidens, Meal and Money: Capitalism and the Domestic Community (Cambridge: Cambridge University Press, 1981 [1975]), 99-103. n Video:  Gold Widows (52 minutes) Oct 14 Peasants and Cash-Crop Agriculture n E. Mandala,  African Peasants and Peasantries, 1-3. Oct 19 Cash-Crop Agriculture and Food Security n A. Isaacman, Cotton is the Mother of Poverty: Peasants, Work, and Rural Struggle in Colonial Mozambique (Portsmouth, NH: Heinemann, 1996), 150-170. n E. Mandala,  African Peasants and Peasantries, 3-7. Oct 21 Cash-Crop Agriculture and Rural Differentiation n E. Mandala,  African Peasants and Peasantries, 7-9. PART III: STRUGGLES FOR AUTONOMY Oct 26 World War II and Decolonization n B. Freund, The Making of Contemporary Africa (Bloomington, IN: Indiana University Press, 1984): 191-233. Oct 28 Social Dynamics of African Nationalism n S. Ousmane, God's Bits of Wood Nov 2 Class and Gender in Neocolonial Africa n Ngugi wa Thiong o, Devil on the Cross %%%BOOK REVIEW II (DEVIL ON THE CROSS) DUE TODAY%%% Nov 4 Armed Struggle in Portuguese Africa, 1962-75 n Nugent, Africa Since Independence, 260-271. Nov 9 Machel and Socialism in Mozambique, I n Isaacman and Isaacman, Mozambique s Samora Machel Nov 11 Machel and Socialism in Mozambique, II n LIVE DISCUSSION OF MACHEL S LIFE WITH PROF. ALLEN ISAACMAN PART IV: NEW CHALLENGES AND OPPORTUNITIES Nov 16 Debt and Structural Adjustment Programs (SAPs) n Nugent, Africa Since Independence, 326-47. Nov 18 SAPs and Malaria: The Case of Zambia n R. Packard, The Making of a Tropical Disease: A Short History of Malaria (Baltimore: Johns Hopkins University Press, 2007), 206-216. %%%BOOK REVIEW III: MOZAMBIQUE S SAMORA MACHEL) DUE TODAY%%% Nov 23, 25 Thanksgiving Break Nov 30 HIV/AIDS n Howard Phillips,  AIDS in South Africa: An Historical Perspective, Society (May/June (2003): 72-76 n Nugent, Africa Since Independence, 357-67. #$%&*/012@h߿tmf_XTLHAHL hzhzhzjhzUh*p hR!h*p hR!h{ hR!h hR!hR!hYhn6CJaJhYhnhA15CJaJh{5CJaJhkh?k5CJaJh hah\h8Qvha hU'hl{hU' hU'6hU'hl{6hl{ h\6hfih\6 hfih\hS6h\CJaJhVh hO#4hWIhP& hvhvhm' D bc;X:+^gd<*$gd!*$gdci*$gd'l'*$gdE %[$\$gdE$*$a$ $*$a$gd\  1 ; K c <MS_btz7CU`abclq»Ҵү| h a5h8h'l'5hECJaJ h5 hE5hhP&hMhM5hM h:5 hEh: hpkhThpkhT5hhT6h: he3hT hT6 hT5h?khT6 hE6hThEh /5M&>?ǿdz̮骞ķ"<OJPJQJh<5OJQJh<h<OJQJh<OJQJhq"h<OJQJh<h<5OJQJh< ht|5h$Oh 5ht|h$Oh-5 h~5ha77h-hh$Oh!5 h45h\h!hS6h\CJaJhtw$h'l'%:;=>?IW[hi8:<NZ\^ ӿvqi]QEhh@H6CJaJhhl;36CJaJhh&P26CJaJhcCJaJ h&P25h\.hA1CJaJh4yUCJaJh>eCJaJh hCJaJhS6hA1CJaJ hl{h~h{=h[dh<@ h<5@hvHh<@h[h<OJQJh<OJQJhV h<5OJPJQJhq"h<OJPJQJh<OJPJQJ:<N"$ f rtH $ 0*$a$gd. $ 0*$a$gd> $ 0*$a$gdum $ 0*$a$gdt| $ 0*$a$$*$a$%$a$gdl{ "$2n~ @BbfhպՋwog_WOWH h\.h h CJaJhCJaJhW^CJaJhumCJaJh>eCJaJh=hum56h&P2hum5CJ hum5CJh aCJaJhjwCJaJh!BCJaJh\.CJaJh8CJaJh.CJaJhCJCJaJh h CJaJh CJaJh6:CJaJh hCJaJh 6CJaJh!6CJaJhvx  *0nprt~˸zvkck\v h\.h.h>CJaJh\.h.CJaJh.h.h.CJaJh',hVhm h\.hmhUCJaJhjwCJaJh#nYCJaJh QZCJaJh\.hUCJaJhemCJaJhumCJaJh&CJaJh\.hh pCJaJh4yUCJaJ h hW^h h h ~HJXZ ,.0:TVXj⫠┉yuplh^h&P2hW^5CJhW^h e h#nY6h#nY h\.h#nYh=h#nYaJh\.h#nYCJaJh#nYCJaJhh4h\.hV>CJaJhh4CJaJh: hV>6hV> h\.hV>hm5CJaJhV>CJaJh\.hUCJaJhumCJaJhh. h.6huh.6$HJ Vbdr $ 0*$a$gd> $ 0*$a$gdh p $ 0*$a$gdW^ $*$a$gd#nY $ 0*$a$gd#nY $ 0*$a$gd= $*$a$gdy $ 0*$a$gdV> $ 0*$a$4DJL`bdrtv*÷|tld\QIB>hA1 h\.h, hA1CJaJh\.hA1CJaJhiyCJaJh0:CJaJh<CJaJhh=6hh&P26h6CJaJh6CJaJhh!6CJaJh 6CJaJhhCJ6CJaJhhl;36CJaJhh/,6CJaJh!B6CJaJhW^ hV>5CJ hW^5CJh&P2hW^5CJh&P2hW^56CJ*rt:   N P X \ ^ ` ƿư䨠ynf^SKh>CJaJh, h\glCJaJhCJaJh eCJaJh, hh pCJaJhCJaJ hn6hnh, h\.h, h, hnCJaJhiyCJaJh=CJaJ h=d5CJh'h)%6 h'h)%h)% h\.h)%h, hA1CJaJhW^CJaJh<CJaJh&P2hv|5CJhA1 hA16rt N P !""v"""L#z$$ $ 0*$a$gd $ 0*$a$gdo $ 0*$a$gd\gl $ 0*$a$gdn $ 0*$a$gd=d $ 0*$a$gd)% $ 0*$a$ $ 0*$a$gd/, V!!!!"""""$"&"(","."0"t"v"x"z"""""""""""J#|xmbZRh>CJaJh>-CJaJh he>CJaJh hnCJaJhoh/h'hyoh, h\.h, h, hyoCJaJh, hA1CJaJh, CJaJh85CJaJh0:CJaJh, he>CJaJh>h\glCJaJhN{MhQW h, h\gl h, h, h)%hSh)%6 hSh)%J#L#N#j#$x$z$|$$$$$$$$\%^%`%b%%%%%%%%%%&&ºՐՌ|pdXLdhh86CJaJhh!6CJaJhh&P26CJaJhhl;36CJaJhhl6CJaJhyhA=hY hh/hcihe>5CJaJhMZ_CJaJh he>CJaJh85CJaJh hnCJaJh)%hh/ h\.h/h= h 6h h\.h=5h hA1CJaJ$$`%%%%&&j&@'B''''@(((((f))))&* $ 0*$a$gdCC $ 0*$a$gdfX $ 0*$a$gdGY $ 0*$a$&&&"&(&*&j&l&&&>'''''''''''''''((((((((((ܚϰ߈ԥ{DZ<h,856CJh&P2h<5CJ h<5CJ hh45hbGhh45 h-6 hA16hA1h> ho5hl;3hCJaJhCJaJh=hGYhoho6hohbGho5hl;3hA1CJaJh8CJaJh85CJaJh hiXCJaJhhe>56 hA=h&P2"((())) ) ).)F)R)d)f)h)j)z)))))))))))*{wph`UMEMh!BCJaJh+wCJaJhFthgCJaJhRnCJaJhkCJaJ hVh>hVhfXh+whBh+w6 hBh+w hh45hbGhh45hl;3hFCJaJhl;3h~CJaJhl;3hUCJaJhl;3hA1CJaJhl;3CJaJhl;3h4CJaJhA=hCJaJhA=hl;3CJaJh[CJaJhZ`*$*&*(***T*X*j************++J+j+l+n++++zvrznfZNZhhl;36CJaJhhCC6CJaJhN\CJaJh>hPiht h: h: h>hCCaJh!BCJaJhp.CJaJhCChCCCJaJhCChnCJaJhRnCJaJhkCJaJhRnh&P2h5CJhU'hU'6 hU'6hU' hCC5hbGhCC5h[hCCaJhFthCCCJaJ&*****j+l+n++0,,,,-l.n... $ 0*$a$gdv $ 0*$a$gd2iT $ 0*$a$gd: $ 0*$a$gdg $ 0*$a$gdCC $ 0*$a$gdRn $ 0*$a$gd:8++++.,0,2,4,D,v,,,,,,,,,,-x--.....N.j.n.üÅ}voe\SeOh: hy56CJh: 56CJh&P2h: 5CJ hM5CJ h: 5CJhZfhg6hghCChgCJaJhPiCJaJhxu}CJaJhjPpCJaJhiXhCChBhCC6 hBhCC hCC5hbGhCC5 h!BhCCh@}hCCCJaJh@}h@}CJaJh@}hgCJaJh2iTCJaJn...........^/l///////////d*d,d4d6d:dȽ{wsqg`UIhDhD5CJaJhghZCJaJ hY5CJh_hM5CJUhMh8hBh7k6 hBh7k hn5hbGhn5hn h7k6h7k hh45hbGhh45hCCh7k5CJaJhCCh7kCJaJhFECJaJhCChgCJaJh2iTCJaJ hZfhvhN\h2iT6CJaJh6CJaJ..//,dhd~eeelfnfpfrffffff $Ifgd.gd 5HgdU#m$ $ 0*$a$gdW*D $ 0*$a$gdD $ 0*$a$gd7k%%%ESSAY DUE TODAY%%% Dec 2 Africa Welcomes China n Paul Zeleza,  The Africa-China Relationship: Challenges and Opportunities, Canadian Journal of African Studies 48, 1 (2014): 145-169. Dec 7 Chinese Aid nDeborah Brautigam, The Dragon s Gift: The Real Story of China in Africa (OUP, 2011), 131-188. ASSIGNMENTS: DUE DATES TOPICTEXT LECTURE DATEDUE DATEMaps of Africa: True Size, Political8/309/2African Reactions to Colonial RuleThings Fall Apart9/239/23NeocolonialismDevil on the Cross11/211/2Socialist ExperimentsMozambique s Samora11/1111/11Essay11/30 College Policies The College s Credit Hour Policy on undergraduate courses is to award 4 credit hours for courses that meet for the equivalent of 3 periods of 50 minutes each week. Students enrolled in HIS 383W are expected to devote at least one hour each week to identifying the main lines of argument in course readings, working alone or in groups, and to researching in depth their topics for the final seminar paper. Students with Disabilities: The University of Rochester respects and welcomes students of all backgrounds and abilities. In the event you encounter any barrier(s) to full participation in this course due to the impact of disability, please contact the Office of Disability Resources. The access coordinators in the Office of Disability Resources can meet with you to discuss the barriers you are experiencing and explain the eligibility process for establishing academic accommodations. You can reach the Office of Disability Resources at:  HYPERLINK "mailto:disability@rochester.edu" disability@rochester.edu; (585) 276-5075; Taylor Hall. If you have any questions or concerns, please feel free to contact me as well. Academic Honesty Statement: All assignments and activities associated with this course must be performed in accordance with the University of Rochester's Academic Honesty Policy. Cheating and plagiarism are serious offenses and will be treated as such. Anyone who engages in such activities will be turned over to the College Board on Academic Honesty for disciplinary action, as outlined at http://www.rochester.edu/College/honesty/. For a helpful discussion of plagiarism (including subtle instances), see the American Historical Association s  Defining Plagiarism,  HYPERLINK "https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/plagiarism-curricular-materials-for-history-instructors/defining-plagiarism" https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/plagiarism-curricular-materials-for-history-instructors/defining-plagiarism. Grading scale A100-93%A-92.9-90%B+89.9-87%B86.9-83%B-82.9-80%C+79.9-77%C76.9-73%C-72.9-70%D+69.9-67%D66.9-63%D-62.9-60%FBelow 60% Copyright notice: Copyright by Elias Mandala as to this syllabus and any class lectures. Disclaimer: The instructor reserves the right to change topics and assignments on the syllabus at any point in the semester. 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