HISTORY DEPARTMENT BROCK UNIVERSITY
HST 2P63: Africa Since 1800--Winter 2012
Anti-Government
2011
Rally,
Egypt,
Professor: Olatunji Ojo
Lecture: Tue 1000-1200 @ TH244 Office Hour: GL 255:12-2PM Tue
Contact: email: [email protected] or Tel. ext. 5146
TA: Terry Trowbridge (Terry)email: [email protected]
Seminars:
(1)Tue 9-10AM MC304 (TA: Ojo) (2)Fri 11-12 EA105 (TA: Terry)
(3)Thur 3-4PM MCC300 (TA: Terry)
Course Description
This course deals with the emergence of modern Africa. It
examines African search for modernity, social reforms, the
European conquest of Africa, African responses to European
rule,
end
of
imperialism,
and
the
post-independence
challenges. Specific themes to be explored will include the
scramble and partition of Africa, the political economy of
colonialism, the rise of nationalism and the formation of
nationalist
movements,
independence,
post-independence
problems, the military in African politics, Africa's
perennial
problems
drought,
famine,
migration
–
globalization and its impact on African countries, and the
search for socio-economic development.
The course is divided into lecture and seminar hours. The
lectures will present students with overviews of specific
themes while the seminars, on the other hand, will involve
detailed assessment of class texts and other sources which
contribute further information as well as alternative
interpretations about each topic. Finally, the seminars
will give you the opportunity to criticize the content of
lecture
and
reading
material,
to
express
your
own
interpretations of events, to raise questions and concerns,
and to debate with others. Lectures and seminars are thus
complementary: students will not benefit from seminar
discussions without attending lectures and reading the
texts.
COURSE GUIDELINES
PRIMARY CLASS TEXTS:
Roland Oliver and Anthony Atmore, Africa Since 1800 5thed.
(New York: Cambridge University Press, 2008) Available at
Brock Bookstore)
Caroline Elkins, Imperial Reckoning: The Untold Story of
Britain’s Gulag in Kenya (New York: Henry Holt, 2006)
(Available at Brock Bookstore)
Course Evaluation
Seminar Facilitation:
Seminar Participation:
Book Review:
Final Essay Proposal
Final Research Essay
15%
30%
15%
5%
35%
Due Feb 7, 2012
Due Feb 28, 2012
Due April 3, 2012
Seminar Facilitation: Each student/or group of students
will be required to make a presentation on selected
readings or theme. The facilitator is responsible for
leading seminar discussion for the week focusing on the
main ideas covered in the readings and raise questions for
the class to discuss. An outline of the presentation will
be submitted to the Seminar leader. 15%.
Seminar Participation: Attendance at lectures and seminars,
which will make up a significant part of your final mark,
is essential. Students are expected to participate fully in
seminar discussions which will focus on critical analysis
of weekly readings. Assignments must be completed before
the class/seminar for which they are assigned. Seminars are
vital features of this course. Directly, they make up 30
per cent of your grade. We meet once a week in 50-Minuteslong seminar classes. These are required. Each week it is
assumed that you will have completed the readings for the
class, and you are expected to discuss them.
Attendance
will be taken, but your grade will be calculated primarily
on the quantity and (especially) the quality of your
contributions. ATTENDANCE IS NOT PARTICIPATION. Typed
response to the readings associated with each lecture
readings will be collected at the end of each seminar. YOU
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CAN READ YOUR RESPONSES FROM A LAPTOP BUT A PAPER COPY MUST
BE SUBMITTED TO THE TA. Late reading responses will not be
accepted. Grade—30%.
A rubric for seminar evaluation is included in this
syllabus. Absence from a seminar will result in a grade of
0 for that seminar, except for documented emergencies, at
the instructor’s discretion. (See
http://www.brocku.ca/health-services/policies/exemption for
Health Services Exemption Policy)
Final Essay: Students will pick a topic and write a 15-page
essay which explores any aspect of African History Since
1800.
Note: An essay is a secondary source: scholars often use
this as a way to “try out” an argument, based on original
research. So, you can address the same kinds of questions
that you’ll consider in writing your book review. Imagine
that you’re submitting your review to an African history
journal, or posting it on the Internet, to tell your
audience about your topic
Essays will be evaluated on:
1. Writing and clarity of expression;
2. accuracy and effectiveness of description;
3. quality of analysis.
In general, the third of these quality of analysis - is the most important, but the others
are integral to good analysis. (35%)
Essay Proposal: Write a 2-page essay proposal indicating
CLEARLY your topic, goal and some sources.
Try to avoid too broad or too narrow topics. Your topic
should be related to the course and focused on a country or
region of Africa. Your essay could be a reaction to one or
more of the sources used in class or that you found
relevant to the course.(5%)—DUE Feb 14, 2012
Book Review: Write a Four-Five (4-5) page critical review
of Caroline Elkins, Imperial Reckoning: The Untold Story of
Britain’s Gulag in Kenya (New York: Henry Holt, 2006) (Book
available in Bookstore)
Review DUE ON Feb 7, 2012 (15%)
Review Guidelines:
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What is the author’s thesis (e.g., what is she trying to
explain, understand, answer, etc.
What are the central arguments (“building blocks”) that
support his thesis?
What kinds of evidence does the author use to support his
thesis/arguments?
How effectively does he use this evidence? In other words,
do you find it convincing?
What motivated the author to write the book, and how does
this affect the way it is written?
Overall, what are the book’s strengths and weaknesses? For
example: how well does it explain what it sets out to
explain? What questions does it leave unanswered? How does
it enhance—or obscure—our understanding of the subject
matter?
Remember that this is a book review, not a book report.
What’s the difference? In a nutshell, a book report
describes the book. A book review analyzes the book. You
will want to briefly summarize the book’s contents in your
paper, but this is not your main goal in writing the paper.
For more help with book reviews, see Rampolla, pp. 15-17,
26-28.
----------------------Lecture and Seminar Etiquette: Students will maintain a
proper decorum during lectures and seminars. This means
refraining from conversations or any other behaviour that
may distract or disturb others.
Laptops and tablets are allowed in class, but only in order
to take notes. Playing games, watching videos, reading email, checking Facebook, etc. is strictly forbidden.
Students caught engaging in these activities will be asked
to shut off and put away their laptop for the rest of the
class.
Cellphones and smartphones must always be turned off during
lectures and seminars, and be kept out of sight for the
duration of the class. Texting or tweeting in class is
forbidden.
Plagiarism is the greatest of academic sins. If you make
use of another writer’s thoughts, words, or ideas,
acknowledge them. Failure to acknowledge another’s work
will result in a grade of ZERO for the assignment, and
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possibly for the course. Particularly egregious cases may
result in stronger actions. If in doubt, seek guidance or
consult any standard style guide. If you’re still in
doubt, consult
Rampolla’s chapter on plagiarism, or ask your instructor.
One
useful
website
on
plagiarism
is
http://www.indiana.edu/~wts/wts/plagiarism.html#plagiarized
where you will find a statement entitled, “Plagiarism: What
it is and how to recognize and avoid it.”
Sakai: Many important instructions, documents,
explanations, extra copies of the syllabus and so on can be
found on Sakai. Sakai is commonly used in most courses
across the campus, and it is the student’s responsibility
to learn to use it.
Late Papers: No make up exam/assignment will be given
unless in cases of proven emergencies. Late papers lose 3%
of final grade per day. NO essay will be accepted beyond a
week of submission date
Requirements for all written assignments
Type and double-space your paper, leaving one-inch margins.
Number the pages and staple them together. For anything
more than three pages long, include a title page with a
title, your name, course number/name, and instructor’s or
seminar leader’s name. For shorter papers, include this
information in the top right-hand corner of the first page.
Before submitting any written assignment, ask yourself:
Do I begin with a strong, clear thesis?
Have I developed my argument with supporting evidence and
examples? Is my paper well organized and clearly written?
Have I proofread my paper and corrected any grammar and
spelling errors? Are my sources properly quoted and
documented? (See Rampolla, chapter 7)
Weekly Lecture/Seminar Schedule
Week 1: Jan 10: Intro: Africa at the Beginning of the 19C
Readings: Oliver and Atmore, chs 1 & 2, pp. 1-34
Seminar: Know your TA; sign up for seminar presentation
Week 2—Jan 17: Egyptian Renaissance
a) Fall of Ottoman Empire (b) Napoleon Bonaparte and French
expansion c) Rise of Muhammad Al (d) Egyptian modernisation
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Readings: Read Oliver and Atmore, chs 3 & 4, pp. 35-62
P. M. Holt, “Egypt and the Nile Valley,” in The Cambridge
History of Africa, vol. 5, pp. 13-50 (see SAKAI or link
http://histories.cambridge.org/uid=1558/pdf_handler?id=chol
9780521207010_CHOL9780521207010A003&pdf_hh=1
Week 3—Jan 24: Muslim Revolutions in West Africa
a. The causes and effects of the Sokoto Jihad.
b. The Tijani Jihad of Al-Hajj Umar.
c. Role of slavery, ethnicity, intellectuals
conflicts in jihads
and
class
Readings: Oliver and Atmore, ch 5, pp. 63-68
H. Hiskett, “The nineteenth-century jihads in West Africa”
in Cambridge History of Africa vol. 5, pp. 125-69 (see
SAKAI or link)
http://histories.cambridge.org/extract?id=chol9780521207010
_CHOL9780521207010A006
Week 4—Jan 31: Abolition and Commercial Transition in West
Africa
Readings: Oliver and Atmore, ch. 5 pp. 68-77
J. F. Ade Ajayi and O. Oloruntimehin, “West Africa in the
anti-slave trade era,” in J. E. Flint (ed.) Cambridge
History of Africa vol. 5, pp. 200-221.
http://histories.cambridge.org/uid=1558/pdf_handler?id=chol
9780521207010_CHOL9780521207010A008&pdf_hh=1
Week 5: Feb 7: Slavery, Ivory and Cloves in East Africa
Readings: Oliver and Atmore, chs. 6-7, pp. 78-102.
A. C. Unomah and J. B. Webster, “East Africa: The Expansion
of Commerce" in J. E. Flint (ed.) Cambridge History of
Africa vol. 5, pp. 270-318.
See SAKAI or link below
http://histories.cambridge.org/uid=1558/pdf_handler?id=chol
9780521207010_CHOL9780521207010A010&pdf_hh=1
Book Review Due on FEB. 7, 2011. SUBMIT DURING LECTURE
Week 6—Feb 14: Conquest and Partition
Analysis of relations between Africa and Europe before the
19th Century: (a) An evaluation of theories of imperialism
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(b) African origins of scramble (c)
Summit 1884/85 (d) Military conquest
The
Berlin
African
Readings: Oliver and Atmore, chs. 9-10, pp. 118-145
G. Uzoigwe, "European Partition and Conquest of Africa: An
Overview," in A. Boahen, (ed.), UNESCO General History of
Africa, vol. 7: Africa Under Colonial Domination (Berkeley,
1985), 19-44. (See link below
http://unesdoc.unesco.org/images/0018/001842/184296eo.pdf#x
ml=http://www.unesco.org/ulis/cgibin/ulis.pl?database=&set=4DC2A097_1_13&hits_rec=7&hits_lng
=eng
Study Questions:
What is imperialism?
How would you explain the European occupation of Africa?
Reasons for the Partition of Africa.
Berlin Conference and its impact on the scramble.
Discuss the outcome of the Berlin West Africa Conference of
1884
Examine the Hopson – Lenin theory of imperialism.
How adequate are the African factors in explaining
imperialism?
Describe the major decisions at the Berlin Conference.
FINAL ESSAY PROPOSALS DUE IN SEMINARS THIS WEEK
Week 7—Feb 21-25: READING WEEK—NO CLASS/SEMINAR
Week 8—Feb 28: Empires of Soil and Service
Readings: Oliver and Atmore, chs. 11-13, pp. 146-179
Allen Isaacman, "Coercion, Paternalism and the Labor
Process: The Mozambican Cotton Regime, 1938-1961," Journal
of Southern African Studies 18 (1992) 487-526.
Africa participated in the Europe – oriented world economy
as a peripheral and dependent sector. There is a compelling
need to evaluate how the colonial presence affected the
economy of Africa from the cost benefit perspective. Thus,
student would be exposed to the intricacies of the colonial
economy in this lecture.
The nature of pre-colonial economy
Conquest and new production relations
Capital and Coercion
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African participation in the colonial economy
Dependence and repression; Colonial Industrial policy
Impact of colonial economy on Africa.
Study Questions:
Discuss the nature of pre-colonial economy
Examine the nature of production relations in colonial
Africa.
Assess the level of African participation in the colonial
economy.
List and discuss the economic impact of colonial rule on
Africa.
Explain how colonialism fuelled ethnic conflicts in Africa?
What are the challenges of building viable nations in
Africa?
Why is continental unity necessary for African development?
Should Africa be re-colonised?
**MID-TERM ESSAY DUE ON Feb 28, 2012** NO LATE SUBMISSION**
Week 9—Mar 6: Dissolution of Empire
Objectives: Factors underpinning nationalist agitations and
anti-apartheid movement in Africa
Readings: Oliver and Atmore, chs. 19 & 20, pp. 267-302
B. Ibhawoh, “Second World War Propaganda, Imperial Idealism
and Anti-Colonial Nationalism in British West Africa,”
Nordic Journal of African Studies 16.2 (2007), 221–243
http://www.njas.helsinki.fi/pdf-files/vol16num2/ibhawoh.pdf
What is nationalism? Nationalist without nations: a debate.
African Nationalism and international developments.
The expression of African nationalism and politics
Decolonisation process in Central and Southern Africa
Study questions:
What is nationalism? Can African claim nationhood before
independence
Examine the internal and external factors that speeded up
the process of decolonization in Africa.
With reference to one region in Africa, discuss the process
of decolonization.
How did nationalism and racism reinforce each other in the
sustenance of white minority rule?
Why did liberation struggle in South Africa take an
approach different from other parts of Africa?
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What roles did urbanization, youth and
South African liberation struggle?
Discuss the role of African states
countries in ending apartheid rule?
A phone booth
workers
and
play
in
non-African
Battle zones during
the Libyan Crisis,
2011)
Week 10--Mar 13: Challenges of Independence
Readings: Oliver and Atmore, 303-338
C. Coquery-Vidrovitch, “Economic changes in Africa in the
world context,” in A. Mazrui (ed.) UNESCO General History
of Africa vol. 8: Africa Since 1935 (Berkeley, 1993), 285316.
http://unesdoc.unesco.org/images/0018/001842/184297eo.pdf
Study Questions:
Select two civil wars in Africa and discuss their causes
What are the consequences of African civil wars?
What are the lessons of the Rwanda genocide of 1994?
Make suggestions for the prevention of another ‘Rwanda’ in
Africa?
Week 11—Mar 20: Asians in Africa: Partners or Exploiters?
Readings: T. Zeleza, “Dancing with the Dragon: Africa's
Courtship with China,” Global South 2.2 (2008): 171-87
http://muse.jhu.edu/journals/the_global_south/v002/2.2.zele
za.html
S. Naidu, “India’s growing African strategy,”
African Political Economy, 35.1(2008): 116-28.
Review
of
Week 12—Mar 27: ‘Nollywood’: History and Popular Culture
Readings: Jose Arturo Saavedra Casco, “The language of the
young people: Rap, urban culture and protest in Tanzania,”
Journal of Asian and African Studies, 41.3 (2006), 229-48.
http://jas.sagepub.com/content/41/3/229.full.pdf+html
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Jonathan Haynes, “Political critique in Nigerian
films,” African Affairs (London) 105 (2006), 511-533.
video
‘Hello Africa’—Youtube video
http://documentary.net/hello-africa-mobile-phone-culturein-africa/
Week 13—April 3: Course REVIEW. FINAL ESSAY DUE IN LECTURE
-----------------------------------General Issues:
The University Undergraduate calendar states (Policies, II.G):
“Students are expected to attend all lectures, discussion groups,
seminars and laboratory periods of the courses in which they are
registered.
Instructors
must
inform
students
about
the
relationship between attendance and course grades early in each
session.”
Written assignments: Instructions for the assignments will be
distributed on Sakai well in advance of the due dates. Students
are responsible for access to Sakai. If you have problems, there
is assistance available through computer services and the
library.
Late Penalty for Assignments: 5 (FIVE) per cent per day.
WITHOUT DOCUMENTED PROOF OF ILLNESS OR FAMILY EMERGENCY, THERE
WILL BE NO EXTENSIONS!
All work is compulsory and therefore MUST be submitted. Any
paper passed in more than 10 days after the due date will be
accepted, and evaluated, but will receive a grade of zero. No
papers will be accepted after APRIL 3, 2012.
CRITERIA FOR EVALUATION OF WRITTEN WORK
The following grading rubric is commonly used in the Department
of History. Though intended for a research paper, the general
terms related to writing, analysis, and use of evidence are
applicable to any history writing assignment. Grading in history
is necessarily subjective, but this offers some guidance to a
general framework.
A Grade – Excellent (80-100%)
The A paper stands out and demonstrates commitment to excellence.
It is technically well executed: well-written, free of errors of
spelling and grammar. It is effectively organized and strongly
argued and provides comprehensive coverage of its topic with few
if any omissions or errors of fact or interpretation; it will be
completely documented and properly formatted. (If appropriate,
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well researched, going beyond minimum requirements).
will display maturity and independence of judgment.
The A paper
B Grade – Good (70-79%)
The B paper shows good potential and strong effort and stands out
from other papers, particularly at the upper B range (77-79). It
has a clear thesis, effective research, and uses evidence well,
though may not be entirely convincing in the form of its
presentation. It may also suffer from minor omissions in
research. The analysis amplifies the evidence, but remains
somewhat underdeveloped.
C Grade – Acceptable (60-69%)
The C paper shows some effort and commitment, and a measure of
organisation and argument. It is acceptable but lacks
originality and needs significant improvement in one or more of
the following categories: style, organization, argument, use of
evidence, documentation.
D Grade – Poor (50-59%)
The D paper exhibits little or no originality, perhaps restating
obvious points or failing to address the assignment. It
demonstrates no clear argument (or lack of discernable argument
entirely); frequent errors of spelling and grammar; content may
be weak; formatting may be poor.
F Grade – Unsatisfactory (>45%)
The F paper will display minimal comprehension of the assignment
or simply does not address the assignment at all. Many errors of
spelling that mar the paper; writing will require attention; will
not display solid knowledge of the subject, and may omit many key
issues, facts, or interpretations; formatting problems;
inadequately researched. Little effort.
Active class/seminar participation mandatory to pass with the
grade of "A" in the course
Attendance: More than three absences (included excused ones for
illness) will result in a drop of a letter grade from your final
grade for the course.
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An African Girl
Cairo, Egypt
HIST 2P63 Criteria for seminar evaluation
Grades
A
excellent
preparation
and
contribution
B
good
preparation
and
contribution
C
satisfactory
preparation
and
contribution
Means you…
a) did all the assigned readings for the week for
the lectures and the seminar;
b) came to class well-prepared with questions and
ideas for discussion;
c) listened respectfully and attentively to
others’ comments, encouraged others to
participate, and avoided dominating the
discussion;
d) helped keep discussion focused on the assigned
readings and issues in them;
e) and contributed with substantial, thoughtful
comments or questions grounded in the readings
that move the discussion along, and avoided
merely stating opinions.
a) did all the assigned readings for the week for
the lectures and the seminar;
b) came to seminar well-prepared with questions
and ideas for discussion;
c) listened respectfully and attentively to
others’ comments, encouraged others to
participate, and avoided dominating the
discussion;
d) helped keep discussion focused on the assigned
readings and issues in them;
e) and contributed at least once with a good,
reasonable comment or question grounded in the
readings that moves the discussion along, and
avoided merely stating opinions.
a) did most of the assigned readings for the week
for the lectures and the seminar;
b) came to seminar with questions and ideas for
discussion;
c) made an effort to contribute to the discussion
but had difficulties in one or more of qualities
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P
c, d, and e) in the previous letter grade
categories.
…were present but did not contribute to the
discussion, or you did not prepare adequately and
can therefore only state your relatively
uninformed opinions based on your reaction to the
discussion alone. If you attend regularly but
make no effort to break the pattern of no
contribution or poor preparation, you will
receive a grade no higher than 8/20 for the
seminar. See your seminar leader if you have
questions or concerns.
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