A study of the major events, issues, and personalities in Afro-American history from Reconstruction to the present. The course will also examine the different slave experiences and the methods of black resistance and rebellion in the various slave systems.

The main objective of this course is to further sharpen the Yoruba linguistic knowledge that the student acquired in level I. By the end of the course, the student should be able to (1) read, write, and understand simple to moderately complex sentences in Yoruba; and, (2) advance in the knowledge of the Yoruba culure.

This course covers the development of legal rules and principles concerning individual and group conduct in the United States since 1877. Such subjects as regulation and deregulation, legal education and the legal profession, and the legal status of women and minorities will be discussed.

Continuation of AFST 160.

This course focuses on the musical genres and styles (both traditional and popular) that have grown up around the accordion in the New World. We will begin our explorations in Nova Scotia and move toward the Midwest, travelling though the polka belt. From there, our investigation turns toward Louisiana and Texas--toward zydeco, Cajun, and Tex-Mex music. We will then work our way through Central and South America, considering norteno, cumbia, vallenato, tango, chamame, and forro. Our journey will include in the Caribbean, where we will spend some time thinking about merengue and rake-n-scrape music. Throughout the semester, the musical case studies will be matched by readings and films that afford ample opportunity to think about the ways that music is bound up in ethnicity, identity, and class. We will also have occasion to think about the accordion as a multiple meaningful instrument that continues to be incorporated into debates over cultural politics and mobilized as part ofstrategies of representation through the New World.

The Elementary Zulu II course can be taken to fulfill a language requirement, or for linguistic preparation to do research on South Africa, Southern Africa/Africa-related topics. The course emphasizes communicative competence to enable the students to acquire linguistic and extra-linguistic skills in Zulu. The content of the course is selected from various everyday life situations to enable the students to communicate in predictable common daily settings. Culture, as it relates to language use, is also part of the course content. Students will acquire the speaking, listening, reading, and writing skills at the ceiling of low intermediate level and floor of high novice level, based on the ACTFL scale. The low intermediate level proficiency skills that the students will acquire constitute threshold capabilities of the third semester range of proficiency to prepare students for Intermediate Zulu I course materials.

The Accelerated Elementary Zulu course is intensive, and can be taken to fulfill a language requirement, or for linguistic preparation to do research on South Africa, Southern Africa/Africa-related topics. The course emphasizes communicaive competence to enable the students to acquire linguistic and extra-linguistic skills in Zulu. The content of the course is selected from various everydaylife situations to enable he students to communicae in predictable commom daily settings. Culture, as it relates to language use, is also part of the course content. Students will acquire the speaking, listening, reading, and writing skills at the ceiling of low intermediate level and floor of high novice level, based on the ACTFL scale. The low intermediate level proficiency skills that the students will acquire constitute threshold capabilities of the third semester range of proficiency to prepare students for Intermediate Zulu I course materials.

After introducing students to the major theoretical concepts concerning law and society, significant controversial societal issues that deal with law and the legal systems both domestically and internationally will be examined. Class discussions will focus on issues involving civil liberties, the organization of courts, legislatures, the legal profession and administrative agencies. Although the focus will be on law in the United States, law and society in other countries of Africa, Asia, Europe and Latin America will be covered in a comparative context. Readings include research, reports, statutes and cases.

SPRING 2018:As children, we first begin to learn stories and myths that explain how the world works, what life means, and how we re the same and different. In this writing seminar, we will explore myths about race, class, gender, and sexuality that are embedded in the culture of ordinary life, as well as in systems of power and privilege. We ll examine how inequalities impact not only our opportunities, but also how we perceive ourselves and others. During this semester, students will learn how other writers including Frederick Douglass, Audre Lorde, Leslie Marmo Silko, Thandeka, Angela Davis, James Baldwin, Jimmy Santiago Baco, and Amy Tan have used language to help them convey who they are and how their experiences have shaped them. Throughout the semester, we also will mine a deep understanding of the art of writing. In addition to in-class exercises, meditation and movement, students will be asked to a maintain a daily practice of free-writing; writing responses (2-3 pages weekly) to assigned books, essays, stories, and documentaries; participate in workshop discussions and peer review, and write and revise three stories/essays (4-5 pages).

Advanced Writing for Children is a response to our fast-and-faster learning culture. We ll take the term to write and re-write several fiction and non-fiction pieces for children or teens. Let s call it Slow Write, like the Slow Food movement. The idea is to take time to write better, deeper, more beautifully, funnier, to respect stories and how you choose and render them. Using community among ourselves and with select partners outside the university we will work to help you harness various intelligences to figure out the stories you need to write. Trips and collaborations will refresh and surprise. You ll be writing, but also taking time: to remember, sketch, connect with others, research, meditate, assess, develop, discard. Slow writing respects difference. Some of us need to get honest, others to pull back; some to learn fluency and others restraint. Most of us need support to work harder, but as Thomas Wolfe defined it for artists: an integrity of purpose, a spiritual intensity, and a fine expenditure of energy that most people have no conception of. When stories are ready, you will be invited to submit them to SafeKidsStories.com, because as Pippi Longstocking author Astrid Lungren has said: Children perform miracles when they read. On the side, for funsies, and to assuage the must-write fast urge, you will also write bits and blogs.