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.

This is a workshop for students who are interested in exploring a variety of approaches to poetry. Students will encounter a diverse series of readings, in-class writing activities, weekly writing assignments, and creative methods for heightening your abilities as a reader and writer.

This introduction to African American literature will begin with contemporary, groundbreaking texts such as Claudia Rankines Citizen: An American Lyric and Toni Morrisons A Mercy. These twenty-first century texts will lead us to the questions about freedom, beauty, struggle, pleasure, and resistance that shape the origins of African American literature. The course will be shaped around circles of influence (not a linear mapping of a literary tradition). These circles of the changing same become the art of flow, layering, and rupture. We will dive into the multidirectional flow of slave narratives/neo-slave narratives,black modernism/black postmodernism,black respectability politics/ black radicalism, and mastery of form/deformation of mastery. See the Africana Studies Department's website at https://africana.sas.upenn.edu for a description of the current offerings.

One of the goals of this seminar is to help students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Research teams help contribute to the improvement of education on campus and in the community, as well as the improvement of university-community relations. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.

This course is an exploration of the family of musical idioms called jazz. Attention will be given to issues of style development, selective musicians, and to the social and cultural conditions and the scholarly discourses that have informed the creation, dissemination and reception of this dynamic set of styles from the beginning of the 20th century to the present.

This course is an exploration of the family of musical idioms called jazz. Attention will be given to issues of style development, selective musicians, and to the social and cultural conditions and the scholarly discourses that have informed the creation, dissemination and reception of this dynamic set of styles from the beginning of the 20th century to the present.

Survey of major themes and issues in African history before 1800. Topics include: early civilizations, African kingdoms and empires, population movements, the spread of Islam, and the slave trade. Also, emphasis on how historians use archaeology, linguistics, and oral traditions to reconstruct Africa's early history.