In August 1791, enslaved Africans on the northern plain of Saint Domingue (colonial Haiti) rose up in a coordinated attack against their French colonial masters and plantation overseers, launching the initial revolt in what would come to be known as the Haitian Revolution. In the years that followed, their actions forced the legal abolition of racial discrimination, and then the abolition of slavery, throughout the French Empire. Ultimately, when Napoleon Bonaparte threatened to return slavery to Saint Domingue, they waged a war for independence. After defeating the Napoleonic army, these former slaves then declared the world's first "Black Republic," the independent state of Haiti, in1804. This seminar will examine some of the major themes and debates surrounding Haiti's colonial and revolutionary history. We will begin by considering the colonial paradox: France's leading role in the intellectual movement called the "Enlightenment" coincided with its ascent as a slaveholding colonial power. The seminar will also explore parallels and pointsof connection between the revolutionary movements in France and Saint Domingue.When the Haitian Revolution began in 1791, the French Revolution was already two years old: how did the increasingly radical ideas and widespread violence in France shape events in the Caribbean? Likewise, how did west African traditions and political ideologies influence insurgents? And how, in turn, did the revolution in Saint Domingue impact the revolution in France? From a diplomatic perspective, we will also consider relations between the Haitian Revolutionary leadership and French officials, examining their respective goals, which overlapped and diverged at different moments. Finally, we will ask how the revolution in Saint Domingue-and and the birth of Haiti--ipacted ideas about liberty, sovereignty and freedom throughout the Atlantic world. We will read a combination of primary and secondary materials each week. Students are encouraged to read primary documents in the original French if they are able. A final research paper will be required of all students, drawing on the Kislak Center's rich collection of revolutionary-era documents.

The Elementary Amharic I course can be taken to fulfill a language requirement, or for linguistic preparation to do research on Ethiopia/Africa-related topics. The course emphasizes communicative competence to enable the students to acquire linguistic and extra-linguistic skills in Amharic. The content of the course is selected from various everyday life situations to enable the students to communicate 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 writting skills at the mid-high novice level, based on the ACTFL scale. The mid-high novice level proficiency skills that the students will acquire constitute threshold capabilities of the second semester range of proficiency to prepare students for Elementary Amharic II course materials.

Topics vary

Topics vary. See the Africana Studies Department's website at https://africana.sas.upenn.edu for a description of the current offerings.

Topics vary. See the Africana Studies Department's website at https://africana.sas.upenn.edu for a description of the current offerings.

This course is cross listed with HIST 214 (America after 1800: Advanced Benjamin Franklin Seminar) when the subject matter is related to African, African American or African diaspora issues. See the Africana Studies Program's website at www.sas.upenn.edu/africana for a description of the current offerings.

This course provides an introduction to the study of Africa in all its diversity and complexity. Our focus is cultural, geographical, and historical: we will seek to understand Africa s current place in the world political and economic order and learn about the various social and physical factors that have influenced the historical trajectory of the continent. We study the cultural formations and empires that emerged in Africa before European colonial invasion and then how colonialism reshaped those sociocultural forms. We ll learn about the unique kinds of kinship and religion in precolonial Africa and the changes brought about by the spread of Islam and Christianity. Finally, we ll take a close look at contemporary issues such as ethnic violence, migration, popular culture and poverty, and we'll debate the various approaches to understanding those issues.

In its current post-colonial, post-apartheid incarnation, South Africa has become known as the Rainbow Nation: a place that encompasses all manner of diversity, situated at the meeting point of the Indian and Atlantic Oceans. The site from which mankind first arose, South Africa has a long and varied history. This introductory course will trace this history in broad strokes, from pre-colonial times to the near present, focusing most attention on the period from the mineral discoveries of the late 19th century until now. Main themes will include colonial conquest and indigenous resistance, the creation of new racial and national identities, and the rise, life and demise of the apartheid state. Examining large historical processes, (often through the lens of individual lives) by way of novels, films and scholarly readings will enable a broader engagement with issues of race and racism as well as gender and generational conflicts. Course requirements will include exams and a short writing assignment.

The elementary Swahili course can be taken to fulfill a language requirement, or for linguistic preparation to do research on East Africa/Africa-related topics. The course emphasizes communicative compentence to enable the students to aquire linguistic and extra-linguistic skills in Swahili. The content of the course is selected from various everyday life situations to enable the students to communicate 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 mid-high novice level, based on the ACTFL scale. The mid-high level proficiency skills that the students acquire constitute threshold capabilities of the second semester range of proficiency to prepare students for Elementary Swahili II course materials.