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.

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.

This course is concerned with the structure, the causes and correlates, and the government policies to alleviate discrimination by race and gender in the United States. The central focus of the course is on employment differences by race and gender and the extent to which they arise from labor market discrimination versus other causes, although racial discrimination in housing is also considered. After a comprehensive overview of the structures of labor and housing markets and of nondiscriminatory reasons (that is, the cumulative effects of past discrimination and/or experiences) for the existence of group differentials in employment, wages, and residential locations, various theories of the sources of current discrimination are reviewed and evaluated. Actual governmental policies and alternative policies are evaluated in light of both the empirical evidence on group differences and the alternative theories of discrimination.This course is concerned with the structure, the causes and correlates, and the government policies to alleviate discrimination by race and gender in the United States. The central focus of the course is on employment differences by race and gender and the extent to which they arise from labor market discrimination versus other causes, although racial discrimination in housing.

This course introduces students to literary study through the works of a single author--often Shakespeare, but other versions will feature writers like Jane Austen, Geoffrey Chaucer, Herman Melville, and August Wilson. Readings an individual author across his or her entire career offers students the rare opportunity to examine works from several critical perspectives in a single course. What is the author's relation to his or her time? How do our author's works help us to understand literary history more generally? And how might be understand our author's legacy through performance, tributes, adaptations, or sequels? Exposing students to a range of approaches and assignments, this course is an ideal introduction to literary study for those students wishing to take an English course but not necessarily intending to major.


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

The readings for this course expose the student to a wide range of American fiction and poetry since World War II, giving considerable attention to recent work. Works may include All The King's Men by Robert Penn Warren, Herzog by Saul Bellow, On The Road by Jack Kerouac, V by Thomas Pynchon, Of Love and Dust by Ernest J.Gaines, A Flag For Sunrise by Robert Stone, The Killing Ground by Mary Lee Settle, and selected poem by Ginsberg, Plath, and Walcott. Readings vary from term to term.