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Course Criteria
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3.00 Credits
May be counted as a General Requirement Course in Society. Class of 2009 & prior only. Charles, Kao, Zuberi. Also offered through the College of General Studies - See CGS Course Guide. The course will examine how social networks, neighborhood context, culture, and notions of race affect inequality and ethnic relations. The course reviews the studies of ethnic entrepreneurship, urban segregation, labor force participation, and assimilation processes. The course emphasizes how inequality affects ethnic relations as well as the economic and social integration of different groups in society.
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3.00 Credits
Distribution Course in Society. Class of 2009 & prior only. Staff. A comprehensive introduction to the sociological study of cities. Topics will include theories of urbanism, methods of research, migration, history of cities, gentrification, poverty, urban politics, suburbanization and globalization. Philadelphia will be used as a recurring example, though the course will devote attention to cities around the U.S. and the world.
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3.00 Credits
Distribution Course in Society. Class of 2009 & prior only. Barnes. Freshman Seminar. This course concentrates on popular culture in sub-Saharan Africa. It examines the way people reflect on and represent various aspects and issues in their daily lives, in public media, and through a diverse range of performative and creative outlets. It explores the way cultural traditions are created, promulgated, and perpetuated. It looks at the way popular culture deals with pleasure and pain; identitity, difference, and diversity; wealth and power; modernity and history; gender relations; suppression, resistance, and violence; and local versus global processes. In short, popular culture will serve as a window through which to observe contemporary life.
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3.00 Credits
Culhane. This course is cross-listed with SOCI 041 (Topics in Sociology) when the subject matter is related to African American or other African Diaspora issues. Freshman Seminars. Topics vary from semester to semester. Past offerings include Society and History, the 1960's: Preludes and Postludes; Mistakes, Errors, Accidents & Disasters; Urban Analysis with Computers; Race and Public Policy; Perspectives on Inequality, Homlessness and the Urban Crisis.
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3.00 Credits
Beavers. This course surveys American literature across the twentieth-century, considering its formal innovations in the wake of modernism, the two World Wars, the Cold War, and postmodernity. Authors treated might inlcuded: James, Wharton, Eliot Pound, Faulkner, Hemingway, Rhys, Galdwin, Ginsberg, Plath, Pynchon, Walcott, and Morrison. See the Africana Studies website at www.sas.upenn.edu/africana for a description of the current course offerings.
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3.00 Credits
Staff. This course will serve as an introduction to a particularly rich arena of literature in English. It will also help students to begin to understand many of the racial subtexts underlying the culture wars in America, where too often in the full glare of cameras, an anguished voice informs the audience that "as an African, I cannot expect justice in this America." One of the things at work here is the assumption of a common African diasporic identity -- understood as an excluded, marginalized subtext of identity in the new world. But why is Africa being involed here What does "Africa" mean in this new world context What is the larger global context of these assumptions about "Africa" and what is its history Does the term "Africa" itself have a history What is "African literature " This course, therefore, will also help students not only to ask fundamental questions about identity but also to understand identity as a moving and dynamic construct. How, for example, does "Africa" travel to South America, to the Caribbean Archipelago, and to Europe See the Africana Studies Program's website at www.sas.upenn.edu/africana for a description of the current offerings.
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3.00 Credits
History & Tradition Sector. All classes. Cassanelli. 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, the slave trade era. Also, emphasis on how historians use archaeology, linguistics, and oral traditions to reconstruct Africa's early history.
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3.00 Credits
History & Tradition Sector. All classes. Staff. Survey of major themes, events, and personalities in African history from the early nineteenth century through the 1960s. Topics include abolition of the slave trade, European imperialism, impact of colonial rule, African resistance, religious and cultural movements, rise of naturalism and pan-Africanism, issues of ethnicity, and "tribalisms" in modern Africa.
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3.00 Credits
Distribution Course in Arts & Letters. Class of 2009 & prior only. Parberry, Ramsey. Exploration of the family of musical idioms called jazz. Attention will be given to issues of style, to selected musicians, and to the social, cultural, and scholarly issues raised by its study.
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3.00 Credits
Harkavy. Prerequisite(s): Benjamin Franklin Seminar. One of the seminar's aims is to help students develop their capacity to solve strategic, real world problems by working collaboratively in the classroom and in the West Philadelphia community. Students work as members of research teams to help solve universal problems (e.g., poverty, poor schooling, inadequate health care, etc.) as they are manifested in Penn's local geographic community of West Philadelphia. The seminar currently focuses on improving education, specifically college and career readiness and pathways. Specifically, students focus their problem-solving research at Sayre High School, West Philadelphia, which functions as the real-world site for the seminar's activities. Students typically are engaged in academically based service-learning at the Sayre School, with the primary learning activities occurring on Mondays from 3-5. Other arrangements can be made at the school if needed. Another goal of the seminar is to help students develop proposals as to how a Penn undergraduate education might better empower students to produce, not simply "consume," societally-useful knowledge, as well as function as life-long societally-useful citizens.
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