Exploring African Cities
Spring 2013
University of Illinois at Urbana-Champaign
LA 220/Anthro 223
11 – 12:20 on Tues and Thursdays
David Kinley Hall 111
Instructor: Rebecca Ginsburg
Office Hours by appointment
Education 328
5-6737
rginsbur@illinois.edu
Class website: http://rebeccaginsburg.net/LA220/Homepage.html
COURSE SYLLABUS
Why Study Historic African Cities?
This semester our goal is to recreate the urban landscapes of several African cities that
were once powerful, rich and famous, but that today lie mostly in ruins. Why should we
bother to bring these cities back to life, even if only in our imaginations?
Cities, buildings, art—what’s known collectively as “material culture” or the “built
environment”—reveal much about the values and habits of the people who made and
inhabited them. That’s why archaeologists, architectural historians, historians, and other
scholars study buildings and ruins. African history is badly neglected in school
curriculum and in popular media. Yet, because of the roles that African peoples have
played in world history, it’s not possible to have a good grasp of world history without
knowing something about Africa’s past. Nor can we understand American history
without knowing African history, since our own past is closely connected, for better or
worse, with parts of the African continent. Our first goal this semester, then, is to learn
more about African civilizations and the larger histories of which those civilizations were
a part. Our focus will be on pre-colonial African history—i.e. before European powers
claimed and divided up the continent in the late 19th century.
Our second goal is to become thoughtful analysts of urban environments—whether
they’re in Africa or in the United States, whether they’re historic cities or current-day
ones. Throughout the semester, I’ll encourage you to apply the methods that we use to
study African cities to the urban landscapes that you know best. In other words, though
the subject of this class is African architectural history, our ultimate aim is to be able to
think critically and thoughtfully about any landscape that we inhabit and to reflect about
what its history and current condition tell us about its design and construction, and about
ourselves as users of the landscape.
About the Course
Interdisciplinary
This course is cross-listed in Landscape Architecture and Anthropology, but its scope
goes well beyond either of those fields. When I describe it as “interdisciplinary,” I mean
that during the semester we’ll engage a range of different disciplines, including landscape
history, architectural history, archaeology, art, history, anthropology, and other fields. It
can sometimes be confusing to read texts from different disciplines, so I’ll try to provide
helpful introductions to them so you feel oriented.
Case Studies
Instead of attempting a broad survey of African cities, we’ll use a case study approach,
looking at seven cities in depth. All of the sites we’ll study predate extensive European
colonization of Africa. They date from 200 BCE to the 19th century, and are located
throughout the continent of Africa. We’ll examine each at the height of its power and
fame, and consider each from the scale of city layout to that of interior décor.
Two-Pronged Approach
We’ll reconstruct each historic city by considering how the various elements of its urban
form—for example, buildings, street layout, land uses, and infrastructures—all fit
together. However, our task doesn’t end there. Our next task is to figure out what each
city tells us about life and culture at that place and time. Indeed, that’s the more important
goal. The reason I find architecture is so interesting is that it helps us understand people
and societies. I hope you’ll find this aspect of the urban environment interesting as well.
In this course, then, we’ll be concerned with things like reconstructing city layout,
comparing approaches to building construction, imagining what it might have been like
to walk through particular housing types, and trying to distinguish the experience of a
given city for different sorts of people (e.g. how an enslaved worker might travel through
the city as opposed to a priest). We’ll spend comparatively little time on matters like
engineering and other technical subjects.
Imagination
As the above section suggestions, this is a class that relies greatly on your willingness to
engage your imagination. Some students enjoy this aspect of the course; others wish that
the material was more straightforward. You’ll have a more relaxed time this semester if
you accept this fact up front: I don’t know and nobody living knows what these cities
actually looked like. By the end of the semester, you may have as good an idea as anyone
what a given city would have looked, sounded, and felt like. If this prospect is exciting to
you, then you’re probably in the right class. If that sort of uncertainty sounds dreadful,
then you may not be.
Course Goals
1. describe and explain major events and processes in African history;
2. recognize, identify, and analyze basic elements of urban form;
3. have expanded knowledge of building technologies and materials.
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Syllabus
Exploring African Cities
Spring 2013
You’ll notice that memorizing the particularities of each African city that we study is not
a goal. I’m not concerned that you master that sort of detail. Instead, I’m interested in
your acquiring a historical and landscape framework within which you can situate any
African city, and that you learn basic tools that will help you understand urban
environments elsewhere.
Course Format
Class time will consist primarily of discussions and activities. Please come prepared to
talk about the assigned texts and participate in classroom exercises, and to listen
attentively and actively when required. This course has heavy reading requirements and
the reading is not easy. You should count on spending at least six hours each week
reading the assignments, viewing the images on-line, and preparing the weekly City
Papers or other assignments.
What is a City Paper? A one-two page paper that addresses the following features of the
city we’re studying that week: environment and geography, what was going on in the
world at the time, city history, city society, and built environment. (You’ll find more
information on the City Papers attached to this syllabus.) You may write in point form
rather than in complete sentences if you wish. Preparing the City Papers will help you
grasp the basic conditions of each city and provide a good foundation for our trying
understand the deeper experiences and meanings of its urban landscape.
You’ll have an opportunity to make changes to your City Paper before submitting it for a
grade. The following day (typically, a Thursday), we’ll continue to discuss the city of the
week, aiming to move beyond physical description of the city to uncovering connections
between the physical city and culture, politics, society, and more.
Course Requirements
The graded course requirements are: seven City Papers; two writing assignments; one
model making assignment; three quizzes; and one assignment yet to be designed.
Detailed instructions about the City Papers and some of the other assignments are
attached to this syllabus. If you anticipate that you will need extra time for an assignment,
let me know in advance. I will usually be happy to negotiate a new deadline with you.
Assignments submitted late—i.e. without a previous agreement between us—will be
reduced by half a grade. Papers not submitted by the end of the period on the day they’re
due are considered late.
You’re required to visit my office at least once during the first half of the semester. This
is to help us get to know each other better and create a more relaxed and fun classroom
environment, and to make it easier for you to ask for help. It is also much easier for me to
write letters of recommendation for students I know than for students I don’t know. I’ll
pass around sign-up sheets for the mandatory office visits, which can be group visits.
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Syllabus
Exploring African Cities
Spring 2013
Grading
City Papers
Assignments
Quizzes
Meroe model
Panel exercise
TOTAL POINTS
160 – 200
140 – 159
120 – 139
100 – 119
10 points each x 7
30 points each x 2
15 points each x 2
15 points
25 points
70 points
60
30
15
25
200
A
B
C
D
I encourage you to revise your two written Assignments. Revising gives you an
opportunity to re-think your approach to a given Assignment, to try something bold and
different, and to consider different interpretations of the material. You can submit as
many revisions as you like. I’ll record your highest grade. Simply correcting errors that
I’ve pointed out on your paper—something that takes little intellectual effort—will not
earn you a higher grade. I want to be very clear about this point: if I see that your
“revision” is simply a cleaned up version of an earlier paper, I will not give it a higher
grade.
Academic Integrity
You are responsible for knowing the university’s Academic Integrity policies. You can
view them at: http://www.admin.uiuc.edu/policy/code/rule_33.html. Also please be
aware that (1) the minimum penalty for academic dishonesty is failure of a project; (2)
instances of egregious plagiarism will result in failure of an entire course. If you have
any questions about proper and improper uses of work by others, using your own work in
more than one class, or related issues, please contact me well in advance.
Texts
There are three required books. Connah’s African Civilizations is an archaeological text
written by one of the preeminent scholars in the field of African archaeology. While full
of information, it is, unfortunately, dense and difficult. Garlake’s Early Art and
Architecture of Africa is a beautifully-produced book by an architectural historian.
However, it is often thin on historical background. For that, we’ll turn to Shillington’s
History of Africa. This is an easy-to-read text that will fill in much of the background
for the cities and regions we’ll study. In addition, there are some readings available via
the class website. Class mini-lectures will provide information that these readings don’t
supply and class discussion will allow us to clarify and synthesize the material.
Miscellaneous
Basic rules of etiquette apply during class. Please turn cell phones off. Ask for my
permission if you plan to use a computer to take notes during class. If you feel sleepy
Syllabus
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Exploring African Cities
Spring 2013
during class, stand up and walk around or go get a coffee. If you don’t anticipate being
able to attend class regularly, please do not register for this course. It depends for its
success on student participation. In the beginning of the semester I will ask you to
designate a “note buddy” whose notes you can borrow for those rare occasions when you
do miss class. Please don’t email me and ask me what you missed.
Any item on this syllabus is subject to change, with notice.
Schedule
Jan 15
Introduction to Class
Jan 17
Introduction to African history and geography, continued.
o http://www.youtube.com/watch?v=Yocja_N5s1I
Jan 22 & 24
Meroë, Kush, 200 BCE
o Shillington, pp. 48-54
o Connah, Chapter 2
Jan 29
Meet in small groups to discuss your models and presentations
(see syllabus for instructions)
Jan 31
Present models.
Feb 5 & 7
Aksum, East Africa, 300 CE
o Shillington, 76-79
o Connah, Chapter 3
o Garlake, Chapter 4
Feb 12 & 14
Jenne-Jeno, West African Savannah, 800 CE
o Connah, Chapter 4
o Garlake, Chapter 5
o John Reader, “Cities without Citadels” in Africa: A Biography
of the Continent (1997)
Distribute take-home quiz, due on Feb. 19th
Feb 19 & 21
Quiz due electronically. Class cancelled
Feb 26
Assignment 1 due.
Feb 28
Kilwa, Swahili coast, 1350 CE
o Shillington, 134-7
o Connah, Chapter 6
o Garlake, Chapter 8
March 5
Kilwa, continued
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Exploring African Cities
Spring 2013
March 7
Class cancelled
Mar 12 & 14
Great Zimbabwe, Southern Africa, 1350 CE
o Shillington, pp. 154-57
o Connah, Chapter 7
o Garlake, Chapter 7
Mar 19 & 21
Spring Break
Mar 26
Panel exercise (assignment to be distributed)
March 28
Background on Atlantic slave trade and Freetown
April 2 & 4
Freetown, Sierra Leone, 1850
o Arthur T. Porter, Creoledom: A Study of the Development of
Freetown Society (1963), Chapters 3, 4, and 9
o David Northrop, “Passages in Slavery,” in Africa’s Discovery
of Europe, 1450-1850 (2002)
April 9 & 11
Kano, Hausaland, 1850
o J.C. Moughtin, “The Structure of Hausa Settlements” and
“Architectural Construction,” in Hausa Architecture (1985)
o Shillington, pp. 191-193; 230-233.
o Dmochowski, “Kano,” in An Introduction to Traditional
Nigerian Architecture
April 16
Assignment 2 due; Scramble for Africa
April 18
Quiz on African nations, in class.
April 23
21st century African cities
April 25
Class cancelled
April 30
21st century African cities, continued
o Skim Shillington, pp. 301 – end
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Syllabus
Exploring African Cities
Spring 2013
CITY PAPERS
City papers are due on the first day we discuss each city. Each paper has two
components. First, it must address the following five questions, all relating to the city
during the time period we are studying it (give or take a few years) as specified on the
syllabus. For example, we are studying Meroë as it existed at its height, around 200
BCE. Answers that refer to Meroë in 300 CE would, obviously, be incorrect.
1) What was the city’s geographic location? What environmental factors affected
life and landscape in the city?
2) What was going on in the rest of the world at this time? The purpose of this
question is to place the African city within a historic context with which you are
already somewhat familiar, so simply googling the date and copying down any
information that you find on-line won’t earn you credit for this question, if it’s
simply a list of esoteric names and dates. (Please note, you are unlikely to find
answers to this question in the readings. You’ll have to rely on your previous
knowledge or do some outside research.)
3) What was the history of the city up to this point?
4) Describe briefly the nature of the city’s most important social practices (e.g. the
religion practiced by residents, its political system, its economic system).
5) What do we know about the built environment and material—the arts, buildings,
built structures, and landscapes—constructed and inhabited by the residents of the
city? You might consider materials, construction techniques, style, city layout,
housing form, variety of building types, agricultural landscapes, and any other
aspects of the city’s built form.
Please answer these questions succinctly in one-two pages. Answers to all of these
questions except #2 can be found in each week’s readings. At least one of your answers
must refer to one or more images in the weekly city slide show, available via the class
website. It’s important to view the slideshow in advance of class, so you’ll receive only
half points for your City Paper if you don’t refer to any images in it.
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Syllabus
Exploring African Cities
Spring 2013
Meroë Model Making Exercise
Presentation: January 31, 2013
It can be difficult to get a picture of a city in your mind when you must rely only on written
descriptions of it. The main purpose of this exercise is to hone your skills in doing this.
You’ll work in small groups to form models of Meroë, take photos of your model, and then
present your photos in PowerPoint. I’ll grade both your model and your presentation.
Here are guidelines for your model-making:
1. Your group will make a model of Meroë in 200 BCE.
2. Your model should be a model of the city. It should not be a model of the entire empire,
nor should it be a model of agricultural lands outside the city, nor of one select, isolated
portion of the city. For example, a model of a single pyramid will not suffice, because it
can’t tell us much about urban conditions in Meroë in 200 BCE.
3. I’ll supply the modeling clay. You are free to supply anything else you wish to complete
your model. Please don’t spend any money on it, though.
4. Build the model at any scale you wish.
5. Work on this assignment whenever you wish and wherever you wish, according to the
schedule of group members.
Here are guidelines for your presentation:
1. Present your model as a PowerPoint presentation. That means that you have to take
digital images of your model once it’s complete.
2. Be thoughtful about the images you take. You can take close-ups. Aerial shots. Photos
from the perspective of a person walking through your model/city. Photos outside, shot
against a blue sky, or inside, shot against your bathtub. Be creative, in order for us to get
a sense of the city from your images of it.
3. Your group will have 10 minutes to present. Prepare your remarks in advance. Introduce
yourselves to the class before staring and assign each person in your group a role in the
presentation. In your presentation, please answer the following questions:
a) What have you learned from making this model?
b) What would you have done differently, had you more time, more (or different)
materials, or skills?
c) How well does it represent Meroë in 200 BCE? What would have been different?
d) If there’s one thing that we take away from your model that will help us understand
Meroë in 200 BCE, what would you like us to take away? What point do you want to
emphasize?
All members of the group will receive the same grade, unless you make a case for separate grades
or if someone obviously did not participate in model making or the presentation.
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Syllabus
Exploring African Cities
Spring 2013
Model Making Grading Rubric
Due Tuesday February 26, 2013 at 11 am in class
Group Members:
_______________________________________________________________
_______________________________________________________________
Criteria
Possible
points
Model contains no serious factual mistakes about Meroë.
5
Presentation addresses each of the following four questions
8
Points
earned
e) What have you learned from making this model?
f) What would you have done differently, had you more time,
more (or different) materials, or skills?
g) How well does it represent Meroë in 200 BCE? What would
have been different?
h) If there’s one thing that we take away from your model that
will help us understand Meroë in 200 BCE, what would you
like us to take away? What point do you want to emphasize?
Presentation is polished and prepared.
2
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Syllabus
Exploring African Cities
Spring 2013
Assignment #1
Due Tuesday February 26, 2013 at 11 am in class
Visit EITHER Aksum or Jenne-Jeno during the period we have studied it and take a walk through
the city. Describe what you see, hear, and smell in the city, and your experience of being there.
Pay particular attention to the built environment of the city. Your account should be between
three and four double-spaced pages.
The purpose of this assignment is to help you continue to hone your skills at visualizing historic
cities, especially their material and spatial characteristics.
Please do not include your name on any page of your assignment. Instead, attach the grading
sheet that is part of this syllabus. Please staple it to the back of your assignment, and write your
name on it. This allows me to mark your assignment blind.
If you need an extension, please contact me in advance. I will lower the grade of a late paper half
a grade unless you have made previous arrangements for an extension.
The last day to turn in an Assignment #1 revision is Tuesday April 2.
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Syllabus
Exploring African Cities
Spring 2013
Assignment #1 Grading Rubric
Due Tuesday February 26, 2013 at 11 am in class
Name: _______________________________________________________________
Grading Rubric for Assignment 1
Criteria
Possible
points
Contains factually accurate information about your city
10
Describes three elements of urban form (e.g. city layout, open spaces,
building types, construction techniques and materials, building types,
landscape types, urban infrastructure, land uses, scale). Is very explicit
about which elements of urban form it addresses. Devotes about one full
page to each element of urban form
10
Provides a good sense of what it might be like to travel through the city,
providing observations and details that demonstrate the author has a
good understanding of the spatial and material connections between
urban sites and a good feel for the city. For example, what it smells like,
what it sounds like, how long it would take to get from Point A to Point
B.
10
11
Points
earned
Syllabus
Exploring African Cities
Spring 2013
Assignment 2
Due Thursday April 16, 2013 at 11am in class
Kano and Freetown in 1850 were both experiencing tremendous social and material changes.
Like many places that are in transition, they were sites of great opportunities and at the same time
cities of considerable dislocation and tumult.
For this assignment, you’ll focus on either Kano or Freetown. Choose the identity of someone
who is likely to have been in either Freetown or Kano in 1850. For example: an African on a
captured slave ship, long-time Hausa resident, Fulani child. Be clear of your age, gender, and
other details.
In the voice of your character, write a letter to someone, describing the city and giving that person
advice on whether or not she or he should join you in the city. Your letter should cover the
following:
Physical description of the city
The way that the physical city reflects or shapes its political, cultural, and social life.
What the experience of the city is for people situated as your character is.
One point of this exercise is to encourage you to reflect on the fact people experience urban
landscapes differently, depending on factors like their age and social status. So please include in
your letter details that illustrate this point.
Please do not include your name on any page of your assignment. Instead, attach the grading
sheet that is part of this syllabus. Please staple it to the back of your assignment, and write your
name on it. This allows me to mark your assignment blind.
If you need an extension, please contact me in advance. Late papers will be lowered half a grade
unless you have made previous arrangements for an extension.
The last day to turn in an Assignment 2 revision is whatever day our class’s final exam is
scheduled for.
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Syllabus
Exploring African Cities
Spring 2013
Assignment #2 Grading Rubric
Due Tuesday April 16, 2013 at 11 am in class
Name: _______________________________________________________________
Grading Rubric for Assignment 2
Criteria
Possible points
Contains factually accurate information about
your city
10
Describes at least three elements of the city’s
urban form (e.g. city layout, open spaces,
building types, construction techniques and
materials, building types, landscape types, urban
infrastructure, land uses, scale). Description is
rich and accurate.
10
Discusses your character’s experience of the city,
acknowledging and demonstrating accurately that
the experience of a given place depends on a
person’s position (e.g. social status, age).
10
13
Points earned
Syllabus
Exploring African Cities
Spring 2013