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VALDOSTA STATE UNIVERSITY
AFRICAN POLITICS
Department of Political Science
College of Humanities and Social Science
Fall 2020 | POLS 4330 | Section A | CRN 84546 | 3 Credit Hours
COURSE INFORMATION
Professor: Dr. Zachary A. Karazsia
Class Schedule: MWF, 10:00-10:50 a.m.
Class Location: Martin Hall Room 1019 (also called the “Steam Center”)
Professor’s Office: West Hall 2306-J
Office Hours: MWF, 12:00-12:50 p.m. and Mon. 2:15-3:15 p.m., also by appt.
Contact Information: zkarazsia@valdosta.edu or (229) 333-5774
COURSE DESCRIPTION
“A study of the domestic and international politics of Africa from the pre-colonial period to the
present day.” (2014-2015 Undergraduate Catalog, Valdosta State University, p. 427).
This course offers an introduction to contemporary African politics. Our goal is to introduce
students to the most pressing problems African countries have faced since independence. In the
first part of the course, we will review Africa's recent political history, concentrating on the
impacts of colonialism and the types of states created in the wake of African independence
movements. Then we turn to the challenges post-colonial governments face as they attempt to
manage the interests of ethnically diverse societies and reform their economies and political
institutions. We end the course with an in-depth look at patterns of violent conflict across Africa,
and the daunting tasks that many African countries face as they attempt to recover from conflict.
As we address the core themes of the course, we will study events in particular African countries,
but we will also examine broad patterns across countries and use social science concepts and
methods to try to explain them.
Questions motivating the course include:
1. What are the legacies of colonial rule?
2. Why is the capacity of African states so weak?
3. What can be done to improve political accountability in the region?
4. What explains Africa's slow economic growth?
5. Why have some African countries been plagued by high levels of political violence while
others have not?

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LEARNING OUTCOMES
The primary purpose of this course is to provide students with the analytical tools to understand
the current state of contemporary African politics and associated social science concepts. In this
course students will:
1. Demonstrate knowledge of contemporary African political systems including their
institutions, processes, laws, and constitutions.
2. Develop informed positions and defend ideas through both written materials and class
discussion.
3. Identify different types of causal explanations for Africa’s slow economic growth, weak
state capacity and political accountability, and why political violence has plagued some
African countries.
ABOUT YOUR PROFESSOR
Dr. Zachary Karazsia is Assistant Professor of Political Science at Valdosta State University. He
was previously a Visiting Assistant Professor at Georgia Southern University, Fellow at the
American Political Science Association (APSA) Africa Workshop on “Conflict and Political
Violence” held in Nairobi, Kenya, and prior to his doctoral studies worked as a Research
Associate conducting policy analysis, program evaluation, and oversaw six federal and state
funded grant programs. He earned his Ph.D. and master’s in Political Science from Florida
International University, a master’s in International Development from the University of
Pittsburgh’s Graduate School of Public and International Affairs, and two Bachelor of Arts
degrees in Global Studies and Communication, Arts & Sciences from the Pennsylvania State
University, Berks College. He’s published several peer-reviewed journal articles and book
chapters on genocide in the modern age, political violence, and postwar reconstruction,
predominantly in the area of African politics.
MY FIELD RESEARCH IN AFRICA
I have conducted three research trips in Sub-Saharan Africa – Rwanda (2008; 2015), Kenya (2015),
and Uganda (2016). Most recently, in 2016, I received an external research grant to study LGBTQ
politics in Uganda. In Uganda, unlike the United States, gay rights are not a wedge issue. Anti-
homosexuality rhetoric, legislation, and violence is red meat for politicians seeking higher poll
numbers. According to Afrobarometer, 97 percent of Ugandans surveyed, agree/strongly agree
that “Homosexuality is inconsistent with Ugandan culture… and should be illegal.” I conducted
field research and participant-observer surveillance of Uganda’s 2016 Gay Pride events and
subsequent political violence. Presently, I’m working on two projects: (1) understanding and
preventing mass political violence and genocide throughout the continent; (2) understanding if
our social science concept of “fascism” is applicable to the region’s governing bodies.
REQUIRED TEXTS
1. Jeffrey Herbst, States and Power in Africa: Comparative Lessons in Authority and Control,
2014 (new paperback edition).
2. Chinua Achebe, A Man of the People, 1989 [1966].

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WANT TO LEARN MORE ABOUT AFRICAN POLITICS?
• Crawford Young, The Postcolonial State in Africa: Fifty Years of Independence, 1960-2010,
2012.
• Martin Meredith, The Fate of Africa: A History of Fifty Years of Independence, 2006.
• Richard Dowden, Africa: Altered States, Ordinary Miracles, 2009.
• Theodore Trefon, Congo Masquerade: The Political Culture of Aid Inefficiency and Reform
Failure, 2011.
• Peter Schraeder, African Politics and Society: A Mosaic in Transformation, 2nd Edition, 2004.
• Bill Freund, The Making of Contemporary Africa: The Development of African Society Since
1800, 3rd Edition, 2016.
EVALUATION
Assignments Percentage of Grade Due Date
Class Participation 20 Continuous
Midterm Exam 20 Oct. 7
Capstone Assignment
- Topic (2 percent)
- Outline (3 percent)
- Draft (10 percent)
- Student Presentations (10 percent)
- Final Submission (35 percent)
60
-
-
-
-
-
-
Sep. 6
Sep. 27
Nov. 1
Dec. 2, 4, 7
Dec. 8
Total 100
1. CLASS PARTICIPATION
In order for the course to function properly, and for students to receive full benefit of the material,
I expect all students to arrive to class having completed the required readings for the day.
Students are encouraged to arrive to class with questions, comments, notes, outlines, and
additional material that may assist them in successfully articulating their ideas regarding the
assigned class readings. If there is homework or preparation for class discussions assigned, they
will be counted in this category.
Helpful tips for reading, classroom discussion, and critical thinking:
• What is the author’s research question or puzzle?
• What are the author’s main arguments?
• What evidence does the author use to support his/her argument?
• What alternative arguments and theories does the author acknowledge?
• What is missing? What do you find unsatisfactory?
2. MIDTERM EXAM
Students will be expected to take all exams during the professor or university assigned date. I am
unlikely to allow you to take a make-up exam if you miss the assigned date. In rare cases of severe
and verifiable emergency or illness, I may, at my discretion: a) allow you to write a make-up exam
on a date of my choosing, or b) calculate your course grade without this exam. In the majority of
cases, however, if you miss the exam without an excused absence you will simply receive a zero.

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2.1. CORONAVIRUS ADDENDUM:
While the novel coronavirus (Covid-19) persists as a public health emergency I will be more
flexible in allowing students to take exams outside of the designated date (when possible).
2.2. BONUS: MAP QUIZ
There will be a bonus selected map quiz of Sub-Saharan Africa attached to the midterm exam.
You do NOT have to complete this portion of the exam. It is offered as a way to reward students
for studying Africa’s complex geography. More information will be given during the semester.
3. CAPSTONE ASSIGNMENT: CHOOSE ONE OPTION
Learning how to write well directly correlates with how successful students are at university and
post-graduation. Presumably, all of you want to obtain a well-paying job after graduation.
Learning to write well and in many styles is one of the surest routes to obtaining this outcome.
This assignment gives you the flexibility to select your keystone work for this class. For example,
if you are contemplating graduate school in political science, I highly recommend Option A. On
the other hand, if you are considering graduate school in history, sociology, or anthropology, I
encourage you to select Option B. Finally, if you are interested in journalism or writing writ large
Option C offers you experience in honing your craft vis-à-vis the course topics. Irrespective of the
option selected students will be expected to report regularly on their progress, research, and
problems, pitfalls, and challenges of completing your capstone assignment. Additional
information on semester timelines will be distributed over the course of the semester. These may
vary based on the option selected. I highly recommend – and expect – all students meet with me
during office hours to discuss your capstone assignment.
Option A: Term Paper
• Students are expected to write a classic research paper that is between 12-15 pages in
length on a topic of your choice (subject to professor approval). Choose one of our weekly
discussion topics or an approved outside topic to explore in greater detail. Due Date:
submit by 11:59pm on December 8, 2019.
Option B: In-depth Country Case Study
• Students are expected to choose one (1) country case study and write between 12-15 pages
on an aspect of your selected nation’s historical development. You may select any time
period between colonialism and present day to tell the story of your country’s
peoples/social movements/major developments etc. as it relates to our course topics. Due
Date: submit by 11:59pm on December 8, 2019.
Option C: Compendium of Essays on African Politics and Society
• Students are expected to write ten (10) essays each between 600 and 800 words; each one
on a separate class meeting topic. The goal of this capstone assignment is to provide
students with a potential anthology of essays on a myriad of themes on African politics.
Think of these essays as “publicly focused scholar[ship].” Due Date: submit by 11:59pm
on December 8, 2019.

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4. OPTIONAL: EXTRA CREDIT
There are extra credit opportunities provided to students. There are several aims of these extra
credit opportunities: 1) Provide students with a chance to earn additional credit toward this
course; 2) Expand students’ knowledge of African politic; and 3) Enhance students’ critical
thinking and analytical writing skills. Students may select up to three (3) articles/documentaries
from the list provided (and/or may propose a substitute venue not listed, subject to the instructor’s
approval) and write a 1-2 page, double-spaced, 12-font, Times New Roman, summary, critique,
and analysis of the article/documentary chosen.
How do I submit extra credit assignments?
• All extra credit assignments must be submitted in BlazeVIEW.
• Students must submit their summary, critiques, and analysis paper and a copy of the
article/documentary they are reviewing to the instructor.
Submissions Improve student’s overall course grade by…
1 0.5%
2 1%
3 2%
Venues URL/Information
• Africa News https://www.africanews.com
• Al Jazeera https://www.aljazeera.com
• All Africa https://www.allafrica.com
• Associated Press https://www.ap.org/en-us
• BBC News http://www.bbc.com
• The Diplomat https://thediplomat.com
• The Guardian https://www.theguardian.com
• The New York Times https://www.nytimes.com
• Washington Post https://www.washingtonpost.com
• Documentaries Students may ask to review documentaries that discuss
important topics in African politics. All documentaries
must be approved by the instructor beforehand.
Important Note: You may submit extra credit assignments until December 4 at 11:59 p.m.

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MISCELLANEOUS COURSE GUIDELINES
1. Coronavirus (Covid-19): As an instructor, one of my responsibilities is to create a safe
learning environment on our campus and especially in our classroom.
a. “As the Blazer Creed articulates, members of the VSU community are expected to
live by the high standards of civility, integrity, and citizenship and embrace their
responsibility as a member of the Blazer community. In recognition of this
responsibility, and in response to the best available science and current guidance
from the Centers for Disease Control and Prevention and the Georgia Department
of Public Health, every student MUST WEAR A MASK OR OTHER FACE-
COVERING that covers their nose and mouth at all times while in any campus
building, including in this classroom. This requirement is intended to protect the
health and safety of all VSU students, the instructor, and the entire university
community. Anyone attending class without a mask will be asked to put one on
or leave. Students who refuse to wear masks appropriately or adhere to other
stated requirements may face DISCIPLINARY ACTION for Code of Conduct
violations. Students should also be sure they maintain a distance of at least six feet
away from their fellow students and instructor and are seated in a seat that is
designated to ensure that distance (emphasis added).” – Valdosta State University,
July 2020.1
b. Follow the 3Ws:
i. Wear a mask
ii. Wash your hands
iii. Watch your physical distance
2. Syllabus Amendments: I reserve the right to make changes to the syllabus over the course
of the term as needed. Students will be notified in class and via e-mail if a change has been
made to the syllabus.
3. Commitment Statement: I expect you to attend every class, to arrive on time, and to
participate in all class activities. Once class has started, do not leave until we finish –
unless previously approved by the professor. All members of the community understand
that to succeed in classes, students must be active participants in their education while
understanding and complying with each course syllabus. Outside preparation and class
attendance alone do not guarantee success or the highest grades; rather, mastery of the
material and acquisition of necessary skills determine success and grades.
4. Civility Statement: All members of the community are expected to communicate in a civil
manner in their professional interaction at all times, both in and out of the classroom.
Academic discourse, including discussion and argumentation, is to be carried out in a
polite, courteous, and dignified manner that is respectful of and understanding toward
both peers and professors.
1 For more information you can review the following website: https://www.usg.edu/coronavirus/.

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a. A course that involves student discussion, such as this one, can only be successful
if all participants remain respectful of themselves, each other, and the professor at
all time. Many political and social topics we encounter are heavy with emotion,
controversy and sharp differences in opinion and/or interpretation. This is fine,
and in many ways is beneficial for critical thinking/learning and should be
expected. That said, we must always remember to treat each other with the utmost
respect and dignity. Abusive language or any form of physical intimidation
towards others will not be tolerated. This includes – but is not limited to – overtly
racist, sexist, classist, xenophobic, homophobic or otherwise derogatory language.
Moreover, simply put, I will not tolerate bullying or personal attacks in my class.
5. Technology Statement: Laptops, iPads and other comparable devices may be used in class
selectively and for research/group activities and note taking only.
6. Cheating and Plagiarism Policy: Cheating and plagiarism are not acceptable. If caught
cheating, the student will immediately receive a zero for the assignment and possibly be
subject to further action. Students should be aware of the university policies on
plagiarism. Plagiarism is defined as: “The deliberate use and appropriation of another’s
work without any indication of the source and the representation of such work as the
student’s own. Any student, who fails to give credit for ideas, expressions or materials
taken from another source, including internet sources, is guilty of plagiarism. Any student
helping another to plagiarize may be found guilty of academic misconduct.” See VSU’s
Student Code of Conduct, Section I, Academic Integrity Code for more information.
7. Disability Statement: This class complies with the Americans with Disabilities Act (ADA).
Students with disabilities may contact the Access Office for assistance in determining and
implementing reasonable accommodations. The Access Office is located in Farbar Hall.
The phone numbers are 229-245-2498 (V), 229-375-5871. For more information, please visit
VSU’s Access Office at https://www.valdosta.edu/student/disability/ or email:
access@valdosta.edu.
8. Re-grade Policy: I expend a great deal of effort to ensure that your grades in this course
accurately reflect the quality of your work. Students who wish to have their assignments
re-evaluated, with the exception of mathematical errors, will need to provide detailed
justification in writing as to why their grade should be re-evaluated (this must be done
within one week of the assignment being returned to the student). I will then re-grade
the entire assignment/exam. Your grade may go up or go down as a result of the re-
evaluation. You should feel free to talk with me if you want advice on how to improve
your performance in the course.
9. Communication Statement: I strongly encourage you all to visit me during office hours. If
you wish to communicate with me outside of these times, please send an e-mail message
rather than leaving a phone message. Your email message must include: a) have a subject
line that indicates the content of the message, and b) be professional in tone and
composition, with a salutation, proper grammar and punctuation, etc. I will generally be
able reply to you within 24-48 hours. If I have not replied within 48 hours please send me
a follow up e-mail, by forwarding your initial “sent” message to me.

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10. Title IX Statement: “Valdosta State University (VSU) is committed to creating a diverse
and inclusive work and learning environment free from discrimination and harassment.
VSU is dedicated to creating an environment where all campus community members feel
valued, respected, and included. Valdosta State University prohibits discrimination on
the basis of race, color, ethnicity, national origin, sex (including sexual harassment and
sexual violence), sexual orientation, gender identity, religion, age, disability, genetic
information, or veteran status, in the University's programs and activities as required by
applicable laws and regulations such as Title IX. The individual designated with
responsibility for coordination of compliance efforts and receipt of inquiries concerning
nondiscrimination policies is the University's Title IX Coordinator: The Director of the
Office of Social Equity, titleix@valdosta.edu, 1208 N. Patterson St., Valdosta State
University, Valdosta, Georgia 31698, 229-333-5463.”
a. Professor Addendum: Confidentiality and Mandatory Reporting: As an instructor,
one of my responsibilities is to help create a safe learning environment on our
campus. I also have a mandatory reporting responsibility to my role as a faculty
member. It is my goal that you feel able to share information related to your life
experiences in classroom discussions, in your written work, and in our one-on-one
meetings. I will seek to keep information you share private to the greatest extent
possible. However, I am required to share information regarding sexual
misconduct or information about a crime that may have occurred on Valdosta
State University’s campus with the University.
11. Turnitin.com: By taking this course, you agree that all required course work may be
subject to submission for textual similarity review to Turnitin, a tool within BlazeVIEW.
For more information on the use of Turnitin at VSU see “Turnitin for Students” on the
VSU webpage.
12. Grading Scale:
a. A (90-100)
b. B (80-89.9)
c. C (70-79.9)
d. D (60-69.9)
e. F (50 & below)
13. Key Dates:
a. Last day to withdraw is Thursday, October 15, 2020
b. Last day on-campus is Tuesday, November 24, 2020
c. Flex week, classes are online only during November 30 to December 7

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COURSE OUTLINE
Date Classes # of Pages Class Topic
Week 1
Aug. 17 Class 1 19 Course overview and syllabus review
Aug. 19 Class 2 22 Introduction to African politics
Aug. 21 Class 3 20 Challenges in African politics
Week 2
Aug. 24 Class 4 27 Diversity of African politics
Aug. 26 Class 5 22 Pre-colonial Africa: power and boundaries
Aug. 28 Class 6 22 Pre-colonial Africa: economies
Week 3
Aug. 31 Class 7 17 Impacts of the slave trade on Africa
Sept. 2 Class 8 38 Colonialism: Europeans and Africa
Sept. 4 Class 9 52 Case study: the Belgian Congo
Week 4
Sept. 7 - - - - - - No class – Labor Day holiday
Sept. 9 Class 10 52 The impact of colonialism
Sept. 11 Class 11 39 Post-colonialism
Week 5
Sept. 14 Class 12 35 Case study: Kenya & the Mau Mau Uprising
Sept. 16 Class 13 43 Pan-Africanism
Sept. 18 Class 14 24 Ethnicity and class
Week 6
Sept. 21 Class 15 33 States and geography
Sept. 23 Class 16 17 Patronage politics
Sept. 25 Class 17 - - One-on-one meetings with professor
Week 7
Sept. 28 Class 18 75 Chinua Achebe (novel): neopatrimonialism
Sept. 30 Class 19 75 Chinua Achebe (novel): neopatrimonialism
Oct. 2 Class 20 24 Chiefs, states and land
Week 8
Oct. 5 Class 21 - - Midterm review
Oct. 7 Class 22 - - Midterm exam
Oct. 9 Class 23 16 Military coups
Week 9
Oct. 12 Class 24 15 Case study: Sierra Leone
Oct. 14 Class 25 15 Civil wars
Oct. 16 Class 26 - - Rwandan genocide

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Week 10
Oct. 19 Class 27 - - Rwandan genocide
Oct. 21 Class 28 26 Rwandan genocide
Oct. 23 Class 29 33 Political violence in Africa
Week 11
Oct. 26 Class 30 17 Democratic experiments
Oct. 28 Class 31 38 African legislatures: Kenya
Oct. 30 Class 32 19 African development
Week 12
Nov. 2 Class 33 32 Structural adjustment
Nov. 4 Class 34 39 The future of aid?
Nov. 6 Class 35 20 Regional institutions
Week 13
Nov. 9 Class 36 14 Case studies: Sudan and Liberia
Nov. 11 Class 37 45 Popular protests
Nov. 13 Class 38 37 Case study: Uganda
Week 14
Nov. 16 Class 39 22 Women in politics
Nov. 18 Class 40 22 LGBT rights in Africa
Nov. 20 Class 41 50 Case study: South Africa
Week 15
Nov. 23 Class 42 49 Case study: Nigeria
Nov. 25 - - - - - - No class – Thanksgiving break
Nov. 27 - - - - - - No class – Thanksgiving break
Week 16
Nov. 30 Class 43 - - No face-to-face; student presentations online
Dec. 2 Class 44 - - No face-to-face; student presentations online
Dec. 4 Class 45 - - No face-to-face; student presentations online
Week 17
Dec. 7 - - - - - - No face-to-face; course recap and conclusion
Dec. 8 - - - - - - Capstone assignment due by 11:59 p.m.
Course Note: While this course covers the domestic and international politics of Sub-Saharan
Africa, we will explore the following countries in greater detail. This does not mean we will not
discuss other countries or continental-wide trends, but we will use these case studies to highlight
key social science concepts:
• Congo-Kinshasa • Sierra Leone
• Kenya • South Africa
• Liberia • Sudan
• Nigeria • Uganda
• Rwanda

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COURSE OVERVIEW
PART I: HISTORICAL LEGACIES AND CONTEXT OF AFRICAN POLITICS
(Mon) Aug. 17: Course Overview
• Review syllabus
• Review “How to Read”
(Wed) Aug. 19: Introduction to African Politics
• Wainaina, “How to Write About Africa,” p. 1-6
• Dunn & Englebert, Chapter 1
(Fri) Aug. 21: Challenges in African Politics
• Herbst, Introduction and Chapter 1
• Mini Research Exercise (Due Today): Select one country and identify at least three (3)
significant challenges (political, economic, or social) that country faces today.
(Mon) Aug. 24: Diversity of African Politics
• Chazan, “The Diversity of African Politics,” p. 5-32
(Wed) Aug. 26: Pre-Colonial Africa: Power and Boundaries
• Herbst, Chapter 2
Recommended:
• Wright, “What Do You Mean There Were No Tribes in Africa?” p. 409-426.
(Fri) Aug. 28: Pre-Colonial Africa: Economies
• Schraeder, Chapter 2
Recommended:
• Freund, Chapter 2
(Mon) Aug. 31: Impacts of the Slave Trade on Africa
• M’Baye, “The Economic, Political, and Social Impact of the Atlantic Slave Trade on
Africa,” p. 607-619
• Freund, Chapter 4, only p. 46-51
Recommended:
• Schraeder, Chapter 3
(Wed) Sep. 2: Colonialism: Europeans and Africa
• Herbst, Chapter 3
(Fri) Sep. 4: Case Study: the Belgian Congo
• George Washington Williams, “Open Letter to King Leopold on the Congo,” p. 1-11
• Hochschild, King Leopold’s Ghost, “Chapter 8,” p. 213-254 (I encourage you to review the
photographs from p. 255-285, though this is optional).

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(Mon) Sep. 7: LABOR DAY HOLIDAY – NO CLASS
• Reading note: I encourage you to use this time to prepare for the assigned reading due
next class. Fanon’s writings on political philosophy can be complex and analytically
dense at times. As such, I’ve specifically arranged for this reading to occur after the
Labor Day Holiday, so as to provide you with more time to review the material.
(Wed) Sep. 9: The Impact of Colonialism
• Frantz Fanon, The Wretched of the Earth, Chapter 1 (only p. 1-52)
Recommended:
• Frantz Fanon, The Wretched of the Earth, Forward, Preface, and p. 52-62
(Fri) Sep. 11: Post-Colonialism
• Herbst, Chapter 4
Recommended:
• Young, The Postcolonial State in Africa, Chapter 3
(Mon) Sep. 14: Case Study: Kenya
• Bennett, Fighting the Mau Mau, Chapter 1
• Bennett, Fighting the Mau Mau, Chapter 7 (only p. 180-193)
(Wed) Sep. 16: Pan-Africanism
• Esedebe, Pan-Africanism, Chapter 1
Recommended:
• Esedebe, Pan-Africanism, Chapter 2
(Fri) Sep. 18: Ethnicity and Class
• Schraeder, Chapter 5
Recommended:
• Young, The Postcolonial State in Africa, Chapter 8
(Mon) Sep. 21: States and Geography
• Herbst, Chapter 5
(Wed) Sep. 23: Patronage Politics
• Moss, Chapter 3: “Big Men, Personal Rule, and Patronage Politics”
(Fri) Sep. 25: No Class
• Individual meetings with professor: sign up for a 10-15-minute meeting with me at some
point during this week
• Use this time to work on your capstone assignment and prepare for next week
(Mon) Sep. 28: Neopatrimonialism
• Chinua Achebe, A Man of the People, Chapters 1-7 (p. 1-75)

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(Wed) Sep. 30: Neopatrimonialism
• Chinua Achebe, A Man of the People, Chapters 8-13 (p. 76-150)
(Fri) Oct. 2: Chiefs, States and Land
• Herbst, Chapter 6
(Mon) Oct. 5: Midterm Review
• In-class exam review
(Wed) Oct. 7: Midterm Exam
• Bring pen or pencil to exam
PART II: TRADITIONAL ISSUES IN AFRICA: GUNS AND BUTTER
(Fri) Oct. 9: Military Coups
• Schraeder, Chapter 9
(Mon) Oct. 12: Civil Wars: Case Study: Sierra Leone
• Utas & Jörgel, “The West Side Boys: military navigation in the Sierra Leone civil war,” p.
491-507.
• In-class film and discussion: Operation Fine Girl: Rape Used as a Weapon of War in Sierra
Leone (Universities)
Recommended:
• Utas & Jörgel, “The West Side Boys,” p. 487-491.
(Wed) Oct. 14: Civil Wars: Theory and Practice
• Kalyvas, “’New’ and ‘Old’ Civil Wars,” p. 99-118
• Fearon and Laitin, “Ethnicity, Insurgency, and Civil War,” (excerpts, 6 pages)
(Fri) Oct. 16: Rwandan Genocide
• In-class film: Ghosts of Rwanda (Part 1)
(Mon) Oct. 19: Rwandan Genocide
• In-class film: Ghosts of Rwanda (Part 2)
(Wed) Oct. 21: Rwandan Genocide
• Straus, The Order of Genocide, p. 7-10, 53-60, 153-169
(Fri) Oct. 23: Political Violence in Africa
• Straus, Making and Unmaking Nations, Chapter 4
(Mon) Oct. 26: Democratic Experiments
• Schraeder, Chapter 10
(Wed) Oct. 28: African Legislatures
• Barkan, Legislative Power in Emerging African Democracies, “Chapter 2: Kenya,” p. 33-71.

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(Fri) Oct. 30: African Development
• Schraeder, Chapter 6
(Mon) Nov. 2: Structural Adjustment
• Freund, Chapter 12
• Joseph and Gilles, Chapter 12
(Wed) Nov. 4: The Future of Aid?
• Moyo, Dead Aid, Chapters 3-4
(Fri) Nov. 6: Regional Institutions
• Schraeder, Chapter 11
Recommended:
• Engel, “The Changing Role of the AU Commission in Inter-African Relations,” in Africa in
World Politics, p. 186-200
(Mon) Nov. 9: Case Studies: Sudan and Liberia
• Abide, “The Liberian Conflict and ECOWAS-UN,” p. 471-485
Recommended:
• Back, “IGAD, Sudan, and South Sudan,” p. 141-155
PART III: NEWER ISSUES IN AFRICA: HUMAN RIGHTS AND CONTEMPORARY POLITICS
(Wed) Nov. 11: Popular Protests
• Branch and Mampilly, Africa Uprising, Chapters 3-4
(Fri) Nov. 13: Case Study: Uganda’s Popular Protests
• Branch and Mampilly, Africa Uprising, Chapters 6
(Mon) Nov. 16: Women and Politics
• Stella Nyanzi, “Birthday” and “Free Captives” poems, p. 1-2
• Kevane, Women & Development in Africa, Chapters 8
Recommended:
• Kevane, Women & Development in Africa, Chapters 9
(Wed) Nov. 18: Homosexuality and African Politics
• Boyd, “The Problem with Freedom: Homosexuality and Human Rights in Uganda,” p.
697-719
Recommended:
• Bosia, “Strange Fruit: Homophobia, the State, and the Politics of LGBT Rights and
Capabilities,” p. 256-269

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(Fri) Nov. 20: Country Case Study: South Africa
• O’Neil et al., Cases in Comparative Politics: Chapter 13, p. 674-725
(Mon) Nov. 23: Country Case Study: Nigeria
• O’Neil et al., Cases in Comparative Politics: Chapter 14, p. 731-780
(Wed & Fri) Nov. 25-27: No Class
• Thanksgiving break
(Mon) Nov. 30: Student Presentations Online
• Capstone project presentations
(Wed) Dec. 2: Student Presentations Online
• Capstone project presentations
(Fri) Dec. 4: Student Presentations Online
• Capstone project presentations
(Mon) Dec. 7: Course Recap
• Finish capstone project presentations if applicable
• Discussion Questions: (1) Are the politics of Sub-Saharan Africa sui generis or are they
comparable to other regions of the globe? Why or why not? (2) What is the most important
issue in African politics today? (3) What are the legacies of colonial rule? How have and
how should African states address these legacies? (4) What can be done to improve
political accountability in the region? (5) Do new images of “Africa Rising” and “It’s
Africa’s Time” mean that colonial representations of the continent have been superseded?
Capstone Assignment:
Final paper submission due December 8th at 11:59 p.m.

16. 16
Countries of Sub-Saharan Africa
Angola
Benin
Botswana
Burkina Faso
Burundi
Cameroon
Cape Verde*
Central African Republic
Chad
Comoros*
Congo-Kinshasa
Congo-Brazzaville
Djibouti
Equatorial Guinea
Eritrea
Ethiopia
Gabon
Gambia
Ghana
Guinea
Guinea-Bissau
Ivory Coast (Côte d'Ivoire)
Kenya
Lesotho
Liberia
Madagascar*
Malawi
Mali
Mauritania
Mauritius*
Mozambique
Namibia
Niger
Nigeria
Rwanda
Sāo Tomé & Príncipe*
Senegal
Seychelles*
Sierra Leone
Somalia
South Africa
South Sudan
Sudan
Eswatini (formerly Swaziland)
Tanzania
Togo
Uganda
Zambia
Zimbabwe
*Island countries