Reacting to the Past

Liberal Arts Honors 305 Elon Lang, Ph.D. Fall Semester 2018 E-mail: [email protected] T-Th 9:30am-11:00am Office phone: 512-471-6649 GAR 0.128 Office: Office hours: Unique # 30250 Preceptors:

‘…we mustn’t exercise any form of compulsion in our teaching.’ ‘Why?’ he asked. ‘Because a free man ought not to learn anything under duress. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks in the mind.’ ‘True.’ ‘Then don’t use compulsion,’ I said to him, ‘but let your children’s lessons take the form of play. You will learn more about their natural abilities that way.’ From Plato. The Republic , Book VII, 536e-537a

COURSE DESCRIPTION: “Reacting to the Past” seeks to introduce students to major philosophical ideas and texts that have informed how we think about social justice in our time. Because ‘compulsory learning never sticks in the mind,’ as Plato noted, this course introduces these major philosophical concepts with role-playing games, letting students re-create the historical contexts in which these ideas acquired significance. During this semester, students will play three role-playing games: “Democracy at the Threshold: Athens in 403 B.C.E.;” “Harlem 1919: A Struggle for Leadership;” and “The Collapse of Apartheid and the Dawn of Democracy in South Africa, 1993.”

In each of these games, students will be assigned different character roles, including some prominent historical figures and some fictional characters typical of their age and social positions, all derived from the game’s historical setting. Each role is defined largely by its game objective, which corresponds to a political position in a community during a time of crisis. In the course of the semester, each student will play three or more roles, so the student who begins the semester as a radical may end it as a conservative. Students must determine on their own how best to achieve their victory objectives, drawing upon the course texts for intellectual guidance, as well as strategic advice from the instructor, the preceptor, and each other.

COURSE FORMAT: For the first few sessions of each game, the class will meet in a traditional seminar setup, where we will discuss the historical setting of the game and the philosophical issues that will animate the debates—prompted by key readings. After these introductory studies, the class will break into competing groups, where students with similar roles join forces to accomplish their objectives. Then, as debates begin, students will come to class in their character roles and will lead the sessions themselves. The instructor will evaluate all student writing and will serve as the Game Master, stepping in to help manage technical aspects of each 1 game, to resolve any operational problems, and to ensure the game remains faithful to the historical context. The student preceptors, Thomas Sipp and Jack Thielman (former ‘Reacting to the Past’ students with writing fellow training), will help the Game Master keep track of each game and will provide students with feedback on their public speaking. Both Dr. Lang and the preceptors will be available to contact and/or to meet with at appointed times to offer students assistance and advice on strategy, sources, and assignments. You are always encouraged to email them with questions.

The heart of each game is persuasion. For nearly every role to which you will be assigned, you must persuade others that your political and philosophical views make more sense than those of your opponents. Your views must be informed by the texts cited in your game objectives; the more you draw upon these texts and the more cleverly you expand upon them with outside research, the better. You will express your views verbally and in writing, and both will be graded.

REQUIRED TEXTS:

For the Athens Game: (1) Carnes, Norman, and Ober, The Threshold of Democracy: Athens in 403 B.C. (4th Edition, Norton) (2) Robin Osbourne, Ed., The World of Athens: An Introduction to Classical Athenian Culture (2nd Edition, Cambridge University Press) (3) *Plato, The Republic (Penguin Classics, 2012 translation by Christopher Rowe)

For the Harlem 1919 Game: (1) Treacy, Harlem 1919: A Struggle for Leadership (available at Jenn’s Copies, 2518 Guadeloupe St., for approx. $25, date TBA)

For the South Africa Game: (1) Eby and Morton, The Collapse Of Apartheid And The Dawn Of Democracy In South Africa, 1993 (Reacting Consortium Press, 2017) (2) Clark and Worger, South Africa: The rise and fall of apartheid (3rd Edition, Routledge)

For Writing: Hacker, Diana Rules for Writers, 8th Edition (Bedford/St.Martins)

*There is an abridged copy of The Republic the Norton gamebook, but I advise getting the Penguin translation/edition for more complete context.

REQUIREMENTS: Your course grade will be based on the following:

(1) Written Work (70%). The majority of your grade will be based on seven or eight major writing assignments (possibly including: position papers, biographies, newspaper articles, poems, persuasive researched essays, bulletins, policy proposals, opinion column series, legislation, and a final comprehensive synthesis paper) totaling 25-35 pages, submitted promptly by assigned due dates which will be staggered among group members. Most written assignments will be weighted equally and evaluated according to a rubric supplied on Canvas. 2 There may be exceptions depending upon individual character objectives and the scope of some assignments designed to prepare you for game play. Each full-sized assignment will be given a point value on an 11-point scale so that an A is 11, an A- is 10, a B+ is 9, a B is 8, a B- is 7 and so forth. This system allows for easy calculation of averages, such that for your final course grade, an A will be awarded for point averages between 10-11 points, A- for 9-10, B+ for 8-9, etc. E.G. a final average of 7.85 would be a B, an average of 8.3 would be a B+.

This course carries the Writing, Ethics, and Global Cultures Flags. Writing Flag courses, in particular are designed to give students experience with writing and revision. One of the primary goals of the course is to make you a more confident, effective writer. To that end, the instructor will comment in detail upon your written work, offering suggestions for improvement on several of your papers. The instructor will look for a trajectory of improvement in your writing, and will expect you to develop as a writer over the course of the semester. We will try to devote class time and office hours to discussing elements of strong papers, and offer advice on how to strengthen your own writing through research and rhetorical crafting. For more information on the other flags please see https://ugs.utexas.edu/flags/.

The Writing Process: Drafting and Revising. For all papers, the preceptors and instructors are available via electronic communication and in person at appointed times to give you advice on how to approach your assigned or chosen topic. The instructor will even look over partial drafts of papers in progress if you send them via email 24 hours in advance of the 10 pm submission deadline (so that you have time to revise them based on feedback). The preceptors are also available to give you feedback and advice as you write. You will have the option to rewrite, revise, and resubmit one of the first two papers during the course of the semester (only if you make less than a 9 on it). This revision process will not only improve your writing, it will help clarify goals for the quality of your future papers.

The Rules for Writers handbook is a helpful resource to remind you about the mechanics and structure of effective writing and citation: especially chapters 53-60 and especially chapter 55. As we will discuss, we will be adapting MLA source integration conventions to meet the needs of the persuasive writing that will be central to our role-playing games. For example, instead of acknowledging published modern scholarship on an historical period in a conventional manner like in (A) below, you will be writing (and speaking) in the voice of an historical persona and silently citing your sources like in (B). NOTE: Both of these examples refer to an entry in a Works Cited section at the end of the paper for Josiah Ober’s book, Mass and Elite in Democratic Athens (see the ‘Threshold of Democracy’ gamebook’s Selected Bibliography).

(A) As Josiah Ober claims, the key to the power of Athenian democracy was “the mediating and integrative power of communication between citizens—especially between ordinary and elite citizens” (Ober 35). Therefore we should open more spaces for the poor and rich to mingle.

(B) It is my firm belief that the key to the power of our polis’ democracy is “the mediating and integrative power of communication” between all our citizens—“especially between ordinary and elite citizens” (Ober 35). Therefore we should open more spaces for the poor and rich to mingle.

You also will want to take advantage of the FREE writing support services at the University Writing Center (UWC). The UWC offers FREE, individualized, expert help with writing for any UT student, by appointment or on a drop-in basis. Several former Reacting students work there, so 3 you might be able to request someone with particular experience with this style of writing. The UWC is located in the Learning Commons at the PCL, Room 2.330, (512) 471-6222 (http://uwc.utexas.edu/). The UWC also offers excellent on-line resources for examples and tutorials on topics like proper documentation, comma usage, paragraph structure, and other fundamentals that you will apply to all your courses (http://uwc.utexas.edu/handouts).

(2) Class Participation (30%). Another goal of this course is for you to become comfortable with and skilled at speaking in front of groups, which is best done through practice. You will be expected to speak regularly in class, commenting on the readings on non-game days and adding your own perspective to the conversation and debates on game days. Without the full participation of ALL students, this course will not be nearly as meaningful, as educational, or as fun as it is designed to be.

Your participation grade is based on regular class attendance, careful preparation of the readings, and active participation in class discussion and in the games. There also occasionally may be unannounced verbal and/or written quizzes over the readings. The preceptors and instructors will keep track each day of who is in attendance, who speaks, and how involved each person is in the discussions/debates.

NOTE: While you may not be able to lead class discussion or give speeches every day, you can find other ways to participate and to demonstrate your high level of engagement: • circulating an e-mail or posting to your peers via Canvas (cc. the instructor & preceptors) with your thoughts regarding the substance of the class discussion or the readings • volunteering to coordinate a small group meeting outside of class, or taking the lead on a group project • doing extra research on a topic and sharing it with the class via e-mail or via a hand-out, or projection/board-writing in class • meeting with the instructor before/after class or in office hours regarding the substance of the class discussions • anything else that indicates your preparedness for and involvement in each game

These types of activities will show that you are engaged intellectually in the course and that you can willingly contribute your ideas to the mix. To help the instructor evaluate your out-of-class participation, please keep an informal record of your Reacting homework activities.

EXPECTATIONS FOR COMMUNICATION, ABSENCES, AND PARTICIPATION: You are expected to refer to the syllabus and Canvas regularly for the reading and game schedule; these will be our guides and will keep us, quite literally, all on the same page. In addition, you will need to stay in close communication with your instructor, your preceptors, and your peers (both those in and outside your groups) during the entire course. This means checking your e-mail daily, responding promptly and professionally, checking our course Canvas website for updated assignments and announcements, and being willing to talk with and meet outside of class with your peers to prepare your groups’ strategy. Staying in close communication is one indication of your participation and engagement in this course and will affect your participation score. Absences in this course must be extremely rare in order for the games to be played most effectively. If you are absent, you will not be able to vote and your voice will not be heard; you 4 can potentially alter the game dramatically and negatively affect your group. However, if you know in advance that you must be absent or late to class, please notify the instructor, the preceptor, and your group members via e-mail significantly BEFORE the class, if possible so as to minimize the effect on your participation grade. It is your responsibility to find out what you’ve missed, and what you can do to catch up.

PERSONAL NOTE FROM INSTRUCTOR: I am very open to talking with you at any point in the course, as are our preceptors, who have generously offered to allow you to make use of their phone numbers to contact them—please text if you need a quick answer to a question, a bit of advice, or some guidance, but respect their privacy when they request it and consult with your classmates first to make sure others haven’t already found out the answer to your question. The preceptors may also be available for meetings by appointment when I am not. Also, I check e-mail constantly throughout the day, and will gladly help you in any way I can via email, before and after class, in appointed office hours, or by other ad hoc arrangements set up via contacting me through Canvas or via email. This Fall 2018 semester, while I cannot guarantee my availability for meetings except during my office hours listed on p.1, I usually work at home in the late evenings Sunday-Thursday from 8:30-10:30pm. I am usually able to respond to emails quite promptly during those times.

STUDENTS WITH DISABILITIES: Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259, http://diversity.utexas.edu/disability/.

BEHAVIOR CONCERNS ADVICE LINE (BCAL): If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior: (512)232-5050 or http://www.utexas.edu/safety/bcal.

ADDITIONAL SUPPORT RESOURCES: See the Title IX resources page to learn about Emergency and Support Resources you have access to at UT-Austin. A comprehensive list is available in PDF here: https://titleix.utexas.edu/wp-content/uploads/SES.-Here-to-Help.-March-2018.pdf .

NOTE ON CULTURAL SENSITIVITY AND INCLUSIVITY: Reacting to the Past role-playing games sometimes ask participants to argue for policies and to adopt ideologies that they disagree with or find personally challenging or offensive (e.g. slavery, gender inequality, etc.). The purpose of this is not to support these policies and ideologies or to encourage students to see them as being morally tenable. Rather, the purpose is to simulate the historical contexts and mindsets in which such policies and ideologies found rational or at least politically viable footing in order to illustrate why it is so challenging to bend the arc of history toward justice.

In response to a student focus group in 2017 on how to improve diversity, inclusion, and cultural sensitivity in LAH, Reacting instructors and the LAH Associate Director resolved to seek out and offer a diverse rotation of game topics to students. They also developed a small set of game-play policies to use across all Reacting games. These policies are meant to insure that the challenging historical games we play are compelling and fun, and that they create spaces that are sensitive to the differences between the present-day players and the historical perspectives players take on for the purpose of study. 5

(1) Accents: Artificial vocal accents are not allowed as part of game role-playing. E.g. If you are playing a member of the working-class sans-culottes in 1791 Paris, you are not to adopt a fake French accent in your English speech as a marker of nationality nor should you adopt an English Cockney accent as a marker of your social class. (2) Costumes: Students are encouraged to wear something symbolic that represents their role to help distinguish their role identity from their real identity, but culturally insensitive costumes will not be allowed. Full costumes are not required or recommended. However, for those who would like to wear more elaborate costumes, instructors and preceptors will review culturally and historically appropriate attire for each game during the game’s setup and background sessions. (3) Roles: Students may meet with the instructor to request a role change if they find a particular role too personally upsetting. Limited role changes will be allowed on a case- by-case basis by each instructor according to her or his own policy. **My policy is that role changes may only be requested in person after roles are assigned but at least 2 full class sessions before a game begins. Special office hour appointments are encouraged for this purpose.

Students are all encouraged to meet with their instructor in person to discuss any aspect of the class or game play about which they have concerns. Students are also welcome to speak confidentially with the Associate Director of LAH about diversity and inclusion matters if they would feel more comfortable talking with a third party. LAH Associate Director, Dr. Monique Pikus, may be contacted by email at [email protected] or in RLP 2.104.

6 CLASS SCHEDULE (as of 8/20/2018; subject to modification as needed) **The readings should be completed by the class date beside which they are listed **Most papers are each to be submitted twice: first to the whole class attached to a reply on the appropriate Canvas Discussion thread AND second to the professor via the appropriate Canvas Assignment page by 10:00 pm the night before the due date listed (so they can be read in preparation for game debate.)

Athens Game – The Threshold of Democracy: Athens in 403 B.C.

TH August 30 Overview of the Course; Introduction to Athens Game Practice roles assigned (you will play this role next week only) OVER WEEKEND: Plan time to immerse yourself in prep work for Tuesday (see next) Arrange to meet with preceptor next week.

T September 4 Discussion of political, social, cultural climate of ancient Athens Read the Gamebook, pp. 3-53 Watch the PBS Documentary Athens: The Dawn of Democracy (online -- links provided on Canvas Site under ‘Pages’) Look Up material in The World of Athens related to your practice role to augment Gamebook reading and prepare to present on it in the voice of your role’s character Read Pericles’ Funeral Oration (Gamebook, pp. 89-94) Read Begin The Republic (Gamebook, pp. 95-139 // a.k.a. 327a-412b // aka. Bks 1-3: Intro, Preliminaries, Education)

TH September 6 Discussion of political, social, cultural climate of ancient Athens + Intro to The Republic; Game role assignments Look Up material in The World of Athens related to your practice role and prepare to present on it in the voice of your role’s character Read The Republic (Gamebook, pp. 139-199 // aka. 412c-521b, 547d, 550c, 557b, 561b // aka. Selections of Bks. 3-8: Guardians and auxiliaries, Justice in the state and individual, Kinds of states)

T September 11 Discussion of The Republic and historical setup for “Threshold of Democracy Game”; Discuss Library Exercise Assignment; Explanation of papers; Submit order of paper submission for groups; Draw for game leadership positions Refresh reading of The Republic Read the Gamebook, pp. 55-75 + pp. 77-87 (Roles and Factions) Read your role sheet Do the LIBRARY EXERCISE (TBA) and Meet with your faction

TH September 13 Game Session 1: Reconciliation Agreement Read what is listed in Gamebook p. 68 First papers due, at least one from each faction (i.e. by 10pm Sept. 12) 7 T September 18 Game Session 2: Electorate, second topic by President 2 Read what is listed in Gamebook p. 69 First papers are due, at least one from each faction

TH September 20 Game Session 3: Social Welfare, second topic by President 3 Read what is listed in Gamebook pp. 69-70 First papers are due, from all those who have not yet submitted a paper and from all indeterminates

T September 25 Game Session 4: TRIAL DAY, alternate topic by President 4 Read what is listed in Gamebook p. 70 Second papers due, at least one from each faction

TH September 27 Game Session 5: Governance/Law-making, second topic by President 5 Read what is listed in Gamebook p. 71 Second papers are due, at least one from each faction

T October 2 Game Session 6 (FINAL): Militarization/Empire, second topic by Pres. 6 Read what is listed in Gamebook pp. 71-72 Second papers are due from all those who have not yet submitted one

TH October 4 Discussion and evaluation of Athens Game SELF EVALUATION EMAILS DUE (Prompt TBA), Quiz on Plato (TBA?), Assign groups for First Harlem 1919 activity

Harlem Game – Harlem 1919: A Struggle For Leadership

T October 9 What do we know about our past? The Great Booker T. Washington / W.E.B. DuBois Debate, c.1905 Read Chronology + Historical Background: What is Our Past? pp. 12-17 Read Core Texts pp. 98-130: Anna Julia Cooper. Selections. A Voice from the South. (1892) Booker T. Washington. “Atlanta Compromise.” (1895) W.E.B. Du Bois. “Of Mr. Washington and Others.” Souls of Black Folk. (1903) Mary Church Terrell. “The Progress of Colored Women.” (1898) Principles of the Niagara Movement. (1905) James Weldon Johnson. “Chapter XXIX.” Along This Way. The Autobiography of James Weldon Johnson. (1933) Group Assignment: meet over weekend to organize debate notes and specialists

TH October 11 Racial Uplift On Screen? Historical Background, and In-Class Group Discussion of Oscar Micheaux. Within Our Gates (1920), Game Role Assignments Read Gamebook Sections 3 & 4 pp. 65-97 8 Read Chronology + Historical Background: Who Are We Now? pp. 18-28 Read Core Texts pp. 131-133: Ida B. Wells-Barnett. “The New Cry.” Southern Horrors. Lynch Law in All Its Phases. (1894) View Oscar Micheaux. Within Our Gates. (1920) Written Assignment: Group-Written Response Essay to Discussion Questions re. The Film

T October 16 Imagining Harlem through Improvisations and the Internet and Gameplay discussion Read Gamebook Introduction pp. 6-11 and Role Sheets Read Chronology + Historical Background: How Did Harlem Become the “Negro Mecca of the World?” pp. 29-36 Read Core Texts pp. 134-154: Mary White Ovington. Selections. Half a Man. (1911) James Weldon Johnson. Selections. Black Manhattan. (1930) Claude McKay. “Harlem Businessmen” and “The Business of Numbers.” Harlem. Negro Metropolis. (1940) Willie The Lion Smith. “Leroy’s.” Music on My Mind. (1964) Written Assignment: 250 word Discussion Thread Post: 3 “Take- Aways” from digitalharlem.org (with citations)

TH October 18 First Game Session Read Chronology + Historical Background: The Hellfighters Come Home! pp. 37-47 Read Core Texts pp. 155-168: Frederick Douglass. “What is the 4th of July to the Slave? (1854) W.E.B. Du Bois “Close Ranks.” Crisis. (1918) W.E. B. Du Bois. “Returning Soldiers.” Crisis. (1919) Paul Robeson. “The New Idealism.” (1919) Philip Randolph. “New Leadership for the New Negro.” (1919) James Weldon Johnson. “Chapter XVIII. “ Black Manhattan. (1930) Written Assignment: TBD

T October 23 Second Game Session Read Chronology + Historical Background: Things Fall Apart pp. 48-56 Read Core Texts pp. 169-193: “For Action on Race Riot Peril.” New York Times. (1919) Dyer Anti-Lynching Law Bill and Sedition Act. (1918) W.E.B. Du Bois, collector. “Documents of the War.” Crisis. (1919) Claude McKay. “If We Must Die.” (1919) A. Philip Randolph. “Lynching: Capitalism Its Cause; Socialism Its Cure.” The Messenger. (1919) Marcus Garvey. “Address to UNIA Supporters in Philadelphia.” The Negro World. 1919. Written Assignment: TBD 9 TH October 25 Second Game Session Wrap-up and Step Ladder Challenges Written Assignment: TBD

T October 30 Third Game Session: Vote for new leadership! Read Chronology + Historical Background: Where Do We Go From Here? pp. 57-64 Read Core Texts pp. 194-211: W.E.B. Du Bois. The Star of Ethiopia. (1914) Hubert Harrison. “Declaration of Principles of the Liberty League.” (1917) A. Philip Randolph. The Negro in Politics.” (1918) Marcus Garvey. “The Declaration of the Rights of Negro Peoples of the World.” (1920) Langston Hughes. “A Negro Speaks of Rivers.” (1920) SELF EVALUATION OF PERSONAL GOALS DUE IN EMAIL BY 5pm Mon. Oct. 29 (Prompt TBA)

TH November 1 Discussion and Evaluation of Harlem Game Written Assignment: TBD

South Africa Game: Collapse of Apartheid, 1993

T November 6 Set Up Session 1: Discuss Early S. African History and population diversity, development of Apartheid Read Clark and Worger pp. 1-84, and Documents: Verwoerd pp. 149- 154

TH November 8 Set Up Session 2: Discuss development of Resistance Movement, Game Role Assignments Read Clark and Worger pp. 84-130, and Documents: Freedom Charter pp. 164-168, Biko “Black Consciousness” pp. 174-177 Read Gamebook Documents: UN Declaration on Human Rights pp. 54- 57, Mandela “Verwoerd’s Grim Plot” pp. 64-70, Mandela “I Am Prepared to Die” pp. 70-82

T November 13 Set Up Session 3: Discuss Negotiation Efforts and Failures, roles, factions Read Gamebook pp. 1-54, and Documents: Biko “White Racism…” pp. 82-87, UDF Statement pp. 87-90, Kairos Document, pp. 90-104, Reddy “Significance of African and Indian Joint Struggle” pp. 155-165, “Address by de Klerk” pp. 109-116, Negotiation Agreements pp. 133- 139

TH November 15 Set Up Session 4: Discuss game structure, Constitutional Worksheet, documents, responding to news; Game Session 0: Establish Order of Chairpersons, Begin informal 10 Deliberation on Interim/Permanent Status of Constitution Read Gamebook Documents: Inkatha Documents pp. 126-132, Mandela Speeches pp. 139-146, Nkosi Sikelel’ iAfrica pp. 146-147, Violence: The Role of the Security Forces pp. 147-151

T November 20 Game Session 1: All-Party Talks – Formal Deliberation on Interim/ Permanent Status of Constitution, set up Constitutional Working Groups Read what is required for your role First Paper Due on Canvas

TH November 22 No class – Happy Thanksgiving!

T November 27 Game Session 2: meet in Constitutional Working Groups Read what is required for your role

TH November 29 Game Session 3: meet in Constitutional Working Groups Read what is required for your role Submit Constitutional Proposals with Working Group by Saturday Dec. 1 to class, Chairperson for next Session distributes agenda for All-Party Talks by Sunday Dec. 2

T December 4 Game Session 4: All-Party Talks to Hear and Question Constitutional Working Groups Summary Proposals Read Constitutional Working Groups’ proposals

TH December 6 Game Session 5: All-Party Talks Conclude Read what is required for your role Second Paper Due on Canvas

SELF EVALUATION EMAIL DUE Mon. Dec. 10

TH December 13, Discussion and evaluation of South Africa game / whole course 10:00am- Read Clark and Worger pp. 131-144 12:00pm Read Archbshp. Desmond Tutu “Nelson Mandela Foundation Lecture, 2003” (handout, excerpt) Listen to Pieter-Dirk Uys NPR interviews 2004, 2005 Final Synthesis Essay Due

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