TOPIC ONE: Colonialism and Madness

Using the following primary and secondary sources, grapple with Megan Vaughan's argument on colonial psychiatry in relation to the sources on madness, confinement, and psychiatric care in colonial and postcolonial Nigeria. Paying particular attention to differences between Vaughan's and Sadowsky's arguments OR differences between the Yaba Lunatic Asylum and Dr. Lambo's Aro experiment, construct an argument about the applicability of Vaughan's reasoning to the history of psychiatric health care in colonial and postcolonial Nigeria.

[OR replaces the previous AS WELL AS]

Sources:

• Film: "Healers of Aro." United Nations.
• "The Village of Aro," Lancet, 5 September 1964, pp. 513-14.
• T. Asuni, "Aro Hospital in Perspective," Amer. J. Psychiat. 124, 6 (December 1967): 763-70.
• Jonathan Sadowsky, "The Confinements of Isaac O.: A Case of 'Acute Mania' in Colonial Nigeria," History of Psychiatry 7 (1996): 91-112.
• Megan Vaughan, Curing their Ills.

TOPIC TWO: Childbirth and Pronatalism in Colonial Africa

Using the following primary and secondary sources, grapple with Megan Vaughan's argument on missionary medicine, midwifery, and obstetrics in relation to the sources on missionary culture, medicine, and childbirth at Yakusu in the Belgian Congo. Paying particular attention to the data and trajectory of the childbirth episodes, construct an argument about the applicability of Vaughan's reasoning to the history of childbirth at Yakusu.

[the previous clause "differences between Vaughan's and Hunt's arguments as well as" is deleted. Use Hunt for context. You are not required to discuss her arguments.]

Sources:

• Nancy Hunt, "Colonial Fairy Tales and the Knife and Fork Doctrine in the Heart of Africa."
• Nancy Hunt, "Appendix Two: Childbirth Episodes [from Yakusu, Belgian Congo], 1910-57.
• Megan Vaughan, Curing their Ills.
   

TOPIC THREE: Research Prospectus

Each member of a small group should participate in formulating a 2-3 page group statement about the nature of your research collaboration; in addition, each member should write 5 pages indicating what your individual research problem is and how it relates to the primary sources that you have elected to use; and your individual research goals and strategies and how they relate to the goals and strategies of the group as a whole.

Small groups should assemble their group statement and individual statements as a packet and submit them together.

PAPER CRITERIA

1. The essay is controlled by a clear thesis that addresses the topic.

2. The essay demonstrates that the student has grappled with key concepts posed by the question.

3. The essay uses concrete examples from the sources as evidence to analyze the question and make the argument. The essay uses techniques of development (detail, description, examples, brief direct quotations) that engage the reader and underscore the significance of the topic. The essay also indicates the text and page number for all direct quotations.

4. An argument is not just a set of opinions; evidence is required. Nor can an historical argument be well-constructed without attention to chronology and facts. Thus this essay provides a sense of historical context and contains no glaring historical inaccuracies.

5. The essay is arranged logically in well-developed paragraphs and moves smoothly from point to point.

6. The introductory material focuses and engages the reader's attention.

7. The essay provides a powerful sense of closure that grows naturally out of the material (does not feel forced).

8. The essay does not contain extraneous, unrelated material, and it conveys a sense of balance when making comparisons and contrasts (relatively equal attention to the various sides of a comparison or contrast).

9. The essay is written in a mature and appropriate style.

10. The essay follows standard usage in grammar, writing mechanics, presentation, and spelling.