Week 6: Africa in the World - The Sweetness of Power, Slavery and Freedom

Monday through Friday, September 30-October 4, 2013
Discussion of book review projects, strategic reading and writing.
Reading time for book review projects.
Discussion of document-based writing guidelines.
Document-based question #1 on Friday, 10/4.

Day 1: The sweetness of power.
- In-class: Recap synthesis of historiography on the effects of European colonization (1500-1600).
- In-class: Discuss book review projects, strategic reading and writing.
- Homework: Read Charles Mann, "Bad Beginnings," in 1493, pp. 369-382 (begin in class), and prepare comprehensive answers to the following questions for discussion (BE PREPARED TO SHOW NOTES and to DISCUSS IN CLASS as part of homework and participation grades):
Reading questions:
1. What is the history of sugar? 

2. How does the history of sugar connect to the history of slavery and what were the results? 

Key terms: al-zucar, Saccharum, plantations, Madeira, and Iberian slavery

  LONG PERIODS: Reading time in library for book review projects.
- Prepare for one-on-one discussions with the instructor and librarians.  
Day 2/3: Africa in the world: Quilombos, maroons, slavery and freedom.
- In-class: Discuss the history of sugar and its role in the rise of chattel slavery.
- Homework: Read Charles Mann, "Forest of Fugitives," in 1493, pp. 421-442, and prepare comprehensive answers to the following questions for discussion (BE PREPARED TO SHOW NOTES and to DISCUSS IN CLASS as part of homework and participation grades):

What are quilombos and what do they tell us about the early modern history of Africans in the Americas? 


In other words, what are the myths about Africans, particularly African slaves in the Americas, and what does the latest research tell us?

- Key terms: quilombos, maroon communities (mocambos, palenques, cumbes), Jolof Empire, Palmares, and bandeirantes.

- Key persons: Aqualtune, Ganga Zumba, and Zumbi.

- Key historiographical debates: The origins and effects of the African slave trade.

Day 4: Document-based question.
- In-class essay on one of the first three historiographical debates.

Document-Based Question Guidelines

I. Examples of document-based questions:
1. What accounts for the rise of European colonial empires, starting in the 1400s?
2. What were the effects of European colonial empires on the rest of the world? 

II. Tips on how to prepare a response to the questions.

For starters, follow the basic five-paragraph essay, and expand as needed.

Format overview:
A. Introductory paragraph & thesis statement.
B. Second paragraph: Overview of historiography and set-up of argument.
C. Body paragraphs: key points and use of primary source materials as evidence.
D. Conclusion paragraph.

A. Introductory paragraph & thesis statement.

There are different ways to begin the introductory paragraph, such as starting with a quote from a primary source, relating a story or highlighting a key question, problem or issue in history.

- Make sure to let the reader know what the issue is – what is at stake.

- Clearly and directly respond to the question in your thesis statement: state your argument.

- Make sure your argument poses a clear, direct explanation to the original question.

B. Second paragraph: Overview of historiography and set-up of argument.

Provide an overview of what historians or other scholars have written about this topic before, and clearly explain how your argument builds on, challenges or synthesizes what has been argued before.

- Discuss any typical or conventional arguments that scholars have made to answer this question, e.g (for example), the conventional arguments that Reed mentions for how to explain the rise of European colonialism, or that Bush presents to explain the effects of European colonialism.

- Note any limits or problems in these scholars’ arguments, use of evidence, etc.

- Pay attention to any possible counter-arguments, more recent research and what still needs to be done, like synthesizing the research and arguments already out there, resurrecting or testing an older argument, or introducing new primary sources, and thereby new interpretations and alternative explanations.
- Finish by outlining and explaining what you plan to argue and show in the rest of your essay, e.g., how your research builds on existing arguments, OR the need for a synthesis that brings together all of the older and more recent research and arguments to put together a fuller explanation of the problem, OR an antithesis that uses more recent research and your own efforts to refute a standing argument.

C. Body paragraphs: key points and use of primary source materials as evidence (usually at least 2-3 paragraphs).

Start each paragraph with strong, clear topic sentences.

- Make a sharp, clear point in each body paragraph that helps build a coherent argument.

- Make effective use of primary source evidence to support your point.
- Choose a compact, poignant quote or example from the primary source
- Contextualize the primary source
- Use the SOAPSTONE rubric to analyze the source to help provide context, i.e., who is the speaker, what is the document, etc.
- Clearly explain what this quote or example shows and how this helps support the point you want to make in this body paragraph.
- Avoid simply telling a reader a key point in your argument as if a matter of established fact; instead SHOW your reader the primary source evidence to support your point and demonstrate your argument.
- Be aware of any weaknesses or counter-points to your argument, and be prepared to address these problems in your own argument and use of evidence.

D. Conclusion paragraph.

Wrap up your argument in at least 2-3 sentences.

- Avoid simply repeating your original thesis statement.

- Summarize how your review of the historiography and interpretation of the primary sources leads you to the conclusion you want to make in response to the original question.

Week 5: New Spain and the Legacy of Columbus

Monday through Friday, September 23-27, 2013
Event: Parents Open House, Saturday, 9/28
Quiz on Friday

Day 1: The Perspectives of Encounters, Conquest and Exchange
- In-class: Discuss the primary source handouts: #1 Christopher Columbus' letter to Lord Sanchez (1493), and Bernal Diaz del Castillo's memoir on the Aztecs, and apply the SOAPSTONE rubric for analysis and interpretation of the primary sources.
- Homework: Read "Family Values," in Mann, 1493, pp. 393-410. Prepare notes on the casta system, how it was supposed to function and how it actually worked.
- See also Maria Elena Martinez, "Social Order in Spanish New World", PBS online

Key terms: Tenochtitlan, repartimiento (or mita), encomienda, syncretism, purity of the blood, casta system, casta paintings, Peninsulare, Criollo, Mestizo, and Mulatto.

Key persons: Motecuhzoma, Cortes, Malinche, Pizarro, Our Lady of Guadalupe, Bartolome de Las Casas.

Key historiographical debate: The effects of European colonization.

Day 2: The Casta System
- In-class: Finish discussing the primary source by Bernal Diaz del Castillo.
- In-class: Discuss the casta system, how it was supposed to function and how (and why) it actually functioned.
- Homework#1:  Read the primary source handout, "The Siege of Tenochtitlan," from The Broken Spears, and the excerpt from Bartolome de Las Casas, Brief Account of the Devastation of the Indies (1542), and conduct a SOAPSTONE analysis of each source to the best of your ability.
- Homework#2: ALSO read the secondary source handout, M. L. Bush, "The Effects of Expansion on the Non-European World," from Western Civilization, ed. Sherman, pp. 43-44; for discussion, clearly identify the author's argument and evidence (as well as the limits and problems with the argument), and think of other possible effects, other arguments and evidence that we have seen this semester. NOTES WILL BE CHECKED AT THE BEGINNING OF CLASS.   
 

Book Review Project Guide

Book Review Project Guide

Fall Semester

I. Book review project calendar and due dates:

         Week 4-5: Book selection process.

         Week 5-6: Reading and drafting period; in-class and weekend time for reading.

         Week 7: Book Review due on Wednesday, 10/9/2013.

II. Instructions

1.    Begin to strategically read your book of choice

- Make sure you have chosen a book that you want to read, which is both interesting and potentially helpful for your research.

- Read the introduction to gain a sense of what the author(s) aims to do with his, her or their book project. Identify the key arguments they want to make, how they organize their book into chapters and which chapters or sections would be the most helpful for your research. FOCUS on those sections.

- Search the index, if included, for key terms to help guide your reading and follow the footnotes or endnotes for leads on more primary and secondary sources, which could be helpful for further research.

- Take notes on what strikes you about the book, i.e., how it is written, what one can learn from it, if the author(s) successfully accomplished what they set out to do in terms of the argument, research and use of evidence, and/or any questions, comments or criticism you might have about the book.

- Research: Find out more about the history behind the story of the book you have selected; also find out more about the author, his or her background and expertise and what else they have written, all of which could provide useful background for your review and your readers.

2. For additional book review guidelines: please check out the following websites:

The UK Student Portal: Queen's University Book Review Guide 

The University of North Carolina Writing Center Book Review Guide 

 

3. For examples of book reviews, please follow the links to these two reviews:

The New York Review of Books, Jeffrey Gettleman, "Africa's Dirty Wars," March 8, 2012 

The New York Review of Books, Roger Cohen, "A Crass and Consequential Error," August 16, 2012 

OR to search further: please check out

The New York Review of Books

The Economist Book Reviews 

The Wall Street Journal Book Reviews 

4. Begin to outline your review of the book you have chosen to read.
Title: Think of a title that can hook the reader.
I. Format:
A. Introduction
- Keep in mind that your reader may know nothing about this book or the subject.
- There are different ways to start your book review, but find a way to hook your reader's interest to continue reading your review and to learn more about this book.
- Make use of your background research on the author and your notes from reading. 
B. Body paragraphs - organize around possible key points:
- Author's background and expertise
- The author(s) aims with his, her or their book project
- Brief information on how the book is organized.
- Discussion of key chapters that illustrate the strengths and weaknesses of the book.
- Key arguments they want to make 
- What strikes you about the book, i.e., how it is written, what one can learn from it, if the author(s) successfully accomplished what they set out to do in terms of the argument, research and use of evidence, and/or any questions, comments or criticism you might have about the book.
C. Conclusions 

II. Length: at least 500-750 words, preferably 2-3 pages, double spaced.

5. Book reviews will be due on Wednesday, October 9. For those students with extenuating circumstances like the late arrival of your books on order at the library, PLEASE talk to your instructor.

Week 4 - The Rise of the West

Monday through Friday, September 16-20
Quiz#2 on Friday, 9/20 (covers Week 3 & 4)

Day 1: The Interpretation of Primary and Secondary Sources on the Rise of Europe
- In-class: Discuss possible independent research topic and possible selections for the book review project; book selections are DUE Friday, 9/20 in class
- Continue review of "Atlantic Journeys," in 1493, pp. 51-151 for discussion
- Explore the new online Primary Source Investigator from West in the World - CLICK HERE:
- Using the SOAPSTONE rubric for primary source analysis, read, analyze and interpret the two sources, entitled, "Discovery of Guinea," and "The Condition of England."
- Using these sources, ANSWER the question: why did the Europeans, i.e., the Portuguese and English, begin exploring.
- Homework: Read the two secondary source HANDOUTS, Richard B. Reed, "The Expansion of Europe," in Western Civilization, ed. Sherman, pp. 41-43, and Kenneth Pomeranz and Steven Topik, "Woods, Winds, Shipbuilding, and Shipping: Why China Didn't Rule the Waves," pp. 47-49.
- For each secondary source, ANSWER the question: What is the author(s) argument about the rise of Europe vs. China, and what kind of evidence do they use to support their argument (DUE in class on Day 2)?

Key Terms: The Reconquista (Reconquest of the Iberian Peninsula), nation state, the "new monarchies," joint stock company, entrepot, and market forces.

Key Persons: Gomes Eannes de Azurara, Prince Henry the Navigator.

Key Historiographical Arguments: The reasons for the rise of Europe and retreat of China.

Week 3: Atlantic Journeys: When Plants and Bugs Made History

Monday through Tuesday, September 9-10
Event: Camping Trip, Wednesday through Friday, 9/11-13

Day 1: Atlantic Journeys
- In-class: Discuss the  homework, "Treating Good News as No News," in The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 18-20; turn in reading questions. 
- In-class: Begin to discuss "Atlantic Journeys," in 1493, pp. 51-151.
- Homework (DUE: Monday, September 16): Think about a possible independent research topic and possible selections for the book review project.
- Continue review of "Atlantic Journeys," in 1493, pp. 51-151 for discussion.
- Explore the new online Primary Source Investigator from West in the World - CLICK HERE: 
- Once you are in the Primary Source Investigator, open the drop-down menu item, "Chapters," and click open Chapter 12, "Faith, Fortune and Fame".
- Using the SOAPSTONE rubric for primary source analysis, read, analyze and interpret the two sources, entitled, "Discovery of Guinea," and "The Condition of England."
- Using these sources, ANSWER the question: why did the Europeans, i.e., the Portuguese and English, begin exploring.
For review:
S = Speaker
O = Occasion
A = Audience
P = Purpose
S = Subject
and TONE of the document.
Use this rubric to write a few notes on each point, i.e., speaker, occasion, audience, etc., and then use this information to respond to the question.
 
Key Terms: Jamestown, joint stock company, Tassantassas, the Starving Time, tobacco, malaria, Seasoning,  indentured servants, and chattel slavery.

Key Persons: John Smith, Powhatan, Pocahantas and Sir Francis Drake.

Key Historiographical Arguments: The origins of chattel slavery and the role of the Columbian exchange.

Week 2: When Asia Was the Center of the World Economy

Tuesday - Friday, September 3-6
Events: Monday, 9/2, Labor Day; Tuesday, 9/3, Founders' Day and Thursday, 9/5, Zozobra.

Day 1: Early Modern China
- In-class: Review key terms from week 1; discuss reading handouts and questions from The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 9-11, and "The Chinese Tribute System," from The World that Trade Created, pp. 11-14.

Day 2: Pacific Journeys on the Columbian Exchange
- In-class: Discuss Pacific Journeys," Parts 1&2, in Charles Mann, 1493, pp. 157-247.




- Homework: Read "Funny Money, Real Growth," and "When Asia Was the World Economy," in
The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 14-18, and answer the related questions on the handout.

Day 3: When Asia Was the Center of the World Economy
- In-class: Discuss the reading and questions from "Funny Money, Real Growth," and "When Asia Was the World Economy," in The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 14-18.
- In-class: Review the materials in preparation for the first quiz.
- In-class: The first reading quiz on Weeks 1 and 2.
- Homework: Read "Treating Good News as No News," in The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 18-20, answer the related question on the handout (TURN IN on Monday, September 9), and review "Atlantic Journeys," in 1493, pp. 51-151 for discussion.

Key Terms: Homogenocene, Anthropocene, Fujian Province, Diaspora, Tribute System, Zheng He, the Ming Dynasty, the Treasure Fleets, Woukou, Potosi, and the Loess Plateau.

Key Historiographical Arguments: The insularity of China, the Hydraulic Model of Asia, and Ruddiman's Thesis about the Little Ice Age.