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

Monday through Friday, September 29-October 3, 2014 Discussion of book review projects, strategic reading and writing. Long periods: Meeting, reading and writing time for book review projects.
Book review drafts DUE by the end of the class day on Wednesday, 10/1/2014.
** Share drafts with instructor via GoogleDocs for comment.
*** Communicate with the instructor about extenuating circumstances and deadline extensions.
Review of historiography-based analysis and discussion of document-based writing guidelines.
Document-based question #1 during long periods of Week 7, Tuesday (periods 1 & 6), and Wednesday (period 4), 10/7-10/8/2014.

Day 1, Monday, 9/29/2014: The Ironic 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 for Day 3 (Periods 1 & 6 on Wednesday, 10/1/2014; period 4 on Thursday, 10/2/2014: Read Charles Mann, "Bad Beginnings," in 1493, pp. 369-382. 
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 influence the history of slavery and what were the results? 

Key terms: al-zucar, Saccharum, plantations, Madeira, Iberian(and African) slavery vs. chattel slavery.

Day 3: Sugar and slavery.
- 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):

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


2. 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: the "Transatlantic" world, 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: Africa, slavery and Freedom.
- In-class: Discuss what some of the latest research on maroon communities (maroons) indicates about the history of slavery and freedom in the "Transatlantic" world.
- Homework: prepare for the first in-class document-based question during the long periods of Week 7.

Week 5: New Spain and the Legacy of Columbus

Monday through Friday, September 22-26, 2014
Event: Parents Open House, Saturday, 9/27
Holiday: Rosh Hashana, Thursday, 9/25. No school.
Long periods: Work in library on research and reading for the book review project.

Day 1: The Perspectives of Encounters, Conquest and Exchange
- In-class: Current events reports.
- In-class: Read and discuss the primary source handout, "The Siege of Tenochtitlan," from The Broken Spears, the excerpt from Bartolome de Las Casas, Brief Account of the Devastation of the Indies (1542), and Bernal Diaz del Castillo's memoir on the Aztecs, and conduct a SOAPSTONE analysis of each source to the best of your ability.
- Homework for Day 2: Read "Confrontation of Cultures," in the textbook, The West in the World, ed. Sherman/Salisbury, pp. 367-375 (up until the section entitled "The African Slave Trade," and prepare answers for the following 2 questions. Homework questions will be collected after class discussions.
- Homework question #1: What were the Americas like before contact with the Europeans?
- Homework question # 2: What were relations like between the original Americans and Europeans?

Day 2: The Confrontation of Cultures
- In-class: Discuss the textbook reading and homework questions.
- Homework for Day 3: Read/Review "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. Homework questions will be collected after class discussions.
- See also Maria Elena Martinez, "Social Order in Spanish New World", PBS onlinefor a visual discussion of the effects of Spain on the New World.

Day 3: The Casta System.
- In-class: Discuss the caste system, based on the homework reading and question.
- In-class: Review and discuss 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.

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.

Book Review Project Guidelines and Resources

Fall Semester

I. Book review project calendar and due dates:

         Week 3-5: Book selection process.

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

         Week 6: Book Review drafts due on Wednesday, 10/1/2014.

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, note how they organize their book into chapters, and decide which chapters or sections would be the most helpful for your research. FOCUS on those sections in your reading.

- 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
- 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.

- Keep in mind that your reader may know nothing about this book or the subject; it may help to draw your reader's attention to the larger question or topic of the book. Make sure to write for a reader that you do not know. Assume the reader knows nothing about this topic or book.

B. Body paragraphs - organize around possible key points:
- Usually start with the strengths of the book, where possible, and end with constructive criticism

- Where it makes sense, discuss the author's background and expertise
- Explain the author(s) aims with his, her or their book project
- Briefly note information on how the book is organized.
- Discuss key chapters that illustrate the strengths and weaknesses of the book.
- Identify key arguments they want to make and the quality of the evidence they use.
- Write about 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:

- Avoid simply summarizing what you have already stated. 

- If possible, link discussion in your conclusion to the bigger picture and what this book has to offer for general readers or more specialized researchers.

II. Additional notes:

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

- MLA citation format.

5. Book review drafts will be due on Wednesday, October 1. For those students with extenuating circumstances like the late arrival of your books on order at the library, PLEASE talk to your instructor about adjusting due dates.

Week 4 - The Rise of the West

Monday through Friday, September 15-19
Online quiz#2 opens on Thursday afternoon at 3:30, 9/18 (covers Week 3 & 4), and closes at midnight on Saturday, 9/20. Follow this link: https://www.myhaikuclass.com/rspinney/worldhistory/assessmentshttps://www.myhaikuclass.com/rspinney/worldhistory/assessments
Guest lecture from Ellen Zieselmann on the art history of contact and conquest (Period 1, 4, and 6 on Monday, 9/15).
- Long periods: Time in library to look over possible book selections and discuss research topics with the instructor.

Day 1: Spain in the 16th and 17th Centuries.
- In-class: Guest lecture by Ellen Zieselmann, Curator of Education at New Mexico Museum of Art.
- In-class: Introduce the SOAPSTONE rubric for primary source analysis.
Speaker (who?)
Occasion (when, where? what is the source?)
Audience (to whom?)
Purpose (why?)
Subject (what is it about?)
Tone (what does it feel like?)

- Homework for Day 2: Analyze 2 primary source HANDOUTS using the SOAPSTONE rubric, #1: Gomes Eannes de Azurara, "The Chronicle of the Discovery and Conquest of Guinea," and Christopher Columbus, "Letter to Lord Sanchez, 1493". - Using these sources, ANSWER the question: why did the Europeans, i.e., the Portuguese, begin exploring. Discussion on Day 2 will be graded based on this preparation and discussion.

Day 2: The Rise of Portugal and Spain.
- In-class: Discuss the primary source readings on Spain and Portugal from homework.
- 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 3)? Discussion on Day 3 will be graded based on this preparation and discussion.

Day 3: Why China Did not Rule the Waves.
- In-class: Discuss the secondary source readings on Europe and China from homework.
- In-class: Read the secondary source handout (included in the original handout packet for the week), by M. L. Bush, "The Effects of Expansion on the Non-European World," and identify the author's main argument(s) and evidence.

Day 4: Research and Reading Time.
- In-class: Finish selecting a book, and use class time to read and research.
- Homework: Use time on the weekend to read from your selected book; finalized book selections are due by Monday, 9/22. 

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 8-9

Event: Camping Trip, Wednesday through Friday, 9/10-11

Day 1: Atlantic Journeys.
- In-class: Discuss current events and begin to look over "Atlantic Journeys," in 1493, pp. 51-151, especially "Seasoning," pp. 104ff, and "About Face," pp.116ff.
- Homework (DUE: Day 2 (Tuesday)): Think about a possible independent research topic and possible selections for the book review project.
Answer these two questions:
#1: Why did Jamestown almost fail and how was it saved?
#2: How did the history of malaria influence the rise of chattel slavery?

Day 2: The Rise of the West.
- In-class: Introduce the SOAPSTONE rubric for primary source analysis. Analyze 2 primary sources using this rubric, #1: Gomes Eannes de Azurara, "The Chronicle of the Discovery and Conquest of Guinea," and Christopher Columbus, "Letter to Lord Sanchez, 1493".
- Long periods (6 & 1): Time in library to look over possible book selections and discuss research topics with the instructor.
Key Terms: Jamestown (p. 73f.), joint stock company (p. 71), Tassantassas (p. 74), the Starving Time (pp. 77-78), 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 in the origins of chattel slavery.

What’s Going On? Current Events Chronicle Guidelines:

I. Definitions: What is a chronicle?

A. noun: chronicle; plural noun: chronicles

1. a factual written account of important or historical events in the order of their occurrence. Synonyms: log, diary, or journal.

B. verb: chronicle; 3rd person present: chronicles; past tense: chronicled; past participle: chronicled; gerund or present participle: chronicling

1. record (a related series of events) in a factual, orderly, and detailed way. "His work chronicles 20th-century displacement and migration" Synonyms: Put on record, write down, set down, document, register, or report.

Origins: Middle English: from Anglo-Norman French cronicle, variant of Old French cronique, via Latin from Greek khronika ‘annals,’ from khronikos (From Google Scholar).

II. Purposes:

1. Follow and document what is currently happening around the world.

2. Discuss the use of different media sources, perspectives and biases on selected topics.

3. Consider how world history influences current events and how studies of world history can help understand current events and future development.

III. Instructions:

1. Actively select areas and/or topics of interest, e.g., Russia (politics) and the Rosetta mission (science), the Islamic State (politics) and Ebola (Africa/health), China (politics/economics) and world sports. 

* Students must select at least one region or topic of interest.

* Students may follow more than one area or topic of interest.

* Students may also switch topics.

2. Take a look at the BBC online news pages for ideas; continue to follow the BBC news online for updates on your selected topics; make sure to follow the main news stories as well, and begin to look over the international news links on the right-hand side of the course blog for different perspectives.

3. Keep a weekly chronicle of the world events that you are following, as part of your class binder.

4. In your chronicle, list the topic, e.g., Ukrainian civil war, take notes on important details about what is happening, cite the article title and new source where you found the information, note any potential biases in the news source, and include, if possible, a copy of the original article.

5. Report at least once every 2 weeks on the topics you have chosen to follow.

6. Lead discussions with your peers about what is happening in the world and how it relates to world history, at least once a semester.

IV. Evaluation:

Grades will be based on:

1. Regular reporting on selected topics.

2. Organization and detail of reports, including important background, different points of view and any connections to the study of world history.

3. Taking the lead in the discussion of current events that everyone in the class should follow.