Monday, August 31 - Friday, September 4, 2015
*Event: US TAP Sign-up, 9/3
**Leading questions: How was Asia at the center of the world economy in late medieval times and how were things changing in the early modern period, in the 1400s and 1500s? What did European observers know (or not know) about Asia? How does a closer look at the early modern Asian economies in their "cultural and social practices" illuminate how China actually functioned in economic and political terms? What are the legacies of early modern Asia in the world, e.g, the Fujian trade diaspora? How did the discovery of the world's largest silver deposits influence everyday life, society and politics in the Americas, Europe and Asia?
***Readings: Mann, “Pacific Journeys,” Part 1&2, in: 1493, 157-247, and Charles Mann, “Atlantic Journeys,” in: 1493, 51-151; SEE ALSO: Kenneth Pomeranz and Steven Topik, "The Making of Market Conventions," in The World that Trade Created, 3-20 & 27-32.
Day 1: At the Center of the Universe: Early Modern China.
- In-class: Review key terms and historiographical debates 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.
- Homework for Day 2: Review Pacific Journeys," Parts 1&2, in Charles Mann, 1493, pp. 157-247, especially p.161f (on silver trade and woukou), and p. 217ff. on the impact of the Colombian exchange on China (see also p. 29 and p. 35f for review). Prepare notes for class discussion on the impact of the silver trade on China and Europe and the effects of the Colombian exchange on China.
Day 2: Globalization and the Colombian Exchange in Asia.
- In-class: Discuss Pacific Journeys," Parts 1&2, in Charles Mann, 1493, pp. 157-247.
- In-library (during long period): Use time to look through the collections, talk with the instructor and librarians, and think about a book of historical interest (fiction or nonfiction), or a "monograph" on a topic that interests you, e.g. the history of dance, sports, science, fashion, politics, etc., between 1400 and 1815.
- In-library (during long period): Use time to look through the collections, talk with the instructor and librarians, and think about a book of historical interest (fiction or nonfiction), or a "monograph" on a topic that interests you, e.g. the history of dance, sports, science, fashion, politics, etc., between 1400 and 1815.
- Homework for Day 3: Read "Funny Money, Real Growth," "When Asia Was the World Economy," and "Treating Good News as No News," in The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 14-20 (in-class handout), and answer the related questions on the handout.
Day 3: The Twilight of The Middle Kingdom.
- In-class: Discuss the reading and questions from "Funny Money, Real Growth," "When Asia Was the World Economy," and "Treating Good News as No News," in The World that Trade Created, ed. Kenneth Pomeranz and Steven Topik, pp. 14-20 (in-class handout).
- In-class: Review the materials from Weeks 1 and 2.
- Key Terms: Fujian Province, Diaspora, Tribute System, Zheng He, the Ming Dynasty, the Treasure Fleets, Woukou, Potosi, and the Loess Plateau.
- Key Historiographical Arguments: The isolation of China vs. the effects of global exchange, the Hydraulic Model of Asian Politics, and the impact of the Colombian exchange on China.
- Homework for Friday, Day 4: Prepare
for the first current events reports. Look over "Atlantic Journeys," in 1493, pp. 51-151 (100 pages); Modified assignment: Focus especially on "Seasoning," pp. 104ff, and "About Face," pp.116ff (15-20 pages).
Day 4: Atlantic Journeys: When Plants and Bugs Made History.
- 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.
- Answer these questions in-class:
#1: What does the latest research indicate about the Jamestown colony?
#1b: Why did Jamestown almost fail and how was it saved?
#1c: How did the Colombian Exchange influence Virginia’s development?
#2: How did the history of malaria influence the rise of chattel slavery?
- 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 Historiographical Arguments: The role of the Colombian exchange in the origins of chattel slavery.- 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.
- Homework for over the weekend: Think about possible selections for the book review project.
