Week 6 - Africa in the World: The Bitter Sweetness of Power

Monday through Friday, Sept 28-Oct 2, 2015

*Leading questions: What does recent research tell us about the history of the Transatlantic slave trade? Why did Europeans turn to Africans for slave labor? How did "chattel slavery" differ from earlier forms of slavery? How did the rise in the use of slave labor impact Africa, and how did the arrival of Africans impact the Americas? What was society supposed to look like in New Spain and what did it actually look like?

**Online Quiz#1 closes on Friday evening at midnight, 10/2.

***Prepare for first Document-Based Question (DBQ#1); in-class writing during long periods.

Day 1: The DBQ Review.

- In-class: Come prepared to discuss the primary and secondary source sets from the first six weeks of class, and outline the 2 document-based question options; please see the handout from class or the related post on this blog for further guidelines.
- In-class: Chronicle and Reports on current events. 

- Homework for Day 2/3 (long periods): Prepare for the in-class Document-Based Question.

- Homework for Day 2/3 (short periods): Review 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.

Please also review 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 2/3: Long Periods: Document-Based Question#1.

- In-class: Write or word process your responses to the Document-Based Question.

Day 2/3: Short Periods: Sugar and Slavery.

- In-class: Review the historiography on the causes and effects of European colonization (1500-1600).

- In-class: Discuss the history of sugar, its role in the rise of chattel slavery, and some of the more recent research on ex-slave communities, quilombos, in the Americas.

Day 4: Independent Research and Reading Time.

- In-library: Sign in at the front desk in the library for attendance; use class time to research, read, and compose material for the book review project (if needed, please review book review guidelines.

- Homework: Continue to work on independent research and building book review draft.

Week 5 - The Colombian Exchange

Monday through Friday, September 21-25, 2015

*Event and Holiday: Yom Kippur, Wednesday, 9/23 (still school!); Parents' Open House, Saturday, 9/26

**Leading questions: How did the "Colombian Exchange" impact the development of early modern Asia, Europe and the Americas in ambivalent ways? 
***Quiz#1.1 Enter the Homogenocene opens online on the Haiku World History page on Friday, 9/25 at 3:30PM, and closes Friday, 10/2 at midnight. The quiz is open note and open book.

Day 1: Iberia: The Multiple Perspectives of Encounter, Conquest and Exchange.

- In-class: Guest lectures by Ellen Zieselmann, Curator of Education at New Mexico Museum of Art Monday, 9/21().

- 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 2/3: The Confrontation of Cultures in the Americas.

- In-class: Current event reports and chronicles.
- In-class: Discuss the textbook reading and homework questions.

- In-class: Read and discuss 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).

- In-library: Independent research and conference time with instructor.

- 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 and notes will be checked during class discussions. ALSO: Make sure you can access the Haiku World History site.

- See also Maria Elena Martinez, "Social Order in Spanish New World", PBS online for a visual discussion of the effects of Spain on the New World.

Day 3: The Casta System of New Spain.

- In-class: Discuss the caste system, based on the homework reading and question.
- Homework for Day 4: Read 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.
Homework notes will be checked during class discussions.

Day 4: The Effects of the Colombian Exchange on the Americas.
- In-class: Discuss the secondary source reading on the effects of European expansion.
- In-class: Review key terms, persons, and historiography from the week.
- 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.
- Homework over the weekend: Continue strategically reading book selected for the book review project; review notes and materials on the key debates in historiography.

Week 4 - Iberian Empires

Monday through Friday, September 15-18

*Events and Holidays: Rosh Hashanah, Monday, 9/14 (no school); US TAP begins, Thursday, 9/17.

*Leading Questions: How do historians account for the emergence of European overseas expansion? In what ways was overseas expansion tied to European political and economic developments at home or elsewhere overseas in the 15th and 16th centuries? How do these explanations compare with Crosby’s “Columbian Exchange” thesis? What consequences flowed from the interactions of Western and non-Western civilizations?

**Readings: Sherman, "Overseas Expansion and New Politics," in Western Civilization, 33-44.

***I am world history/Story of Place writing and creative pieces DUE by Friday, 9/18.
****Online Quiz#1 will open at the end of the week on Haiku website (9/25-10/2). 

Day 1: Spain and Portugal in the 16th and 17th Centuries.

- In-class: Current events reports and chronicles.

- In-class: Review key terms and persons from Weeks 1 and 2. 

- In-class: Discuss book review projects, strategic reading and writing.

- 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.

- Key Terms and persons: Iberia, the Moors, the Reconquest (Reconquista), Ferdinand and Isbella, Cristobal Colon, Prince Henry the Navigator, and the new monarchies.

Day 2/3: The Rise of Imperial Portugal and Spain in Africa and the Americas.

- In-class: Discuss the primary source readings on Spain and Portugal from homework; start research and reading for the book review project (see online blog for more detailed guidelines); book review draft due in early October (TBD).

- In-library: Independent research and conference time with instructor.

- Homework for Day 3: 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 2/3: Why China Did Not Rule the Waves.

- In-class: Discuss the secondary source readings on Europe and China from homework.
- Homework over the weekend: Continue strategically reading the book selected for the book review project.

Week 3 - The Rise of the West

September 8-11

*Events and Holidays: Labor Day, Monday, 9/7 (no school); US Camping Trips, 9/9-11

**Leading Questions: What does the latest research indicate about the Jamestown colony? How did the Columbian Exchange influence Virginia’s development? What does the creation of joint-stock companies indicate about the development of European societies? How did malaria affect development in the Transatlantic World, and more specifically, the rise of chattel slavery?

Day 1: Reconquest and Empire-Building Projects.

- In-class: Introduce the SOAPSTONE rubric for primary source analysis, and use to analyze a source on Admiral Zheng He and the Ming Treasure Fleets:

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?)

- Long period (7): Time in library to look over possible book selections and discuss research topics

with instructors and tutors.

- Homework: Prepare for camping trips: 

1. Students bringing tents should bring them to school on Tuesday to set up and double check for the trip. 

2. As part of the camping trips, students are asked to respond to one of the following two questions about how we are world history; EITHER choose to write:

A. Autobiographically about how your life reflects world history (1-2 paragraphs in writing), and/or other forms of creative documentation and expression);

OR B. Use the story of place framework (the 5 senses and geology, biology, culture, etc. to make observations on the camping trips, including the bus ride up, walk-about, and then write (1-2 paragraphs), and/or make use of other forms of creative documentation and expression about how the story of place, i.e., of the Santa Barbara campground and larger surrounding area of northern New Mexico area reflect world history.

DUE DATE TBD, between 9/15 and 9/18.