Sunday, April 26, 2015

INDUSTRIALISM AND WORLD HISTORY

I. STAGES OF INDUSTRIAL REVOLUTIONS:
A. Western Europe and the United States, from 1760 to 1900
B. Russia and Japan, from 1880s onward
C. Pacific Rim, Turkey, India, Brazil and other parts of Latin America, from 1960s onward.

II. FOUR GLOBAL EXAMPLES OF INDUSTRIALISM:
A.      Transforming Sugar Plantations in Cuba
B.       Liebigs Beef in Uruguay
“Gelatine, when taken in the dissolved state, is again converted, in the body, into cellular tissue, membrane and cartilage; that it may serve for the reproduction of such parts of these tissues as have been wasted, and for their growth.” (Liebig)
C.  Silk Industry in Japan
D. French “mission civilisatrice” in Indochina:

III. The Positive Side of Industrialization:
A.     Inventions:
Kindergarten…Friedrich Froebel, 1837
Medical Advances…xrays, vaccines,
Printing…Friedrich Gottlob Koenig and
Andreas Friedrich Bauer, 1812, created a steam powered printer made it possible to print thousands of copies of a page in a day.
B.    Art:
Town Anthem of Yawata, Japan:
Billows of smoke filling the sky
Our steel plant, grandeur unmatched
Yawata, O Yawata, our city!

Wordsworth:
“Steamboats, Viaducts, and Railways” (1833)

               MOTIONS and Means, on land and sea at war
          With old poetic feeling, not for this,
          Shall ye, by Poets even, be judged amiss!
          Nor shall your presence, howsoe'er it mar
          The loveliness of Nature, prove a bar
          To the Mind's gaining that prophetic sense
          Of future change, that point of vision, whence
          May be discovered what in soul ye are.
          In spite of all that beauty may disown
          In your harsh features, Nature doth embrace                
          Her lawful offspring in Man's art; and Time,
          Pleased with your triumphs o'er his brother Space,
          Accepts from your bold hands the proffered crown
          Of hope, and smiles on you with cheer sublime.

The Erie Canal:
Charles Dickens: “exquisite beauty of the opening day, when light came glancing off from everything; the gliding on at night so noiselessly, past frowning hills sullen with dark trees and sometimes angry in one red, burning spot high up, where unseen men lay crouching round a fire; the shining out of the bright stars undisturbed by any noise of wheels or steam or any other sound than the limpid rippling of the water as the boat went on; all these were pure delights.”

IV. THE SAD TRUTH OF GLOBALIZED INDUSTRIALIZATION:
A. Art
“Let us compare the screen on which a film unfolds with the canvas of a painting. The painting invites the spectator to contemplation; before it the spectator can abandon himself to his associations. Before the movie frame he cannot do so. No sooner has his eye grasped a scene than it is already changed. It cannot be arrested….The spectator’s process of association in the view of these images is indeed interrupted by their constant, sudden change. This constitutes the shock effect of the film, which, like all shocks, should be cushioned by heightened presence of mind.” (Benjamin, 238).
Marx noted the fetish of the machinery of industrialism:
“Machinery, gifted with the wonderful power of shortening and fructifying human labor, we behold starving and overworking it. The newfangled sources of wealth, by some weird spell, are turned into sources of want. The victories of art seem bought by the loss of character. At the same pace that mankind masters nature, man seems to have become enslaved to other men or to his own infamy.”

B. New Forms of Discipline:
            How is your life ordered?
In Discipline and Punish. The Birth of the Prison, Foucault wrote,
“In the correct use of the body, which makes possible a correct use of time, nothing must remain idle or useless: everything must be called upon to form the support of the act required.”

You are an industrial creation….


Wednesday, April 22, 2015

STUDENT GENERATED MULTIPLE CHOICE BANK


Remember, these COULD be on the test. There will also be other questions that I create based on lecture notes and readings.


What was the greatest loss of the Songhai Empire when it ended in 1528?
A.   The gold and jewels possessed by the emperor.
B.     The many volumes of the library
C.     Ahmed Baba
D.    All of the above

Which religion is the best pure example of syncretism?
A.     Christianity
B.     Sikhism
C.     Islam
D.    Judaism

What was not an idea of disease transmission in the 19th century?
A.     miasma
B.     bad smells
C.     zymosis
D.    taitacha tremors

Which of the following contributed to the fall of the Aztecs?
A.     It was not a unified empire.
B.     The use of horses by the Spaniards.
C.     The use of an organized military by the Spaniards.
D.    Smallpox.
E.     All of the above.

In the Mughal Empire, 526-1858, the leaders were mostly ___ and the people were mostly_____.
A.     muslim, hindu
B.     hindu, muslim
C.     Buddhists, monks
D.    Hindu, Buddhist

Abdul Rahman was a prince forced into slavery. How did he maintain his identity?
A.     he kept his royal hair.
B.     He ran away and started a new life.
C.     He set the price for himself, and traded his own body for rum and a musket.
D.    He recalled the Quran and became a leader on the farm.

What influence did the Ottoman Empire have on Europe in the early modern era?
A.     major military threat and religious tolerance
B.     religious intolerance
C.     a trading partner that controlled access to Eastern goods.
D.    All of the above
E.     A and C

One effect of yellow fever in Haiti was
A.     The Ottoman’s declared war.
B.     Revolution in Haiti
C.     A pandemic from 1829-1851.

What disease killed 80,000 soldiers in Russia during Napoleon’s campaign there?
A.     typhus
B.     cancer
C.     the plague
D.    smallpox

What did Abu Akbar abolish?
A.     Slavery
B.     Child marriage
C.     Sati
D.    Jizyaa

Which disease became a pandemic in the 19th century?
A.     typhus
B.     plague
C.     yellow fever
D.    cholera

Joseph Mazzini was the ______ of Italy.
A.     chef
B.     sword
C.     soul
D.    God


IN CLASS WORK FROM APRIL 22, 2015


Work on this first part with your row or the rows around you.
What was distinctive about the each revolution?

COMPARE AND CONTRAST THE AMERICAN, HAITIAN, FRENCH, AND SPANISH-AMERICAN REVOLUTIONS

CAUSES (IDEAS AND THEIR DISSEMINATION, INDIVIDUALS, ECONOMICS, LAW) OUTCOME

AMERICAN
DATES (                  )





OUTCOME:


FRENCH
DATES (                  )






OUTCOME


HAITIAN
DATES (                  )





OUTCOME



SPANISH-AMERICAN
DATES (                  )




OUTCOME


CONNECTIONS: As you work on the chart, jot down any connections that you find between the various revolutions. USE THE OTHER SIDE IF YOU WISH.



CONSIDER THE FOLLOWING QUESTIONS PRACTICE FOR THE MIDTERM. THEY INCLUDE INFORMATION THAT YOU WILL BE SEEING ON THE MIDTERM.

AS YOU WORK ON THEM, CONSIDER HOW YOU ARE USING EVIDENCE TO MAKE A CASE.

ALSO, EMPLOY EVIDENCE FROM A WIDE VARIETY OF SOURCES AND REGIONS.

AND AT SOME POINT, YOU WILL BE ABLE TO FIND OTHER SOURCES. TAKE ADVANTAGE OF THAT TO THINK BROADLY AND TO MAKE A CONTRIBUTION TO YOUR GROUP.

DON’T BE A DEAD WEIGHT…THINK BROADLY…CONTRIBUTE TO THE INTELLECTUAL ENVIRONMENT!



1. In what ways did the Atlantic revolutions and their echoes give a new and distinctive shape to the emerging societies of nineteenth-century Europe and the Americas?

2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?


3. "The influence of revolutions endured long after they ended."  To what extent does this chapter support or undermine this idea?(nationalism, for instance)

4. In what ways did the ideas of the Enlightenment contribute to the Atlantic revolutions?

5. What accounts for the end of Atlantic slavery during the nineteenth century?

6. What were the achievements and limitations of nineteenth-century feminism? How is a movement like feminism similar to or different from a revolution like the French or Haitian?


Monday, April 20, 2015

HISTORY 212/SPRING 2015/MIDTERM STUDY GUIDE


WHEN IS THE TEST?   Wednesday, 4/29
WHAT DO I NEED TO BRING?  A Bluebook or Greenbook and a full brain!

I. MULTIPLE CHOICE: There will be 27 questions, of which you will answer 25. These will cover the material from lectures and the readings. Focus especially on the lecture outlines that are on the blog. The questions will be drawn from Chapters 13, 14, 15, 16
Look at the key terms at the end of each chapter. Every question that I choose from the book will be related to those.

II. ESSAY QUESTION: I will choose one of the following. You should prepare for all three so that you are ready no matter which essay question I use. Prepare a thoughtful and detailed answer to ONE of the following questions using notes and your book.

1.    At this point in the quarter, we have studied empires, migration, faith and nationalism, disease, and industrialism. Of those general themes, which has had the most profound impact on history?

2.    The former head of the UN, Kofi Anan, once said, “It has been said that arguing against globalization is like arguing against the laws of gravity.” Consider specific examples that we have discussed in this course. Is world history really just the history of globalization?

3.    How does disease impact history?


HOW TO DO WELL ON THIS ESSAY:
Ø Prepare an outline. No, you cannot bring it to class, but you can memorize it;
Ø Add tons of details to your outline. If for instance, you are discussing disease, do not just write generally--“disease stopped Napoleon.” Instead, write with details—yellow fever, an acute viral haemorrhagic disease transmitted by infected mosquitoes, stopped Napoleon’s French force in Haiti in 1799. The disease was as important as great leaders like Toussaint L'Ouverture. The French leader, LeClerc, lost one third of his force to the disease;
Ø Do that in every case—add detail!
Ø Organize the answer like an essay, with an intro, body, and conclusion;
Ø However, do not worry about the written form. You are not going to be judged on the presentation or spelling or other such writing issues;
Ø With that said, be thoughtful; the best answers will have detail and analysis!