DECOLONIZATION

I. Responding to colonial violence

A. Herero Genocide…Lt. Gen Lothar von Trotha

“The foundation of a ruling class is equivalent to the creation of a Weltanschaung.” (world view)   Antonio Gramsci

B. Pan-Africanism

                          --“African personality”  Edward Blyden

                          --WEB DuBois and Marcus Garvey

           

C. Countries becoming “free”…

            1. Egypt in 1922

            2. Libya in 1952

            3. Morocco, Tunisia, Sudan in 1956

            4. Ghana in 1957

5. Algeria

II. New forms of control…

            Neo-Colonialism:

III. CONCLUSION:

            Pan-Africanism remains alive.

TURNITIN.COM INFORMATION

go to turnitin.com
Enroll:
CLASS ID   9978193
PASSWORD  history

POST WAR CHAOS

WHAT CONNECTS THE FOLLOWING INDIVIDUALS?  

   •   Guillaume Apollinaire, French surrealist poet .

   •   Felix Arndt, American composer

   •   Randolph Bourne, American political thinker

   •   Henry G Ginaca, American inventor

   •   Myrtle Gonzalez, American actress

   •   Joe Hall, Canadian ice hocky player

   •   Phoebe Hurst, American educator

   •   Hans E Lau, Danish astronomer

   •   Harold Lockwood, American actor

   •   King Watzke, New Orleans bandleader

   •   Reggie Schwarz, South African cricketer

   •   Yakov Sverdlov, Russian revolutionary

   •   Jacinta and Francisco Marto, 2 visionaries at

Fatima, Portugal 1917

   •   William Walker, British diver

   •   Anton Dilger, in charge of German biological warfare in WWI

I. REVOLUTION IN RUSSIA:

A. Tsarist Failure

B. February Revolution

C. October Revolution

D. Civil War:

Red Army vs. White Army

Red:

   Russians under Lenin

                   (and Mongolia, Ukraine, Latvia)

                                White:

British Empire

United Kingdom

Canada

Australia

India

Japan

Czechoslovakia

Greece

Poland

United States

France

Romania

Serbia

Italy

China

5000 U.S. soldiers, the Polar Bear Expedition

E. The Rise of Stalin:

           

O great Stalin, O leader of the peoples,

Thou who broughtest man to birth.

Thou who fructifies the earth,

Thou who restorest to centuries,

Thou who makest bloom the spring,

Thou who makest vibrate the musical chords...

Thou, splendour of my spring, O thou,

Sun reflected by millions of hearts.

(A. O. Avdienko)

II. GLOBAL PANDEMIC:

Influenza comes from the Italian,

Influenza di freddo--"influence of the cold."

1. King Williamstown, South Africa and the Prophetess Nonketha Mekwenke

2. Japan:

--257,363 deaths by July 1919, 0.425% mortality rate…lowest in Asia.

3. India: 17 million die, 5% of population

4. Brevig Mission, Alaska

Had a pop. 84 in June, 1918.                

By November, 13 children and

teenagers remained.

5. New Zealanders off of Sierra Leone

            1150 troops…

            900 cases, 83 deaths…

6. Samoa

Western Samoa:

S.S. Talune arrives at Aria

In two months, 7542 die from flu…20% of population.

American Samoa:

            Colonial Governor John M. Poyer

OVERALL:

DEATH TOLL

            WWI=around 15 million total deaths

                        (U.S. 116,000 deaths)

            Influenza: 50 million deaths

                        (U.S. 700,000 deaths)

Alfred Crosby: the virus "killed more humans than any other disease in a period of similar duration in the history of the world."

WHAT LINKS THE FOLLOWING INDIVIDUALS?  

   •   Guillaume Apollinaire, French surrealist poet .

   •   Felix Arndt, American composer

   •   Randolph Bourne, American political thinker

   •   Henry G Ginaca, American inventor

   •   Myrtle Gonzalez, American actress

   •   Joe Hall, Canadian ice hocky player

   •   Phoebe Hurst, American educator

   •   Hans E Lau, Danish astronomer

   •   Harold Lockwood, American actor

   •   King Watzke, New Orleans bandleader

   •   Reggie Schwarz, South African cricketer

   •   Yakov Sverdlov, Russian revolutionary

   •   Jacinta and Francisco Marto, 2 visionaries at

Fatima, Portugal 1917

   •   William Walker, British diver

   •   Anton Dilger, in charge of German biological warfare in WWI

On 5th October 2005, researchers announced the genetic sequence of the 1918 flu strain had been reconstructed using tissue samples. The 2005 H5N1 bird flu strain spreading through Asia has some features of the 1918 strain.

 (Washington Post 5-Oct-2005)

III. WORLDWIDE DEPRESSION:

KEY QUESTIONS FOR CHAPTER 20

CHAPTER 20 DISCUSSION DAY:

In what ways were the world wars a motor for change in the history of the twentieth century?

To what extent were the two world wars distinct and different conflicts, and in what ways were they related to each other? In particular, how did the First World War and its aftermath lay the foundations for World War II?

How as the Great Depression a world historical event? Are economic depressions still experienced on the world scale? Why or why not?

How was fascism in Europe different from what your books calls “Authoritarianism” in Japan?

Look at the section “Outcomes of Global Conflict.” What were those outcomes?

WRITING GUIDELINES

On the midterm, the written presentation of the essay was not a consideration. On the out of class essay, it is. Be sure to review your final draft before turning it into turnitin.com.

To fall into the A category, the essay has the following characteristics: demonstrate superior control of syntax and vocabulary, engage in sophisticated prose, fully explore ideas and offer effective examples and analysis, represent strong analytical thinking and precise logic, and be virtually free of errors.

Essays falling in the B category will have solid examples and some analytical reasoning, ideas that are explored with some relevant analysis, a variety of sentence types and use of precise vocabulary, and be largely free of errors.

Essays that fall into the C category will have flawed or imprecise thinking, ineffective connections between ideas or critical connections that are unexplored, some organizational weakness to the paragraphs, and marginal awkwardness or imprecision to the prose. Errors in the C paper will be noticeable but will not obscure meaning.

Essays in the D category will show flawed thinking or a lack of an original argument, mention ideas without exploring them, provide sweeping generalities rather with little or no analysis, have paragraph and structural weaknesses that disrupt the essay’s fluency, and have simplistic vocabulary and frequent errors that impede meaning.

In terms of how to write the essay that is due next Friday, consider the following ideas.

1. STRIVE FOR SIGNIFICANCE! Do not just describe the what. We practice deep thinking every day, and even if the participation has not been all that widespread this quarter, you probably notice that students make good claims based on the questions in class. Pay attention to those questions and responses. And how often is the question a what, when, or who question? It is usually something like this: what is the meaning of this source, event, image, or document? You MUST STRIVE FOR MEANING in your writing. When you write academic essays, you are supposed to be offering a thesis and providing evidence that suggests why your thesis is correct. If you are having trouble creating a thesis, it means you need to do more reading on the subject. Then, test your thesis: can you disagree with it? If not, then it is no good.

2. EDIT LIKE CRAZY! Do not allow yourself to turn in a final draft that has a single typo, misspelled word, missing capital letter or period, or any other simple editing mistake. Simple editing mistakes will be penalized with great severity. Now, I am not talking about comma errors—those are more difficult to learn. But if you turn in a finished product that is edited in a sloppy way, do not expect any grade above a D.

SOME SIMPLE EDITING ISSUES THAT MIGHT FALL INTO THE PET PEEVE CATEGORY FOR SCHMOLL:

1.      “would of” versus  “would have”….there is NO SUCH THING AS WOULD OF!!!! Never ever write “would of” again;

2.     it’s versus its…This is a simple editing issue. It’s always means it is;

3.     With quotes, the period goes inside the quote, “like this.”

4.     You need a comma before the “and” in a list. I have friends named Tim, Bill, and Pam;

5.     The word very is very bad…okay, seriously, this is not a major issue, but just stop using the word very. (In fact, one goal in life should be to stop using adverbs: “I believe the road to hell is paved with adverbs.” Stephen King);

6.     1960s is correct. There is not apostrophe there (1960’s is incorrect);7.     Fragments are basic writing errors. 
7. 
Fragments sometimes occur unexpectedly in history papers because of the misuse of colons or semi-colons. For instance, check out the following:

The subjects I will study will be: art, history, and music. (that is a fragment)

The subjects I will study will include: art, history, and music. (this too is a fragment)

The subjects I will study will include the following: art, history, and music. (NOT A FRAGMENT)

8.     Run-ons. These are not as grammatically serious as fragments, but you should be slowly excising all run-ons from your written world.

Finally, since we do not have class next week, you have ample opportunity to get help.

YOU ALREADY PAY FOR IT. So use it.

GRAMMAR SUPPORT

You pay to have access to mywritinglabsplus. So use it! This is a program that will help you identify and target your specific grammar flaws.

Also, through this program you can send someone your essay and have it revised. It can be a great resource. Here is the contact info:  http://www.csub.edu/mwl/

RUN-ONS: Finally, one common issue at this level is the run-on sentence. Here is a way to understand it and fix it:  http://depts.dyc.edu/learningcenter/owl/run-ons.htm

Finally, feel free to email me next week as you go through the writing process. I will have access to email all week long.