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!

Saturday, April 18, 2015

DISEASE AND HISTORY LECTURE NOTES



We need to understand something of the nature of the following terms:

       Epidemic and Pandemic
Cholera (infectious bacterial disease, Vibrio cholerae)
Typhus (bacterial disease spread by lice or fleas)
Bubonic Plague (bacterial infection, spread by flease/rodents)
Yellow Fever (“acute viral haemorrhagic disease transmitted
by infected mosquitoes.”)
Smallpox (“Smallpox is a disease caused by the Variola major
virus.”)


I.  CORTES, AZTECS, AND WILLIAM MCNEILL…


II. IDEAS OF DISEASE TRANSMISSION BEFORE THE 19TH CENTURY:


III. DISEASE IN WORLD HISTORY: EXAMPLES
A. Yellow Fever in Haiti
                        B. Bubonic Plague in Jaffa
                        C. Typhus in Russia
D. Cholera: Pretty Much Everywhere—
A DREADED PANDEMIC…1829–1851:
E. Plague in Australia

IV. WHY DOES THIS DISEASE BUSINESS MATTER?
A. Is it still an issue?
B. More importantly, since it is still an issue, let’s look at what it means:
Disease and Government Response…
                        Help can be dangerous…

Monday, April 13, 2015

NATIONALISM AND RELIGION/NATIONALISM AS RELIGION

By the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs. How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavored to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same color as the dun white sockets in which they were set, his shriveled complexion, and straight black lips.


...also, the story of Johannus Junius…1573-1628


Belief and Action/Nationalism and Religion
(Nationalism as Religion?

I.               How do you define nation?
(geography, race, language, culture, belief, citizenship status, economic value, feelings)
   To be ...“American”… means__________
                  …Chinese…
                  …Mexican…
                  …Honduran…                       
                  …Angolan…
                  …Indian…
                  …Nigerian…
                  …Russian…
BENEDICT ANDERSON: "Imagined Communities"
Should you love a country?
 Is it an exclusive love?
In many places in the 19th century, “subjects” become “citizens.”

II.             SOME EXAMPLES OF THE INTERTWINED NATURE OF RELIGION AND NATIONALISM
A.       J.G. Herder and Das Volk: (important in 1770s)
“There is only one class in the state, the Volk, (not the rabble), and the king belongs to this class as well as the peasant."
"Every nation bears in itself the standard of its perfection, totally independent of all comparison with that of others" for "do not nationalities differ in everything, in poetry, in appearance, in tastes, in usages, customs and languages? Must not religion which partakes of these also differ among the nationalities?"
B.       Mexico: El Grito de Dolores, Sept. 15, 1810
"Know this, my children, that knowing your patriotism, I have put myself at the head of a movement begun some hours ago, to wrest away power from the Europeans and give it to you."
Harvey, Robert. Liberators: Latin America’s Struggle for Independence Woodstock: The Overlook Press, 2000.
C.       Italy: Joseph Mazzini and “Young Italy” (YI founded in 1831)
“The mission is the task which a people must perform to the end that the Divine Idea shall be realized in this world.” Mazzini
Carbonari…secular religion
Count Camillo Cavour: minister of Piedmont
Giuseppe Garibaldi
 “Soldiers, what I have to offer is fatigue, danger, struggling, and death -- the chill of the cold night, the open air, the burning sun -- no lodgings, no munitions, no provisions; but forced marches, dangerous watch-posts, and continual struggling with bayonets against batteries. Let those who love freedom and their country better than their life follow me!” Garibaldi in 1849 (as he fled Rome)
 …and one non Italian force—Otto von Bismarck
(and his Franco-Prussian War)
D.       Greece rebels against the Ottomans…1821
Greek Archbishop Germanos, was “Peace to the Christians! Respect to the Consuls! Death to the Turks!"
E.        Gran Columbia…Simon Bolivar and Venezuela and then Ecuador and then Peru and Bolivia
"I have been chosen by fate to break your chains… Fight and you shall win. For God grants victory to perseverance."


F.         Young Ireland: James Stephens and John O'Mahony (1848)
Fenian Nationalism
     
An Example in Greater Detail:
G.       Meiji Japan

Commodore Matthew Perry  (surprise visit)

Treaty of Kanagawa, in English
March 31, 1854

Satsuma Rebellion

Constitution of 1889
Sino-Japan War
Battle of Tsushima (1905)
Meiji period painting of Izanagi
and Izanami creating Japan,
by Kobayashi Eitaku c.1885

The Charter Oath (of the Meiji Restoration),  1868

By this oath we set up as our aim the establishment of the national weal on a broad basis and the framing of a constitution and laws.

1. Deliberative assemblies shall be widely established and all matters decided by public discussion.

2. All classes, high and low, shall unite in vigorously carrying out the  administration of affairs of state.

3. The common people, no less than the civil and military officials, shall each be allowed to pursue his own calling so that there may be no discontent.

4. Evil customs of the past shall be broken off and everything based upon the just laws of Nature.

5. Knowledge shall be sought throughout the world so as to strengthen the foundations of imperial rule.

“Japan, shaking off the lethargy of centuries, has taken her rank among civilized, modern powers. European nations have seated themselves along the eastern coast of Asia, while China by her misfortunes has given us an object-lesson in the utter folly of attempting to exist as a nation at all, if at the same time both rich and defenseless.”  TR 1903

III.           And the point is…

Let’s look again at the opening text:

By the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs. How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavored to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same color as the dun white sockets in which they were set, his shriveled complexion, and straight black lips.

Nationalism seems natural but, like Frankenstein, is a production…

What are the rules for how nationalism works?

Is nationalism a positive or negative force?

 The state itself is a terrifying other under absolute rule…

When the subjects become citizens, we overcome some of that radical anxiety through association--emotional, mystical, soulful--with a state that loves you.

Monday, April 6, 2015

Human Migration and Clashing Notions of Time in Early Modern Europe: LECTURE OUTLINE


Is there meaning in Movement?

How does so much movement impact the world?

…it can create various syncretic forms of culture…


I.  Push and Pull Factors in Immigration…

II.   Voluntary Migration
A.   Scots to Jamaica (around 1707)
B.   Italian Immigration to Argentina
C.    Japanese Immigration to Brazil

III.         Forced Migration
A.   Criminals to Australia

In A Discourse on Western Planting,
 in 1584, Richard Hakluyt wrote:

Many men of excellent wits and of diverse singular gifts, overthrown by … some folly of youth that are not able to live in England, may there be raised again, and so their country good service; and many needful uses there may (to great purpose) require the saving of great numbers, that for trifles may otherwise be devoured by the gallows.

The children of the wandering beggars of England, that grow up idly,
and hurtful and burdenous to this realm, may there be unladen, better bred up, to the home and foreign benefit, and to their own more happy state…

1788-1868—806 ships transported 164,000 convicts to the Australian colonies

B.   Captives to the Americas

The Prince who became a slave: Abdul Rahman Ibrahima

Who are we looking for, who are we looking for?
It's Equiano we're looking for. Has he gone to the stream? Let him come back.
Has he gone to the farm? Let him return.
It's Equiano we're looking for.
--Kwa chant about the disappearance of an African boy, Equiano

The middle passage:

African servants become slaves:

All servants imported and brought into the Country. . . who were not Christians in their native Country. . . shall be accounted and be slaves. All Negro, mulatto and Indian slaves within this dominion. . . shall be held to be real estate. If any slave resists his master. . . correcting such slave, and shall happen to be killed in such correction. . . the master shall be free of all punishment. . . as if such accident never happened.
--Virginia General Assembly declaration, 1705

IV.   The Meaning of it All:

The Reality of Time Travel 
Time itself is a social construction.

There are two types of thinking about time:

Monochronic Cultures: (e.g. U.S., Northern Europe)
Time is a commodity, rigid, meant to be used to complete one task at a time.
One task at a time.

Polychronic Cultures: (e.g. Latin America, Italy)
Time is more flexible, secondary to relationship.
                        Many tasks at a time.

Note the attitudes towards time of the Kaabyle in Algeria:
"Haste is seen as a lack of decorum combined with diabolical ambition…the notion of an exact appointment is unknown; they agree only to meet at the next market.”                                                                                              Pierre Bourdieu, Algeria 1960

Industrialization and globalization force a standardization of time.
(class starts at 3:00 and goes to 3:05, movies start at 2:05…these are tests of our ability to standardize, to accept overly rigid organizational systems.)
Why talk about cultural constructions of time while talking about human migration? What is the connection?

“It is the inbetween space that carries the burden of the meaning of culture, and by exploring this Third Space, we may elude the politics of polarity and emerge as the others of our selves.”