Phorum with (soon to be) Dr. Phil, 1.0

Here is one article and another for tomorrow's discussion phorum. Make sure you read it before coming to class, and it may be a good idea to bring a hard copy to class.

On a related subject, here's a question to consider: how does war and conflict affect children and young people? Listen to this story about Iraqi refugees in Syria who are not able to go to school. Here's another story about high school students from Killeen, Texas, whose parents are deployed overseas. And remember Ismael Beah who wrote a book about his experiences in Liberia's civil war? And the movie Blood Diamond?

For visual learners, here's a link to Robert Fiske's collection of photos from Iraq. (Fiske is a British journalist.) Some of these pictures are graphic, and comport pictorially with the above stories you listened to.

[Photo credit here.]

Phorum with (soon to be) Dr. Phil

This post announces a new feature to class, a new exercise to engage the brain and foster critical thinking. It may even leave your head spinning.

As a way to keep things fresh and interesting, we will periodically have an open forum--affectionately known as a phorum--a student-led discussion about any topic related to politics, culture, economics, society, religion, etc. When you lead a phorum, you pick the topic and lead the discussion. Each student will lead a discussion at least once per grading period.

The first "Phorum with (soon to be) Dr. Phil" will take place on Thursday, November 1. We will draw names in class tomorrow.

Here's how it will work: there will be two (maybe three) discussants per phorum, and (soon to be) Dr. Phil may be one of them. You will choose one article or essay for the entire class to read, and the discussant will come to class with 3-5 questions to keep the conversation moving. Each discussant will open with a brief commentary about why they chose the article or essay they did, and the floor will then be open. Since all members of class will have read the piece as well, discussion will soon follow.

Non-discussants are free to bring food and drinks to the phorum, although with the articles there will be plenty to sink our teeth into. Any way you slice it, when we stick a fork in the discussion, you will leave class with plenty to chew on. Even though this is a lot to swallow right now, there is no doubt that the topics discussants put on the table will stir some good debate.

At its best, I envision these phorums as a place with lively exchanges, passionate discussion, energetic reflection, and of course, humor.

Spicing Up History: Finding Your Inner Majordomo

Much of Friday's discussion centered on Bryant Simon's presentation (watch it again if you like) that discusses the cultural meaning of Starbucks, and the social meanings of coffee, consumption, and commodification. No doubt his forthcoming book on the subject will stir up great discussion--conducted over a cup of coffee of course.

As we are discussing food and its culture during the Age of Exploration, I thought Simon's lecture might serve as a nice introduction--think of it as an appetizer of sorts--for this conversation.

So, after reading Rachel Laudan's first essay on the origins of the modern diet, I'd like your thoughts on these questions: what historical factors, according to the author, account for the changing ideas of food, diet, and digestion over the course of the early mondern period? Why? What is the most important thing to glean from this article, in your estimation?

The second article on the Islamic origins of the Mexican kitchen is equally fascinating, and provides much food for thought (sorry, couldn't resist this pun). So, regarding this article, are you convinced by her argument? Why or why not? And, secondly, how does Laudan's second article add to your understanding of what al-Ghassani mentioned about his travels to Spain? (It may be helpful to skim over the Spain packet again to answer this question.)

Finally, incorporate anything from Mr. Carson's lecture that may illuminate discussion of Laudan's articles, and leave any additional thoughts in the comments about Simon's lecture.

Post by 7:50am, Monday 10/29.

Making Waves: The Proletarian Visits Second Baptist School

I'm sorry to "pun-ish" all of you with the title of this post.

My good friend and fellow colleague Eddie Carson has written about his guest lecture. Feel free to share thoughts and post reflections, or pose additional questions about the Atlantic Market.

All Ears

To follow up with some of this week's discussion, here's a link to Audacity if you wish to download it and start experimenting with podcasting. Be sure to download the LAME encoder (yes, that's really what it's called) so you can save and mix the audio files. This should actually prevent your podcasts from being lame, too.

Let me know if you download it and start podcasting. I am all ears.

[Photo credit here.]

(Re)Framing the Story: Africa and the Age of Exploration

During our study of the Age of Exploration, travels have taken us far and wide, both metaphorically and geographically. The final segment of this unit features one of the most important--if not the most important--continents in the world: Africa.

Obviously the transatlantic slave trade figures largely here, but it is not the sole facet of Africa during this period. And in an effort to (re)frame our narrative and understanding of the Age of Exploration we take the perspective that informs a recent book by Boston College historian David Northrup: Africa's discovery of Europe.

Prof. Northrup is a respected historian of Africa, and a leading figure in the field of world history. Not only is he a university professor, but he plays an integral role in the life of high school history teaching/teachers through service in the World History Association (WHA), among other activities. As you will see, Prof. Northrup also taught at a high school in Nigeria. For another sample of Prof. Northrup's writing, read a version of his 2004 WHA presidential address here. Check out his CV here.

The subject of our present discussion is Africa's Discovery of Europe. Even though you were assigned only ch. 4, it is helpful to read this and this.

After you read ch. 4, answer questions 1-8 below and turn in on Tuesday. Also, there are questions below that require a response in the comments section.

************

1. Keep a log/list of all goods mentioned/traded and their country of origin (if applicable).

2. Describe the 3 observations Northrup makes about European/African economic interaction.

3. What does Northrup mean by “inland trade” and why is it important?

4. How did Africans respond to (or integrate) the European influx of textiles?

5. What were the “social meanings” attached to tobacco and alcohol in Africa (or other goods)?

6. What impact did guns and firearms have on African culture and life?

7. According to Northrup, what were the economic and social consequences of the flow of goods in and out of (West) Africa during the Age of Exploration?

8. List and describe 5 new things (or more) you learned about Africa from reading this chapter, and explain why each is important.

************

Given our conversations about the Cultural Readings exhibit and discussion about cultural representation, in what ways does Northrup's chapter help to spark new understanding of the Age of Exploration in general, and about Africa in particular? In what ways do the experiences and events you read about in Northrup's chapter (as well as from Equiano and Cugoano) compare and contrast to/with what we read in Matar's book? What do you think Equiano and/or Cugoano might say to or ask Fr. Illyas and/or al-Ghassani and vice versa?

Leave your thoughts in the comments section, as well as any general questions for Prof. Northrup.

UPDATE: Students, please post by Tuesday 10/23, 7:50am and compose questions for Prof. Northrup. He's agreed to join the conversation this week.

I look forward to the conversation.

[Photo credit here.]

A Digital Citizen: Hank and History in High School

Check this out. Leave your thoughts and comments.

Innovative and interesting.

From Here to There: Traveling with Fr. Illyas and al-Ghassani

Fr. Illyas Questions: (John, Daniel, Xeris, David, Hailie, Carter)
1. What value was it for Fr. Illyas to take his friend's advice and ask for a travel pass for his voyage to the new world? From whom did he acquire a pass?
2. What was Fr. Illyas asked to perform in every town he visited? Why?
3. Compare Fr. Illyas's "Atlantic crossing" during the Age of Exploration with other "Atlantic crossings" of the period?
4. Compare and contrast Fr. Illyas's time in Cadiz with that of al-Ghassani.
5. List the places Fr. Illyas visited in the New World, and discuss his encounters.


al-Ghassani Questions: (Chris, Kaylin, Meagan, Laura, Parker, Caroline)
1. Why do you think al-Ghassani renounced Christian "institutions" yet repeatedly quoted the Bible and had great respect for the Christian God?
2. What are al-Ghassani's views of the Christian church? Provide evidence.
3. What did al-Ghassanni mean by "to honor one, they honor a thousand"?
4. Why does al-Ghassani go to Spain and what is this history of Muslim-Christian relations in this particular country during the Age of Exploration?
5. How does a shift in perspective illustrate historical bias?

**Bring answers to class tomorrow**

Move the Discussion Forward: Talking About Traveling

After reading about the travels of Fr. Ilyas as well as al-Ghassani, discuss your impressions. What impacted you about the travels of an Iraqi priest into the Americas, or about a Moroccan wazir through Spain?

How do their travels challenge, revise, and/or amend your understanding of the Age of Exploration?

[Photo credit here.]

Nabil Matar

Here's a link to Nabil Matar's homepage at the University of Minnesota, as well as a link to some of In the Lands of the Christians at Google Book. Be sure to read this book review of In the Lands.

Here's a brief bio that relates some of Matar's interesting life experiences. To get a sense of the totality of Matar's work, here's a link to an on-line resume, or what scholars call a curriculum vitae.

In your opinion, how have Matar's life experiences shaped the subject and significance of his academic work?

What You See is What You Get?: Cultural Representations and the Age of Exploration

Historical biography constituted the specific scholarly angle we addressed during our study of the Reformation. Cultural representation and the historical imagination will enrich our study of the Age of Exploration. Read below and answer all questions (you must respond by 7:50am on 10/15).

Broadly construed, cultural representation (CR) has to do with how one culture views another culture and why. Cultural views one of/to another can take the form of artwork, sculpture, a poem, a novel, a text, a digital image, a word, a gesture, a song, feeling or sentiment, to name a few, and vary widely over time, place, and context. However, don't let my simple definition obscure the complexity of CR.

Scholars of CR typically study it in terms of power relations: the dominant power in society, those who possess "hegemony," control the terms on which cultural discourse takes place; yet, these specialists point out that those on whom hegemony rests (the "oppressed") also possess a certain kind of power--resistance--that reveals their own codes of discourse and strategies of/for survival. Those who study this dynamic write that the resistance of the oppressed infuses them with agency and that this agency can uncover new meanings about society; in other words history is not some arbitrary force acting upon human beings, but rather human agents act, think, feel, etc. to make sense of the world in which they live. If you took my world history class you may be thinking that this sounds similar to Marx's categories of proletariat and bourgeoisie and the revolution that was part of Marxian understandings of society; many CR scholars count Marx as a key theoretical influence on their work.

Scholars study CR in political contexts, economic contexts, textual dimensions, in terms of gender and sexuality, religious, etc. in order to understand how societies view one another and what exactly constitutes the varied relationships that exist in a given time and place. Stuart Hall is one of the most important scholars of CR and has written prolifically on the topic. Click here to view a very cool yet important slide show by University of Colorado-Boulder professor Robert Craig that details Hall's analytical approach. Read an interview with Hall here.

(James Scott [read here too] is another luminary in the field who writes about "hidden transcripts.")

Listen to this 5-minute segment and respond in the comments section.


DISCUSSION QUESTIONS: How does Hall define CR? Why does CR matter, and what can/does it reveal about individuals and societies? What still puzzles you about cultural representation?

I want us as a class to think about cultural representation during the Age of Exploration. Consider the Columbus and Cortez readings from your textbook. From the perspective of CR, what new things might we learn from these texts? (Yes, I want you to answer this question, too.)

Visit the amazing on-line exhibit at U. Penn called "Cultural Readings." Read the Introduction to get a sense what it is all about, its aims, goals, etc. Next, take a look at the "Viewers and the Viewed" segment ("chapter") of the exhibit, which focuses on printed images of "Indians." List and explain at least 2 ways this chapter in the exhibit challenges you to see the Age of Exploration in a new way. And the $10 million dollar discussion question for Monday: who is/are the viewers, and who is/are the viewed?

(Pre)Destined to Choose: Presidential Election 2008

Since many of you will be eligible to vote in the 2008 Presidential election, I thought it would be fun and illuminating to offer the following post.

Here's a link to a USA Today candidate quiz that is designed, apparently, to help match you to a candidate that most corresponds to your political views--regarding the issues about which the quiz queries.

What questions, in your opinion, are missing from the quiz? What questions do you think the quiz should have asked? What questions are most important to you in terms of your choice of a Presidential candidate? Why?

Feel free to post your results in the comments section. As you've come to expect, my quiz results will remain a mystery but of course I am always open to guesses as to how I scored.

Either way we'll discuss tomorrow.

Analyzing Analyses of the Past

As we have discussed the promise and the problems of historical biography, both in terms of the Reformation and in light of larger interpretive issues surrounding the AP exam, offer your own thoughts on the discussion in the comments section.

Here are the questions to consider: How has discussion the last several days challenged your understanding of the past and how historians and students analyze the past? What new questions in your own mind did the discussion spark? What questions remain? How effective are the "what if" questions in analyzing a person and/or time period? Why or why not? Use examples of historical persons, periods, and/or events as you answer your questions. They don't necessarily have to be from European history. (NOTE: I'd prefer to you sign up for a blogger account before posting. If not, and if you post as anonymous then put your name at the beginning of your comments.)

Finally, click here and here to find helpful guides to answering DBQ questions. Read them, bring your own copies to class, and be prepared to discuss tomorrow.