The Past Remains the Present: Copernicus Found

Scientists recently discovered what they think are the remains of Nicholas Copernicus.

Researchers said Thursday they have identified the remains of Nicolaus Copernicus by comparing DNA from a skeleton and hair retrieved from one of the 16th-century astronomer's books. The findings could put an end to centuries of speculation about the exact resting spot of Copernicus, a priest and astronomer whose theories identified the Sun, not the Earth, as the center of the universe.

Read the full story here.

Vermeer

...is here, here, here, here, and Vermeer blog here.

Absolutely Comparative

As you prepare the comparative absolutism chart for tomorrow's discussion (again, according to the 6 traits of an absolutist ruler we outlined in class), I've provided some very helpful links.

As a reminder, you will consult notes from our previous discussion of Louis XIV, Suleyman, and Ieyasu Tokugawa. Read pp. 461-3 about Peter the Great, and follow the links below to obtain additional details. It is also a good idea to read and/or review the relevant portions of chapter 15 as it pertains to Louis, Peter, and Suleyman.


You may wish to review the documentary segments about Suleyman here and here (the first 5 minutes of this link). These clips come from the the PBS documentary Islam: Empire of Faith. In addition, follow this link to read more about Suleyman's reign.








As for Ieyasu Tokugawa, find the link to episode 2 ("The Will of the Shogun") from the PBS documentary Japan: Memoirs of a Secret Empire.








Finally, here are some "great" links for Peter, to be consulted only after reading the relevant portions of ch. 15. Here's a site that covers much of his reign (read about the domestic, military, and government reforms as well), and another site with contemporary observations about Peter.

American Politics in European Perspective

In preparation for our current events discussion tomorrow, here's a suggested list of European news sources where you might find articles/analysis about the U.S. Presidential election.

London Telegraph

The Economist

The Brussels Journal

Courrier International

EuroZine

Deutsche Welle

EUbuisness

EUobserver

Radio Free Europe

London Spectator

Transitions Online

Der Spiegel



If you find other helpful and reputable news sources, please leave the URL in comments.

Leadership Second: D. Michael Lindsay

On Thursday, October 30, SBS welcomes sociologist Michael Lindsay as part of its Leadership Second Speaker Series. Lindsay teaches at Rice University, and is a specialist in American religion and politics.

Prior to teaching sociology at Rice, Lindsay worked with the Gallup Company, one of America's noted polling institutions and survey/data collection corporations. He also completed a Ph.D. in sociology at Princeton, studying under the noted sociologist Robert Wuthnow.

Some of Lindsay's recent sociological work involved interviewing over 300 elite corporate, business, political, academic, economic, and ministry leaders about how their evangelical faith influences and informs how they conduct business, do politics, etc. Much of this data, published in his book Faith in the Halls of Power ponders what it means to be a committed evangelical Christian and a "culture shaper" and servant leader in spheres of elite influence. Finally, Lindsay's work supports the idea that evangelicals can take their gifts into the world, the marketplace, etc., and live out their faith in many arenas and work for the "common good."

Read more about Dr. Lindsay here, and listen to him speak about his book here and about "cosmopolitan intelligence" here. Visit this site for an interesting interview about his book. Purchase his book Faith in the Halls of Power here and read selections from Google Books. Here's a link to the Christianity Today article we read in class.

Take a few minutes to acquaint yourself with Dr. Lindsay and his work, so you can take full advantage of this great opportunity for the SBS community.

Around the World with Jared Diamond: Guns, Germs, and Steel

During the last two weeks, we've covered the social, cultural, political, and economic dimensions of the Age of Exploration. Next week we turn to environmental, climactic considerations of this age of contact.

We'll spend quite a bit of time reading, discussing, and watching documentary clips related to Jared Diamond's award-winning book Guns, Germs, and Steel. Diamond's thesis is provocative and controversial, but challenging and thoughtful as well.

Thus, by the end of the week we will chart out the Age of Exploration through its social, cultural, political, economic, and environmental dimensions.

Before Monday, read about and be able to identify the 5 variables that are integral to Diamond's thesis. (Bring your notes on these variables to class on Monday.) As for the documentary, we'll spend some time viewing episodes 2 and 3. By week's end we'll take a look at the world, its climatic zones, and those zones' effects on history.

For more on Diamond, his work, and his teaching, check out this interview from the journal World History Connected. The first part of the interview deals with the reception of Guns, Germs, and Steel among readers--including high schoolers--as well as research, writing, and teaching. Leave your thoughts in the comments section.

The Winds of Time

The pun in the title of this post is not meant to make light of storms and the destruction they sometimes havoc, but to draw attention to the historical study of Caribbean storms. I thought this might be of interest given our discussions about Ike and given that the Caribbean forms a major part of our unit on the Age of Exploration.

While I'm sure I'm leaving important titles out, one of the most interesting studies is Matthew Mulcahy's fascinating book Hurricanes and Society in the British Greater Caribbean, 1624-1783 (Johns Hopkins University Press, 2005). Read a review of the book here, and sections of it at Google Books here. One of the interesting tidbits of info I found in the book: did you know that hurricanes inspired Shakespeare's play The Tempest?

According to his website, Mulcahy is now working on a study of the 1692 earthquake in Jamaica. Much more was going on in the greater Atlantic world this year than witch hunts (perhaps not the one you are thinking of) and other assorted happenings. Should be an interesting book.

Other topics of discussion for storms and their impact are found here (Katrina and society), here (Katrina and religion), and here (Katrina and culture). Read more about Spike Lee's Katrina documentary here. In addition, here are some links relative to Ike you might find of interest: A Houston Chronicle blog, Houston Independent Media's Ike stories (you may have to scroll down the page), a Weather Underground blog, and a local CBS affiliate's Ike site. Here's a resident from Houston who posted some YouTube videos of Ike, another video of a neighborhood close to SBS and some AP aftermath footage.

Of Books and the Big Screen: Martin Luther Goes to the Movies

Martin Luther has been the subject of much praise, much criticism, and almost constant intrigue. While there are not as many books published annually about Luther as there are about Abraham Lincoln, there is no shortage of Luther scholarship. There are also notable Luther flims: here's a clip from the 1953 movie, and one other clip from 2003 Martin Luther.

I want you to think about how the filmmakers and directors deptic Luther, and how the surrounding historical moment of the movie's production shaped each portrayal of the reformer.
Answer this question: To what extent does film capture the historical context of its subject(s), and to what extent is a film a commentary on the historical moment in which it was made? While the focus of this question is Martin Luther, cite other movies in your answer that help to illuminate and explain your assertions.



Some of you will be reading part of Paul Waibel's short book on Luther. Coupled with considerations of each film, you will want to visit this link to Paul Waibel's site. Be sure to read this review of Waibel's book.

We'll compare and contrast the cinematic presentation of Luther and Waibel's interpretation of him.

UPDATE: Due to technical difficulties, and in the interest of time, this assignment only requires critical analysis of the Luther films in conjunction with the observations of Spielvogel on p. 380. DUE in Comments by Monday 10/6 @ 7:50am.

Travelblogging 1.0

Dear students, greetings from Atlanta! Arrived here in Georgia this afternoon after an uneventful flight. The bag of pretzels was exceptionally small, and the coffee at 33,000 feet was actually quite tasty. It is not Dunkin' Donuts coffee, but it will work.

I'm here in Atlanta representing SBS at the Powerful Learning Practices seminar. It is all about utilizing technology in the classroom, so I thought I'd blog to keep in touch (what else?). I wanted to podcast a message for all of you, but my microphone is back in the Lone Star State.

I hope everyone survived Ike with minimal discomfort and damage. I'll follow up with some Ike stories of my own on Tuesday before we play review jeopardy.

Today I had some great conversations so far about curriculum development and collaborating across disciplines, and what kinds of teaching strategies my colleagues have employed over the years.

Also had a great conversation with the Director of Academic Affairs about teaching full time the last 7 years with 6 of those engaged in doctoral study. During a few of those years I taught 5 classes each day, and two nights a week (with the exception of 1 semester) took graduate seminars.

Some background: I finished an MA in history in May 2001, and began teaching full time in August 2001. I spent 2002-05 taking courses and then essentially writing the dissertation since March 2007, when I took my final research excursion to New England.


The short of it is that it has been an amazingly rich time of interplay between teaching and research/writing. In the conversation earlier today I recounted how I bring teaching questions now to my archival research (or participant-observation)--essentially thinking about how I could teach using primary documents--and while I think of course about content, argument, structure, etc. with my writing, I also think deeply about communicating ideas--in other words, does my writing pass the muster of the scholarly guild and can one of my sophomore or junior or senior students pick it up, read it, and at least get the main arguments and structure? Does my writing possess a readibility, or is it laden with obtuse language, arcane references, and dense jargon? And of course the use of technology has been an ever present tool in the mix of it all. And yes, I've read each and every one of those books you see in the picture; some twice.

Such a schedule--teaching and going to school in the midst of a growing family--is insanely busy (how thankful I am for a patient and understanding wife!), but has been profoundly transforming and intellectually stimulating.

All these thoughts and observations came flooding back amidst the course of the conversations I had today. I anticipate it will continue tomorrow during the PLP seminar at The Lovett School. I will try to write another post or two tomorrow.

I'm looking forward to meeting other teachers from across the country, seeing what they do, learning new things, and contemplating more ways to collaborate.

I leave you with this thought: Connectivity is a term often used in the context of communications technology and mathematics, but it strikes me as an equally important term for 21st education. It's a term that's collaborative, generative, and participatory.

Would you describe your educational experience as dependent upon connectivity? If so, to what extent? If not, why? Is connectivity an integral part of one's educational experience? Why or why not?

A Rebirth of Learning: Renaissance Review

After a few storm preparations of my own, I'm finally posting the review for next Tuesday's exam. This list of terms is NOT exhaustive, therefore you should review all materials from the Renaissance unit. As for the Renaissance art we discussed, visit Mark Harden's "Artchive" to review all relevant artists.

Take care, be safe, stay dry and hope to see you on Monday.

*******************************************
“little ice age”
Black Death
bubonic plague
Yersinia pestis
flagellants
pogroms (Strasbourg Jews)
renaissance
Individualism
Secularism
Humanism
Petrarch, The Ascent of Mount Ventoux
Machiavelli, The Prince
Jacob Burckhardt
Hanseatic League
house of Medici
civic humanism
Renaissance hermeticism
Laura Cereta, Defense of the Liberal Instruction of Women
“liberal studies”
Johannes Gutenberg
Masaccio Tribute Money
Botticelli Primavera
Donatello’s David
Brunelleschi’s Dome/Duomo
Michelangelo’s David
High Renaissance
Caravaggio
Leonardo da Vinci’s Last Supper
Raphael’s School of Athens

**Remember to review all primary documents (or short quotes) from chs. 11 and 12, as well as maps of the Black Death and Renaissance Italy. In addition, it is ALWAYS helpful to review all of your Focus Questions.

Love and/or Fear in Renaissance Italy: Pondering The Prince

Take a look at this brief summary of Machiavelli's life and times and its discussion of The Prince.

We will read and discuss segments of The Prince in class.

Hot, Flat, and Crowded

While the title of this post could describe any Houston freeway during rush hour in the summer, it is actually the title of Thomas Friedman's latest book.

There's a helpful study guide for the book, and a fair amount of audio and video to begin the discussion. There's also a brief video clip at Barnes & Noble. And here's a brief Wired article on Friedman's new book from a few weeks ago.

Rebirth and Renaissance

This weekend's reading assignment: read pp. 337-340, and answer the focus questions on p. 338 (typed or written). Be prepared to discuss Monday. That's all.

Living History: Bubonic Plague and Black Death

One of the most important and transformative moments in European history, the Black Death continues to fascinate and intrigue.

Read here and here about the Black Death, taking careful note of its causes, consequences, and overall effect on Europe and the world. Find more history from "The Plague," a recent History Channel documentary.

In class we will read and discuss this account from Florence and this document from Pistoia, Italy. Fill out a primary document analysis form.

There is also a series of paintings--more or less a medieval comic strip that tells a story--called the medieveal "dance of death" that illustrates how Europeans processed this calamity and tragedy. And to liven up the discussion here's a great 5-minute YouTube documentary about the Black Death put together by a teacher and students and a brief clip from the History Channel's "The Plague."

What "Type" of World Is It? Going Global

As discussed on Friday, the summary assignment for the opening unit on globalization is an essay. We will work in the computer lab on Tuesday and Wednesday, with your paper due at the end of class on 9/3.

Here's the writing prompt:

Globalization is a term that many recognize, but it is a more difficult task to define and explain. The term emerged in the early 1960s, yet today "globalization" is seemingly synonymous with the 21st century.

Drawing from reading and discussion the last week and a half, this essay asks you to define globalization in your own terms, using a product, movement, moment, or person to illustrate your understanding of globalization. You will also want to address the ideas and writings of the theorists and thinkers of globalization we encountered (i.e., Friedman, Zakaria, Chomsky, and Chanda), discussing and analyzing the similarities and differences between each.

In short, your paper is an analytic and expository essay on globalization.

Your paper should be between 3-5 pages in length, 12-point font, Times New Roman, and double-spaced, with 1" margins. You are limited to one block quote if necessary, and cite any ideas not your own in MLA style. This paper requires you to include a works cited/bibliography. Rubric: Basic Requirements (10%); Argument/Analysis (70%), Use of Sources (20%).

Of Geography and Geopolitics

Do you know your geography? Are you geographically literate? As we transition into some geography exercises and map work, these are important questions to ponder.

Experts have long claimed that students--in particular American social studies studies--lack basic geographical knowledge. Late night talk show hosts regularly poke fun at these kinds of statistics, and in recent memory presidential candidates have demonstrated some confusion about geography (although most likely it was a simple misstatement and not a lack of knowledge).

National Geographic recently published an article that discussed these results. Take the on-line quiz and test your knowledge.

So, are you geographically literate? Do these surveys overstate (no pun intended) the case about deficient geographical knowledge? Why does it matter? Leave your thoughts in the Comments section.

Coming Full Circle with Globalization

We’ve spent the last week and a half attempting to make connections between markets and history, between countries and cultures. Globalization is an important development to understand, and something in which we all participate. And to fully understand contemporary globalization we must now turn our attention back in time to the Renaissance; before that, however, a bit more on globalization.



Meet Nayan Chanda, director of Yale University’s Center for Globalization and author of Bound Together: How Traders, Preachers, Adventurers, and Warriors Shaped Globalization (2007). Like Friedman, Chanda has wide global experience and the credentials of a journalist. Yet his work takes a much larger historical perspective. And unlike Zakaria, Chanda frames his discussion globally instead of using the U.S. as a point of analytic departure.





Follow this link to hear Chanda discuss his book Bound Together (particularly from about 4:40-8:40). And read part 3 and part 4, of a 4-part interview Chanda gave at the Institute of International Studies at the University of California, Berkeley. Chanda has also written a very helpful article about globalization titled, "What is Globalization?"

The center that Chanda directs has a publication titled YaleGlobal Online, and it has many great resources. For example, here is a Flash movie about the history of globalization (and presentations in other formats), and there are articles and columns on globalization as well as reports and information about what globalization looks like regionally and locally, what Friedman calls "glocalization." Check out the site's multimedia center as well; you will find podcasts, video clips, and other presentations about globalization.


After reading Chanda's article about globalization, think about the similarities and differences between his definition of globalization, as well as the thoughts of Chomsky, Friedman, and Zakaria.

Eyes to See, Ears to Hear....and an Internet Connect

It is no secret that technology is a critical tool in education. Digital citizens abound, and one might say that imagination and an Internet connection serve as the passport for the wired generation.

With this in mind, technology and education experts often discuss objectives and practices for today's technology savvy, computer literate student. One of these specialists put together thoughts about K-12 education in the 21st century.

Watch the 4-minute movie and leave your thoughts. Is the creator of this video correct? What is accurate, what is overblown? Is there anything missing here? What questions might you ask the video's creator? (HT: The Agora)

Friday with Friedman (and Chomsky)

In a previous post I discussed briefly the work of Thomas Friedman and his musings on globalization. For further clarity and understanding, and some "daily" humor, check out Friedman's interview about living in a flat world on The Daily Show. Friedman also discussed globalization at the Indian School of Business and gave a talk at Lee Kuan Yew School of Public Policy at the National University of Singapore (for "10 days that flattened the world, start at around 24:00 and go to about 47:00).



Thomas Friedman offers a working definition of globalization in his books, while others offer trenchant criticisms of his rendering of globalization. One of the foremost critics of globalization is MIT linguist and political commentator Noam Chomsky. In this video clip he defines globalization.

From another perspective, here is the Stanford Encyclopedia of Philosophy's definition of globalization.

With a working knowledge of Friedman's commentary on globalization and an understanding of Chomsky's critique of it, what is the main point that each author makes? In your opinion, who is correct? Or are both correct? Why or why not? Where does Europe fit into the analyses of Friedman and Chomsky?

We will conclude Friedman and globalization (and Chomsky) next week. UPDATE: we will discuss this topic Friday in class.

Friedman and Fareed: What In the World Does the Future Hold?

It is almost cliche to say that we lived in a globalized world. Yet, the definition of what globalization is, its complex processes, and the many critics of globalization render the term and understanding it sometimes difficult.

While there are critics of his approach, many of whom have valid points, I have found Thomas Friedman's defintion of and discussion about globalization useful for the classroom. We are reading sections from The Lexus and the Olive Tree as well as The World is Flat next week, and late in the year we will spend some time reading and thinking about segments of his latest offering: Hot, Flat, and Crowded. With Friedman, we will compose a definition of globalization, and then per the timeframe of this class, trace its history from ca. 1500. More on Friedman later, however.

In the meantime, we are going to spend some time with journalist Fareed Zakaria. A condensed version of his book The Post-American World, his recent Newsweek article on global issues and the U.S. will provide a helpful context to discuss the scope of this class. Here's an important BBC interview as well.

Read the article, and answer the questions below on your own paper; bring your answers to class and be prepared to discuss. DUE in class on Friday 8/22.


1. According to Zakaria, what accounts for American anxiety?
2. What does Zakaria mean by "post-Americanism?"
3. How does Zakaria relate his experience growing up in India with the reality of living in the U.S. and being a citizen of the world?
4. Identify and discuss what Zakaria considers to be the 3 great power shifts in world history? According to Zakaria, which shift was the most important and why?
5. How does Zakaria use statistics to confound the perception that today's world is more violent than in times past? Do you agree or disagree? Why?
6. Discuss Zakaria's comparisons between Russia and China.
7. In the midst of post-Americanism, what does Zakaria see as "good news?"
8. What does Zakaria mean by the "new nationalism?"
9. For Zakaria, what does the "next American century" hold?
10. Do you agree or disagree with Zakaria's overall argument and assessment? Why or why not? In your opinion, where does Europe fit into his larger argument?

The Secret's Out

During WW2, top secret programs and practices were, well, top secret. National Public Radio recently aired a 3-part program on a top secret POW "program" conducted just outside of Washington, D.C. The site is now run by the National Park Service, and the stories reflect one goal of this class--reconstructing the past.

Here's part of the report:
About two years ago, National Park Service employees stumbled upon a fascinating and largely untold piece of American history.

It involves a secret World War II interrogation camp at Fort Hunt, Va., not far from the Pentagon. During and right after the war, thousands of top German prisoners were questioned there about troop movements and scientific advances.

Soldiers at the site also prepared special "care packages" for American POWs that they sent overseas. They included maps, radios and other escape tools.

Many of the camp's records were destroyed right after the war, and those who worked there were sworn to secrecy. Many veterans never spoke about it, even to family and friends, although the operation has been gradually declassified over the past two decades.

The National Park Service, which now runs Fort Hunt Park, has been trying to piece together the story of the interrogation facility — code-named P.O. Box 1142 during the war.

Listen to Part 1, Part 2, and Part 3.

What are your thoughts on this story? What did you find most fascinating, and intriguing?

In the beginning......

As we seek to understand and strive to articulate that which we will cover in this class, tonight's assignment asks you to answer this question:

What is European history?


Think about 3 words, ideas, people, movements, places, etc. that, in your opinion, define European history. In other words, what comes to mind when you hear the words "European history"? In your answer explain why you chose the words, ideas, people, etc. you did to define European history. Be prepared to discuss your written answers in class.

The specs: 3 paragraphs (paragraph=5-6 sentences), 12-point font, 1" margins. DUE THURSDAY, AUGUST 21 in class.

Blogging (in) the Past

Thirsty for more? Hungry for history? Leave your feedback in the comments section.

1. What were your expectations about the class blog in August? Were those expectations met, exceeded, or unmet? Why?

2. What is the best thing about having a class blog? The worst? Why?

3. What was your favorite post and why?

4. What would you change about the blog? Why?

5. Additional thoughts?

Carson's Collection: On European History

Please welcome the second guest blogger for the week: Houston Christian history instructor, regular blogger, and historian Eddie Carson. I recently asked my friend and colleague to recommend 5 must read Euro history works. His thoughts appear below. Thanks to Eddie for sharing with us.

To my students: what is the most important and/or enlightening historical work (fiction or nonfiction) you've read? Why? Leave your thoughts in the comments section.

++++++++++++++++

The following books are works that take a much more narrow path towards collective historical analysis vis-à-vis European studies; however, they can be extrapolated to address political, social, and economic matters during a particular periodization. Students tend to find the following works enjoyable to read. The following works at one point have been a part of my course syllabus.

1. The Burgermeister’s Daughter by Steve Ozment addresses a scandal of a rebellious teenage girl in 16th century Germany (of the German States). This is a work of both social and intellectual history as Ozment indirectly uses a popular narrative style of writing to address Reformation history.

2. The Cheese and the Worms by Carlo Ginzburg looks at elite and popular culture from the point of view of Menocchio, a miller who is fairly educated. Menocchio’s trial records illustrate the confusion by those of popular culture who struggled to understand the religious and social questions of the 16th centuries inquisition.

3. The Thirty Years War by Ronald Asch looks beyond the political game. This particular epoch was transformative in the early process of state building. Asch looks at the significance this conflict had on the feudal regions of Germany and the continual enforcement of the Augsburg Treaty (circa 1555).

4. A Daily Life in Rembrandt's Holland by Paul Zumthor is an excellent read; it is true that it reads more like a travel guide than a dense work of historical topicality; it is Zumthor’s use of adjectives that paints a region enriched by trade and advanced by liberal values (constitutionalism). Moreover, Zumthor’s work covers much of the more tested content elements in a fairly entertaining way; it is required reading at Houston Christian High School. I suggest reading it before or after you have read [or watched] The Girl with the Pearl Earring by Tracy Chevalier.

5. Heart of Darkness by Joseph Conrad and King Leopold’s Ghost by Adam Hochschild address the evils of western modernity and imperialism, which is associated with the Berlin Conference. Both works are classics and highly entertaining. Furthermore, they raise a number of questions about fate and humanity, as well as matters of race and superiority. Conrad’s work is by far the more complex as he injects an emotional element into the structural make up of literary analysis.

Screening Luther

Per our class discussion, Nathan Barber's questions, and Marnie Hughes-Warrington's ideas about the utility of films and history from her book History Goes to the Movies (2007), analyze the following clips from two of the most popular movies about Martin Luther. One clip is from 1953, the other clip from 2003.

Your assessment should discuss the time period in which the movie appeared, directors, funding, cinematography, etc. In terms of the relationship between historians and historical filmmakers, you should refer to the previous post this year on Luther.


You also want to discuss whether or not, to use Hughes-Warrington's categories, either Luther film commits one (or any) of the "six filmic sins" (p. 18) and how.

Finally, here are some "reel" questions about cinematic history from an on-line project out of Lehigh University in Pennsylvania; pick which question you think is the most important and explain why.

Leave your answers in the comments section.

[Photo credit here.]

History & Hollywood: Strange Bedfellows?

Now that the AP exam is behind us, and with only days--perhaps merely hours--before final exams for some and graduation for others, I've invited a guest blogger to offer thoughts and perspectives about historical films. We've discussed point of view and social location quite a bit over the last nine months, and I'd like to continue this line of analysis in a new context.

Read the post below, and complete the questions at the end by leaving your answers in the comments section. We look forward to "watching" how this discussion takes shape.

-----------------------------------------------
History and Hollywood – Strange Bedfellows?
By: Nathan Barber

Downfall. Glory. Schindler’s List. Gladiator. Gandhi. Joyeux Noel. Hotel Rwanda. Henry V. Forrest Gump. What do these movies have in common? All are among my favorite historical films. Forrest Gump is an historical film? Yes, Forrest Gump! If all these films are historical films then what is an historical film, anyway? Why are so many people fascinated by historical films and why do so many writers, directors and producers continue to create historical films? What separates a good historical film from a mediocre or bad one? And, finally, what good are historical films? None of these questions have clear-cut, indisputable answers but let’s take a look at each through the lens of one educator and historical film buff.

What is an historical film? Is it a sweeping war epic that graphically portrays the horrors of war? Is it a period piece filled with beautiful costumes and scenic settings? Is it slow-moving, stream-of-consciousness film created to portray the zeitgeist of a people or a nation at a critical juncture in its history? Is it a story about a single person who waltzes, without a care in the world, through the years making cameo appearances in pivotal historical moments and movements? For me, an historical film can be any or all of these. For me, an historical film can be an epic, a biopic or even a work of fiction set against an historical backdrop.

Why are so many people fascinated by historical films and why do so many writers, directors and producers continue to create historical films? Perhaps the answer to the second question is answered for us in the first. A cynical look at why Hollywood continues to produce historical films suggests simply that moviegoers continue to buy millions of tickets for historical movies. A more hopeful answer might be that writers still have much to say, many stories to tell and much to show us about the people that lived in other times and places. If so, then what about the first question? Generally, people who love history love the stories of history. Even those who don’t love history in an academic sense generally enjoy good stories and interesting characters. This is exactly what Hollywood does for moviegoers: Hollywood tells us stories with interesting characters. Essentially, history is an unending string of stories filled with interesting characters, isn’t it?

What separates a good historical film from a mediocre or bad one? There are as many answers to this question as there are moviegoers, history buffs and film buffs. Does the answer depend on accuracy and realism? If so, then what does “accurate” or “realistic” look like? Does the answer depend on an objective or subjective look at the film’s topic? Does the answer take into consideration the dialogue or cinematography? I’m tempted to say that a great historical film is one that accurately portrays people and events, vividly depicts costumes, architecture and settings, and gives an accurate (whatever that is) snapshot of some time and place I can otherwise only read about. If that’s the case, though, I should, with tears in my eyes, toss my Braveheart DVD immediately.

What good are historical films? Despite the runaround above, I believe historical films hold great value for moviegoers and especially for students and teachers. As long moviegoers remember the caveat that what is depicted on screen is seldom the way the events actually occurred, they are free to glean as much or as little from historical films as they care to. The same applies to students and educators. However, for those in education, historical films can mean countless opportunities to question, analyze and critique elements of the films including the accuracy of details and timelines, the depiction of characters’ personalities and motives, the authenticity of costumes, language and architecture, or the point of view or agenda of the writer, director or producer; in short, for those in education, historical films provide learning opportunities. Historical films can provide visualization of war, poverty, intrigue and even geography with which most 21st century students have no firsthand experience. Furthermore, an historical movie can provide a powerful glimpse into the experiences of others that simply cannot be conveyed with the printed word. This graphic clip from Amistad is a perfect example.

At the end of the day, an historical film can have little value other than entertainment value (i.e. Pearl Harbor) or it can bring into focus for millions of viewers historical images that are both shocking and poignant (i.e. Schindler’s List or Saving Private Ryan). I propose to you that every historical film has some value for a student of history: The average viewer says, “That was a good movie,” while a student of history says, “That’s interesting. I wonder…” and then checks the “facts” for himself.

Choose one of the questions from the beginning of the entry and respond to that question. Additionally, provide a brief list of your favorite historical films. Finally, feel free to comment on anything in this blog entry.

Back to the Future: Religion in Europe

As the topic of religion has been a consistent theme in this course, both in terms of course material and current events discussions, I want to remind you about an important (relatively) new book sure to prompt important discussion, analysis, and conversation--and extra credit.

Philip Jenkins's lastest work, God's Continent: Christianity, Islam, and Europe's Religious Crisis (Oxford University Press, 2007), covers important ground and offers interesting and provocative claims. Read an exerpt here.



God's Continent is the third installment in Jenkins's appraisal of contemporary religion in a global context, preceded by The Next Christendom (2003; rev. ed. 2007) and The New Faces of Christianity (2006).




DUE May 19, this extra credit assignment is worth one exam grade. You will write an analytical review of the book, identifying the book's thesis, taking an inventory of Jenkins's primary source material, and evaluating his arguments. In addition, you will want to consider Jenkins's topic of religion in contemporary Europe in light of the religion/religious trends we've discussed in AP European history since last August. In other words, what does Europe's religious history suggest about the future of religious history in Europe? How do students and scholars understand and evaluate this history in light of globalization? If you could ask Jenkins one question about his book, what would it be?


Format is to follow the customary 12-point font, Times New Roman, 1" margins, and your review should be at least 5 pages long. There will also be a discussion/oral evaluation component to this assignment. Details to follow.

AP Exam Review Week

Today commences an intensive, thorough, and altogether exhilarating time of review for the AP Euro exam. We'll discuss key topics, complete practice exams, write more DBQ questions--all in all what I'd call a festival of knowledge, party of learning, or intellectual rave.

At this page you will find helpful lists of key terms, geography, people, and documents. Hank is posting his illuminating podcasts again, so be sure to stop by. It probably wouldn't hurt to read through the AP Central site on European history.

Here's a downloadable, mammoth review guide compiled by an adventurous AP Euro student, and a set of on-line quizzes you can take to test/refresh your knowledge of the course content. Finally, here's a good storehouse of information on the course itself along with tons of review items, as well as this repository of resources.

You can find more resources and study guides here, as well as here.

If you come across any other helpful study sites, please leave the URL in the comments section.

Of Russia, Rocky, and Review

If you just can't get enough of 1980s entertainment--and Cold War culture in general--here's a clip of the training scences from Rocky IV. And here's a fighting scene--conflict between the great superpowers that, pardon the pun, rings true on screen. And let's not leave the Andy Warhol interview out either. Finally, check out some more Cold War culture here.


On a more serious note, be sure to read pp. 851-54 on the collapse of Russia, and take a look at the section on Yugoslavia on pp. 858-860. Be prepard to discuss tomorrow.



Relative to tonight's reading, here's a little something on the fall of the Berlin Wall from ABC, and Ronald Reagan's famous quip to "tear down this wall."



We will begin reviewing for the AP exam very soon. To prepare, download the resources here.

[Photo credit here.]

European History and W.E.B. Du Bois

To add to our discussion about World War I, and as a way to conextualize the portion we are reading from Darkwater (1920), I offer this introduction to the life and times of W.E.B. Du Bois (1868-1963).

Start here with a short biographical sketch of Du Bois, and a photo-text exhibit on Du Bois's life.

The University of Massachusetts-Amherts contains the largest collection of Du Bois's papers, and hosts an on-line repository with tons of pictures and a large number of documents. In fact, the Afro-American studies department at UMass-Amherst takes it name from Du Bois. Here's another collection of things Du Bois (click on the animated map--a cool feature of the site), and a short summary of his early life in Great Barrington.

Here's a report about the history of Du Bois's Encyclopedia Africana project, another project related to Du Bois's encyclopedia idea, and some pictures from Du Bois landmarks in Ghana.

I mentioned in the Du Bois lecture that he spent time studying in Germany, an obvious connection with AP Euro. Read some thoughts about that here. Read this interesting exchange between two scholars about Du Bois's posture toward Joseph Stalin.

There's the W.E.B. Du Bois Virtual University, Professor Robert Williams's fabulous repository of Du Bois resources, the resources page at the W.E.B. Du Bois Department of Afro-American Studies at UMass-Amherst, Dr. Steven Hale's Du Bois on-line selections, resources from the Documenting the American South project, the Perspectives in American Literature (PAL) page, the reading room at Harvard's Du Bois Institute, documents from the FBI files of Du Bois (though redacted), Du Bois's New York Times featured author page (subscription required), the e-project at the University of Virginia Library (scroll down for Du Bois), and in other various places Paul Harvey points out.

Another interesting site comes from Dr. Richard Rath, a historian who does sensory history among other things, teaches at the U. of Hawaii and with some students developed a kind of soundtrack to Souls of Black Folk. It is amazingly cool, and a helpful resource in teaching. Check it out here.

Other on-line readings from Du Bois include Darkwater (1920) which includes an interesting story titled “Jesus Christ in Texas.” Du Bois's “A Litany at Atlanta” is a psalm of lament written in response to the 1906 Atlanta riot that we talked about in class. Another interesting piece from Darkwater is "The Souls of White Folk" with clear references to World War I, among other things.

In 2007 two bloggers interviewed Edward J. Blum, a scholar of W.E.B. Du Bois who published an important book titled W.E.B. Du Bois, American Prophet. (Be sure to read the customer reviews of Ed's book, as well as this recent review.) You will learn more about Du Bois, of course, but also tons about how historians tells stories about the past, and how professors and teachers teach history. Read one interview here, and the other 7-part conversation below.
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
Part 7

Ed has also written a few things for the University of Pennsylvania Press blog. Here's a piece about how Du Bois might respond to several contemporary high-profile atheists--interestingly enough a charge leveled many times over at Du Bois himself. Here's an editorial wherein Blum offers political advice to Barak Obama and the Democratic Party via the work of Du Bois. Finally, here's an entry celebrating Du Bois's birthday.

And speaking of birthdays.....since mine is coming up (as is Du Bois's on Feb. 23), I can't help but mention two interesting gift ideas-- I mean teaching aids: a W.E.B. Du Bois doll (seriously), and a Du Bois t-shirt.

[Photo credit here.]

"Picturing" World War One

Spend some time at this photo exhibit, as well as these on trench warfare (and here too), select an image that impacts you and explain why.

Leave your thoughts in the comments section and/or be prepared to discuss on Monday.

View this video about propaganda and World War I. For footage of shellshock victims, watch this.

History "Rocks" 1.0: World War "One"

In order to stay in tune with today's discussion of music and culture and WWI, I offer this post both as a learning tool and as a way to highlight one of my favorite bands (in addition to this musician): Metallica.





Metallica's 1989 song "One" was inspired by the novel "Johnny Got His Gun." Published in 1939, this anti-war story is about a soldier injured during WWI. The phrase "Johnny Got His Gun" comes from the George Cohan song "Over There" we listened to in class.





The novel has been adapted to the stage (the 1940s) and the screen (the 1970s), and a new film version is scheduled to debut this year.





Metallica's music video for "One" won a Grammy in 1990 and is quite famous; it musically depitcs tension, conflict, and via drums, machine guns. Check it out here and read the lyrics here.





A couple of questions......


What is significant about the historical context of the book's publication in the late 1930s, and about the film version of the book (both during the 1970s and today)? What does the song say about wartime experiences, and how does this relate to what we've read and discussed in class?

********
Reading: pp. 729-36, and for those to whom this applies, don't forget the AP fee that's due tomorrow.
********




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Modernity, Anxiety, and Imperialism

Read pp. 681-86 and answer the first focus question (typed) on p. 681.

European Locks

No, this is not a post about my hairstyle when traveling to Europe, but real locks through which the photographer traveled. Photos courtesy of El Peruano.

History Goes to the Movies: Africa

A new film premieres Monday, February 4 called "Prince Among Slaves."

Here's a brief synopsis from the film's website:
1788. The slave ship Africa set sail from the Gambia River, its hold laden with a profitable but highly perishable cargo—hundreds of men, women and children bound in chains--headed for American shores. Eight months later, a handful of survivors found themselves for sale in Natchez, Mississippi. On the slave auction block, one of them, a 26-year-old male named Abdul Rahman Ibrahima made an astonishing claim to Thomas Foster, the plantation owner who purchased him at auction: As an African prince, highly educated and heir to a kingdom, this bedraggled African’s father would gladly pay gold for his return. Foster dismissed the claim as a tissue of lies.

Follow this link for coverage of the major historical figures that factor into Abdul Rahman Ibrahima's life including John Quincy Adams, Andrew Jackson, Francis Scott Key and David Walker. The film is based on Terry Alford's Prince Among Slaves (Oxford University Press, 2007; Thirtieth Anniversary Edition).

Watch clips of the film here and read some press clippings about the film. And the rapper Mos Def is the film's narrator.

In addition to Alford's book, this film appears as if it will work in tandem with Sylviane Diouf's work on the ship Clotilda, and much of Michael Gomez's outstanding scholarship on Africans in the Americas. Check out this on-line exhibit about Africans in the Americas from the Schomburg Center.

Watch the film and leave your comments.

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We're All in This Together: Studying Karl Marx

We will begin our tour of Karl Marx tomorrow in class. After reading through pp. 601-02 and 638-40, read here about other students who are currently studying Marx, and watch this to see how Marxian analysis influences American pop culture.

Find out more "below":

Read more about Marxism and compare Marxism and socialism here. There are scholars and citizens who call themselves "non-Marxist socialists," while others employ the term "democratic socialist."

Members of both the proletariat and the bourgeoise are encouraged to leave comments, but especially the proletariat.

(And, as a follow-"up" from today's class, here is an on-line exhibit of art related to Giribaldi).

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From the Painters' Point of View: Romantic Art

While I'll resist making a pun by saying that I love Romantic art, I will provide links to the paintings several artists.

Take a look at the paintings, and brush up on the basic biographical details of the painters' lives; we will need this information as we canvass the history of Romantic art.

[For the first three links, find Romanticism on Mark Harden's homepage, click, and find the painters and their paintings here.] Here are some arresting landscapes from John Constanble. Check out the work of French artist Theodore Gericault, and the German painter Caspar David Friedrich. And finally here is an assortment of paintings for your viewing and analysis.

[Photo credit here.]

Industrial Revolution

Check out this site that deals with inventors and inventions related to the Industrial Revoltion, and read some about the travels of Muhammad As-Saffar, a Moroccan who visited France during the Industrial Revolution. Read selections from the book here. Think about ways you might compare the travel writing we've read previously with As-Saffar's journey, focusing on context, point of view, and change over time.

History SMARTs in Room 3103

Here's a picture from Friday's unveiling of the SMART board. SMART technologies is based in Canada, and you can read more about the company here.

What do you think of the SMART board, and how useful is it for history class? Even though we used it for review jeopardy, what ideas of your own can you offer for how we can better use it in history? Pardon the pun, but I bet you can think of many, many ways to utilize SMART board in class. I am sure your comments will be right on the money, and priceless.

Read more about the photographer here.

Liberte, Egalite, Fraternite

Welcome back, and Happy New Year!

Check out the companion site to the French Revolution documentary. A host of interesting links, trailer(s), and even a historical game.

Make sure your volume is up when you upload the site. And no (pardon the puns), it is not available on wii as far as I know.