SBS European History, 2008-09

AP Exam Review

2009-04-29T18:15:00.005-05:00

It has been a busy few days so far as we've reviewed for the AP Exam. Your brains are no doubt full, and I'm sure your hands tired of writing. Keep up the good work and continue to press forward!

If you do need a break from studying, it may be a good idea to relax and read a chapter from this book.

I've provided some links for additional study materials. At this page you will find helpful lists of key terms, geography, people, and documents. Although Hank hasn't posted in over a year, his podcasts are nevertheless illuminating. 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 and I'll add them to this list.

Watching History: Triumph of the Will w/Nathan Barber

2009-04-26T20:44:00.005-05:00

A few weeks ago during our unit on WW2 we viewed segments of Triumph of the Will. I've asked a good friend, former SBS Dean of Students, and historian Nathan Barber to offer commentary about the film. He's read your comments from the previous post, and responded with what I've posted below. Read his response, and leave your comments (i.e., additional questions, follow-up points, etc.). Avail yourselves of this great opportunity for additional dialogue about this most important film.

Thanks, Nathan!

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Dear Dr. Sinitiere and the SBS Euro classes,
Thank you for providing me the opportunity to participate in your Triumph of the Will assignment. I trust that each of you understand and appreciate the significance of the film you watched. Riefenstahl’s film has been both praised and vilified in the years since its release more than seventy years ago. Hitler issued a blank check to Riefenstahl to complete the project and she gladly accepted the challenge. As historians, you must remember the historical context of the project: the mid-1930s when the Nazi party had begun its climb to power out of the rubble and ruin that was post-WWI Germany. Riefenstahl could not have known where Hitler would lead the Nazi party and Germany over the next decade. For most who have vilified Riefenstahl and her work, the issue is whether or not she knew, at the height of Nazi power, the extent to which Hitler and the Nazis had taken their anti-Semitic nationalism. Evidence may suggest she knew but failed to separate herself from the party.

Let’s take a look at the film itself. Based on your blog comments, you clearly picked up on much of the symbolism, themes and allusions in Riefenstahl’s film. Well done. I’m impressed with your astute observations and articulate comments. I would like to offer two of my own observations for your consideration, observations that were not noted in the classes’ comments.

First, the film looks in retrospect to be propaganda. I cannot argue this point. I ask you, however, to consider Riefenstahl and her approach to the project. What she created was a portrait of Hitler and the Nazi party. Think back to your study of the Renaissance, specifically of Renaissance art. During this time, patrons commissioned the greatest artists of the day to create portraits. The visual description or likenesses portrayed the patrons as the patrons wished to be perceived by the viewer, perhaps strong or valiant or rich. Hitler, the patron, commissioned Riefenstahl, an artist, to create a portrait fashioned with camera and film rather than with brush and canvas. The finished work, Triumph of the Will, provides the viewer with the description or likeness of Hitler and the Nazis exactly as Hitler hoped: as savior and messiah for a broken and suffering people. Did you notice the joy and excitement on the faces of the Germans in the film in spite of the fact that their nation lay in economic shambles around them? Riefenstahl’s intent was to illustrate how Hitler and the Nazis gave the Germans hope. Your interpretation of Riefenstahl’s Hitler as a savior, as a messiah, as a divine figure, serves as evidence that Riefenstahl succeeded in creating the portrait Hitler desired. I offer to you that perhaps Riefenstahl the artist, not the propagandist, created Triumph of the Will as art and the Nazis then used the art as propaganda. After all, in that sense, is a commissioned portrait any different inasmuch as it is designed to propagate a particular idea about the subject of the portrait? This is not to suggest, though, that Riefenstahl didn’t know how her art would be used.

Second, I’d like to bring to your attention a certain bit of irony about Triumph of the Will. Though your comments did not indicate that you discovered this, I wonder if any of you noticed where the rally in the film was held. The rally in the film took place in Nuremberg as did so many similar rallies over the next dozen years. The irony? The famous trials in which Nazi war criminals were convicted also were held in Nuremberg. Coincidence? Not likely. While Berlin originally seemed an ideal location for the trials, Nuremberg offered a more suitable venue and seemed a fitting place to put to death the Nazi spirit which had, in a sense, been born out of the Nuremberg rallies in the 1930s.

Thank you again for the opportunity to offer a few thoughts on Triumph of the Will for your consideration. I look forward to any comments you may have. And for those of you taking the AP exam, I wish each of you all the best in the rest of your AP Euro course and on the exam, which happens to be just over the horizon.

This I Believe....

2009-04-22T09:19:00.006-05:00

This post considers a national communications project called "This I Believe."

From its website: "This I Believe is a national media project engaging people in writing, sharing, and discussing the core values and beliefs that guide their daily lives. NPR [National Public Radio] airs these three-minute essays on All Things Considered, Tell Me More and Weekend Edition Sunday. This I Believe is based on a 1950s radio program of the same name, hosted by acclaimed journalist Edward R. Murrow. In creating This I Believe, Murrow said the program sought 'to point to the common meeting grounds of beliefs, which is the essence of brotherhood and the floor of our civilization.'"

I've long listened to "This I Believe" essays on the radio driving into school each day (after all, one needs something to help pass the time in Houston traffic), and I occasionally check in at the This I Believe website to read what people have to say. Always, I find the essays, both written and spoken, interesting, noteworthy, and intriguing.

I don't always agree with what I hear or read, but I'm always eager to learn something new, to see how someone else views the world or to hear someone else's story.

For tonight's blog assignment, I'd like you to explore the This I Believe website (hyperlinked above), simply to see what's there. Then, find a more recent essay that you find intriguing. (As you will see, on each page there are multiple search options.)

Bring a hard copy to class. After reading, be prepared to discuss WHAT the essays are about and WHY you found the subject interesting or intriguing. This will provide a discussion context to work on your own "This I Believe" essay--which will be titled "This I Believe....is the most important event in modern European history (and why)."

Begin thinking about what event you think is the most important in the last 500 years of European history. Come up with at least 3 reasons why. You will write your essay in class on Friday 4/24 and Monday 4/27.

Blogging from Atlanta

2009-04-20T10:07:00.003-05:00

I write to you from the Lovett School in Atlanta where I'm engaged in conversations with teachers about using and implementing 21st century technology in the classroom. You may recall a post about my first meeting of this nature last fall (right after Ike), and then an earlier post in which I asked you to reflect on technology in the classroom.

Quickly, I’d like for you to share your thoughts quickly….what does it mean to be a 21st century learner? What is your best learning experience via technology in the classroom? Was it teacher-led? Student-led? A combination of both? Why was it meaningful to you? What kinds of technology are you interested seeing more of in the classroom? Put another way, what kinds of technology would you use to teach a lesson or make a presentation? Why?

For students outside the walls of SBS (or teachers)--please connect with us and comment about your experiences.....

Cold War

2009-04-16T07:45:00.005-05:00

Tomorrow we will bring the Cold War to a close. To the left you see a pic of the fall of the Berlin Wall. We'll use this image to build our discussion.

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." Related to Cold War culture, let's not forget this amazing Andy Warhol interview. Below you will find a scene from one of the best Cold War movies of all time: Rocky IV. The movie uses boxing as a metaphor for the collision of the superpowers, the U.S. and U.S.S.R. This scene features Rocky and Ivan Drago prepping for the big fight, a clip, as we discussed in class, filled with rich irony. Leave your thoughts in the comments section.

World War 2: Propaganda

2009-04-06T22:33:00.004-05:00

For part of our study of World War 2, we will view selected clips from Triumph of the Will (1935). Controversial, it has been called one of the most important propaganda films of all time. After viewing clips (about the first 20 minutes, and then from 40:00-55:00, a segement that shows a rally of Hitler Youth), we will discuss the film in relation to Hitler's theories of propaganda. Also, from about 1:01-1:15 there is an important segment of a mass rally.

Finally, here is a site with important information about the filmmaker, Leni Riefenstahl.

Holy Mavericks Update

2009-04-05T20:59:00.000-05:00

I'd like to draw your attention to several places Holy Mavericks appeared on the web this week.

In addition to my post about it, my friend and historian-blogger extraordinaire John Fea (Messiah College) threw up a nice announcement post. Dallas Morning News religion reporter Sam Hodges mentioned the book and provided a link to a great story on Shayne and Holy Mavericks that appeared in New Wave, Tulane's campus newspaper.

I also found Holy Mavericks on several other sites around the web. Journalist Sara Posner reviewed our book and Jonathan Walton's great study on black televangelism at Religion Dispatches. An announcement appeared at Library Journal a few weeks back, and the media and religion program blog at USC mentioned Holy Mavericks as well. It also showed up at the PoliPoint Press site.

I'm doing a couple of Q&A's about the book in the coming weeks, and as soon as they go live I'll provide links. I'm also building a page for Holy Mavericks for my own web site, and will provide a link once it is ready.

In the meantime, feel free to leave comments, questions, and criticisms about the book. Looking forward to the conversations.

In Print: Holy Mavericks

2009-04-01T15:50:00.001-05:00

I'm pleased to report that my book Holy Mavericks: Evangelical Innovators and the Spiritual Marketplace (co-authored with Shayne Lee) is out today.

You can view the Table of Contents and the Introduction. Purchase a copy here.

Here’s a description of the book from the NYU Press website:

Joel Osteen, Paula White, T. D. Jakes, Rick Warren, and Brian McLaren pastor some the largest churches in the nation, lead vast spiritual networks, write best-selling books, and are among the most influential preachers in American Protestantism today. Spurred by the phenomenal appeal of these religious innovators, sociologist Shayne Lee and historian Phillip Luke Sinitiere investigate how they operate and how their style of religious expression fits into America’s cultural landscape. Drawing from the theory of religious economy, the authors offer new perspectives on evangelical leadership and key insights into why some religious movements thrive while others decline.

Holy Mavericks provides a useful overview of contemporary evangelicalism while emphasizing the importance of “supply-side thinking” in understanding shifts in American religion. It reveals how the Christian world hosts a culture of celebrity very similar to the secular realm, particularly in terms of marketing, branding, and publicity. Holy Mavericks reaffirms that religion is always in conversation with the larger society in which it is embedded, and that it is imperative to understand how those religious suppliers who are able to change with the times will outlast those who are not.

Here’s what others have said:

“Introduces us to some of the most prominent religious innovators in the United States today—savvy spiritual suppliers,’ as the authors say—who are skilled at recalibrating their messages and ministries to fit particular audiences. Religious scholars will welcome the attention given to cultural themes in the analysis, and the emphasis on more than just individual choice; general readers will be enthralled by the creativity of the producers but also appalled at the captivity of religious faith to contemporary culture.”
Wade Clark Roof, University of California at Santa Barbara

“A fascinating journey into the worlds of five of the most influential religious leaders in the United States. Holy Mavericks provides an open window to view change both in American religion and American culture. In reading this book, you will find that these five religious giants do not practice old time religion, and yet, ironically, they do. Holy Mavericks shows us how.”
Michael O. Emerson, Rice University

“Takes us beyond the scandal-mongering and speculation so common in popular media coverage of religion to provide a deeper level of insight into some of the most influential ministries in the spiritual marketplace of American religion today. Combining keen sociological analysis with crucial historical contextualization, Lee and Sinitiere explain what have been the keys to the relative successes of these ministries' leaders as individuals willing to do business’ outside of traditional ministerial boundaries in a variety of ways. . . . A must-read for those seeking to understand this intersection of faith, commerce, and politics.”
Milmon F. Harrison, University of California at Davis

The New Imperialism

2009-02-16T10:54:00.004-06:00

So far we've taken a bird's eye view of the New Imperialism, as well as a comparative analysis of imperialism in Africa and Asia. We've examined literary aspects of imperialism with "The White Man's Burden," "The Black Man's Burden," and an advertisement.

We will now turn to politcal cartoons and geography.

Below you will see three political cartoons about imperialism. Analyze and discuss on your own sheet of paper. Read more here about the political cartoon immediately below, and the bottom cartoon depicts British financial magnate Cecil Rhodes, about whom you can find out more here.

The final part of the assignment is to complete this module about imperialism. Answer all questions on your own sheet of paper. Be prepared to discuss in class.

Looking for Lincoln

2009-02-11T20:48:00.004-06:00

Here's a link to what appears to be a fantastic documentary on Abraham Lincoln. I'm watching it right now. So far, so good.

Herny Louis Gates of Harvard is the main host, and he interviews many of the leading scholars of Lincoln. Also, there's a section of the documentary in which Gates sits in a Chicago high school classroom and discusses Lincoln with AP U.S. history students.

Brushing Up on the Past: Understanding Romantic and Realist Art

2009-02-10T08:59:00.004-06:00

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.] In addition to some of the artwork featured in your book, there 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. You should also read more about Realism, and see examples of some realist artwork here and here.

The assignment: pick one artist, and one painting by that artist. On Thursday you will discuss basic biographical details (birth, death, education, influence, importance, etc.), and then using the SMARTboard to display images of your artist's painting(s), analyze the paintings in class. The aim of this assignment is to better understand Romantic and Realist art.

[Photo credit here and here.]

Ideologies of Change: Marxism

2009-02-04T07:35:00.001-06:00

Today we will take a of the life and influence of Karl 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."

Fitting the Pieces Together: The Industrial Revolution

2009-01-21T11:51:00.004-06:00

Visit this site that deals with inventors and inventions related to the Industrial Revoltion to complete blog assignment.

On Monday we will travel back in time to expand our horizions 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.

MLK Day

2009-01-19T07:11:00.001-06:00

MLK day in 2009 takes on a new significance (read about the history of MLK day here), particularly with inaugural activities underway as tomorrow the United States will welcome its first African American President.

MLK day in is also called "Martin Luther King, Jr., Day of Service." How will you serve your neighbor today, or welcome the stranger, or exhibit hospitality? How will you give back?

And since most newsclips and news footage of MLK on MLK day nearly always features snippets from his famous "I Have a Dream Speech" in Washington, D.C. in 1963, his post-1963 speeches deserve attention as well, the national and international "radical" phase Harvard Sitkoff captures in his recent book.

Important moments during this period include his Nobel Prize Speech (December 1964)--since this is a European history class I should mention that he delivered this speech in Oslo, Norway--his Mountaintop Speech (April 1968), his Vietnam War speech (April 1967), and the God is Marching On address (March 1965).

What Are You Reading?

2009-01-17T22:00:00.004-06:00

There's been some attention lately to Presidential reading habits.

In a December Wall Street Journal article, former Bush political advisor Karl Rove told of a competition he and the President had to see who could read the most books in a year. It offers a revealing look at what George Bush has been reading the last few years.

Most recently, President-elect Barack Obama's reading list has received some press. An NPR radio story last week commented on his reading habits and book interests. An author himself, Obama can appreciate a good book.

Since we read and discussed both of these authors in class, you may be interested to note that Obama has recently read one of Thomas Friedman's books. And, as you can see from the picture, the President-elect has also recently read the work of Fareed Zakaria.

In what is similar to the economic effects of Oprah's Book Club, these stories note that when a President is photographed with a book, or it becomes know what book the President is reading, sales of that book jump dramatically.

Now, if only I can figure out a way to get Holy Mavericks: Evangelical Innovators and the Spiritual Marketplace in Obama's hands....

[I thank my friend and fellow historian and blogger John Fea for the article leads and inspiration for this post.]

Histoire Francaise

2009-01-16T08:30:00.008-06:00

Terms to Consider:
Estates General
the Bastille
First and Second Estates
Third Estate
the National Assembly
the Tennis Court Oath
Declaration of the Rights of Man and the Citizen
Olympe de Gouges
Civil Constitution of the Clergy
Committee of Public Safety
Maximilien Robespierre
Declaration of the Rights of Woman and the Female Citizen
Reign of Terror
the guillotine
Temple of Reason
Toussaint L’Ouverture
Directory
Napoleon Bonaparte
Italian and Egyptian campaigns
First Consul and Emperor
the Concordat
the Civil Code
Elba and Saint Helena
American Revolution
Declaration of Independence
France vs. Britain (18th century)
Print media in revolutionary North America and Europe
Seven Years’ War
Cahiers de doleances
Woman’s March
Republic of Virtue

Questions to Consider:
1. Discuss and explain the causes of the French Revolution. Do you think there is one cause is more important than others? Why or why not?

2. How was France changed by the revolutionary events of 1789-1792? Who benefited the most from these changes?

3. Why did the French Revolution enter a radical phase? What did the radical phase accomplish? What role did the Reign of Terror play in the Revolution?

4. Napoleon has been considered the greatest leaders of all time. Using examples from the text defend or refute this statement.

5. In what ways did the American Revolution inspire the French Revolution, and subsequently the Haitian Revolution?

6. Which revolution–American or French–has had the greatest influence during the last two centuries and why?

7. Discuss Napoleon’s rise to power, his government policies, both foreign and domestic,and evaluate the extent to which he championed the French Revolution or challenged its major claims.

8. In what ways do the Declaration of Independence and the Declaration of the Rights of Man and the Citizen relate?

Libertie, Egalite, Fraternite

2009-01-13T07:43:00.001-06:00

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

You will use the timeline found at the site to complete the Critical Thinking component of the video worksheet.

Reframing the Past: Global Declarations

2009-01-12T09:28:00.006-06:00

When in the course of traditional discussions about the Declaration of Independence, it becomes necessary to break free from the contents of customary lessons that govern the way we see and study the past. At least this is what Harvard historian David Armitage argues, in part, in his fantastic study The Declaration of Independence: A Global History, published in 2007.

We've previously discussed the European background to the Declaration, making connections to the ways in which it influenced the French Revolution. Now, with David Armitage's help, I want to consider the document in a global perspective.

At the annual meeting of the American Historical Association in Washington, D.C. in early 2008, I had the good fortune to attend a lunch at which Armitage addressed this topic. Armitage is a delightful and witty speaker, and his talk covered the basic contents of his book.

Hence, I want to think about the Declaration in these ways, fleshed out in class discussion:

1. its universal/universalizing claims
2. "international" idea of the nation-state
3. the universal physicality of the document itself
4. the "declaration" genre of literature
5. declarations as anti-colonial protest
6. identify world-historical moments of declarations of independence

Be sure to scan Armitage's list of declarations of independence. Also, here's an early reflection on the universal dimensions of the Declaration, as well as an interesting review of the book from Itinerario and another from the Boston Globe. Here's a nice biographical portrait from the Harvard Gazette.

Believe It or Not: The Protestant Interest and Eighteenth Century Religious History

2009-01-05T11:00:00.003-06:00

In our concluding discussion of the eighteenth century, we will analyze Thomas Kidd's idea of "the Protestant interest" as it relates to North America, Europe, and the globe. (I will also compare this to Luke Clossey's conception of global Jesuits from his recent book.)

Consulting notes from lecture/discussion, and from Spielvogel, read the specified portions from Kidd's book The Protestant Interest here.

Since "revolution" one of this semester's key themes, and since religious history will continue to inform our discussion of Europe's past, Kidd's conceptualization is helpful as we discuss historical context, change over time, and the migration of ideas.

The Past Remains the Present: Copernicus Found

2008-11-20T21:17:00.004-06:00

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

2008-11-17T12:28:00.002-06:00

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

Absolutely Comparative

2008-11-12T12:08:00.009-06:00

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

2008-11-04T11:00:00.012-06:00

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

2008-10-27T07:35:00.006-05:00

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

2008-10-25T14:36:00.005-05:00

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

2008-10-17T09:05:00.004-05:00

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

2008-09-30T09:42:00.007-05:00

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

2008-09-21T23:55:00.006-05:00

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

2008-09-12T14:18:00.003-05:00

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

2008-09-10T10:21:00.006-05:00

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

2008-09-08T10:08:00.002-05:00

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

2008-09-05T12:31:00.002-05:00

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

2008-09-04T08:41:00.002-05:00

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

2008-08-31T23:16:00.009-05:00

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

2008-08-29T09:50:00.003-05:00

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

2008-08-29T09:13:00.005-05:00

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

2008-08-27T09:26:00.004-05:00

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)

2008-08-22T07:56:00.007-05:00

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?

2008-08-21T10:10:00.003-05:00

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

2008-08-20T17:14:00.004-05:00

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......

2008-08-20T09:34:00.005-05:00

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

2008-05-15T15:38:00.001-05:00

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

2008-05-14T20:38:00.002-05:00

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

2008-05-13T08:05:00.009-05:00

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?

2008-05-11T23:21:00.005-05:00

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

2008-05-01T07:07:00.004-05:00

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

2008-04-28T09:24:00.004-05:00

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

2008-04-16T15:22:00.005-05:00

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

2008-02-25T12:00:00.004-06:00

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

2008-02-22T12:28:00.001-06:00

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"

2008-02-19T07:11:00.001-06:00

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.
********

[Photo credit here.]

Modernity, Anxiety, and Imperialism

2008-02-13T15:23:00.001-06:00

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

European Locks

2008-02-06T07:25:00.001-06:00

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

2008-02-03T22:49:00.000-06:00

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.

[Photo credit here.]

We're All in This Together: Studying Karl Marx

2008-01-31T13:31:00.000-06:00

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).

[Photo credit here.]

From the Painters' Point of View: Romantic Art

2008-01-28T11:48:00.000-06:00

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

2008-01-16T15:58:00.000-06:00

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

2008-01-13T10:26:00.000-06:00

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.

Liberte, Egalite, Fraternite

2008-01-02T11:31:00.000-06:00

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.

Beginning of the End: Of Books, Coffee, and Final Exams

2007-12-10T20:36:00.000-06:00

As you seek to put all the pieces together here at semester's end, some concluding thoughts.

For helpful last minute study tips, see this humorous post on final exams, or a funny bald guy's podcast (puns included). Most relevant for class, check out a master teacher's thoughts on Peter the Great and a keen comparative look at Descartes and Bacon.

If you fall asleep while studying, hopefully you can avoid this, no doubt a hot topic of discussion for phuture phorums.

[Photo credit here.]

On Staying Enlightened

2007-12-02T12:27:00.000-06:00

Topics for Monday's discussion:
1. Chapter 17: pp. 493-98 (18th-century culture, society)
2. Chapter 18 (read about topics below)
a. Enlightened Absolutism in France, Russia, Prussia
b. balance of power
c. 18th century social structures

Chapter resources: Chapter 17, Chapter 18 (select a chapter)

Merry Chri$tma$ with Rev. Billy, the Erstwhile Calvinist

2007-11-29T22:59:00.000-06:00

If you've seen Super Size Me, then you will want to go see this documentary. It opens at the River Oaks theatre in Houston on Dec. 7. Check it out. Read some reviews of the film here.

(HT: Brands of Faith)

[Photo credit here.]

Phorum with (soon to be) Dr. Phil 4.0

2007-11-29T14:52:00.000-06:00

In addition to bringing in your own articles to discuss, check out these items related to crowdsourcing. Read a wiki definition, and then read the original article on crowdsourcing by journalist Jeff Howe. Of course he has a blog, too. What are your thoughts about crowdsourcing? What would crowdsourcing education look like? Is it even possible?

Also, here's a link to a story about the Republican YouTube debate. How is this kind of technology transforming politics and campaigns?

Finally, let us know what you think about on-line learning from this story. How has on-line learning influenced your education thus far, and what kind of role do you anticipate it playing in your educational future?
Part 1
Part 2

Kant on Enlightenment

2007-11-27T09:58:00.001-06:00

Follow the light here.

[Photo credit here.]

High Voltage Conversation: Get Shocked

2007-11-19T21:20:00.001-06:00

I first heard of Naomi Klein a couple of years ago when I viewed the documentary The Corporation. I don't recall Cornel West making an appearance, but Noam Chomsky does. I quickly took a look at her book No Logo, and found her observations keen, insights illuminating, and analysis precise and exact.

She's back now with a wonderful book, The Shock Doctrine: The Rise of Disaster Capitalism. Downright amazing, and shockingly disturbing. Globalization isn't a vastly interconnected march to progress, opportunity, and wealth--unless you are able to pay for it--it is a road with complexities, obstacles, contradictions, and bewildering stories.

Spend some time with this one. We can all try to think a little more clearly. Check out a short video on the book here.

Leave us your thoughts and reflections.

Scientific Revolution and Phorum Phollow-up

2007-11-16T12:34:00.000-06:00

This weekend you will read pp. 448-53 and 461-62. Be prepared to discuss on Monday.

Also, to phollow-up with the story on outsourcing disaster relief read here, and related to the Wal-Mart article listen to this show on remaking corporate images.

In other news, check out this computer symphony.

Phorum with (soon to be) Dr. Phil 3.0

2007-11-15T15:18:00.000-06:00

For tomorrow's phorum, read here and here, and if you have time read this (this is the second time I've read an article on this topic).

As always, it should be phun-filled, phasinating, and at times, phunny.

Manic Monday, or Was the City Built on Absolutist Principles?

2007-11-12T16:28:00.001-06:00

Although the title of this post is something of a throwback to the 1980s--one of the most interesting decades musically--you must draw the curtin on the past further back for tonight's reading: Take a tour of pp. 427-439, and be prepared to discuss (both verbally and in writing) questions on p. 410 dealing with Absolutism in Central, Eastern, and Northern Europe and with Limited Monarchy and Republics.

Also, read more about Peter the Great’s life here. Again, think in comparative terms about other absolutist leaders we’ve discussed.

[Photo credit here.]

Podcasting the Past

2007-11-10T10:57:00.001-06:00

You can listen to Friday's lecture (of Mr. Barber) about the 30 Years' War here. Remember, it may take a few minutes to download.

[Photo credit here.]

Phorum with (soon to be) Dr. Phil 2.0

2007-11-07T15:26:00.001-06:00

Read here first. And then here. You may also want to check this out from Democracy Now on 11/6.

I look phorward to enganging, enlightening, and hopefully phun-philled discussion as we assess the phacts of these articles in tomorrow's phorum. Ok, I'm now phinished with this post.

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

2007-10-31T21:07:00.000-05:00

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

2007-10-30T21:30:00.000-05:00

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

2007-10-28T15:46:00.000-05:00

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

2007-10-27T18:56:00.000-05:00

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

2007-10-27T16:16:00.000-05:00

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

2007-10-19T12:39:00.000-05:00

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

2007-10-18T07:18:00.000-05:00

Check this out. Leave your thoughts and comments.

Innovative and interesting.

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

2007-10-17T22:17:00.000-05:00

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

2007-10-16T10:56:00.000-05:00

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

2007-10-14T23:15:00.000-05:00

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

2007-10-13T20:41:00.001-05:00

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

2007-10-07T14:17:00.000-05:00

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

2007-10-03T13:16:00.000-05:00

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.

The Reformation Expands

2007-09-23T17:04:00.000-05:00

Hope everyone has had a nice weekend. In addition to the Marburg document, the Calvin reading, and the Zell selection from the textbook, examine this from Henry VIII as you prepare to discuss the English Reformation. Be sure to complete a primary source analysis form for this document.

Mighty Fortresses, Table Talking, and Historical Biography

2007-09-17T13:44:00.000-05:00

Your historical biography writing project may benefit from research about Luther (2003), Luther (1953), and of course the reading and class discussion so far. You may also find this link to Paul Waibel's site helpful. Be sure to read this review of Waibel's book on Luther as well as this review of how Waibel's work compares to other Luther studies.

Be sure to review primary documents and secondary readings we've had thus far, and continue thinking about how you will answer the historical biography questions discussed in class.

[Photo credit.]

The End Was Near?: Bubonic Plague, Black Death

2007-08-23T19:32:00.000-05:00

Assignment for Friday, August 24: Read here and here about the Black Death, taking careful note of its causes, consequences, and overall effect on Europe and the world. Then read this account from Florence OR this document from Pistoia, Italy, and fill out a primary document analysis form. Bring tomorrow and be ready to discuss.

Voicing the Past

2007-08-22T18:33:00.000-05:00

Assignment for Thursday 8/23: As stated in class, pick 1 document from any of the primary source links (print it out), print a primary document analysis sheet, complete it and be ready to discuss tomorrow. The document must be post-1450. Also, from the AP Euro College Board guide (AP College Board link; the book is a pdf file) print the DBQ scoring rubric page and bring it to class.

Prayer in Schools

2007-08-21T15:25:00.001-05:00

Writer and thinker W.E.B. Du Bois (1868-1963), pictured here late in life in Accra, Ghana, wrote prayers for his students while teaching at Altanta University during the early years of the twentieth century. His spiritual meditations, I hope, will offer inspiration for the coming academic year.

The prayers below comes from a slender volume titled Prayers for Dark People, a collection of Du Bois's spiritual petitions published in 1980 and edited by scholar Herbert Aptheker.

"Let us remember, O God, that our religion in life is expressed in our work, and therefore in this school [Atlanta University] it is shown in the way we conquer our studies—not entirely in our marks but in the honesty of our endeavour, the thoroughness of our accomplishment and the singleness and purity of our purpose. In school life there is but one unforgivable sin and that is to know how to study and to be able to study, and then to waste and throw away God’s time and opportunity. From this blasphemy deliver us all, O God. Amen” (p. 33).

"God bless all schools and forward the great work of education for which we stand. Arouse within us and within our land a deep realization of the seriousness of our problem of training children. On them rests the future work and throught and sentiment and goodness of the world. If here and elsewhere we train the lazy and shallow, the self-indulgent and the frivolous--if we destroy reason and religion and do not rebuild, help us, O God, to realize how heavy is our responsibility and how great the cost. The school of today is the world of tomorrow and today and tomorrow are Thine, O God. Amen (I Samuel 16:6-12)" (p. 53).

Best wishes for a productive and successful semester and year!

[Photo from UMass-Amherst Digital Archive.]

Something Old, Something New: The Future of the Past, or the History of the Future?

2007-08-21T08:33:00.000-05:00

An interesting NPR story discusses religious pluralism in India (discussion can link experiences to Europe's history here).

In other news, Philip Jenkins's new book 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. Read a New York Sun review here, Christianity Today review here, Catholic On-line review here, a Publisher's Weekly summary here, and a First Things review here. (Please note other reviews I've missed in the Comments.)

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).

All of this provides really interesting material for teaching European history (not to mention world history).

What Did You Say?: Voices of the Past

2007-08-17T12:26:00.000-05:00

Prof. Paul Halsall provides this helpful essay on the importance of studying primary documents. Read it and get ready to discuss.