History 212.1 (CRN 81893)Tue and Thu 3:00-5:05Music 113Office: Faculty Towers 201AInstructor: Dr. SchmollOffice Hours: Tue and Thu 1-3…OR MAKE AN APPOINTMENT!!!Email: bschmoll@csub.eduOffice Phone: 654-6549

Tuesday, October 28, 2014

The Great War in Global Context


In 1906, a German writer F.H. Grautoff warned that “a war in Europe… must necessarily set the whole world ablaze.”

I.             Origins of the Conflict
A.     Dangerous Nationalism:
1.         European Instability
2.   Alliance System
                                 Germany, Austria-Hungary, Italy
                                          vs.
France and Russia (Britain loosely allied)
B.     Lighting the Fuse
1.         Assassination
Ujedinjenje ili Smrt, "Unification or Death."
2.     Russia Mobililzes
                   (Willy and Nicky Correspondence)
                     3. Romantic Nationalism and
                                    "Kultur"

4. War in Verse
A.     Edgar Guest
B.     Wilfred Owen

II.         Bloody War
A.     Trench Warfare=Stalemate
B.     Air War
     (Manfred Albrecht Freiherr von Richthofen)
C.      Trenches in the Sea

III.     War's End:
A.     Exit Russia
B.     Enter the U.S.
C.      Germany's 1918 Offensive



IV.        How was the Great War different because of global intervention?

The Times History of the World in 1914 wrote,
“The instinct which made us such sticklers for propriety in all our dealings made us more reluctant than other nations would feel to employ coloured troops against a white enemy.”

V.            How was the globe different for having intervened in the Great War?

Tipperary mbali sana sana (swahili)
“It’s a long way to Tipperary”: King’s African Rifles marching song

France recruited = 500,000 colonial troops between 1914 and 1918:
166,000 West Africans (mostly laborers, 20% death rate)
46,000 Madagascans
50,000 Indochinese
140,000 Algerians
47,000 Tunisians
24,300 Moroccans. Most of these French colonial troops served in Europe.


GENOCIDE

VI. CONCLUSION:
A.            TOTAL WAR

8.6 million combatants killed
6.5 million civilians killed

11% France  
(casualty rate=killed or wounded)
9% Germany
8% Great Britain

B. HOW NOT TO END A WAR!
Treaty of Versailles

C. WAR IS BEAUTIFUL.

"I esteem the moral values of war rather highly…it seems to me that a genuine artist would find greater value in a nation of men who have faced death and who know the immediacy and freshness of camp life." Hermann Hesse

"War is an aesthetic pleasure without comparison." Ernst Glaeser

"Poetry, art, philosophy, and culture are what the battle is all about."
Rudolf Fischer


THE END OF HISTORY, Francis Fukuyama

"What we may be witnessing is not just the end of the Cold War, or the passing of a particular period of post-war history, but the end of history as such: that is, the end point of mankind's ideological evolution and the universalization of Western liberal democracy as the final form of human government."


HISTORY 212/ESSAY ASSIGNMENT



This essay is around 3-4 pages, typed, double-spaced. You will turn it into turnitin.com and bring a paper copy to class. This assignment is due on November 13. Answer one of the following:

1.       PONDER GLOBAL MUSIC…Choose one of the following bands or individuals: The Beatles, Bob Marley, Ladysmith Black Mambazo, Cesária Évora, or Antonio Carlos Jobim. Discuss the world historical impact of this musical sensation. How was this individual or group important in countries other than their own? How does this artist or group represent a world historical theme?  (For example, what was the impact of The Beatles in Japan? Place the singer or group into the context of the history.)

2.     PONDER GLOBAL LEADERSHIP…What makes a leader great? Vaclav Havel, Ho Chi Minh, Kwame Nkrumah, Rigoberta Menchú, and Mohandas K. Gandhi were all leaders (not necessarily heads of state) in various parts of the world in the 20th century. Choose at least two and discuss their rise to power and leadership style. What connects the two leaders you have chosen?

3.    PONDER GLOBAL DECOLONIZATION…Examine post-World War Two decolonization in the context of two countries. You must choose one from Column A and one from Column B.  You may compare and contrast the experience of decolonization in two countries. You must make and prove a claim regarding the meaning of decolonization. Use the two countries to make a bold claim.



Column A: AFRICA
Libya
Egypt
Sudan
Tunisia
Morocco
Ghana
Guinea
Cameroon
Togo
Mali
Senegal
Madagascar
Somalia
Burkina Faso
Ivory Coast
Chad
Republic of Congo
Nigeria
Tanzania
South Africa
Rwanda
Burundi
Nigeria
Algeria
Zambia
Cape Verde
Angola
Zimbabwe


COLUMN B: ASIA AND THE PACIFIC
India
Palestine
Burma
Ceylon
Malaya
Sarawak
Borneo
Vietnam
Cambodia
Laos
Singapore
Brunei
Hong Kong
Philippines
Indonesia
Samoa Tonga
Fiji
Papua New Guinea



Obvious,y you must cite all of your sources and, as discussed in class, may use any style to do so.

Tuesday, October 21, 2014

SCRAMBLE FOR AFRICA



Every country under consideration in this course went through a liberalization in the 19th century…more rights, guarantees of freedom, higher levels of representation. Many great documents emerged form this process: the Declaration of Independence, the Declaration of Rights of Man, Declaration of Rights of Woman and Citizen, the Napoleonic Civil Code, the Jamaica Letter, just to name a few.
Considering these advances, how does one explain the Scramble for Africa?
If you believe in rights, in rule of law, and in extending freedom, how could you justify imperialism?

WHAT EXPLAINS THIS NEW THRUST OF EUROPE INTO AFRICA?

1.     TO IMPROVE THE OTHER NATIONS:
 “Take up the White Man's burden The savage wars of peace Fill full the mouth of Famine And bid the sickness cease; And when your goal is nearest The end for others sought, Watch Sloth and heathen Folly Bring all your hope to nought ....”
“Take up the White Man's burden Ye dare not stoop to less Nor call too loud on Freedom To cloak your weariness; By all ye cry or whisper, By all ye leave or do, The silent, sullen peoples Shall weigh your Gods, and you.”
“Take up the White Man's burden Have done with childish days The lightly proffered laurel, The easy, ungrudged praise. Come now, to search your manhood Through all the thankless years, Cold-edged with dear-bought wisdom, The judgement of your peers!”
From “The Five Nations” Rudyard Kipling


          U.S. becomes an Empire…the Philippines


President William McKinley admitted that when he first heard the news of the victory, he "could not have told where those darned islands were within 2,000 miles."
2.     EXPLORATION:
David Livingstone
Henry Morton Stanley
3.     DOUBLE STANDARDS…freedom and democracy are okay in Europe but not in Africa.



4.     A HIERARCHICAL VIEW OF HUMANITY:


SCRAMBLE FOR AFRICA

I.                          Early Efforts at Attaining Africa:
A.             The French occupy Algeria in 1830:
B.             The Suez Canal…connects the Mediterranean and Red Seas
II.                      EUROPE AVOIDS INTERNAL CONFLICT…BERLIN CONFERENCE (1884-1885)

The Berlin Conference: The General Act of Feb. 26, 1885
Chap. I  
I. The trade of all nations shall enjoy complete freedom
II. All flags, without distinction of nationality, shall have free access to the whole of the coast-line of the territories . . .
III. Goods of whatever origin, imported into these regions, under whatsoever flag, by sea or river, or overland, shall be subject to no other taxes than such as may be levied as fair compensation for expenditure in the interests of trade . . .
IV. Merchandise imported into these regions shall remain free from import and transit duties [subject to review after 20 years]
V. No power which exercises or shall exercise sovereign rights in the . . regions shall be allowed to grant therein a monopoly or favor of any kind in matters of trade...
VI. All the powers exercising sovereign rights or influence in the aforesaid territories bind themselves to watch over the preservation of the native tribes, and to care for the improvement of the conditions of their moral and material well-being and to help in suppressing slavery, and especially the Slave Trade Christian missionaries, scientists, and explorers, with their followers, property, and collections, shall likewise be the objects of especial protection.
Freedom of conscience and religious toleration are expressly guaranteed to the natives, no less than to subjects and to foreigners . . .
Chap. II   Documents relative to the Slave Trade
IX. Powers which do or shall exercise sovereign rights or influence in the territories forming the .. basin of the Congo declare that these territories may not serve as a market or means of transit for the trade in slaves, of whatever race they may be. Each of the Powers binds itself to employ all the means at its disposal for putting an end to this trade and for punishing those who engage in it.

III.                    IMPERIALISM BECOMES CONFLICT…
A.             Fashoda Crisis…
France—Major Marchand
British—Lord Kirchener

B.             Belgian Congo…

IV. CONCLUSION:

Carving up Africa from 1885 to 1914:
(97% colonized by 1914)
                                  Britain 30%
                                  France 15%
                                  Germany 9%
                                  Belgium 7%
                                  Germany 1%