Category: History

Discuss 3 ideas, providing clear, specific examples to support your claims. Do you.valuable one? Why or why not? Be sure to draw on at least three (3) articles and one.

Woman Activism

The “wave model” is a common conceptual framework for discussing the history of

women’s activism. This wave has extended over the twentieth century in three

approximate times period. First-wave feminism (1900-1920); second-wave feminism

(1960-1980); and, third-wave feminism (1990-). In approximately five (5) to six (6)

pages double spaced, explain the value of this model. Discuss 3 ideas, providing clear,

specific examples to support your claims. Why might this model be problematic?

Discuss 3 ideas, providing clear, specific examples to support your claims. Do you

believe that the ‘wave model’ as an approach to understanding women’s history is a

valuable one? Why or why not? Be sure to draw on at least three (3) articles and one

(1) audio/visual resource from the course to support your argument for the above

question. Quotations and referencing are required when citing secondary sources, but

Not required for lecture content. USE CHICAGO STYLE.

Additional requirements and files are uploaded

What evidence can historians use to argue that a sense of self and individuality developed in early modern Europe?

What evidence can historians use to argue that a sense of self and individuality developed in early modern Europe?

This class considers the notion of the self. In particular we will focus on the concept of the self-aware individual and his/her representations.

A variety of ways of representing the self will be discussed, such as autobiography, portraiture, literary texts, diaries and letters.

Optional reading:

John Jeffries Martin, “Inventing Sincerity, Refashioning Prudence: the Discovery of the Individual in Renaissance Europe”, American Historical Review 102.5 (1997), 1308-42.

Charles Taylor, Sources of the Self: The Making of the Modern Identity (Cambridge, 1989)

Jerrold Seigel, The Idea of the Self: Thought and Experience in Western Europe since the Seventeenth Century (Cambridge, 2005)

Colin Morris, The Discovery of the Individual, 1050-1200 (Toronto, 1972)

Erving Goffmann, The Presentation of the Self in Everyday Life (Edinburgh, 1956)

Shearer West, Portraiture (Oxford, 2004)

Richard Brilliant, Portraiture (London, 1990)

John Berger, ‘The Changing View of Man in the Portrait’ in The Look of Things (New York, 1974), pp. 35-41

Stephen Greenblatt, Renaissance Self-Fashioning: From More to Shakespeare (Chicago and London, 1980)

Philippe Lejeune, On autobiography (Minneapolis, 1988)

James Olney, Memory and Narrative: The Weave of Life-Writing (Chicago and London, 1998)

Karl Joachim Weintraub, The Value of the Individual: Self and Circumstance in Autobiography (Chicago and London, 1978)

Richard Sorabji, Self: Ancient and Modern Insights about Individuality, Life and Death (Oxford, 2006)

Timothy J. Reiss, Mirages of the Selfe: Patterns of Personhood in Ancient and Early Modern Europe (2003)

Roy Porter (ed.), Rewriting the Self: Histories from the Renaissance to the Present (London, 1997)

What have you learned about human nature? In other words, based on a consideration of the topics covered this semester (from Old Regime to Totalitarianism), what generalizations can you make about what motivates human beings (what do we love, what do we fear, what can unify us, what can cause us to do good or evil, etc.)?

Based on your studies during the semester in this class, what have you learned about human nature? In other words, based on a consideration of the topics covered this semester (from Old Regime to Totalitarianism), what generalizations can you make about what motivates human beings (what do we love, what do we fear, what can unify us, what can cause us to do good or evil, etc.)?

Why did the Israeli-Palestinian peace process fail between 1990 and 2001?

Why did the Israeli-Palestinian peace process fail between 1990 and 2001?

Description

Which of the following interpretations, if any, do you agree with?

Sara Roy, ‘Why Peace Failed: An Oslo Autopsy’, in, Failing Peace: Gaza and the

Palestinian-Israeli Conflict (London, 2007)

Naseer H. Aruri, ‘The Wye Memorandum: Netanyahu’s Oslo and Unreciprocal

Reciprocity’, Palestinian Studies, Vol. 28 (No. 2, 1999), pp. 17-28.

Raymond, G. Helmick, Negotiating Outside the Law: Why Camp David Failed

(London, 2015)

Itamar Rabinovich, Waging Peace: Israel and the Arabs, 1948-2003 (Princeton,

2009)

Sholmo Ben-Ami, Scars of War, Wounds of Peace: The Israeli-Arab Tragedy

(Oxford, 2006).

What can the story of clothing tells us about the nature of colonial power relations?

What can the story of clothing tells us about the nature of colonial power relations?

Essay topic 4: Religion and the modern world: South Africa, the Tswana and missionaries in the nineteenth century

Question: What can the story of clothing tells us about the nature of colonial power relations?

The Europeans conquered almost the entire continent of Africa in the nineteenth century. Victorians brought their culture and their faith; hence Africa was swept by Protestant and Catholic missionaries, who often arrived in places before colonial troops.

Along the frontiers of what is now South Africa, the Tswana people were converted by Evangelical missionaries. Africans became Christians. But what did that mean?

Among the things that changed was clothing. Europeans were transmitting their tastes to Asians, Africans and everyone else. All around the world, people were wearing trousers, western hats, western suits etc. But not always in an identical fashion.

This question is about the Tswana people in South Africa and their encounters with missionaries. More specifically, we will read that relationship through clothing. We were adopting western clothing but in ways that was disquieting to the missionaries.

In this essay, your task critically analyse the politics of dress in one interesting context.

What did Europeans see a need to ‘fashion’ colonial subjects?
Why did the body matter in the colonial world?
Why did colonial subjects get ‘refashioned’
What were the meanings ascribed to the fashioning process?
Who were the losers?

Reference using footnotes in Chicago 17th Style: http://www.chicagomanualofstyle.org/tools_citationguide.html.

sources to use
Collins, Robert O., and James M. Burns. “The European Conquest of Africa.” Chapter. In A History of Sub-Saharan Africa, 2nd ed., 263–78. Cambridge: Cambridge University Press, 2013. doi:10.1017/CBO9781139795333.022.

Comaroff, Jean, and John Comaroff. “Christianity and Colonialism in South Africa.” American Ethnologist 13, no. 1 (1986): 1-22. Accessed June 25, 2021. http://www.jstor.org/stable/644583.

Jensz, Felicity. ‘Missionaries and Indigenous Education in the 19th-Century British Empire. Part I: Church-State Relations and Indigenous Actions and Reactions’. History Compass 10, no. 4 (2012): 294–305. Accessed doi:10.1111/j.1478-0542.2012.00839.x.
Karen, Karen. 2021. Fashion-History.Lovetoknow.Com. https://fashion-history.lovetoknow.com/fashion-history-eras/colonialism-imperialism.

Lindenfeld, David. “Indigenous Encounters with Christian Missionaries in China and West Africa, 1800-1920: A Comparative Study.” Journal of World History 16, no. 3 (2005): 327-69. Accessed June 22, 2021. http://www.jstor.org/stable/20079332.

Penn Humanities Forum Undergraduate Research. 2007. “The Power And Politics Of Dress In Africa”. University of Pennsylvania, ScholarlyCommons.

Rovine, Victoria L. “Colonialism’s Clothing: Africa, France, and the Deployment of Fashion.” Design Issues 25, no. 3 (2009): 44-61. Accessed June 25, 2021. http://www.jstor.org/stable/20627816.
VOLZ, Stephen. 2004. “European Missionaries And The Development Of Tswana Identity 1”. Le Fait Missionnaire 15 (1): 97-128. doi:10.1163/221185204×00131.

Volz, Stephen C. “African Evangelism and the Colonial Frontier: The Life and Times of Paulo Rrafifing Molefane.” The International Journal of African Historical Studies 47, no. 1 (2014): 101-20. Accessed June 25, 2021. http://www.jstor.org/stable/24393331.

Waites B. (1999) Europe and Africa from the Slave Trade to the Colonial Conquest. In: Europe and the Third World. Themes in Comparative History. Palgrave, London. https://doi.org/10.1007/978-1-349-27623-3_4

What sources does the author use? How does he or she use them? (Quotes? Paraphrase?) Is the subject matter discussed in broad detail or specifics? Is the book overly specific? Does the author include analysis or is it just summary of events? Is the book intended for a scholarly audience or general reading public?

Women in Medieval Society, by Brenda Bolton and Susan Mosher Stuard

Description

__Write five FULL pages of typed text, double-spaced. Make sure that it is no less than five full pages of text.

__Use a simple header: your name, title and author(s) of the book you read. Number your pages.

__Focus more on analysis of the text rather than summary of the book. Do not state whether the book is “good” or “bad;” that is not meaningful. What does the author state as he or her objective with the book and does he or she achieve that objective?

__Consider: What sources does the author use? How does he or she use them? (Quotes? Paraphrase?) Is the subject matter discussed in broad detail or specifics? Is the book overly specific? Does the author include analysis or is it just summary of events? Is the book intended for a scholarly audience or general reading public?

(If it has notes – end or footnotes – it is intended for a scholarly audience.) Does the book include illustrations or charts? If so, how are they used?

__ Keep your own opinions out of the book report. Write in third person; no first or second person.

__ PROOFREAD! Which means more than just running a spell-check program. But DO use spell and grammar check.

__CITE your book. When you quote, use Chicago style download foot or endnotes. Include a Bibliography when you use Chicago footnotes. Even if you are only using one book.

If you are using a Kindle version of the book, state that in your first footnote and use “location” instead of page numbers.

What has motivated survivors in different periods since the Holocaust to give testimony? Do you think the motivation of the survivor giving the testimony and the interviewer/recorder should inform how the testimony is read and interpreted?

Aftermath holocaust

Be sure to use at least one example of the testimonies in formulating your response.

“Testimonies, particularly when they are produced as part of a larger cultural movement, express the discourse or discourses valued by society at the moment the witnesses, tell their stories as much as they render an individual experience.” (xii, Wievorka). Wievorka further states that certain kinds of testimony have not been recorded and certain groups of survivors have given testimony (p. 18).

With this quote and the reading in mind, compare and contrast some of the early testimonies. Some questions to consider in your discussion (you don’t have to answer all of them beyond the first about Wievorka’s statement):

Do you agree with Wievorka’s point raised above, and if so, how do the testimonies from this week reflect the context in which they were recorded? If you don’t agree with her statement, why not?

What has motivated survivors in different periods since the Holocaust to give testimony? Do you think the motivation of the survivor giving the testimony and the interviewer/recorder should inform how the testimony is read and interpreted?

If some experiences and groups of survivors have been left out of the narrative of testimony, as Wievorka suggests, how do you think testimonies have shaped our understanding of the Holocaust?

Primary source readings:

Early testimony in the ITS digital archive (selections) (In folder)

Browse and select from DEGOB early accounts: LINK-

Browse and select from WHL early accounts – Testifying to the Truth:

Browse and select from EHRI Early Holocaust Testimonies Digital Edition (you might find the article by Sharon Kangisser Cohen useful, but it’s not required:

Secondary source readings:

Laura Jockusch, “Introduction: Early Chroniclers of the Holocaust: Jewish Historical Commissions and Documentation Centers in the Aftermath of the Second World War” and Chapter 3: “Writing Polish Jewry’s ‘Greatest National Catastrophe’” in Collect and Record!: Jewish Holocaust Documentation in Early Postwar Europe (, 2012) (In folder)

Elisabeth Gallas and Laura Jockusch, “Anything but Silent: Jewish Responses to the Holocaust in the Aftermath of WWII,” A Companion to the Holocaust, Gigliotti and Earl (2020) (In Folder)

Annette Wieviorka, The Era of the Witness Press, 2006) (entire)

[Recommended] Nicholas Chare, “Holocaust Memory in a Post-Survivor World,” A Companion to the Holocaust, Gigliotti and Earl (2020) (In Folder)