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History 12601 Fl17

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Lisa Stallbaumer

on 8 December 2017

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Transcript of History 12601 Fl17

History 126 01
MWF, 9-9:50
135 OSH
fall 2017

Virtual Chalkboard
Heinrich Krämer and Jacob Sprenger
The Hammer of Witches
Malleus Maleficarum
) 1486
Friedrich von Spee
Cautio Criminalis

Interrogation Records of Johannes Junius by Bamberg Officials (1628)
Johannes Junius' letter to daughter Veronica (1628)
If these were WTL Questions:
1. Why would individuals confess to being witches?
2. What do we learn about the techniques to extract confessions?
3. Why were women targeted in witch hunts?
4. Why do the witch hunts lead historians to question whether or not Europe in the 17th-18th centuries should be labeled the “Age of Reason”?

1 4
least reliable most reliable
least relevant most relevant

1. What were the motives of the imperializers?
2. Writing in the 1970s, French sociologist Jacques Ellul rebuked westerner intellectuals who entertained the "silly attitude . . . [of] hating their own world and then illogically exalting all other civilizations." While he admits that western powers did not always live up to their ideals, he argued that they made one contribution to the world. He wrote: "The whole of the modern world, for better or for worse, is following a western model; no one imposed it on others, they have adopted it themselves, and enthusiastically." How would Kumalo and Naoroji respond to this statement?

before 1939
during 1940
during 1939
during 1941
during 1942

Actual Discussion Questions:
1. Why would individuals confess to being witches?
2. What do we learn about the techniques to extract confessions?
3. What do we learn about the reliability of the trial transcript given the details of the confession?
4. Why were women targeted in witch hunts?
5. How do we read primary sources? What challenges did you face in reading? How did you handle the challenges?
6. In what ways did Friedrich von Spee challenge the witch hunt investigations?
7. Why do the witch hunts lead historians to question whether or not Europe in the 17th-18th centuries should be labeled the “Age of Reason”?

Evidence of Race in primary sources
Evidence of Racism in primary sources
Race and Enlightenment
What is the distinction between race and racism? Definition by Frederickson and Eze
Kumalo Text Context Subtext
Naoroji Text Context Subtext
positives (credits) cf. negatives (debits)
How do historians debate across generations in their writing?
What rhetorical strategies do these employ?
If you had another chance to submit WTL 2, would you make revisions beyond the surface level?
1. Emmanuel Chukwudi Eze, who edited Race and Enlightenment, originally intended the book to be entitled, “Racist Enlightenment.” Given the sources that you read and the introduction, which title is more appropriate and why? Provide specific examples from the sources to support your claims.
2. Given the enlightenment views about race and racism, what is the likelihood that Enlightenment philosophers would support the end of slavery or the extension of voting rights to people of color? Explain why.
3. The Scientific Revolution and the Enlightenment are highlighted as essential turning points in European history. In looking at the criteria for determining significance, drawing upon lecture, and the sources, which event, if either, is more significant? Be sure to support your claims and explain why.

para 5
para 12-14
para 22, 29
para 6-8
para 12, 15-18
Security/Global Comp
para 9-11
para 12
para 20, 24
Beveridge: Ocean is a highway for US trade; ; welcome AMerican goods/western goods
Lugard: new markets for trading/infrastructure; need to look at the future; future investments
Ferry: difficulty in reaching markets; e.g. South American taken over by North America
Lugard: para 17 teaching adults is a waste; educate children; para 18 white man should show
Ferry: "superior races" right over "inferior races" but does not believe France should enslave
Beverdige: para 30 Filipinos incapable of governing selves; duty to govern "savage"
Ferry: para 9 France needs Madagascar to set up supply centers and Navy
Lugard: wants to expand into markets to compete with other western powers
Beveridge: para 24: not much room left to expand but the Pacific/China
para 20: no chance if they don't take it
plunged into debt
1. Where do we see aspirations for totalitarianism in each source? Explain how your example illustrates totalitarian tendencies.
2. Why would the Nazis prefer to win over all Germans rather than control them?
3. Drawing upon lecture notes and sources, why would the Germans find totalitarianism appealing?

1. Summarize the “wrong war” thesis advanced by the documentary, The Nazis a Warning from History, the Wrong War.
2. The sources and facts as evidence below focus heavily on Germany, and more specifically Adolf Hitler’s perceptions of Great Britain between fall 1937 (the Hossbach Conference) and August 1939 (on the eve of the Nazi Soviet Non-Aggression Pact). What do the documents reveal about Hitler’s perceptions of the British and the potential for war against the British?
3. Does the evidence presented below support or refute the “wrong war” thesis advanced by the documentary? Support your response by considering the evidence and the documentary film.

1. What were the origins of the “final solution” in Europe?
2. Some historians believe that the final solution was intended at least from the beginning of the war in Europe, still others would say from the time Hitler developed into an anti-Semite in his youth. Other historians believe that the decision was made in incremental steps as the Nazis “Jewish problem" increased in numbers with the German acquisition of territory between 1939-1942. Which interpretation appears more convincing given the evidence?
killing "life unworthy of living"
as of mid-to late Sept slowly creating ghettos for Jews in Poland

dehumanization: loose individuality by being shaved, tattooed, lose clothing, etc.
brutality that they personally experienced or witnessed
found a purpose by being a doctor
found a purpose by bearing witness; inspired by "L" that this could be part of the resistance
robotic, did not feel emotion
purpose: survival, me against them

considered or tried suicide
Perl took Morphine
contemplated electric fence
pondered it and talked out of it by "L"
cannot look weak or risked being gassed; had to steal
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