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History 12602 fl17

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Lisa Stallbaumer

on 29 November 2017

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Transcript of History 12602 fl17

History 126 02
MWF, 11-11:50
135 OSH
fall 2017

Virtual Chalkboard
Witchcraft
Heinrich Krämer and Jacob Sprenger
The Hammer of Witches
(
Malleus Maleficarum
) 1486
Friedrich von Spee
Cautio Criminalis
(1631)

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
6
http://www.bytwerk.com/gpa/posters1.htm
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.


WTL 6
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

Ghosts
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?
WTL 3
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.

Economic
para 5
para 12-14
para 22, 29

Civilizing/Duty
para 6-8
para 12, 15-18
para 25-30

Security/Global Competition
para 9-11
para 12
para 20, 24

Ferry: need markets for French goods because Germany and others are taking over the markets; supply and demand -- Free trade
Lugard: "hostile tariffs" blocking them from old markets and need new markets; described costs of other countries and argues that Brits should be willing to invest as well.
Beveridge: US expand into PAcific to create markets in China; expand ports for ships; Asia is the future trade market for US goods; Philippines a starting point
Ferry: "superior races have rights over inferior races" "duty"; be generous to "inferior races"; "right" Declaration of Rights not for the black men, just French
Lugard: teach the children, adults are pointless to teach, teach the children European values; not forcing it on "savages"; use European knowledge over the non-European ways (e.g. medicine)
Beveridge: Filipinos are not capable of self-government; God wants Americans to civilize (para 19)
Ferry: the less France gets involved, the weaker it becomes in world alliance; NAvy needs safe harbors for shipping and supplies; get supplies from TUnisia, Madgascar, etc. Defense is crucial and colonies a key
Beveridge: para 24: military advantage, why abandon such a possession in the Philippines
Lugard: expand or go backwards; owe to the "instincts of ancestors"
WTL 8
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. 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?
loss of humanity/morality: good people are compelled to steal or kill
"mind games played by the Germans"
battle of wanting to die or suicide/battle of living and dieing/ self-preservation
guilt and rationalization for their "immoral" actions/choiceless choices
loss of faith; turned his back on God
selection when getting off the train
Full transcript