A. Questions for Columbus's diary:
1. What does Columbus say about the native people he encounters? Give 4 examples and quote from the text.
2. What do you surmise are the cultural attitudes Columbus carries with him?
B. Questions for Las Casas can be found here: https://drive.google.com/file/d/1vBSLE0x4QqLZIf5ffG-uSEMww02LieFM/view?usp=sharing
--Read only the "Prologue" and answer the questions pertaining to it.
Complete in your notebook.
Due: Wednesday, September 25
C. Read Las Casas, "Hispaniola" and answer the questions pertaining to that chapter.
D. Questions for de Sepulveda:
1. Annotate the text.
2. Identify five things de Sepulveda says that reveal his opinion regarding the indigenous people of the New World. Quote the text and quotes should come from various points in the text.
Complete in your notebook.
Due: Thursday, September 26
Tuesday, September 24, 2019
Thursday, September 19, 2019
Climate Change, Society, and Worldwide Activism (Classwork--Friday, 9/20)
Read the following two articles and answer the questions below:
https://www.theguardian.com/environment/2019/jun/25/climate-apartheid-united-nations-expert-says-human-rights-may-not-survive-crisis
https://www.theguardian.com/environment/2019/sep/19/the-crisis-is-already-here-young-strikers-facing-climate-apartheid
1. What is meant by "climate apartheid"?
2. What are the concerns that climate change may impact different populations in different ways?
3. In what ways are people working for unity?
Complete by the end of the period.
https://www.theguardian.com/environment/2019/jun/25/climate-apartheid-united-nations-expert-says-human-rights-may-not-survive-crisis
https://www.theguardian.com/environment/2019/sep/19/the-crisis-is-already-here-young-strikers-facing-climate-apartheid
1. What is meant by "climate apartheid"?
2. What are the concerns that climate change may impact different populations in different ways?
3. In what ways are people working for unity?
Complete by the end of the period.
Tuesday, September 17, 2019
Single Stories and other Perspectives
1. Answer the following questions related to the talk we watched, "The Danger of a Single Story".
a. What do you think was the most effective part of Adichie's talk?
b. When have you experienced being the victim of a single story?
c. When have you been a part of telling a single story about others?
link to the talk: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en#t-293717
2. Read the following article, and answer the questions:
https://www.nytimes.com/2019/04/11/arts/design/george-washington-murals-ugly-history-debated.html?module=inline
a. What is the controversy over the murals in the school in San Francisco?
b. How does the discussion in the article relate to the idea of a "single story"? How does it relate to both DuBois and Brecht?
Due: Wednesday, September 18
3. Use the Useful Links on the left to access the pdf of "A People's History of the United States".
Read Chapter 1, take notes, and answer the following questions:
a. What is Zinn's perspective about the telling of history?
b. Identify the historical references he makes. How does he use these references in the development of his arguments?
Complete in your notebook.
Due: Monday, September 23
a. What do you think was the most effective part of Adichie's talk?
b. When have you experienced being the victim of a single story?
c. When have you been a part of telling a single story about others?
link to the talk: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en#t-293717
2. Read the following article, and answer the questions:
https://www.nytimes.com/2019/04/11/arts/design/george-washington-murals-ugly-history-debated.html?module=inline
a. What is the controversy over the murals in the school in San Francisco?
b. How does the discussion in the article relate to the idea of a "single story"? How does it relate to both DuBois and Brecht?
Due: Wednesday, September 18
3. Use the Useful Links on the left to access the pdf of "A People's History of the United States".
Read Chapter 1, take notes, and answer the following questions:
a. What is Zinn's perspective about the telling of history?
b. Identify the historical references he makes. How does he use these references in the development of his arguments?
Complete in your notebook.
Due: Monday, September 23
Friday, September 13, 2019
Perspective and Truth in History
1. Read the following poem by Bertolt Brecht:
Brecht: https://drive.google.com/file/d/0Bzc8LRLbBamTM1owbnBIVHZ5YjA/view?usp=sharing
Answer the following questions:
1. Who is Brecht concerned with in the poem?
2. What do you think his overall point is?
Make sure you look up and know the historical references in the poem. There will be a quiz!
2. Read this piece from Omer Aziz, writing in the New York Times:
https://www.nytimes.com/2019/09/11/opinion/september11-attacks-2001.html?searchResultPosition=1
or it's here too: https://drive.google.com/file/d/1RVTSDXDenj1hZyHRvsJsjblc5ndNgLqb/view?usp=sharing
1. How would you summarize the views of the writer with regard to September 11th?
2. In what ways does he differ from the usual talk about 9/11?
3. What do both the Brecht poem and the Aziz essay say about the idea of perspective in discussing historical events or history in general?
Complete the questions in your notebook.
Due: Monday, September 16
Brecht: https://drive.google.com/file/d/0Bzc8LRLbBamTM1owbnBIVHZ5YjA/view?usp=sharing
Answer the following questions:
1. Who is Brecht concerned with in the poem?
2. What do you think his overall point is?
Make sure you look up and know the historical references in the poem. There will be a quiz!
2. Read this piece from Omer Aziz, writing in the New York Times:
https://www.nytimes.com/2019/09/11/opinion/september11-attacks-2001.html?searchResultPosition=1
or it's here too: https://drive.google.com/file/d/1RVTSDXDenj1hZyHRvsJsjblc5ndNgLqb/view?usp=sharing
1. How would you summarize the views of the writer with regard to September 11th?
2. In what ways does he differ from the usual talk about 9/11?
3. What do both the Brecht poem and the Aziz essay say about the idea of perspective in discussing historical events or history in general?
Complete the questions in your notebook.
Due: Monday, September 16
Wednesday, September 11, 2019
History, Propaganda, and the Other 9/11
You received two texts today, "9/11, the Day Everything Changed in Chile" and "The Propaganda of History". Follow the instructions below:
A. On September 11, 1973, the government of President Salvador Allende in the country of Chile was overthrown by elements of the Chilean military. This overthrow, or coup d'etat, was supported by the United States Central Intelligence Agency (CIA) and other departments of the US government. The coup d'etat in Chile installed a military dictatorship that lasted fifteen years, in which thousands of Chilean citizens were executed, imprisoned, and/or forced into exile.
Read the reflection by Ariel Dorfman, a Chilean writer who has taught for many years at Duke University, and answer the following in your notebook:
1. What is your reaction to Dorfman's reflection? What questions are raised for you?
2. How can the perspective of someone like Dorfman help us to understand our own history differently?
B. W.E.B. DuBois, an African-American scholar, writer and activist comments that history can be used propagandistically, an important insight that is worth exploring. Answer the following in your notebook:
1. Summarize DuBois's key points.
2. What might be the relationship between what DuBois states and Dorfman's experience and sentiments?
3. Identify and describe an example in which history has been used propagandistically.
Due: Thursday, September 12
A. On September 11, 1973, the government of President Salvador Allende in the country of Chile was overthrown by elements of the Chilean military. This overthrow, or coup d'etat, was supported by the United States Central Intelligence Agency (CIA) and other departments of the US government. The coup d'etat in Chile installed a military dictatorship that lasted fifteen years, in which thousands of Chilean citizens were executed, imprisoned, and/or forced into exile.
Read the reflection by Ariel Dorfman, a Chilean writer who has taught for many years at Duke University, and answer the following in your notebook:
1. What is your reaction to Dorfman's reflection? What questions are raised for you?
2. How can the perspective of someone like Dorfman help us to understand our own history differently?
B. W.E.B. DuBois, an African-American scholar, writer and activist comments that history can be used propagandistically, an important insight that is worth exploring. Answer the following in your notebook:
1. Summarize DuBois's key points.
2. What might be the relationship between what DuBois states and Dorfman's experience and sentiments?
3. Identify and describe an example in which history has been used propagandistically.
Due: Thursday, September 12
Friday, September 6, 2019
The Past and Us
We begin the school year with a quote from William Faulkner, a U.S. writer and winner of the Nobel Prize for Literature:
The past is not dead--it's not even past.
Consider the quote in the light of the recent events involving the fate of public monuments and spaces dedicated to people associated with the slave-holding South, the Confederacy, and the Jim Crow era.
The NY Times articles are here:
https://www.nytimes.com/2017/08/14/us/protesters-in-durham-topple-a-confederate-monument.html?_r=0
https://www.nytimes.com/2018/08/21/us/unc-silent-sam-monument-toppled.html
https://www.nytimes.com/2017/08/18/opinion/confederate-statues-south-legacy.html
1. What is your reaction to the people in Durham and the University of North Carolina pulling down the monument of the Confederate figures? Do people have the right to deface or destroy monuments they find offensive?
2. What does the author of the second article mean by title, that Confederate statues are "the easy part"? What is the hard part?
Plan on discussing your responses in class.
Your responses must be typed, 12 pt Times New Roman and double-spaced on a sheet of paper.
Due Tuesday, September 10
The past is not dead--it's not even past.
Consider the quote in the light of the recent events involving the fate of public monuments and spaces dedicated to people associated with the slave-holding South, the Confederacy, and the Jim Crow era.
The NY Times articles are here:
https://www.nytimes.com/2017/08/14/us/protesters-in-durham-topple-a-confederate-monument.html?_r=0
https://www.nytimes.com/2018/08/21/us/unc-silent-sam-monument-toppled.html
https://www.nytimes.com/2017/08/18/opinion/confederate-statues-south-legacy.html
1. What is your reaction to the people in Durham and the University of North Carolina pulling down the monument of the Confederate figures? Do people have the right to deface or destroy monuments they find offensive?
2. What does the author of the second article mean by title, that Confederate statues are "the easy part"? What is the hard part?
Plan on discussing your responses in class.
Your responses must be typed, 12 pt Times New Roman and double-spaced on a sheet of paper.
Due Tuesday, September 10
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