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Sunday, January 30, 2011

Week 2: The Birth of “America”: The New World Forged

Week 2: The Birth of “America”: The New World Forged

This week we explore the long, shared history of the pre-contact Americas and Afro-Eurasia. As Taylor argues, changing the "lens" allows for a deeper, richer understanding of the interactions between Indigenous and Afro-Eurasian societies over thousands of years. Below are some different points of entry for you to explore these issues:

Pre-contact Meso-American societies shaped all of the Americas with the spread of the "three sisters" (corn, beans, squash), artistic sensibilities, and diverse products. See link for examples of these influences:


Archaeologists keep pushing the arrival date of humans to the Americas back to an earlier period. See link to map of Bering Straight, where the first human migrations originated:


The "Columbian Exchange" has been a controversial topic among historians. See link for a historian's perspective of the topic:


Image of the "exchange" in the colonial period:


On Monday we also discussed some of the larger themes of U.S. history that continue to shape our public discourse. Op-ed pieces are a great source for "taking the pulse" of American consciousness and the (mis)use of U.S. history. The anniversary of 9/11 provides ample examples:



Questions for blog discussion:

List and analyze 2 quotes from the reading.  What is Taylor arguing in these passages?  How is this related to the larger themes of the week discussed in class?

Thursday, January 6, 2011

Reading Guidelines

More than anything else, history is about reading, and reading is what we'll do in this course. We have LOTS of readings to tackle. However students, like historians, have limited time to read. Fortunately, there are some basic reading strategies that all historians employ making their reading more efficient, enjoyable, and useful. Take a look at this website below which highlights some of these strategies.

http://www.mindtools.com/rdstratg.html

In this course, reading is critical. I have very carefully chosen HIS 206 reading assignments. When you read assignments in this course, follow this routine and you'll get the most out of the texts (adopted from Steven Kreis):

1. Pick up the book, look at the covers. See anything interesting?
2. Who wrote the book? Does the publisher give you any information?
3. When was it written? Do you think this makes a difference? Why?
4. Scan the Table of Contents. See anything you like?

5. Read the Preface and Introduction.

6. Are there any illustrations? footnotes? a bibliography?

7. Can you determine the general thesis of the book?
8. Read the first sentence. Does it hold your attention? Or, do you then put the book down and say, "I'll start reading this tomorrow"?
9. Does it look like a good book? worthy to be read?
10. Why might Prof. Zappia have assigned this particular text?

short paper guidelines

Short essays are designed to cultivate your ability to extract themes and arguments from the readings while also encouraging you to develop your own informed opinion. Below is an example of a 3-page essay written during an earlier semester. It is by no means the only way to write your essay. However, it provides a sense of the way historians discuss texts and express ideas.


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Short Paper #1



Staking out new territory in Southwest borderlands studies, the readings by Brooks and Habicht-Mauche both attempt to reveal the fluidity of labor systems, gender ideology, and interregional interactions that emerged and dissipated on the Southwest/Plains borderlands over five centuries. While each author tackles different aspects of these interactions, both set out to redefine the emergence and maintenance of the borderlands economy.


In Captives and Cousins, Brooks' interdisciplinary approach boldly expands recent historical views of the Southwes borderlands.Indeed, the multiple disciplines utilized in Captives and Cousins--anthropology, archeology, literary and cultural theory, as well as oral, economic and ethnohistory—will cultivate more interdisciplinary scholarship. Incorporating a sweeping time period (16th-19th centuries), and region (extending between California and Missouri) this study follows the trajectory of a borderlands exchange economy shared within the plains, pueblo, desert, and plateau regions. Unlike previous studies that highlight the "clash of cultures," Brooks argues that the similarities between Spanish, Navajo, Pueblo, Comanche, and other communities helped to initiate and maintain a dynamic regional economic system.While significant cultural differences existed, these groups "shared an understanding of the production and distribution of wealth as conditioned by social relations of power" (p. 363).

This "common understanding" served as the basis for the exchange of slaves and captives (primarily women and children), horses, livestock (sheep and cattle), and buffalo. In particular, the exchange of slaves reinforced and expanded the system. Unlike other slave systems at the time, the captives acted as kin and played an influential diplomatic role in the region. Serving as a cultural bridge between potential enemies/allies, captives conversant in the language of both their captors and "outsiders" assisted in important negotiations. According to Brooks, slaves' diplomatic skill ensured that the captive exchange system would thrive for centuries, despite the efforts of "modernizing" state authorities like Spain, Mexico, and the United States.

Despite his “blanket” of interdisciplinary sources, Brooks glosses over and/or overlooks some important factors emerging in the borderlands.While he describes the relative autonomy of women slaves and captives, an analysis of gender fails to adequately permeate his study. Although he peppers some anecdotal accounts illustrating the role of gender, a further investigation into this question would have strengthened his argument. Additionally, his approach also neglects a key set of players involved in many of these exchanges—the pueblos of the Rio Grande.

Addressing these key issues—particularly the role of gender in the borderlands— Judith Habicht-Mauche investigates the dynamic relationship shared between labor and gender that shifted before and after Euroamerican contact. Equally as important, Habicht-Mauche highlights the interaction between Pueblo and Plains technology, goods, and ideological systems. Writing before and after Captives and Cousins,Habicht-Mauche’s articles reveal the important methodological shifts that have occurred in recent years. In “Pottery, Food, Hides, and Women,” she highlights many of these changes as archeologists moved from cultural-ecological and world systems approaches to her (and subsequently Brooks’ approach) model of kin and household-based interactions as the engine of the borderlands economy. Reexamining the archeological record of distributed Puebloan ceramic technology across the Plains, Habicht-Mauche reveals the inadequacy of these older models while advancing a more gender-based approach. Habicht-Mauche shatters the earlier approaches while revealing the importance women in changing the nature of the Pueblo-Plains frontier—a discussion she expands upon in her later article “The Shifting Role of Women and Women’s Labor on the Protohistoric Southern High Plains.”

Before turning to this article, it is important to point out another important contribution that Habicht-Mauche put forward in this earlier study—the shift in gender and labor ideology before the insertion of Euroamericans into the bison economy. As she argues, the protohistoric period ruptured older political and economic systems that preceded later changes in the post-contact period. These changes occurred, she states, at the local level. Habicht-Mauche’s later study, however, she expands on the changing role of women in relation to the expansion of the bison economy. Picking up from her earlier study and responding to some of Brooks’ oversights mentioned above, she identifies the indigenous origins of male-status building and co-option of women’s labor. As she argues, “the development of the bison-oriented, trade-based economy entailed a major shift in the organization of labor, especially along gendered lines.

While Brooks’ study serves primarily as class-based analysis revealing the emerging hierarchical shifts between wealthy sheep/horse/captive holders and poor genizaros/livestock raiders, Habicht-Mauche identifies a gender-based component forming in the rapidly expanding bison economy on the eastern edge of Brooks’ borderlands. Very importantly, though, she points out that changing work roles for women didn’t necessarily mean a complete loss of agency. However, her research suggests that women’s autonomy definitively shrunk during this period.As she argues, “highly specialized bison-hunting lifestyles on the Southern High Plains created new arenas…within which social power and status were negotiated…these new arenas tended to be more open to the actions of individual, ambitious men than to most women” (p. 54).

The readings by both Habicht-Mauche and Brooks reveal that a careful and closer look at borderlands regions quickly reveal many more intricate and dynamic processes than previously assessed. Indeed, while the “core-periphery” lexicon still proves useful, both authors illustrate that more nuanc

Paper Grading Rubric


Writing is an art and sometimes difficult to grade. At the same time, writing is also a craft. This is particularly true in the field of history, where the distinction between "good" and "bad" history can be reasonably assessed. In this course, I use a grading rubric for your writing assignments. See chart below.
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Paper Grading Rubric:
Grading Criteria:
Excellent PaperA/A-
Grading Criteria:
Good B+/B/B-
Grading Criteria:
Fair C+/C/C-
Grading Criteria:
Poor D+/D-/F
Thesis
Clear; stated up front; thoughtful; strong topic paragraph or sentence
Slightly unclear; no strong introduction
Unclear thesis and introduction
No thesis or introduction
Structure
Strong transitions between ideas; clear references to argument; clear arc (beginning/ middle/end)
Generally clear, but weak transitions; vague references to thesis
Somewhat coherent but weak transitions; vague or no reference to thesis
Lack of structure or coherence
Analysis
Demonstrates an understanding of the readings; connects evidence with argument
Reference to but not a clear understanding of readings; vague connection between evidence and argument
Very weak understanding of readings; little connection between evidence and argument
Unable to demonstrate analysis or understanding of sources
Evidence
Clearly highlighted; multiple examples; use of variable sources
Ambiguous use of sources; one-dimensional use
Unclear and/or little use of sources
Little or no use of evidence
Mechanics
No typos, fragments, or run-on sentences; no awkward constructions; no misuse of citations
Minor typos and grammatical errors; run-on sentences
Frequent typos, grammatical, and punctuation errors; frequent run-on sentences
Poorly written with frequent errors

Collaborative Timeline

Rather than dictating the "facts and dates" approach to history through one authoritative master narrative or timeline, we will construct our own timeline each week during class. Be prepared to bring your own date and explain why it's important. Take a look at the timeline link that we'll be using below:

http://www.dipity.com/nzappia/History-206-Spring-2011/

Week 1: Introduction to the Course

Week 1: Introduction to Course

Week 1: Course Introduction

Hello students and fellow travelers on the path(s) through U.S. history! This blog serves as a crucial companion to our weekly class time. Discussions will include further explorations into the assigned readings, suggested related websites and links, and questions about assignments and/or historical issues related to our course. It is also a tool for you to share questions and thoughts with each other.


A couple of brief ground rules:

This blog is meant for academic discussions directly related to the course only! No private information or inappropriate discussions please.

Discussions should be respectful, cooperative, and articulate. By all means, feel free to use this blog to debate but remember to do so with respect and keep in mind that you're all on the same journey and will be working together in class as well.

History is as much a synthesis of analytical frameworks and scholarly debates as “just the facts.” Thus, throughout this course we will tackle historical topics as historians frequently do—through spirited conversation.


As a way to kick off this conversation, I invite you watch this brief video which claims to reveal the history of the world in 7 minutes:


World History for Us All - History of the World in Seven Minutes Video


My question: is this history?

I look forward to your comments, questions, and discussions!