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Official Publication of the Indiana Council for the Social Studies Council News and Teacher Resources Vol. 44 No. 1 March 2013 Making Connections 1 ICSS Board of Directors Liaisons Angela Denman Michael Boucher President Term Expires 2013 416 North New Jersey St. #D Indianapolis, IN 46204 C: 612 636-1889 [email protected] Term Expires 2013 John Marshall Community High School 11719 Twin Pines Ct. Indianapolis, IN 46235 C: 317 427-3098 [email protected] Past President Term Expires 2013 IPS Social Studies Facilitator Forest Manor Professional Development Center 4501 East 32nd Street Indianapolis, IN 46218 W 317 226-3380 C: 317 903-6860 [email protected] Susan Tomlinson President-Elect Term Expires 2013 Franklin Central High School 6215 S. Franklin Rd. Indianapolis, IN 46259 W: 317 803-5631 C: 317 341-1565 [email protected] Eric Heagy Vice President Term Expires 2013 Thomas Carr Howe High School C: 317 752-4779 [email protected] [email protected] Mary Nine Secretary Term Expires 2014 Thompson Crossing School Thompson Road Indianapolis, IN 46239 W: 317 803-5024 C: 317 698-7826 [email protected] Janet Brown Treasurer Term Expires 2013 13937 Nansemond Dr. Carmel, IN 46032 [email protected] Erin Benak AP USH SIG Coordinator Terms Expires 2014 17225 Shadoan Way Westfield, IN 46074 W: 317 867-1990 C: 317 777-2732 [email protected] Robert Brady ICSS Director of Communications Term Expires 2013 2412 West 17th St. Indianapolis, IN 46222 W: 317 319-1021 [email protected] Indiana Department of Education 151 W. Ohio Street, Indpls, IN 46204 W 317 232- 9078 [email protected] Karen Burgard Term Expires 2014 Munster High School 8808 Columbia Ave. Munster, IN 46321 W: 219 972-0262 [email protected] NCSS Board of Directors Liaison Franklin College 101 Branigin Boulevard Franklin, IN 46131 W: 317 738-8767 C: 816 820-0708 [email protected] [email protected] Jane Henson Matt Durrett Don Fortner Barbara Burdge Bruce Blomberg Term Expires 2013 Office of Teacher Education School of Education, Rm. 1057 201 North Rose Ave. Indiana University Bloomington, IN 47405 Indiana Historical Society 450 W. Ohio St. Indianapolis, IN 46202 W: 317 233-9559 [email protected] W: 812-856-8035 [email protected] Mary Fortney Ellie James Term Expires 2014 Franklin Central High School 6215 S. Franklin Road Indianapolis, IN 46259 M: 317 696-6087 [email protected] Jim Larkin Term Expires 2013 [email protected] Clark Pleasant Intermediate School 2111 Sheek Rd. Greenwood, IN 46143 C: 317-946-2374 The Children’s Museum of Indianapolis 3000 N. Meridian St. Indianapolis, IN 46206 W: 317 334-3256 H: 317 283-7249 [email protected] Ethan Hansen University Student Liaison Indiana University Bloomington 406 C Canal Court South Drive, Indianapolis, Indiana, 46202 C: 219-718-8602 [email protected] Robert J. Helfenbein Term Expires 2014 1219 Donington Ct. Bloomington, IN 47401 C: 812 340-0693 [email protected] University Liaison Indiana University-Indianapolis 902 W. New York St., ES 3126 Indianapolis, IN 46202 W: 317.278.1408 [email protected] Matt McMichael Michael Hutchison Term Expires 2014 Zionsville Middle School 900 N. Ford Rd. Zionsville, IN 40677 W: 317 873-2426 x130815 H: 317-501-6261 [email protected] [email protected] ICSS Listserv Lincoln High School 1545 South Hart Street Road Vincennes, Indiana, 47591 W: 812 882-8480 W: [email protected] H: [email protected] Benjamin Lawson Dr. Mark Norris Term Expires 2013 Grace College Winona Lake, Indiana 46590 W: 574 372-5100 ext. 6256 C: 574 268-8380 [email protected] ICSS Office Christi Jones Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East 10th Street, Room 1038 Bloomington, IN 47406-7512 812 855-0447 Fax: 812 855-0455 [email protected] 2 ICSS BOARD OF DIRECTORS APPLICATION 2013 The purpose of the Indiana Council for the Social Studies is to promote and improve the teaching of social studies in Indiana. The ICSS achieves this purpose by disseminating information electronically, coordinating an annual conference and publishing the newsletter Viewpoints. The Indiana Council for the Social Studies is the state affiliate of the National Council for the Social Studies. The ICSS serves as a network for social studies educators in publicizing events, activities, curricula, and news related to social studies education. Board of Directors' meetings are held approximately four times a year, one of which is held the evening prior to the State Conference. Board members assist in State Conference planning and operations during the conference. Additionally, a one day summer advance is conducted to plan the calendar and events for the upcoming year. Board members are responsible for travel to meetings and expenses for overnight accommodations. Board members are expected to maintain membership in the National Council for the Social Studies. If you are interested in running for a position on the ICSS Board of Directors, please feel free to contact any of the current board members for further information. BOARD OF DIRECTOR APPLICATION If you are interested in running for a position on the ICSS Board of Directors, please provide the information requested and submit via email no later than April 1st to: Susan Tomlinson, [email protected]. Please type “Nominations Committee” in the subject. CANDIDATE APPLICATION AND STATEMENT FOR ICSS OFFICER OR BOARD OF DIRECTORS Please limit to one page. 1. Name 2. Address 3. School Name and Address 4. Home and School Phone 5. E-mail address 6. Teaching position/grade level 7. Educational Background 8. Professional/Educational Experience 9. ICSS or NCSS Experience/Participation/Presentations 10. Experience/Membership in other Social Studies Organizations, Programs or Events (i.e. History Day or LRE Coordinator, GENI; ICE, etc.) 11. Memberships in Others Professional Organizations 12. Position Statement (To be published in Viewpoints and distributed to all voting members. Please limit to 150 words or less.) Prior to submitting your application, please speak to any Executive Officer to discuss the responsibilities of serving on the ICSS Board of Directors. 3 Timeline for Nominations and Elections for 2013 January BOD Meeting - Recommendations sought for Board and Officer Candidates. Nominations Committee appointed by the President (no less than three members). Committee is chaired by the Vice President. Past President is also a member. Committee and Board members assigned to contact those who have expressed an interest in leadership involvement. January – February – Announcement for candidates made through Website, Facebook page and Viewpoints. Those who have expressed interest shall be contacted. April 1st – Nominations and Application Deadline. April 2nd – April 12th – Nominations Committee, chaired by the ICSS Vice President, communicates electronically to discuss the results of nominations. The slate of candidates will be sent electronically to the BOD for approval. The Nominations Committee Chair is responsible for working with ICSS Office to prepare ballots for mailing. April 15th – Ballots sent to members, along with the applications of each candidate. May 15th – Ballots returned within thirty days of the date mailed shall be counted. May 21st – New Board Members and Officers will be contacted by the ICSS President no later than May 21st , will be sent copies of the ICSS Officer Handbook and Constitution, and will be invited to the June Summer Advance BOD meeting. June 8th – Summer Advance, location to be determined. 4 A Letter from the ICSS President More than any time in history, we are connected. Whether these connections are economic through e-commerce websites or ubiquitous social media, we are connected to ideas, products, places, and people in ways that were not possible even a few years ago. This connection can make us more productive and add richness to our lives, but it also brings its own set of problems. With much of the world’s knowledge at our fingertips, an important skill of citizenship is the ability to pull out meaning and discern what is true from the cacophony of words and images competing for our attention. In this environment, it is easy to focus on the immediate at the expense of our legacy and forget that some connections should take priority over others. ICSS is also working to reinforce the connections that will strengthen our ability to advocate for the social studies and serve our members. You can be connected to ICSS and to other social studies teachers through our website (www.indianasocialstudies.net) and our Facebook page. There you will find out about opportunities for professional growth, educational resources, materials for your lessons, and ways to inspire your students. We have also made stronger connections with the Indiana Department of Education through our Social Studies Specialist, Bruce Blomberg. If you have not already signed up for the Learning Connection (https://learningconnection.doe.in.gov) and joined the IDOE Social Studies Collaborative Community, please do so today. This connection helps us all as we move forward to the implementation of the Common Core and the revised Indiana Academic Standards for Social Studies. Another connection we have made is with the Indiana Historical Society. In addition to being an amazing facility with great programs, IHS is working on new ways to reach out to Indiana classrooms through the Indiana Experience and increased participation in National History Day under the direction of ICSS Board Member, Matthew Durrett. History Day is a great way to connect your students to history and to the Common Core Standards. I would encourage you to contact Matt if you are interested in having your students participate in this authentic and rich learning experience. Lastly, as we move toward implementation of the Common Core Standards, we must connect with other teachers, especially in English/Language Arts. The Literacy Standards emphasize reading and interpretation of primary documents, understanding context, and persuasive writing. These are all critical skills in social studies as well and we are the ones who are best equipped to teach these skills and inspire our students to go further and think deeper in social studies. These connections allow us to enhance and protect our legacy as well as tend to the immediate needs of teachers in Indiana. We hope that you are inspired by what you read in this issue of Viewpoints and strengthen the connections you make every day with students and your community. We encourage you to strengthen your connection to ICSS, even consider joining our Board, to improve social studies education in Indiana and advocate for good teaching at every level of civic life. Michael Boucher ICSS President 5 Greetings ICSS Members! This school year, regardless of what transpires at the Indiana Capitol, I am working to implement what should be the heart behind the Common Core State Standards: I want my students to read, understand and discuss the ideas behind more technical primary and secondary source documents that are at a higher reading level than in the past. (Is 9th grade the new 7th grade reading level? Well, I think it’s close.) It is my desire that my students will be able to formulate opinions, arguments, and find new ways to look at the past, the present and the future and will be able to express themselves well verbally and in writing. (Note the absence of the words “standardized test” in this paragraph. I’ll worry about that when we get there. For the time being, I see my work as crucial for the development of citizens and as my part in the team effort for the subject areas that ARE being evaluated.) Stay tuned for more information, because change is coming. I have no particular predictions of what it will be, but, to borrow a phrase from Oprah, “What I know for sure,” it IS coming. Connections! What a great theme for this issue! I’d like to share an idea and a resource for making connections in the World History classroom. Students of World History are familiar with Marco Polo, but what about Ibn Battuta? What began as a Hajj by this jurist from Tangiers the year after Marco Polo’s death in 1325 C.E. turned into thirty years of incredible study, service and travel that spanned from Morocco to China. Ibn Battuta is famous throughout the Arab world, and a study of his travels can provide additional connections between the spread of ideas, goods, and knowledge. His story and writings are rich with information about the world at that time. After several pilgrimages to Makkah, Ibn Battuta found his way to Delhi. The Sultan Muhammad Ibn Tughlug sent Ibn Battuta as his ambassador to the king of China, since the sultan was aware of his love of travel. Imagine the comparisons that can be made between the experiences of Marco Polo and Ibn Battuta. Maybe even some “fact checking” of Polo’s unbelievable stories. However, we as teachers cannot MAKE those connections unless we KNOW about them ourselves. A great FREE resource for information, vibrant photos and illustrations, maps, and lesson ideas for the Arab world (including a three part series on Ibn Battuta) is Saudi Aramco World, published six times a year in Houston by Aramco Services Company. Issues are available online, and classroom sets can be requested. In the back of each issue is also a list of the current museum exhibits throughout the world that are related to the Arab world that has included Indianapolis and Chicago exhibits to name a few close to home. It’s a resource worth having! (www.saudiaramcoworld.com) Let’s MAKE connections with ICSS! Visit our website (www.indianasocialstudies.net), join the IDOE Social Studies Collaborative community on the Learning Connection which includes downloadable, teacher made lesson plans (https://learningconnection.doe.in.gov), or follow us on Facebook (Indiana Council for the Social Studies). I look forward to hearing from you! Susan Tomlinson ICSS President-‐Elect 6 Greeting ICSS Members! Once again you are receiving an issue of Viewpoints. Viewpoints is but one way the Indiana Council for the Social Studies tries to keep you connected with what is happening in social studies and social studies instruction. In addition to Viewpoints, ICSS has it own website located at www.indianasocialstudies.net and has established an ICSS group on Facebook at https://www.facebook.com/groups/24165379843/ that allows us to rapidly provide you with the latest on apps, websites, books, documents, and other materials that may be of immediate assistance to you in the classroom. ICSS has also been collaborating with the IDOE. This year we have concentrated on providing access to materials that would be of immediate assistance to teachers and students in the 7th grade. Some materials are also being provided for the 6th grade. Together, these materials will hopefully help prepare Indiana students for the ISTEP+ exam in social studies. Log into IDOE Learning Connection at https://learningconnection.doe.in.gov/Login.aspx?ret=%2fdefault.aspx and go to the IDOE Social Studies Collaborative maintained by Bruce Blomberg, the IDOE Social Studies and World Languages specialist. Materials we have posted are under creative commons or are in the public sphere. Whether others recognize it or not, what Indiana’s social studies teachers do is of great importance to the state. Civic life is at the core of our existence. A strong civic community is essential for the function much less the continuing prosperity of the Indiana. There has been a tendency to forget that social studies is as much a vocational education as an academic instruction. As our state begins to once again push vocation education within our schools, it should not forget that every student must be prepared to take on the job of being an active and engaged citizen. Citizenship is not an academic concept. It is a universal job that every American lucky enough to be born in this nation or happy enough to have made their way to this nation must assume as part of their blessing. It is a job, because a citizen must always work at being a citizen. One does not just sit back, watch TV reality programs and actually be an active citizen. Yet I fear that many have forgotten this need to work at citizenship if we are to keep our republic. And worse, I wonder if sometimes our political masters have concentrated on our economic jobs and ignored our job as citizen simply to make their job of governing easier and less messy. As social studies teachers, it is our responsibility to prepare students for the job of citizen. It is also our responsibility to make abundantly clear to our students the need to work throughout their lifetime at this job if they want to benefit from what our republic has achieved. Now, I fear, it is also our responsibility to draw starkly for the public the need to maintain a strong social studies education in the face of political cries to teach only that, which is economically profitable. Governors in Florida, North Carolina, and other states have denounced the teaching of worthless social sciences that do not lead to well-‐paying gainful employment of graduates within their state’s economy. Clearly, they do not see or do not wish to continue the connection between social studies education and the creation of an informed, intelligent, active citizenry willing and capable of charting the course for our republic. We have seen the development of the Asian Model in places such as Singapore and even China. This model promises economic prosperity in return for a minimal amount of political action on the part of the population. This is not a model for the United States regardless of its momentary economic successes. A failure to prepare our youth for the job of citizen is as dangerous to our republic as our failure to prepare them for successful jobs in our economy. The connection between social studies in our schools and citizenship in our republic must not be diminished. Instead, it needs to be strengthened. Join the Indiana Council for the Social Studies as it works to keep this vital connection strong today and in the future. Robert Brady, Director of Communications Indiana Council for the Social Studies 7 Connections It is astounding for someone tied to academics to say that television made a major impact on their thinking. Yet I would say that was true for me. Newton Minnow, onetime chairman of the FCC aptly described television as one vast wasteland. However, there was a tiny oasis of serious thought on television, albeit it not an American television production. I’m referring to the BBC produced Connections. In Connections, James Burke explored the erratic zig zag of inspiration and innovation across the history of technology. For me, Burke’s explorations became the obverse side of the coin to the thinking I had gained from the famous book The Great Chain of Being. It helped me cement the realization that a truly deep understanding of knowledge requires an exploration of the connections between all components of knowledge. I was working as a special needs teacher at that time. I came to observe that one of the consistent failures of all our special needs students was to make even basic connections between knowledge, experiences, and other elements of their lives so they could make sense of life. One of the great failures of the learning objectives movement was to atomize learning. It created instruction based on analysis but ignored the need to complete learning by moving on to synthesis. In the 1970s, this was a problem confined to student learning. Teachers were still being taught to synthesize at university. By the 1980s, that was disappearing. Today’s objectives and standards while clarifying what students should know ignore how students should construct knowledge. The only reminiscent of that academic expectation left in the curriculum is the International Baccalaureate course, the theory of knowledge. Sadly, connections have also begun to disappear from teacher instructional thinking. Objectives and standards have legitimate purposes. However, those who want to present totally standardized, replicable, and often-‐commercial instruction have expropriated objectives and standards. They view knowledge as a knowledge net consisting of knowledge nodes linked. They believe that teaching and learning consists of the teacher transferring the combination of nodes and links to the learner. However, even this perspective has been corrupted because of the emphasis on testing the student for achievement on the node but never on the links between the nodes. Constructivist learning theory has suggested that the MAJOR part of learning is the development of the connections between knowledge nodes. It also states that learners must make these connections, they cannot be directly transferred from teacher to student. Because connections are creative soft thinking skills, they do not convert well into objectivized instruction that can become programmed instruction in one format or another. Today, that form of instruction is often in the form of vast all-‐encompassing instructional computer programs. Perhaps nothing demonstrates the limits if not the failures of such 8 objectivized learning as the government courses in these learning systems. Anyone who has experienced a government course in A+ Learning or Plato Learning knows to what I am referring. These mechanical presentations of the basics of government are divorced from even the simplest connections to the actual human endeavor of governance unfolding about us at the moment we are learning on the machine. Even the advent of sophisticated adaptive learning such as that provided by Knewton cannot begin to make the types of connections humans must achieve to generate knowledge. Connections are a creative, imaginative, human endeavor. It is and will remain the central role of the teacher in instruction, especially in a technology infused instruction. Technology provides the opportunities, the knowledge sources, but human interaction and human reflection are the source of connections. The bright spot in the Common Core State Standards is the fact it recognizes the need for students to make connections. The weakness of the Common Core State Standards is its assumption that teachers, long dictated to by administrators and politicians, will instantly and easily make connections necessary to support students making their own connections. Teachers have so atomized content in their minds in response to the demands of the educational establishment that making connections is now almost unnatural. It reeks of independent thinking, which itself reeks of bucking the standard curriculum. The CCSS is a framework, not a series of instructionally sequential learning objectives. As a framework, it creates the shape, structure, and support for instruction just as a framework shapes a great cathedral. But it is the connections between the elements filling out that framework that give the cathedral its richness, its beauty, its spirit, its ability to become part of people’s lives. So, too, it is the connections that teachers bring to their instruction that most significantly influence the quality of their instruction. When teacher make their own connections and demonstrate them to students, students can use this model to enhance their ability to make connections. If we are to believe Daniel Pink, today’s education is as much, if not more about these connections – knowledge and personal – as it is about the old traditional head full of knowledge. The old knowledge is necessary, but it is worthless unless supplemented by the connections that allow for cooperative work, strong interpersonal relations, and creativity. Social studies is about human connections: connections with knowledge, connections with the past, connections with ideas, connections with culture and its artifacts, and connections between human beings. We not only need to remember the role connections have played in learning, we need to understand and support the expanded role connections play in learning today. Robert Brady is the Director of Communications for the Indiana Council for the Social Studies. He retired as the district Director of Social Studies and World Languages for the Indianapolis Public Schools. 9 Connections Drive What We Do If there was a specific time and day when critics of electronic social media were silenced, 6:00 pm, Friday, February 11, 2011 was that day. After an explosive 18-day revolution, the 30 year presidency of Hosni Mubarak came to an abrupt halt. Millions of Egyptians used the power of social networking sites to organize protests and brought an end to a ruthless dictatorship. Today, the United States faces its own set of challenges, from arguments over Second Amendment rights to achieving comprehensive immigration reform. Indiana and 46 other states face new and unfamiliar territory as many schools begin implementing the new Common Core standards. By asserting their unique experience within the education structure, teachers and professional organizations have an opportunity to be at the forefront of discussion concerning the future of Common Core. Since the short- and long-term impact of Common Core is uncertain, teachers in Indiana possess a unique opportunity to exert their influence in the public sphere. Despite efforts by some legislators in Indiana to block Common Core’s implementation, Common Core will become the centerpiece of curriculum changes in the foreseeable future. The goals behind Common Core are commendable. Without abandoning the long history of decentralized education in the United States, Common Core sets in motion much needed consistency among the individual states. After its introduction in schools, teachers’ voices should lead by example and give constructive and personal insight about Common Core’s strengths and weaknesses. In the past, powerful organizations like the ACLU, NAACP, and AFL-CIO brought to the public’s attention relevant and pressing issues of their time. Today, this rich American tradition needs reawakened and institutions like the ICSS should lead the conversation concerning implementation of Common Core standards and its impact on its members. Finally, if teachers reassert themselves as a necessary component of the public discourse, I believe they will bring a renewed sense of responsibility for tomorrow’s educators. Because of Indiana’s recent education reforms, many of tomorrow’s teachers may enter schools as professionals in their field first and teachers second. There should be at least some level of responsibility expected from teachers to stand up for the rights of all teachers yet to come. The importance of actively participating in organizations like NCSS and ICSS should be the norm, not the exception. Seizing this unique period in Indiana’s educational history presents a formidable challenge. However, for those teachers today and those yet to come, acting as a leader when fate signals the need for decisive action ensures educators may forever teach as they ought, not as they are told. James E. Calabro is a 7th and 11th Grade Social Studies Teacher at West Lafayette Junior-Senior High School in West Lafayette, Indiana. He can be reached at [email protected]. 10 Making Connections within our Civic Life On January 19, I had the fortunate opportunity to attend the inauguration of the new Indiana Superintendent of Public Instruction, Glenda Ritz. The ceremony was beautiful and the speeches by Ritz and other educators around the state were inspiring. Looking around the room that afternoon, I reflected upon the past 2012 election and what Ritz’s election meant in the larger political context. Regardless of one’s political leanings, Ritz’s election can be seen as a study in democracy at work. After entering the race at nearly the eleventh hour, Ritz went on to organize what can described as a true “grass roots” campaign. And, while that term often gets tossed around quite freely during election seasons, this campaign truly exemplified what a “grass roots” effort really means. With less money, less advertising airtime, and less name recognition, Ritz organized a campaign around the premise that “the message and the vision for the future” is ultimately more important than money or powerful interest groups. She had approximately one million dollars less in campaign funding than her opponent and most news outlets didn’t take her competition for the seat seriously. But, in the end, she won. In fact, she won handedly. She received more total votes than the Governor-‐Elect that night. 11 So, what does all of this mean for social studies teachers? First, there is a definite connection that teachers can make with our students about the political process such as: campaign finance, the importance of a good “ground game”, and why even in today’s heavily politicized culture, the “underdog” can win. We can bring this election back to the classroom and use it as an instructional tool. But, even more importantly than that, this election serves as a reminder for all social studies teachers to be in contact with their state legislators. It is imperative that we make those connections with the elected men and women who make decisions concerning our schools. We need to have our voices heard and to advocate, not only specifically for social studies education, but for quality education in all areas. One way to build those connections is to ask your local elected officials to come speak to your classes. Have them discuss with your students the importance of understanding the workings of the political process at every level, from local to national. Have your students ask questions about what it means to be a representative of the people. Another way to make connections is to contact your local representative and request a meeting with him or her. Try to set up a time to sit down with your representative and discuss important issues concerning public education. If you are unable to do that, you can also try to contact them via email. The important thing is to make those connections and build those relationships because these are the people who are “speaking for us” and all of Indiana education at the state level. Karen Burgard, Franklin College Photos: Susan Tomlinson 12 A Reintroduction to National History Day (in Indiana) In her call for improving history education in the US, Cathy Gorn, Executive Director of National History Day argues, “The media, policy makers, and pundits are quick to point out the negative and report on what is not working. But where are the discussions on the demand for evidence-‐based, wide-‐ranging, effective, innovative approaches to teaching history?”1 Indeed, just as National History Day has been around since the 1970s, it has withstood the test of time and continues to serve as a valuable program for teachers and students across the nation, including more than 4,000 in Indiana. Here is why: This spring hundreds of those 6-‐12th grade students, teachers, and families will gather on college campuses around the state to take part in the National History Day in Indiana program. Local district contests will take place at St. Mary’s College in Notre Dame on February 23, IUPUI in Indianapolis on March 9, and Brown County High School in Nashville on April 6. Finalists from each contest will advance to the State Contest at Marian University in Indianapolis on April 27 where state winners will advance to the national contest in June. National History Day students work in groups or as individuals with an annual theme on a topic of their choosing, whether it is ancient or modern, local, state, national, or world history. This year’s 1 Cathy Gorn, “National History Day Works,” OAH Magazine of History 26, no. 3 (2012): 9-‐ 12. 13 theme is Turning Points in History: People, Ideas, Events. Students will present projects in the form of exhibits, documentaries, websites, papers, and performances at each contest. Through creating these projects, NHDI students will conduct primary and secondary research, analyze information, and build projects reflecting their interpretations of history, and then defend their work through interviews with professionals. Students have the opportunity to study a topic of their choice, work with a medium of interest to them, and practice and develop important 21st Century Learning skills through teamwork, academic research and analysis, time management, and interviews. National History Day has been endorsed by several national professional organizations including the American Association for State and Local History, Organization of American Historians, and the National Council for the Social Studies. Arguing the importance of historical literacy for the modern job market, Norm Augustine, retired chairman and CEO of Lockheed Martin even endorsed NHD, stating that the skills developed with History Day are “skills needed across a broad range of subjects and disciplines.”2 Because there are so many options with History Day, students who traditionally struggle in social studies and other classes often excel in NHD. Further, studies have shown that participating students perform better in social studies and other classes, on standardized tests, and are better writers than their non-‐participating peers. The same students also show improved interest in academic subjects which may wane in high school.3 So if you are tired of hearing in the media about what doesn’t work in education, come be a part of what really does. Whether you are a teacher, student, history or education professional, or just a history buff, we encourage you to get involved with this program. Teachers can tailor the program to meet the needs of their students, classroom, or history club, and NHDI relies heavily on volunteer judges for contests. National History Day in Indiana is sponsored by the Indiana Historical Society. For more information about the program, visit http://www.indianahistory.org/historyday or call (317) 233-‐ 9559. Matt Durrett, Indiana Historical Society Coordinator, National History Day in Indiana 2 Norm Augustine, “The Education Our Economy Needs,” Wall Street Journal, September 21, 2011. 3 National History Day Works: National Program Evaluation, http://www.nhd.org/nhdworks.htm 14 Social Studies and Museums – Natural Partners One of the saddest statements I’ve heard about education lately comes from a teacher who said, “My class can’t come to your museum because we just aren’t allowed to have fun any more.” The teacher may have been joking, at least in part, but this pronouncement struck me because it suggests that recent efforts to make education more rigorous have unintentionally propagated at least two erroneous ideas: 1) Learning is hard work and can’t be fun or enjoyable; and 2) Learning can only take place inside the walls of a classroom. Of course good educators in schools, museums, and other settings know this isn’t true. There is no real contradiction between learning and fun. In fact, the goal of education should be to give students the tools that enable them to enjoy learning as a life-‐long adventure. We also know that learning takes place in many venues, including museums, theatres, and historical sites. In fact, these so-‐called “informal” educational institutions usually take their role very seriously and work closely with teachers to design learning experiences that engage students in active learning that meets classroom objectives. This is an area where social studies teachers and museums can be natural partners. Social studies teachers work to convey complex concepts in history, culture, geography, economics, government and other subjects. They can use museum experiences to reinforce and expand on these ideas. Museums provide windows to the present and past in powerful ways. For example, while it isn’t possible to transport your sixth or seventh-‐grade class to visit a pharaoh’s burial place in Egypt, The Treasures of the Earth exhibit at The Children’s Museum provides a good replication of that experience. At the same time, students can learn how present-‐day technology is helping unravel some of the mysteries of the past. When social studies teachers use museum resources in their planning they provide students with authentic opportunities to investigate a topic, access real artifacts, and interact with experts, and even consider the types of jobs and careers museums provide. Museum educators understand that learning experiences and their outcomes must be carefully planned and they work closely with teachers to develop teaching materials and programs that address academic standards. The Children’s Museum of Indianapolis, for example, designs complete units of study and around museum exhibits. The units are multidisciplinary and each learning experience is matched to specific state and national standards in social studies, language arts, science, or the arts. The museum also provides related teacher professional development and special programs for school groups that visit. More and more, the museum works to design “wrap around” experiences that may begin in the classroom, expand at the museum, and culminate in the school community. For example, a teacher might use the unit of study Children in the Civil Rights Movement to 15 introduce civil rights as a topic. At the museum, students could visit the Ruby Bridges exhibit in the Power of Children gallery for an immersion experience to learn how children and young people participated in the Civil Rights Movement. Back at school this experience could spark individual or group oral history or video projects that could be shared with parents and other community members. Take a closer look at museums and other informal education settings in your area. Museums may be doing more than you think to help you teach intentionally and effectively. They can be your partners in teaching students that learning is part of a real, fascinating world and, yes! It’s fun! Mary Fortney, The Children’s Museum of Indianapolis 16 Educators Engage with the Eiteljorg Museum in Spring 2013 Bring your students for authentic experiences to the Eiteljorg in White River State Park where Western Traditional Art, Contemporary Art and Native American art and artifacts are on exhibition. Schedule to explore the R.B. Annis Western Family Experience (teacher-guided) where you can climb into a stagecoach, visit a sod house or build a totem pole. Tours may include highlights of the museum, a special exhibition, or a custom experience. Depending on the day of your visit, students can talk to Potawatomi artist Teresa Webb, have a basic guitar lesson, or meet a storyteller featuring stories of cultural diversity. Educators’ Resources with pre- and post-visit activities are on our website at http://www.eiteljorg.org/learn/resources Plan your visit with help from the Education Services Coordinators by calling (317) 275-1350 and pressing one at the prompt. The education staff will help make planning for student visits easy, cost effective and in alignment with IDOE standards. Transportation grants are still available – just ask. Our Resource Center is also open to the public from 1 pm to 5 pm Wednesday through Friday and the second Saturday of the month. Guitars! Roundups to Rockers, (March 9 through August 4) can be part of the guided visit and student groups can learn a little guitar with a little more time. Most people, when asked to imagine guitars and the West, will picture a lonesome cowboy setting on a fence strumming an acoustic guitar and singing a song about cattle drives and starry nights. Contrary to this stereotype, this engaging exhibition will present many types and styles of guitars from the late 18th century to the present. Music is expressive of diversity in the West in terms of diverse musical styles, diverse immigrant populations in the West, and diverse technologies that have been developed in the West. The exhibit will demonstrate how music styles and instruments created in the West have influenced the rest of the world. At the same time, the instruments displayed are unique art works that express ideas of design, workmanship, material, and decoration. They are also functional, playable tools. For visitors to the museum, there are ties to all generations through the inclusion of a rich variety of musical genres as expressed through instruments and those who play them. The programs planned for Guitars! Roundups to Rockers can be found at http://www.eiteljorg.org/explore/exhibitions/guitars!-roundups-to-rockers 17 From the Eiteljorg Museum to the Classroom: Stories of Cultural Diversity is a new alternative for those who cannot visit the museum. The museum will send a storyteller to local third- to fifthgrade classrooms, at no charge. Students will hear intriguing, inspiring stories about Jim Beckwourth and “Stagecoach” Mary Fields who really lived in the American West. Young students will build their compassion for others, develop accurate perceptions, and express their awareness of diversity. A good story opens doors to life-long understanding and learning. Through active listening a story becomes meaningful. The program is designed to be interactive and engaging. Each student will receive a card with an art image to keep and a perforated ticket that will allow the student and immediate family members to visit and enjoy the museum together at no charge. Do you know Indiana educators for K-12th-grade students in public and private schools can visit the Eiteljorg for free? Just show your proof of employment at the admissions desk for waived admission. Free admission is not available for Indian Market and Festival Weekend in June. Cathy Burton, Eiteljorg Museum 18 ESSENTIAL PARTNERS: WORLD LANGUAGES AND SOCIAL STUDIES There is no more solid connection in the academic curriculum then that between social studies and world languages. In social studies, students study the development of humanity, civilization, and human culture. By far, the most important expression of a human culture is a culture’s language. It is through its language, the words and structure of that language, that humans in any given culture both see and express themselves. The philosopher Wittgenstein described the relationship between language and our ability to imagine or express something. He stated we could not fully imagine something for which we do not have a word. That axiom suggests the central role of language in the development of cultures and civilizations. Social studies teachers start their transit through the shared territory with early man’s development of speech. Often, oral traditions of one type or another later transitioned to text, become artifacts for students. Creation stories are one such example. As we move toward the rise of civilization, we address the technology of writing and its variants, ideographic writing, syllabic writing, and writing using an alphabet. From that point in time forward, writing provides the major source of artifacts for historians. When students are working with primary documents they are working with language and with cultural expressions combined into one artifact. One has only to look at Elizabethan language and today’s language to see the differences in structure, use, and even vocabulary all of which are reflections of Elizabethan English culture. It is not hard to take the wrong meaning from a passage given that a word meant something entirely different in Elizabethan times or when used in a context that existed only back in that time period. For world language teachers, the obverse is true. Language is a medium of expression. When language is taught as a medium only, it is dry, boring, and substantially irrelevant. Language exists only because it can be used. It is used for expression. Symbolists would suggest that expression is dependent on symbols. Words themselves are symbols, auditory symbols for objects, ideas, feelings, and even illusions. It is through the symbolic nature of words that we can nuance what we say and mean. At the same time, symbols are the most pronounced representations of cultures and civilizations. Hence, languages are immersed in and yet fundament to their cultures and civilizations. Students learning a language learn it in levels. One thinks of Umberto Ecco’s famous book, The Name of the Rose. It can be read in any number of ways: a mystery story, a tale of shifting scientific paradigms, or a philosophical thesis. Likewise language can be employed on varying levels: simple communication, short-‐cut cultural communication, or even philosophical expression. These levels themselves are further complicated by an author’s selections of writing techniques when creating a literary passage. Each of these levels and uses is embedded in culture and historical context. To some extent, it is safe to say that students cannot learn social studies with a deep understanding if they have not learned a second language. The United States is the most language challenged country in the world. Fewer Americans functionally know a second language than just about 19 anywhere in the world. Even in the UK, the home of the English language, the demand to learn a second language, albeit perhaps only French, is more extensive than in the United States. Joining the Social Studies and language makes sense. We see increasing “studies” programs. However, these tend to be a combination of English and history classes. Is there not, however a relationship between language and anthropology that is even greater? Is there not a relationship between language and sociology that we oh so frequently ignore? Is there a relationship between language and psychology, especially the psychology of learning that we should be aware of and that we should make students aware of? When the two of us were at Arsenal Technical High School in the Foreign Language Magnet, we had an established relationship between our social studies classes and our language classes. The mandated social studies classes were tied to the languages. And students in Asian languages took Asian history and culture courses while the students in Russian and Arabic took Russian and Middle Eastern history and culture courses. For those of us in the Foreign Language Magnet, the impact on the students was clear. Students in the Model United Nations prepared their resolutions in the language of their assumed nation, Arabic for Saudi Arabia or Japanese for Japan with English translations. They produced their National History Day projects with the history of their languages use and extent. The linguistic/cultural knowledge of their language teachers combined with, enriched, and expanded the historical and cultural knowledge of their social studies teachers. Students with this experience were provided with a deeper introduction to the language. They were also provided with a deeper understanding of and appreciation of the culture. In an increasingly interdependent and global world we cannot expect the ubiquitous use of English to provide Americans with the cultural understanding of those we deal with to the depth and extent they understand us because they have learned our English. Social studies teachers must understand the limits of their abilities to teach other culture unless they are functional in multiple languages and accept that world language teachers are essential to a strong social studies program. In the 21st century we must be more than partners, we must move forward toward integrated instruction. Karen E. Beck, Spanish Teacher, Brebeuf Preparatory Academy & Robert Brady, Director of Communications, Indiana Council for the Social Studies. 20 SOCIOS ESENCIALES: IDIOMAS DEL MUNDO Y ESTUDIOS SOCIALES No hay una conexión más sólida en el currículo académico entonces que entre los estudios sociales y los idiomas del mundo. En estudios sociales, los estudiantes estudian el desarrollo de la humanidad, la civilización y la cultura humana. Por el momento, la expresión más importante de la cultura humana es el lenguaje de una cultura. Es a través de su lenguaje, las palabras y la estructura de esa lengua, que los seres humanos de cualquier cultura dada tanto ver y expresarse. El filósofo Wittgenstein describió la relación entre el lenguaje y nuestra capacidad de imaginar o expresar algo. Dijo que no podía imaginar algo totalmente para el que no tenemos una palabra. Ese axioma sugiere el papel central del lenguaje en el desarrollo de las culturas y las civilizaciones. Maestros de estudios sociales inician su tránsito por el territorio compartido con el desarrollo del hombre primitivo de la palabra. A menudo, las tradiciones orales de un tipo u otro posterior transición al texto, se convierten en artefactos para los estudiantes. Historias de la creación son un ejemplo de ello. A medida que avanzamos hacia el surgimiento de la civilización, nos dirigimos a la tecnología de la escritura y sus variantes, la escritura ideográfica, la escritura silábica y la escritura utilizando un alfabeto. A partir de ese momento en adelante, la escritura proporciona la mayor fuente de artefactos para los historiadores. Cuando los estudiantes están trabajando con documentos primarios que están trabajando con el lenguaje y las expresiones culturales se combinan en un artefacto. Uno sólo tiene que mirar idioma isabelino y el lenguaje de hoy para ver las diferencias en la estructura, el uso, e incluso el vocabulario todos los cuales son un reflejo de la cultura isabelina Inglés. No es difícil tomar en el sentido equivocado de un pasaje dado que una 21 palabra significa algo completamente diferente en la época isabelina o cuando se utiliza en un contexto en el que sólo existía de nuevo en ese período de tiempo. Para los profesores de idiomas del mundo, lo contrario es cierto. El lenguaje es un medio de expresión. Cuando el lenguaje se enseña como un medio único, es seco, aburrido e irrelevante sustancialmente. El lenguaje existe sólo porque se puede utilizar. Se utiliza para la expresión. Simbolistas que sugieren que la expresión es dependiente de símbolos. Palabra en sí son símbolos, símbolos auditivos para los objetos, ideas, sentimientos, e incluso ilusiones. Es a través de la naturaleza simbólica de las palabras que podemos matizar lo que decimos y decir. Al mismo tiempo, los símbolos son las representaciones más pronunciados de culturas y civilizaciones. Por lo tanto, las lenguas están inmersos en y, sin embargo fundamento a sus culturas y civilizaciones. Los estudiantes que aprenden un idioma se aprende en los niveles. Uno piensa en el famoso libro de Umberto Ecco, El Nombre de la Rosa. Puede ser leído en cualquier número de formas: una historia de misterio, una historia de cambio de paradigmas científicos, o una tesis filosófica. Del mismo modo el lenguaje puede ser empleado en diversos niveles: comunicación simple, atajo comunicación cultural, o incluso la expresión filosófica. Estos mismos niveles se complica aún más por las selecciones de un autor de técnicas de escritura al crear un pasaje literario. Cada uno de estos niveles y los usos está incrustado en la cultura y el contexto histórico. Hasta cierto punto, es seguro decir que los estudiantes no pueden aprender ciencias sociales con una profunda comprensión si no han aprendido un segundo idioma. Los Estados Unidos es el país que más desafió idioma en el mundo. Menos estadounidenses funcionalmente saber un segundo idioma que casi en cualquier parte del mundo. Incluso en el Reino Unido, la casa del idioma Inglés, la demanda de aprender un segundo idioma, aunque tal vez sólo francés, es más amplia que en los Estados Unidos. Junto a los estudios sociales y lenguaje tiene sentido. Vemos cada vez mayores "estudios" programas. Sin embargo, estos tienden a ser una combinación de Inglés y clases de historia. ¿No hay, sin embargo, una relación entre el lenguaje y la antropología que es aún más grande? ¿No hay una relación entre el lenguaje y la sociología que oh tan frecuentemente ignoran? ¿Existe una relación entre el lenguaje y la psicología, especialmente la psicología del aprendizaje que debemos tener en cuenta y que hay que hacer que los estudiantes conocer? Cuando los dos de nosotros estábamos en el Arsenal Technical High School en el imán de habla no inglesa, que tenía una relación que se establece entre las clases de estudios sociales y de nuestras clases de idiomas. Las clases de estudios sociales encomendados estaban atados a los idiomas. Y los estudiantes de idiomas asiáticos tomaron cursos de historia y cultura de Asia, mientras que los estudiantes de ruso y árabe tomó la historia de Oriente Medio y Rusia y cursos de cultura. Para aquellos de nosotros en el imán de la lengua extranjera, el impacto en los estudiantes fue claro. Los estudiantes en el Modelo de las Naciones Unidas prepararon sus resoluciones en la lengua de su país asumió, en árabe Arabia Saudita o en japonés para Japón con traducciones al inglés. Produjeron sus proyectos Día Nacional Historia con la historia de su uso y el grado idiomas. El conocimiento lingüístico / cultural de los maestros de sus idiomas se combina con, enriquecido y ampliado el conocimiento histórico y cultural de sus maestros de estudios sociales. Los estudiantes con esta experiencia se les proporcionó una introducción más profunda a la lengua. Se les proporcionó también un conocimiento más profundo y apreciación de la cultura. En un mundo cada vez más interdependiente y global, no podemos esperar que el uso ubicuo de Inglés a proporcionar a los estadounidenses que la comprensión cultural de aquellos a los que hacer frente a la profundidad y se extienden a entender porque han aprendido nuestro Inglés. Maestros de 22 estudios sociales deben comprender los límites de sus capacidades para enseñar la cultura, a menos que sean funcionales en varios idiomas y aceptar que los profesores de lenguas del mundo son esenciales para un sólido programa de estudios sociales. En el siglo 21, debemos ser más que socios, debemos avanzar hacia la enseñanza integrada. Karen E. Beck, profesor de español, Brebeuf Preparatory Academy & Brady Robert, Director de Comunicaciones, Indiana Consejo para los Estudios Sociales. 23 Business is Global: Summer Language Program: Institute for International Business : Kelley School of Business: Indiana University http://www.kelley.indiana.edu/IIB/ProgramsandIntitiatives/CIBER/page38734.cfm February 15, 2013 High school students: Immerse yourself in the cultures and languages of Brazil, East Africa, the Middle East and North Africa while exploring career options. The Business is Global: Summer Language Program is a two-week program for academically-gifted high school sophomores, juniors, and seniors interested in experiencing the intersection of business, language, and culture. This intensive experience, presented by the Indiana University Center for International Business Education and Research (CIBER), will truly bring to life the phrase, “Business is global.” The program focuses on less-commonly taught foreign languages spoken in the emerging economies of the Middle East and North Africa (Arabic), South America (Portuguese), and East Africa (Swahili). Throughout the two-week program, students will learn about other countries’ cultures and communication styles while staying in an IU residence hall transformed to reflect the food, décor, and pop culture of the targeted regions. In addition, students will gain a basic understanding of the business practices of North America, the Middle East and North Africa, South America, and East Africa through an accelerated two-week curriculum based on area studies of the Kelley School of Business’s top-ranked undergraduate program. These business classes will provide a basic understanding of business vocabulary and a general overview of how business operates in the United States, as well as discuss current event issues. Institute Session Dates: July 14-26, 2013, on the IU Bloomington Campus Plan to arrive by 1 p.m. on Sunday, July 14, and will spend the day in orientation activities. From Monday, July 15, through Thursday, July 25, the weekdays will be divided into three sections that will focus on one of the three languages and cultures. Mornings will include a business session and a language session. Afternoon sessions will be primarily interactive and experiential and will include regional culture sessions, as well as political and business climate sessions. This time will also include group discussions, career information sessions, and cultural and region-specific activities. Participants will also be given time to work on their final, group projects that will be presented on Friday, July 26. Sample two-week schedule Application Deadline: April 1, 2013 The deadline for program and scholarship applications is April 1, 2013. All participants will be notified of acceptance and scholarship status by April 19. Payments are due no later than May 15, 2013. Business is Global Program Application Application Criteria: Open to High School Sophomores, Juniors, and Seniors This summer program is designed specifically for high school sophomores, juniors, and seniors interested in learning more about less commonly taught languages, international business fundamentals, and cultures and traditions of emerging economies around the world. Costs and Scholarships: $1,400 Program Fee. Full Scholarships Available The $1,400 program fee includes food and lodging during the two-week program, as well as access to countless resources on the IU campus and a variety of planned cultural activities and entertainment. Merit-based and need-based CIBER scholarships are available. Please complete the CIBER scholarship application and short essay before April 1, 2013. All scholarship applicants’ school registrar or guidance counselor must submit the registrar form before April 8, 2013. For confidentiality purposes, registrar forms can only be returned via fax or mail. They cannot be emailed or completed online. CIBER Scholarship Application Registrar Form More Information Contact Sara Reeves, CIBER program manager, at [email protected] or (812) 855-8640. Book Views by Edi Campbell That Mad Game: Growing Up in a Warzone: An Anthology of Essays from Around the Globe. Edited by J. L. Powers. Cinco Puntos Press, TX. 2012. That Mad Game is a collection of 17 essays, 16 of which were written by people who experienced war first hand. In her introduction, J. L. Powers indicates that she collected these stories not necessarily to document the horrors of fighting, but to present the effects of violent turmoil upon the lives of citizens in lands where fighting occurs. Through the recollections of writers from El Salvador, Bosnia, Mexico and the Netherlands, we realize that war is about more than generals meeting on the battlefield. Rather, daily lives of people are torn apart as distribution routes are disrupted, utilities sources are destroyed and individual citizens or no longer remain safe. And in Afghanistan, China, the US and Cambodia we find regimes that battle against their own people using what may not be guns and grenades, but that nonetheless negatively impacts societies and individuals. Adults who have taken the time to look back at tumultuous occurrences in their childhood write most of the stories. They have processed these tragedies and skillfully guide us through the violence that was forced upon them, effectively relating how it was enacted and why it was done. Most of the writers first experienced a time of peace which when reflected upon helps the reader develop a truer sense of the country in better times. Some of the selections varied from this theme, however. Phillip Cole Manor writes as a young American soldier sent to Vietnam. The act of war forever changed him and the millions of young people throughout time who have been sent to other countries for the sake of battle. Andie Miller writes the story of Innocent in Rwanda and DRC. It is the only story not told in first person, echoing the disenfranchisement that is being experienced by people in this part of the world as their homeland disintegrates beyond the realm of being a country and the resulting benefits. In reading these documents of the inhumanities of war, we open our eyes to the ways brutality is perpetuated upon people and perhaps we become a little more compassionate from this understanding. Boomerang: Travels in the new Third World. Written by Michael Lewis. W.W. Norton & Company. 2012. Michael Lewis has a B.A. in Art History from Princeton University and a M.A. from the London School of Economics. He entered the workforce when hired by Solomon Brothers and left there to become a Financial Journalist. His writings have included Liar’s Poker and Moneyball and he’s also had articles appear in The New Republic, and The New York Times Magazine. He is currently a contributing editor for Vanity Fair. 26 Boomerang: Travels in the New Third World is the only piece he’s written that I’ve read however, after reading it I do hope to read more of his work. Boomerang opens with Lewis painting a rather glum picture of what many expect to happen to the U.S. economy in the near future. He then takes us to countries across the globe who have already experienced worse economic difficulties than we in the U.S. currently are, and deeper that we ever hope to. Without ever directly stating it, he indicates that if these countries are okay, we probably will be, too. His direct intent is to correlate each country’s unique character to the reasons for its economic peril. He provides insights into what made Iceland susceptible to being the first county to have its economy collapse as well as into the weaknesses in Germany’s approach to investing. His perspective is unexpected yet logical and clearly stated. While there is no bibliography to the text, he does credit the sources in the body of his anecdotal information. Edi Campbell has been a social studies teacher, high school media specialist, taught around the world, and is currently a reference librarian at Indiana State University, Terre Haute, Indiana. 27 History. Some Assembly Required. Making Connections, Indiana History and African American History Connections After reading Dr. Brady’s article about the theme for this issue of Viewpoints, it brought back memories of the BBC Connections series on PBS with James Burke and the marvelous discussions that ensued when I used several episodes in my classroom. Burke connected events throughout history in ways that were simply fascinating. He connected the standardization of precious metals to the development of nuclear weaponry in the 20th century. He suggested that the fact that Normans had stirrups can be credited for the development of telecommunications. He traces the modern computer back to Napoleon’s presence in Egypt (see textbox). Burke is back with new ideas, and the website that announces this is entitled: History. Some Assembly Required. Isn’t that so true? It’s the never ending puzzle. The living document, if you will. Before I delve into Indiana connections and African American history sources, I want to recommend that you take a look at the list of history connections that Burke makes. (They almost look like they could easily be written into a list of Essential Questions for World History classes.) If you’d like to see a list of all of the episodes and an explanation of the connections for all three of the Connections series in one place, visit the Wikipedia link (http://en.wikipedia.org/wiki/Connections_(TV_series). Links for each separate series is cited in Wikipedia. The premise of Burke’s approach is worth noting. “Burke contends that one cannot consider the development of any particular piece of the modern world in isolation. Rather, the entire gestalt of the modern world is the result of a web of interconnected events, each one consisting of a person or group acting for reasons of their own (e.g., profit, curiosity, religious) motivations with no concept of the final, modern result of what either their or their contemporaries’ actions finally led to. The interplay of the results of these isolated events is what drives history and innovation.” The puzzle is never ending. http://topdocumentaryfilms.com/james-burke-connections/ Connecting African American Resources in Indiana Several years ago I worked on a Civil War lesson plan project for the Indiana War Memorials Museums. We wanted to include a lesson on Indiana African Americans in the Civil War, and that led us to the history of the Trail family of Henry County. The Indiana State Archives had recently received photocopies of letters written by Sargent Major Benjamin Trail of the 28th USCT (United States Colored Troops) to his family in Henry County. The original letters were part of a permanent exhibit at the Abraham Lincoln Museum and Library in Harrogate, Tennessee. These letters were particularly interesting because they were written to male family members and were therefore somewhat different than soldiers’ letters written to wives and mothers. We received permission to use excerpts from the letters in our lessons (see textbox). The lessons are available for download at http://www.in.gov/iwm/files/USCTlesson.pdf. The work on this project was the starting point for a path of discovery for a variety of connections for African American history in Indiana. The Henry County Genealogy Services has developed a website with numerous links under the title of The Black History of Henry County. (http://www.hcgs.net/blhis.html) These links include transcribed newspaper articles, a will, and descriptions of several African American families in the area, including the William 28 Trail (father of Benjamin) family and the School for Colored Children at Trail’s Grove. The links to these primary and secondary sources can easily be used in the classroom to meet Social Studies Standards while at the same time making valuable Indiana connections in U.S. History. For those wishing to explore their own family history, there is also a link to the Indiana African American Genealogy Group which meets on the third Saturday of each month at the Eiteljorg Museum of American Indians and Western Art in Indianapolis. My interest was piqued last year when I read that the Indiana Historical Society had acquired a letter written by William Trail, Jr. to his brother David. Anxious to see an original copy of Trail family correspondence, I travelled to the Indiana History Center’s William Smith Library. The library personnel are always a pleasure to work with. While I sometimes plan “just a quick trip” to the Smith Library, inevitably one thing leads to another. More connections are made and new information found, and I always come away with information for sharing and for classroom use. I read and just looked at and then read again the letter from William Trail, Jr., who, like Benjamin, was a member of the 28th USCT. He writes in 1865 from Corpus Christi, Texas to tell his brother David that their brother James is in the hospital with a severe case of scurvy. He also comments that he had just received the first letter from home in two months. It was a moving experience to sit at a table where WiFi access is available and hold in my hands correspondence from so long ago and to also know from previous study that James would not survive. The 28th USCT would muster out from Texas in October of 1865, but James would not be coming home. The Indiana Historical Society’s You are There exhibit from several years ago of presidential candidate Robert F. Kennedy’s visit to Indianapolis was one of my favorite IHS exhibits. Kennedy was preparing to make a campaign speech in Indianapolis when he was told of the Reverend Dr. Martin Luther King, Jr.’s assassination. Kennedy made this announcement to a mostly African American crowd, appealing to them to work together to make the United States a better place, using the example of his own brother’s assassination to let them know that he understood their pain. This speech is credited with the fact that there were no race riots in Indianapolis as were experienced in other major U.S. cities following King’s death. The documentary A Ripple of Hope provides an overview of this day and is available for sale at the IHS History Market. Recent interviews with those who attended the event describe the impact of Kennedy’s words. A trailer for the movie that provides a clip suitable for classroom use and discussion is found here: http://www.rippleofhopemovie.com/index.html?page=trailerandimages. I was interested in exploring what was available in the Indiana Historical Society’s digital image collection. It is easy to search the IHS collections online from home and one collection includes photos from the day of Kennedy’s speech. There are also several digital image collections that highlight Indiana African American connections. Go to www.indianahistory.org, go to the pull down menu under Our Collections and click on Digital Images Collection and go to Indiana African-American Indiana History. The Madam Walker collection provides images of Walker’s business, products, colleagues, trainees and more. Dr. Mary McLeod Bethune is pictured in a group photo of Walker staff and graduates. These are easy to copy and paste into a PowerPoint presentation or for printing for class use. The Indianapolis Recorder is the historically African American newspaper, and this digital image collection dates from 1900 to 1987. Images include a 10 Mile Freedom March on Independence Day in 1964, Dr. King’s visit to Indianapolis, the Crispus Attucks High School 1955 Basketball Championship and many other connections to bring Indiana History into the U.S. History classroom. 29 The study of history is a journey that can take many paths, depending on the sources explored and the connections made. We are fortunate in Indiana to have so many repositories of history. What is detailed here is only an inkling of what it available for those interested in making connections in Indiana history. Susan Tomlinson, Franklin Central High School, Indianapolis, IN Q: How was Napoleon important to the development of the modern computer? A: Napoleon’s troops in Egypt buy shawls and start a fashion craze. In Europe shawls get made on automated perforated-paper control looms. This gives an American engineer Herman Hollerith the idea to automate calculation using punch cards which get used to control ENIAC, the first electronic computer. James Burke’s Connections, http://kcsm.org/tv/catalog/Reconnections/index.htm “But the vast majority of white people and the vast majority of black people in this country want to live together, want to improve the quality of our life, and want justice for all human beings that abide in our land. And let's dedicate ourselves to what the Greeks wrote so many years ago: to tame the savageness of man and make gentle the life of this world. Let us dedicate ourselves to that, and say a prayer for our country and for our people. Robert F. Kennedy, April 4, 1968, Indianapolis, Indiana http://www.historyplace.com/speeches/rfk-mlk.htm “We were offered $7.50 per month but there was not one of us that took a cent; but I was willing to take mine as I knew that was all we were going to get at the present, but as long as no one else would take it, and I being the Sergt. Major of the Regiment, I thought I would not come down lower than any one else, but I hope the time will come when we will be payed the same as other Soldiers.” Benjamin Trail, 28th USCT in a letter to his brother dated April 27, 1864. 30 2013 Advanced Placement Summer Institute at Western Kentucky University June 23 to June 28, 2013 Social Studies Offerings: Beginning Workshops (for educators who have not previously attended a weeklong AP Institute) European History Human Geography Psychology U.S. Government and Politics U.S. History World History Experienced Workshops (for educators who have attended at least one weeklong AP Institute) U.S. History Learn how to raise test scores and increase engagement in your Advanced Placement history, politics, human geography, or psychology class by participating in the region's most well-established Advanced Placement Summer Institute hosted by The Center for Gifted Studies at Western Kentucky University. Join the thousands of educators from all over the U.S. and beyond who have participated in the exemplary Advanced Placement training offered by The Center for 30 years. Our many years of experience have allowed us to handpick the finest College Board certified consultants. Among them, our consultants have roughly 530 years of teaching experience and have won nearly 30 awards for teaching. All of our consultants have been or are AP exam readers and AP exam table leaders for the AP readers. Our program has serviced more than 7,600 teachers from every state and more than two dozen foreign countries, including Brazil, Canada, Spain, South Africa, Korea, and Australia. Become a part of the great tradition of Advanced Placement excellence at WKU. To learn more or apply, click on the attached flyer, visit http://www.wku.edu/gifted/ap_institute.php, or call 270.745.5991. Dear Social Studies/Sociology Teacher: I invite you to participate in a workshop on teaching sociology in high school. The workshop is sponsored by the North Central Sociological Association (NCSA), the American Sociological Association’s Section on Teaching and Learning, the Indiana Council for the Social Studies, and the Valparaiso University Department of Sociology and Criminology in Indiana. The NCSA has offered this workshop almost every year since 1991, and its design and content have been shaped by feedback from previous participants. It includes discussion of important curricular and pedagogical issues high school teachers face. Participants are introduced to the services of the Teaching Resources Center at the American Sociological Association and are given opportunities to network with other high school sociology teachers and professors of college level courses. You will leave the room with dozens of teaching strategies for your sociology course, but many of them are applicable to courses on government, history, or psychology as well. The workshop is scheduled for Friday, April 5th, at the Crowne Plaza in Historic Union Station in Indianapolis, IN. It will begin at 8:30 AM and conclude by 3:30 PM. Registration is $100 for those who pre-register by March 22nd or $125 at the door. Registration includes lunch, provides you with several ready-to-go lessons and enables you to participate in the larger sociology conference. A certificate for earning continuing education credits (variously named in each of the adjacent states) will be available, though application but must be initiated through your own school system if you want continuing education credits. Enclosed you will find a description of the workshop, a registration form, and a tentative workshop agenda. After the workshop, you are invited to participate in the rest of the annual meeting events, which run through Saturday evening. There are both presentations of research findings by sociologists from across the midwest and sessions on various aspects of teaching sociology. We hope to hear from you! If you do not teach sociology yourself, please pass these materials on to a colleague who does. Thanks! Cordially, Lissa J. Yogan, Ph.D. Co-Organizer Debra Swanson, Ph.D. Co- Organizer Associate Professor of Sociology, Valparaiso University Professor of Sociology, Hope College Contact: 219/ 464-6998 [email protected] Contact: 616/395-7951 [email protected] Katherine Rowell, Ph.D. Co-Organizer Professor of Sociology, Sinclair Community College Contact: 937/512-3116 [email protected] 32 TEACHING SOCIOLOGY IN HIGH SCHOOL: A WORKSHOP FOR HIGH SCHOOL TEACHERS When: Friday, April 5th, 2013 8:30 a.m. to 3:30 p.m. Where: Crowne Plaza at Historic Union Station, Indianapolis, IN 123 West Louisiana Street, Indianapolis, IN 46225 (317) 631-‐2221 Cost: $100 for preregistration—by March 22th; $125 after that date. Checks should be made out to the North Central Sociological Association. The registration fee includes lunch, and provides you with several ready-‐to go lesson plans as well as the right to attend any conference sessions of the NCSA on Friday or Saturday. Staff: Workshop staff include two award-‐winning high school teachers who founded both regional and national list serves for high school teachers of sociology and have spoken at National workshops on teaching sociology, university faculty who have worked with both high school teachers and college teachers of sociology and research faculty from the University of Michigan who will highlight research resources that can be used in high school classrooms. Topics: * How to use current events and media resources to teach the sociological imagination * Innovative ways to teach race, ethnicity, class, and gender * Determining the Core Concepts in Sociology and how to teach and assess learning of them * Using Technology effectively and cheaply. * Utilizing free data to help students understand concepts and gain quantitative literacy * How to access teaching plans and resources from the American Sociological Association CRUs: All participants will receive a certificate of participation at the end of the workshop which can be used to verify attendance and obtain CRU/CEU credit. Registration: For a registration form or further information, contact: Dr. Lissa J. Yogan, Chair -‐ Department of Sociology and Criminology 337 Arts & Sciences Building, 1400 Chapel Drive Valparaiso University Valparaiso, IN 46383 219/ 464-‐6998 [email protected] Note: The sponsors reserve the right to cancel the workshop in the event of insufficient enrollment. If this is done, registration fees will be returned to registrants. 33 Preregistration Form TEACHING SOCIOLOGY IN HIGH SCHOOL: A WORKSHOP FOR HIGH SCHOOL TEACHERS Friday, April 5th, 2013 Crowne Plaza in Historic Union Station – Indianapolis, IN _____________________________________________________________ Combined Registration for Workshop and Annual Meeting Advance Registration (prior to March 22): $100 Late Registration (after March 22): $115 Amount enclosed: ____________ v Make checks payable to North Central Sociological Association. Contact the Crowne Plaza hotel directly for room reservations 123 West Louisiana Street Indianapolis, IN 46225 (317) 631-‐2221 Ask for the North Central Sociological Association (NCSA) discounted rate. Note: The organizers reserve the right to cancel the workshop if the number of registrants is insufficient. You will be notified in the event of a cancellation. ________________________________________________________________________ Name: _________________________________________________________ (Please print as you would like your name to appear on your nametag.) School: ________________________________________________________ Mailing Address: Phone: Email: Mail this registration form and your check to the co-‐organizer: Dr. Lissa J. Yogan, Dept. of Sociology and Criminology 337 Arts & Sciences Building 1400 Chapel Drive Valparaiso University Valparaiso, IN 46383 Phone: 219/ 464-‐6998 Email: [email protected] 34 INDIANA COUNCIL FOR THE SOCIAL STUDIES MEMBERSHIP APPLICATION (Circle One) _____ICSS Regular Membership $40.00 New Renewal _____ICSS First Year Teacher $20.00 New _____ICSS Student** $20.00 New Renewal _____ Retiree $20.00 New Renewal Name________________________________________________________________________________ School/Institution_____________________________________________________________________ School Street Address__________________________________________________________________ School City/State/Zip__________________________________________________________________ Home Street Address__________________________________________________________________ Home City/State/Zip___________________________________________________________________ Home Phone_________________________ Work Phone________________________ Email address___________________________________________________________ Grade Level: __Elementary __K-12 Position: __Jr. High/Middle __College __High School __Other__________________________ ____Teacher ____**Full-time Student (**See below) ____Dept. Head ____Retired ____Administrator ____College Faculty __Other_______________ **Professor's signature required for student membership. **Student Recommended by________________________________________________ (Professor Signature) Send completed form and a single check made payable to ICSS, and send to Center for Social Studies and International Education, 1900 East Tenth Street, Room 1038, Bloomington, IN 47406-7512. 35 Friday 2 November 2013 ICSS State Conference Social Studies: Connecting Our World 36 Call for Presenters 2013 Indiana Council for the Social Studies Conference Social Studies: Connecting Our World Friday, November 8, 2013 Crowne Plaza at Historic Union Station 123 West Louisiana St. Indianapolis 46225 CONFERENCE PROPOSAL GUIDELINES PROPOSALS: The Program Committee of the Indiana Council for the Social Studies is now accepting proposals for individual sessions and workshops. The proposals must be email time stamped by 11:59 PM August 15, 2012. Notification will be sent by September 8, 2012. ALL presenters and co-‐presenters must fully register for the conference. NATURE OF INDIVIDUAL SESSIONS: A session is a demonstration, discussion, presentation or participation session. All sessions will be 45 minutes in length. All presenters are expected to provide at least one handout. WORKSHOP: We are seeking several workshop presenters. Workshops will be 90 minutes in duration and are expected to be hands on, providing exercises and discussion for the ideas offered. All presenters are expected to provide at least one handout. Please submit handouts to ICSS at [email protected] before October 31 for posting to the ICSS conference web pages. SELECTION CRITERIA: 1. 2. 3. 4. 5. 6. Relationship to conference theme. Objectives clearly and specifically stated. Based on valid and reliable information obtained through research, practice or development. Overall clarity and coherence. Potential for educational improvement. Hands on “practical experience.” There are a limited number of slots available for sessions and workshops. Only one proposal per person will be accepted. Proposals that focus on materials and activities that social studies teachers can use in their classroom will be given preference over other types of proposals. RETURN COMPLETED PROPOSAL FORM BY August 15, 2013 Save proposal as a Word document & email it as an attachment to: [email protected] 37 Proposals are welcome from all educators interested in the social studies. 2013 Indiana Council for the Social Studies Annual Conference Presenter Proposal Form Social Studies: Connecting Our World Friday, November 8, 2013 Crowne Plaza at Historic Union Station 123 West Louisiana St. Indianapolis 46225 PROPOSAL DEADLINE: August 15, 2013 Session Title: Presenter Name: Cell Phone: E-‐mail address: Address: City/State/Zip: Title & Affiliation: CO-‐PRESENTERS: List Name and Title and Affiliation of each confirmed co-‐presenter. All presenters and co-‐ presenters must pay the appropriate registration fee. TECHNOLOGY REQUESTS (note that no changes or additional technology requests can be made the day of the conference) ___Wireless Internet available in one room and will be available to technology based sessions only ___ Screens-‐no charge ___LCD projector -‐ $125.00 per session (no computer provided) ___I’m bringing my own LCD projector and computer. Sessions will be on Friday, November 8, 2013 only. Email this form to: [email protected] PRESENTATION TYPE (check one): ______Individual Session (45 minutes) _____Workshop ( 90 minutes) INTENDED AUDIENCE: _____PRIMARY ___UPPER ELEMENTARY ___MIDDLE/JR. HIGH ___SECONDARY ___COLLEGE/UNIVERSITY ___SUPERVISIORS/ADMINISTRATORS ___ GENERAL TOPIC: _____AP/IB ___U.S. History ___World History/Geography ___Govt./Econ. _____Elementary ____Other Include the following to complete your application: 1. This form 2. A 150 word description of the content of your presentation. 3. A 50 word abstract for the website 4. A personal photo, if possible, for the website in .jpg 5. If possible, a 2-‐3 minute video to promote your presentation in .mov (Quicktime) format. <16 mb. 6. Please submit handouts to ICSS at [email protected] before October 31 for posting to the ICSS conference web pages. 38 2012 ICSS Conference was a success because of YOU! The November 2nd ICSS Annual Conference was a great success due to the involvement of members, vendors, presenters and the dedicated work of the ICSS Board of Directors. Thank you all for a highly successful conference! Our invited speakers Matthew Tully of the Indianapolis Star and John Krull of Franklin College provided insight and encouragement through their political and personal experiences in education and education reform in Indiana. We thank our presenters for their willingness to share their subject matter expertise and best practices with others. As always, we appreciate our vendors and exhibitors not only for providing an up close look at resources but also an opportunity to network and listen to what we need in product development. I would especially like to thank the ICSS Board of Directors for their hard work in putting together the details of the conference. Special thanks go to Michael Boucher, ICSS President for his help, encouragement and guidance; Dr. Robert Brady, ICSS Director of Communications for his technological expertise and promotional skills; ICSS Vice President Eric Heagy for coordinating the awards ceremony and AP U.S. History Special Interest Group Chair Erin Benak and ICSS Past President Barbara Burdge for organizing the Advanced Placement and International Baccalaureate sessions. Thank you, also, to ICSS Secretary Mary Nine for her countless hours of recording our Board meetings and Planning Committee meeting minutes and to Treasurer Janet Brown for her eye for detail in keeping track of our conference expenses. Eric Heagy will be responsible for our next conference. Stay tuned for more information! 39 Imperialism 40 Imperialism has been around since the dawn of civilization. The city-‐states of Sumer created empires: the Babylonian Empire, the Assyrian Empire. Egypt created several large empires. At one time, Egypt was also part of another empire. Alexander the Great created the Hellenistic Empire. It was followed by the Roman Empire. Imperialism happens when one country conquers another. The conquering country runs the vanquished country. The vanquished country works for the benefit of the conquering country. That benefit is usually economic. It may provide taxes, raw materials, a market, and even act as a military station. In one-‐way or another, the colony worked to the advantage of the conquering country. In Europe, the Renaissance brought together ancient knowledge, new ways of thinking, technologies from around the world, a new concept of science, and a “can do” attitude. European exploration and colonization was the “space race” of its time, although we should actually call it the spice race. European exploration was fueled by the desire for luxury goods. The First Age of Imperialism The spice trade had operated through Italy. The Italians carried on commerce with the Islamic traders of the Middle East. It was the Islamic traders that bought spices from the Far East. This extended chain of trade resulted in expensive products by the time they arrived in a European town. The Europeans wanted to cut out the middleman, the Islamic traders, by finding a water route to the spice lands of the Far East. Prince Henry’s School of Navigation put the Portuguese at the forefront of seeking the water passage to the East. Trading for gold and slaves financed their advance down the east coast of Africa. The Portuguese and their European successors converted an internal African trade in slaves into a brutal international business of selling Africans into slavery around the world. The Portuguese were joined by other European Atlantic nations: Spain, France, the Netherlands, England, and Sweden. European commercial efforts in the Far East continued to center on spices. In the New World, Spain’s empire was centered on mining gold and silver. The Portuguese (in Brazil) along with the Dutch, French, and English discovered 41 something as profitable as gold and silver: sugar. While it is true that money does not grow on trees, money certainly did grow in the form of sugar cane. The vast fortunes of many in France, the Netherlands, and England were made through the establishment of sugar plantations on the Caribbean Islands and in Central and northern South America. Sugar plantations were agricultural factories. They existed to grow sugar cane and convert it into large sugar cones. These cones were shipped to Europe were they were the hottest item in the market place, hotter than spices. Humans love the taste of sweetness. Humans also easily become addicted to sugar. Today, the average human in the Western World eats his/her weight in sugar each year. Sugar plantations created the greatest change to the diet of Europeans in the their history. It introduced sweet puddings, pies, cakes, and cream sauces. Within one generation, their impact was seen in the dramatic increase of tooth decay and need for dental work experience by Europeans. Sugar production was made possible only through the use of African slavery. As the sugar trade increased so too did the African slave trade. The development of a second plantation commodity in the New World only further increased the trans-‐ Atlantic trade in African slaves. This new commodity was tobacco, grown in the English southern colonies in North America. Tobacco was also an addictive product, although its use was not as universal as sugar. European countries created colonies. Colonies were economic enterprises. They were designed to help make the mother country richer. Europeans followed an economic policy of mercantilism. Their economies were designed to sell more internationally than they bought internationally. This process was helped by requiring all the colonies to sell their products only to the mother country. It in turn, would sell them at a greater price to other countries, thus ensuring a profit for the mother country. The English Navigation Acts were mercantilist laws forcing the colonies to sell and buy only from England. The first imperial system created by the European powers established a arrangement where colonies provided cheap raw materials to their mother country and acted as secondary markets for their mother country’s goods. The key products of the American colonies were created by the plantation system. This system was dependent on the use of 42 African slave labor to turn out a product and make a local profit. In Asia, the European countries were fighting to trade with the Asian countries. Gaining entry to Asian markets was difficult. It was usually done through the use of brut military force. 43 The New Imperialism Part I: Asia 44 Britain 1750 The economic structure of Britain undergoes a rapid change. The nation transitions into the industrial revolution. The Industrial Revolution changes the world unlike anything since the ancient Agricultural Revolution of antiquity. It introduces mass production. With the aid of machines and new sources of energy, the quantity of goods produced by one individual increases exponentially. Britain has just fought a series of colonial wars. It is now absorbing the gains from those wars. At the same time, the initial productive increases of the Industrial Revolution are beginning to impact the British economy. Britain seeks to reorganize its colonial system. In doing so, it runs afoul of the colonists in the American colonies. The productivity of the American colonies and their quality of life in the American colonies are now equal to that in Britain, itself. The American colonists resent what they feel is second-‐class treatment. Britain’s enemies, including France, want an opportunity to get even with Britain. It comes when the American colonists rebel. Britain loses her American colonies. Immediately after that Britain engages in 15 years of war with France. When peace arrives in Europe in 1815, Britain must reorganize your colonial system and restructure the economic foundations of it. By this time, the Industrial Revolution is well underway in Britain. The British rethink the economics theories underlying their colonial empire. Based on the writings of Adam Smith, the British advocate of free trade. Free trade creates an international marketplace in which all nations compete unrestricted for profits. Colonies become sources of raw materials used in the factories of the industrialized nations. They also become markets for the excess production of the industries in the industrialized nations. In order to keep factories producing more than ever and making profits, European countries deduce that they need to have and continue to acquire colonies. India 1800 The British lose their highly profitable American colonies. As a result of the Napoleonic wars, they gain a new rich colony India. The British authorities manipulated the local Indian rulers. They play these rulers one against another. By the mid 1800s, Britain 45 controls three fifths of the Indian subcontinent. By 1900, the entire subcontinent and areas around it were under British control. Queen Victoria takes the title Empress of India. The vast majority of troops the British use in India are native troops. Playing native groups off against one another much as they had played the rulers off against one another, the British used the Indians to conquer India for them. By mid century, a growing form of British racism and British arrogance created a great deal of discontent in India. In the mid 1800s, Britain armed its native troops with a new rifle. This rifle uses a cartridge that is inserted each time it is reloaded. The cartridge is covered in animal fat to make it water proof. The soldier rips off the end of the cartridge with his teeth. He pours the contents of the cartridge down the rifle barrel and rams everything into place, then fires the weapon. Discontents spread rumors amongst the soldiers. Soldiers who are Muslim are told the cartridges are drenched in pork fat. Hindu soldiers are told the cartridges are drenched in beef fact. Pork is a religious affront to Moslems. Beef is a religious affront to Hindus. The native troops, called Sepoys, are enraged. They rise up in a powerful rebellion. The rebellion involves atrocities on both sides. British women and children living in India are massacred, as are large numbers of the Indian local population. British colonial officers seek nothing but revenge. The rebellion is put down. Leaders of the rebellion are put to death. Often a rebel leader was chained spread eagle in front of a cannon. He was then executed by firing the canon. The Sepoy Rebellion and the rise of Social Darwinism complete the British change of attitude. The British now view the Indians as decidedly inferior people. Colonial political and social institutions treat the Indians as second-‐class. The inequality in the partnership of ruling India between the British and the Indians expands. For Britain, India has become the ultimate market. Its vast population provides the consumers needed to buy surplus British industrial production. The colony is organized around this economic viewpoint. The 46 British keep goods from all other countries out of India. They build railroads and roadways, introduce health services and restructure Indian society. This is all done with it to develop the consumerism of the Indian people. British attention to the Indian population as consumers ignores the need for agricultural reform.. Increasing amounts of land are dedicated to growing cash crops such as cotton. Food production drops as population rises. The result is a spiked growth in population and the advent of famine. British colonial rulers are slow to address the famine. They do not want to endanger the raw materials they are receiving from India. Nevertheless, British rule in India has its benefits. The British introduced the civil service system that ties together all of the Indian states in the subcontinent. English becomes a language that unifies the subcontinent. English is still the language that unifies the Indian nation. The British influenced healthcare system dramatically improves the health and life expectancy of Indians. Competition in the international trade has driven Britain to seize an exploit India. Western science and the concept of private property have increased the quality of life and life expectancy in India. The western work ethic and the Industrial Revolution have improved the material life of Indians. But Indians question if their spiritual and political life has been improved by the British presence. The great bane of the French Revolution, nationalism, is introduced into India. Nationalism causes Indians to demand an India for Indians. The use of Indian troops in World War I and their treatment after the war help accelerate Indian nationalism. Just before World War II, India presses hard for independence. After World War II, the British have no choice but to grant independence to India. China the late 1700s British trade with Imperial China places great strain on the British treasury. The British are buying tea and porcelain. The Chinese are buying next to nothing from the British. The Chinese are also demanding to be paid in silver. The outward flow of silver from Britain is reaching a point where it can be disruptive to the British economy. British officials take drastic action to reverse this unfavorable balance of trade. The British introduce a product into China that they are certain will shift the balance of 47 trade in their favor. That product is opium from India. Opium is highly a addictive drug. Opium’s introduction into Chinese society left a huge portion of the Chinese population addicted to the drug. As the Chinese had, the British demanded to be paid for their opium in silver. The situation was now reversed. Silver was flowing out of China at such a rate it was disrupting the Chinese economy. The loss of work from the addicted Chinese population was also severely impacting the Chinese economy. The imperial court moved to stop the importation of opium. The British responded by going to war with the Imperial Chinese government. In a series of short wars the British defeated the Chinese and forced the Chinese government to permit the continuation of the opium trade. In 1842, the British force the Chinese to sign the Treaty of Nanjing. This is the first of the unequal treaties that China will be forced to sign during the remainder of the 1800s. China pays Britain for all its losses in the Opium Wars. China cedes Hong Kong to the British. Five Chinese ports must immediately open to foreign trade. British citizens are granted the right of extraterritoriality. Extraterritoriality means that British citizens living in China will live under British law and be tried in British courts rather than Chinese courts. Between 1856 and 1858 a second war in China takes place. The French, Russians, and Americans all receive unequal treaties with the Chinese. They receive the concessions the British had earlier received. China also guarantees the right of Christian missionaries to preach Christianity in China. The Qing, or Manchu, Dynasty is in decline. Its wars with the Western powers continue to weaken it. The court in Beijing has trouble collecting taxes, maintaining the canals, putting down banditry, and preventing local warlords from going their own way. Corruption and inefficiency are increasingly a part of the imperial administration. When the central Chinese government weakens, rebellions erupt. Between 1850 and 1864, a major rebellion swept across China. The rebellion was called the Taiping Rebellion. The Qing Dynasty is unable to put down the rebels. Half of China comes 48 under rebel control at one time during the rebellion. It takes the aid of the Western military figures to end the rebellion. The rebellion lasts for 14 years and costs between 20 and 30 million Chinese casualties. British General Charles George “Chinese” Gordon is the principal foreign general assisting the imperial court. The Qing survives, but they are seriously weakened. Local governors and warlords find their powers increased. Russia uses the rebellion to seize the northern most parts of China. All the European powers press for greater concessions in trade and rights in China. In 1899, fearful that the unequal treaties will give the Europeans an advantage in the China trade, the United States proposes its open door policy. When no European countries agree to the open door policy, the United States ignores that fact and declares it the functional international policy for dealing with China in the future. The open door policy will be American foreign policy toward China until the end of World War II. The Qing Dynasty staggers on to its downfall. In 1894 Japan declares war on China and defeats it. China is thoroughly humiliated in the international sphere. At the end of the 1898s, the new, young, Chinese emperor launches the One Hundred Days of Reform. He attempts to modernize China in an effort to make it an equal of the western nations. The reforming emperor’s mother, the dowager Empress, stages a coup d’état against him. She takes over the Imperial government and seeks to run it by means of traditional conservative policies. Her efforts to face down the west are not successful. In 1900, a group of Chinese Nationalist, called the Boxers, attacks foreigners across China. Their attacks result in the dispatch of an international expedition to China. The expedition is placed under the command of the imperial German government. The German Kaiser exhorts his troops to be ruthless in dealing with the Chinese. The Kaiser fears in the near future, the yellow hoards of Asia will invade Europe. The Chinese rebels are quickly defeated and executed. The Dowager Empress signs a peace treaty with the Western powers and pays a huge indemnity. The Western powers have great difficulty getting the Japanese forces in the international expedition out of China. 49 In 1909, Ci Xi, the dowager Empress, dies. A two-‐ year-‐old boy inherits the imperial throne. The country descends into chaos. In 1911, the Imperial government is officially overthrown. It is replaced by the new Republic of China. A young man by the name of Sun Yixian becomes its first president. He never successfully brings the local warlords under the control of his national government. He bases the Chinese Republic on the Three Principles of the People: Nationalism, Democracy, and economic security for all. Sun Yixian cannot unite China. He steps aside in order to let a powerful general, Yaun Shikai, attempt to unite China. Yaun Shikai betrays the republic. He seeks to start his own dynasty. The warlords quickly oppose him. His success is limited. The Chinese Republic continues to suffer from the twin evils: warlordism and imperialism. China joins World War I in 1914. It enters on the side of Britain, France, Russia, and Japan. China hopes for the return of the German concessions in China. However, Japan has great ambitions in China. Japan wants to make China a Japanese protectorate. It issues the Twenty-‐One Demands. The Twenty-‐One Demands would turn China into a protectorate of Japan. Yaun Shikai accepts some of the demands but resists the most drastic. The Western countries stand behind China to protect their imperial interests in the country. The youth of China are enraged by the Japanese demands. They are angered by Yaun Shikai’s acceptance of any Japanese demand. Young Chinese women and men join together and form the May Fourth Movement. The May Fourth Movement attempts to used Western knowledge and technology to strengthen China. The youth hope to do for China what the Meiji Restoration did for Japan, make it a modern semi-‐westernized nation. Chinese hopes are shattered by the peace ending World War I. Japan receives the former German concessions in China. Japan now has a foothold in China proper. It will expand that foothold bit by bit until the end of World War II in 1945. The European countries jealously guard their concessions and extraterritorial rights. This will continue until the Japanese invade most of China in the 1930s and 1940s. China is still prostrate before imperialism. Sun Yixian dies in 1919. He is succeeded as nominal Chinese leader by a young general, Jiang Jieshi. He is 50 ambitious, greedy, and moderately corrupt. He now heads Sun’s political party, the Gaomindang or Nationalist Party. He is the highest-‐ranking Chinese general in name only. The warlords and their armies continue to defy him. The new Chinese Communist Party under a young Mao Zedong challenges him at every turn. The CCP also seeks to undermine the Gaomindang Jiang spends the twenties trying to unify China. He spends the 1930s and 1940 until 1945 fighting the Japanese and when possible the Chinese Communists. The Chinese Communists spend much of the 1930s and the 1940s fighting the Gaomindang armies. They only pretend to fight the Japanese. They really do nothing hoping the Gaomindang and Japanese will grind each other down. Then the Chinese Communists hope to jump in and take control of China. The CCP is backed by Stalin’s U.S.S.R. The Gaomindang is backed by the Western powers, especially the United States. Southeast Asia 1800 Until 1800, most of the nations in Southeast Asia remained independent. That changed about 1800. The European nations expanded their imperial ambitions. They expanded their power out from colonial bases in India and China. This expansion focused on Southeast Asia. The British expanded out of India. They fought a series of wars in Burma. In 1886, Britain annexed Burma. The Burmese continued to resist the British. Slowly but surely the British superior military technology wore down the Burmese resistance until it became minimal. British imperialism then expanded south from Burma into Malaya. There they took the important trading port of Singapore. In the 1800s, the Vietnamese government begins executing Christian converts. France seizes the incident and invades. France takes over an area it called French Indochina. French Indochina includes today’s countries of Vietnam, Cambodia, and Laos. The French set the natives of Indochina to work on rubber plantations. The population is forced to work as cheap labor producing rubber and other vital raw materials for the French economy. The rulers of Siam (today Thailand) show diplomatic skill in dealing with the imperial powers. Siam brought in Westerners to modernize the country. 51 Fortified with Western knowledge and technology, the Thai monarchy keeps Siam independence. The monarchy goes on to negotiate its way out of the unequal treaties forced on it. Siam remains independent until the Japanese seize the country in World War II. In the 1800s, the Dutch move out from their trading posts in the Spice Islands. They take control of all the islands we call Indonesia. The native population is set to work raising coffee, indigo, and spices. In the twentieth century, the Dutch will discover oil in Indonesia. The Dutch East Indies will be come Asia’s major source of oil. This will make it a prime target of the Imperial Japanese government during World War II. The British, French, and Dutch built bridges, roads, railways, and harbors in their Southeast Asian colonies. They strung telegraph lines and in major cities created telephone systems. They introduced modern medicine and sold the products of their industrialized economies to their colonial subjects. Life improved in these colonies. However, the majority of European improvements to their colonies benefited only the Europeans living there or the economy of the mother country. Colonials were reduced to a cheap workforce and a market for industrial surplus. The peoples of Southeast Asia were unhappy under colonial rule. In 1918, World War I ends. A young Vietnamese dishwasher and student in Paris makes his way to the Paris Peace Talks at Versailles. His name is Ho Chi Minh. Ho is an ardent Vietnamese nationalist. He asks the Peace Conference to grant Vietnam independence from France. He makes it no further than the hallway. From there he can watch the diplomats meet. He never gets to address them. Ho will return to Vietnam, and he will lead the resistance to the French in Vietnam. During World War II, the Japanese will seize French Indochina. The Japanese need its rubber. Ho will lead the Vietnamese resistance to the Japanese. After World War II, the French will seek to regain control of Indochina. Ho will fight the French to a stalemate. Indochina will gain its independence. The independence achieved is not what Ho seeks. His country is divided into North Vietnam and South Vietnam. The Americans insist on this division. Ho will spend the remainder of his life seeking to unite Vietnam under his North Vietnam nationalist, 52 communist regime. He will fight a war of insurgency against the armies of South Vietnam and the United States. In the mid 1970s, he will finally take over South Vietnam and unite the country. Major recriminations are launched against those who opposed Ho. Many South Vietnamese suffer death, torture, and extreme mistreatment after Vietnam is unified. The Philippines, 1898 In 1521 Ferdinand Magellan arrives in the Philippines and playing them for Spain. Spain uses the islands to inject silver into the Orient. Later, the ports of the Philippines are thrown open to trade. In 1898, the United States goes to war with Spain. Spain loses the war and its navy in a record time. Filipino leader Emilio Aguinaldo has be advocating independence for the Philippines. With the outbreak of the war, he declares the Philippines independent. He believes he has the backing of the Americans. In the peace treaty ending the war, Spain cedes the Philippines to the United States. Americans debate what to do with the Philippines. Millionaire Andrew Carnegie proposes to buy the Philippines and grant its independence. American businessmen see the Philippines as a new market. They want to keep the Philippines as an American colony. Other Americans oppose the idea of the United States having colonies. They form the Anti-‐Imperialism League. Andrew Carnegie and Mark Twain are prominent members of the League. President William McKinley must make the decision. McKinley decides to keep the Philippines and Christianize it. McKinley seems unaware that most Filipinos are Roman Catholics. He also seems unaware of the strong drive for Filipino independence. The result of McKinley’s decision is two years of brutal fighting between the U.S. Army and Filipinos seeking independence. Atrocities, concentration camps, and other brutalities help the American forces eliminate the Filipino resistance. The Philippines becomes an American colony ruled by an appointed American governor. In 1935, the United States grants the Philippines Commonwealth Status. The islands are on the path to independence. Independence is interrupted when 53 the Japanese seize the Philippines in December 1941. One million Filipinos die during the Japanese occupation. Japan holds the Philippines for most of the war. Eventually, American forces return to the Philippines and liberate them in 1944. Japan surrenders in August 1945. On 4 July 1946, the United States grants the Philippines its independence. 54 The New Imperialism In Africa 55 Africa 1800 Europeans continue their commercial contact with Africa. Their contact is along the coast of Africa. Their trade continues to be an African slaves. However, the Industrial Revolution changes the African trade. The factories of the Industrial Revolution demanded many types of raw materials. Factories demand them in huge quantities. Nowhere in the world are raw materials more broadly available then in Africa. The European countries turn their attention to Africa the continent that can fill their need for natural resources. The result is a new round of imperialism in Africa. It is often called the scramble for Africa. Rubber is one of those resources that Africa can provide the industrial world. Leopold, the king of Belgium, makes a personal investment in Africa. He acquires the private colony the Congo. The Congolese natives are quickly put to work on rubber plantations. Work conditions are barbaric. Those who do not meet work quotas are relentlessly beaten. Ten million Congolese will die. Their lives are taken in an effort to maximize profits and minimize costs. Leopold’s plantation supervisors cut off hands and feet as a warning to the Congolese. Located in the heart of Africa, the Congo is far from the prying eyes of Europeans. But a determine missionary armed with the camera changes all that. Her pictures of Leopold’s atrocities soon spread across the world. People are outraged. Leopold is forced to turn his private colony over to the Belgian government. He is out of the rubber business. But the Belgian government’s performance in the Congo is hardly better that it’s King’s. The Congo is rich in copper and other natural resources. Belgium is determined to exploit them. To exploit the Congo’s riches it must continue to exploit the native people. The experience of the Congo represents European imperialism in Africa and it’s very worst. It is a process that takes the natives’ resources takes the lives of people, takes their culture, and seeks to break their spirit all the name of profit. It represents the basic economic forces pushing Western imperialism in Africa. Britain and France follow Belgium into the interior of Africa. Both are seeking natural resources for their industrialized economies. They are also seeking military advantages that will protect their existing colonies. Between themselves, Britain and France sees much of the landmass of Africa. In 1859, the French begin building the canal to connect the Mediterranean Sea to the Red Sea. When completed, this canal which saved thousands of miles on the trip to India and Asia. Ships would no longer be forced to sell down the west coast of Africa and around the Horn of Africa before injuring the Indian Ocean. Instead they could sail across the Mediterranean to the canal, into the Red Sea, and out into the Indian Ocean. The Egyptian government found itself forced to sell its shares in the Suez Canal to the British government. The British and the French were now the owners of the canal. In a treaty in 1888 the British were granted the role of protector of the canal. Egypt at the Canal became an important center of British influence in Africa. At the same time, Britain moved into South Africa. The Dutch transfer their colony to the British. This causes great consternation in South Africa. The Dutch settlers, called the Boers, hate the British. In the 1800s, the Zulu tribe is expanding. Its expansion goes unchecked until it comes up against the South African Boers. Proud, aggressive, determined, the Zulu will take on first the boars and then 56 the British Army in a series of wars called the Zulu wars. The Zulus are ultimately defeated. They are fighting with spears and shields against Western firearms. The ferocity and length of the wars testify to the Zulu determination. The outcome testifies to the west technical superiority. It was an example of what was often said by Europeans at the time: we have the Maxim gun and they don’t! The south African Boers battle the British as much as they do the Zulu. The Boer war is a different type of war. It gets too European peoples against each other. Each is armed with modern European weapons. The war begins in 1901. The British had great difficulty putting down the Boers resistance. The British ultimately resort to drastic tactics. They introduce the concept of the modern concentration camp. They model it on the camps used by the Spanish in Cuba during 1896. Much of the Boer population is pushed into cramped and unhealthy concentration camps. Those in the camps have high death rates. Health problems are prominent. However, by gaining control over the Boar population, the British break Boer resistance. The British consolidate their colonial acquisitions in Africa during the 1880s in the 1890s. The guiding spirit for British colonial consolidation is a young Englishman named Cecil Rhoads. Rhoads dreams of linking British colonies the length of Africa from Egypt to the Cape of Good Hope. Railways and telegraph systems will unite this huge expanse of land providing Britain with the immense mineral wealth of the continent. Rhoads comes very near to achieving his goal. While he strives to create United British Africa, Rhoads dominates the new Union of South Africa. His aggressive pro British policies further antagonize the Boers. Much of northwestern Africa comes under the influence of the French. Like the British, the French tried to create a huge consolidated colonial zone in Africa. British and French competition for African possessions creates friction between the two countries. Colonial incidents always threaten small local wars. These small local wars always have the opportunity to break out into big serious European wars. The French and British foreign offices struggle to prevent that from happening. The Congress of Berlin attempts to bring about a peaceful method for colonization in Africa. Its efforts are only moderately successful. New European nations such as the the German Empire and Italy are determined to acquire African colonies. Their efforts increase the tensions in the region. By the end of the 1890s, the British and French set aside their differences to unite against an aggressive Germany. At Agadir, the German Kaiser’s comments set off a firestorm. There appears to be the possibility of war between Britain, France and Germany. It is only just avoided. Imperial Germany complains that hit has been cheated out of its share of colonies throughout the world. Italy demands colonies in Africa. Britain and France resist any German or Italian expansion. The United States tries to stay out of colonial conflicts. However, it to finds itself up against the Germans in the Pacific. Earlier, to protect his colonial interests, Britain has pushed southward from Egypt into the Sudan. There is forces clash with those of local Muslim leader. British General George Gordon and his British troops are massacred at Khartoum. The British respond with overwhelming force. They seize the Sudan. The Great War between the European powers arrives in 1914. The war strains the economies of military might of Britain, France, Italy, Germany, Austria, and Russia. They fight mainly on European soil. However they also fight in Africa and in China. As the war wears on, the British bring in troops from India. The French bring in black troops from Senegal. Increasingly, the British and French rely on their colonial troops to keep their armies fighting. 57 After the war is over, the French use some of the troops from Senegal to patrol occupied portions of Germany. The use of black colonial troops to control the activities of white European Germans enrages the Germans. They will not forgive the French, and they will take it out on the French during World War II. Back in India and Senegal, the colonial troops expect to see better days. They believe they have served Britain and France well. They expect that they, and their people, will be rewarded for their efforts. They are sadly disappointed. After the war, the British, French, and other Europeans return to governing their colonies as they had before the war. This great let down creates large amounts of dissatisfaction amongst the native peoples. It helps drive forward the wave of nationalism that is demanding independence for the colonies. These independence movements will be even more intensified by the arrival of the Second World War. The white Boers of South Africa have contributed to Britain’s war effort in World War I. They demand and receive more involvement in the government. The Boers are in South Africa to create their own white country. They use their control of the South African government to make black Africans non-‐citizens and nearly non-‐persons. It is the start of Boer or Afrikaner discriminatory practices. After World War II this practice is intensified as the Union of South Africa achieves independence. Under the Statute of Westminster 1931, the South African Parliament gained total control over race relations. In 1950, the South African Parliament stripped black of any vote in Parliament. It created a separate black Assembly with no real power. This led to further legislation. It created two South Africas: one white, prosperous, and having all the power of the state, and one black, impoverished, disenfranchised, and politically, though not morally, powerless. North Africa, 1941 World War II expands from Europe to North Africa. Italy pursues imperial ambitions. In the 1930s, Italy attacks and seizes Ethiopia. Italy now seeks more colonial possessions in Africa. The Italians attack the British. British forces route the Italian army. Hitler sends German troops to save the beleaguered Italians. Germans will fight the desert war in North Africa. The Italians are tasked with supplying the German troops through convoys from Italy to North African ports. German general Rommel comes close to taking Egypt. From there, he could push forward to grab the oil fields of the Middle East. The British trick Rommel into fighting on the worst possible terrain for his tanks. Large numbers of German tanks, Panzers, are destroyed at the Battle of El Alimein. Egypt is saved from invasion. In Egypt, Egyptians don’t see it that way. Egyptians are uncertain who they would rather have meddling in their country, the British or the Germans. Given a choice, they would prefer no one controlling Egypt. World War II develops ardent nationalism among North Africans. They want, they demand independence. A growing group of Egyptian officers want all foreigners out of Egypt. They will work and conspire together to eject the British after the war ends. The Vichy French in North Africa are siding with the Germans. The British destroy the French navy at anchor in Algerian ports. This restores the old colonial hatred of the French for the British. 58 America eventually joins the British in North Africa. Together, they defeat the Germans driving them out of Africa. The North African war caused great damage to the colonies in North Africa. It increased the dislike of the North African natives for the imperial European powers. It also decreased the awe in which the North Africans had held the imperial powers and their military force. When World War II ended, the North Africans would begin to demand their independence. In Algeria, the French would resist all pressure for independence. The colony would erupt in violence as Algerians fought to eject the French. The violence turned into a dirty war in which vicious atrocities were committed by both sides. Eventually, the French leave Algeria. The Algerian War was one of the last of these dirty colonial wars. The dirty wars were nasty rebellions by natives against colonial rule. Colonial governments usually responded with harsh measures. Innocent individuals suspected of being rebels were often executed without trial. Rebels targeted Europeans for death. The independence movements promised to kills Europeans until they were granted independence and all the Europeans left the new country. These dirty wars were the final factor pushing the European nations to begin the process of granting independence to their colonies. 59 Colonial Independence: Multiple Routes 60 The road to colonial independence takes a number of different routes. The type of colony determines the route to independence. The United States was Britain’s first colony to acquire independence. Britain learned much from this experience. It learned to differentiate the way it dealt with its colonies. Two distinctly different types of colonies are created by Britain. The first type is the economic resources colony. This is a colony created to exploit the natural resources of the territory. Europeans are a minority in these colonies. They are there to administer the colonies and oversee the extraction of the raw materials. India is an example. The second type of colony is the settler colony. These are colonies where large numbers of Europeans emigrated. They create European-‐style societies in these colonies. The European settlers are not always the majority. However, they are always the political and cultural masters of the colony. South Africa is a settler colony created by the Dutch. It is later transferred to the British. Europeans in South Africa are a minority. However, they control every aspect of the colony. Australia is a settler colony. It is created originally as a penal colony. Europeans rapidly become the majority in Australia. The same is true for neighboring New Zealand. The settler colonies play an important economic role in European empires. However, their white settlers have a very different relationship with the colonial offices back in Europe than non-‐whites would have. The differences between trade colonies and settler colonies create different paths to independence. The peoples of trade colonies are viewed more as economic assets and less as people. European governments are very loath to give the natives in trade colonies any degree of control. The road to independence in these countries begins with nationalism. The native peoples in these colonies are not necessarily people all of the same tribes or ethnic groups. They must develop some sense of unity and develop a sense of nation. This nationalism drives their quest for independence. Resistance also drives independence movements in trade colonies. While European countries controlled and managed colonies such as those in Africa, they never completely controlled the native population. There were always groups of native peoples who resisted the imperialist invaders. This resistance would break out in minor skirmishes. The superior military force of European nations would put down this resistance. Europeans could never eliminate the existence of resistance. Peoples of the occupied colonies wanted to be free and determine their own destinies. They also wanted to live under their own culture. Both of these desires inevitably led to resistance. We will follow the path of independence in several trade colonies: Kenya, India, Malaya, and Algeria. Independence in the settler colonies is different. There, independence is for the white European settlers who immigrated to these colonies. The white settlers are usually viewed as capable and worthy of achieving different levels of self-‐government. The process of independence in these colonies is a gradual transfer of authority. It takes place over a prolonged period of time, and it takes place in incremental steps. This is the experience of Canada. Australia, New Zealand, and South Africa. The French create what they call the Metropolitan System. This treats French colonies as part of France itself. However, as overseas regions of France they have less influence and impact on the French government. Therefore, the French usually refuse to consider independence for these colonies. Independence appears to the French as if they were losing a piece of France. To the natives in the metropolitan colonies, independence meant true self-‐governance. This is a serious conflict of views. It fuels the bitterness behind the independence battles between the French 61 and their colonists in Algeria and Indochina. The Dutch and the Portuguese both show a singular resistance to the idea of independence. Their cold colonial regimes are met with armed resistance. It is only after it becomes apparent to the Dutch and the Portuguese that they cannot militarily control their colonies that they grant them independence. CASE STUDY: India The British gain control of India by playing one Indian prince off against another. They use the Indian princes as agents to rule India. The princes receive a cash payment, retain titles, their palaces, their wives, and their luxurious way of life. In return, they carry out the policies of the British colonial rulers. Much of the British military forces in India are native troops. Native rulers do not hesitate to revolt when they think they can achieve their ends. The British are constantly putting down minor revolts. However, the Sepoy Revolt is something different. British policy and administrative practice change after the Sepoy Revolt. A deep racial separation sets in between the British in the colonies and any of the Indians. This increased antagonism between the native Indians and the British colonial administrators. In 1885, the first Indian National Congress convenes. It starts out as a meeting of occultists. Over time, it turns into the major group in India seeking independence. Gandhi returns to India from South Africa in 1915. He becomes the president of the Indian National Congress. The Indian National Congress turns its attention toward seeking independence for India. After World War I, the party came to be highly associated with Gandhi. During the 1930s, the Indian National Congress tries to negotiate a shift of power and authority from the British authorities to Indian officials. Progress is slow. It comes to a halt with World War II. When the war starts, Congress wants dramatic changes. It demands the British transfer huge amounts of authority to Indian officials. It also demands the British promised independence at the end of the war. Prime Minister Churchill rejects these demands. The Indian National Congress then passively opposes British rule. The British respond with massive repression. Gandhi promotes a program of civil disobedience. The objective is to grind colonial administration to a halt. Gandhi’s tactic: if the masses refuse to comply, a few colonial rulers cannot make them do so. Gandhi bases his drive for independence of passive resistance. He counts on British use of force to give the Indians the appearance of innocent victims of brutal colonial rule. He counts of the ability to be peaceful in the face of force and violence to give his cause moral superiority and to gain international sympathy that will translate into pressure on the British government in London. During the war, Indian independence has the support of American President Franklin Roosevelt. Roosevelt is dead before the war ends. His successor, Harry Truman continues to support Indian independence. America has long wanted entry into the Indian economic market. Independence should grant this opportunity. Transportation problems complicated by the war create famine in India during 1943. This increases discontent in the rural areas. It increases support for independence. As the war moves toward an end, Labour members of the British wartime coalition government state their willingness to grant independence to India. In the election, immediately following the surrender of Germany, in 62 April of 1945, Labour wins control of the British government. Independence is now a foregone conclusion. The remaining difficulties center around how independence will be granted. During World War II, the Muslim League has remained an ally of the British. The Muslim League of India was founded in 1906. It’s goal: independence for India. Now, Jinnah, head of the Muslim League, is in a powerful position to influence the terms of Indian independence. Jinnah seeks a partition of India. The Muslims want to create a separate Muslim state. This state will become Pakistan. Most of the violence associated with Indian Independence will center on this partition. It will be violence between the Muslim communities in India and the Hindu communities. Hindus living in the area that becomes Pakistan will be driven out. Muslims living in India, mainly the northern part of India will often be driven into Pakistan. Tensions between the two states will lead to a series of wars. CASE STUDY: South Africa The Dutch establish a presence of the southern tip of Africa. From this grows white South Africa. White South Africa in all its forms is an effort by white settlers to push the native black Africans out of the territory. It is built around dispossessing black Africans of their land. The process commences under the Dutch, but his continued under the British. Tension exists between the white Afrikaners settlers and the British settlers. While the European squabble, they are united against the native black Africans. Cecil Rhodes is the central British settler associated with South African history. Rhodes made his fortune in the diamond business. He established the De Beers Company. This company quickly established a monopoly over diamond production in the world. You will remember the roads ambition for a united eastern Africa. Early in his career, Rhodes was sympathetic to the native black Africans. However, as he became wealthy and politically influential, Rhodes becomes an adherent to the segregationist policies of the Dutch settlers. By World War I, the Afrikaners are running the government. Prime Minister Jan Smutts makes himself indispensable to the British war effort. He even plays a prominent role in the peace process at Versailles. During the 1920s in the 1930s, the Afrikaners consolidate their control of the South African government. The Statute of Westminster of 1937 transfers a great deal of power to the South African government. Over the next decades, the Afrikaner government will put in place its apartheid system. The system affirms White minority rule. Black Africans become second-‐class citizens and then almost nonhumans. The apartheid system sets a South African government on a collision course with the British government. The Afrikaners government drops out of the British Commonwealth. They change the Union of South Africa to the Republic of South Africa. The government fights sanctions leveled against it. It uses its control over the worldwide diamond market to threaten an international meltdown in diamonds. It uses its control over chromium to threaten the defense industries in the United States. Nelson Mandela has led the push for majority rule. The South African government responds to Mandela and his political party with violence and repression. Mandela is arrested and jailed. The white South African government uses whatever force necessary to maintain minority rule. It defies overseas outcries, protests, and sanctions from around the world. 63 The fall of the Soviet Union dooms the white minority government in Pretoria. The Soviet Union is the world’s only other source of chromium. Now, South Africa can no longer hold the United States hostage. Afrikaner President F. W. de Klerk accepts the game is up. He releases Nelson Mandela and begins the process of a transition to a black majority government. Mandela demonstrates an unprecedented historical level of statesmanship. He resists any efforts at revenge. Instead, he promotes peace and reconciliation. He places South Africa’s Anglican Archbishop Tutu in charge of a peace and reconciliation commission. The commission publicizes all the atrocities of apartheid. It recommends a few prosecutions. On the whole it recommends peace and reconciliation. The avoidance of a bloody transition from oppressive white minority rule to black majority rule is due primarily to the efforts and moral status of Nelson Mandela. CASE STUDY: Kenya Kenya was part of British East Africa. Nairobi becomes the center of the Europeans immigrating to Kenya. Nairobi starts out as a shantytown. The Europeans who arrive turn it into a European style city and trade center. The white farm settlements spread out from Nairobi. They soon cover the fertile Kenyan Highlands. The influx of white settlers has increased between the wars. British war veterans were given free farmlands in the Highlands. African veterans receive nothing. White European farmers displace increasing numbers of Africans. The white farmers also wield significant influence on the colonial government in Nairobi. Over the years, the colonial government in Nairobi becomes highly attuned to the needs and desires of the white settlers. World War II intensifies the problem. African veterans returning from the war are determined to implement severe changes. The white farmers of Kenya are pressing London for home government. The form of government they propose would be modeled on South Africa’s apartheid. African tribes and organizations have consistently tried to stop the increase in injustices. They have had no success. New tactics are necessary. The most disposed of the tribes is the Gikuyu. They give up on reason and politics. They create the Mau Mau Movement. The movement is dedicated to using violence and terror to drive the British out of Kenya. The Mau Mau launch raids and attacks on white farms and police stations. British authorities respond harshly. Throughout the mid-‐1950s a dirty war plays out in Kenya. The Mau Mau attack whites. The British government retaliates against the black native population. The most successful British tactic is using former Mau Mau to hunt down and kill current Mau Mau. These groups are really government sanctioned death squads. Meanwhile a large portion of the Kenyan population has either been put in concentration camps or locked in secure villages. This tactic wins the war for the British. But it is clear to everyone in London in 1959 that the cost of continuing this type of war is simply too expensive for the British government to sustain. The alternative is Independence with a majority rule black government. . Presbyterian missionaries educate a young Jomo Kenyatta. He goes to Nairobi and becomes a water reader inspector. It is here in Nairobi that he becomes part of the Kenyan independence movement. Kenyatta is the leader of the Kenyan independence movement from the 20s onward. At the time of 64 the Mau Mau War, Kenyatta is arrested and jailed. He is accused of being a member of the Mau Mau Movement. He is not, but he will remain in jail until the end of the Mau Mau war. Britain will grant Kenya Independence. Kenyatta emerges at the time of independence as the most popular man in Kenya. He becomes independent Kenya’s first ruler. Jomo Kenyatta will be revered as the father of modern Kenya. Most of the white European farmers will be pushed out of the country and the land repatriated to black Africans. CASE STUDY: Malaya (a similar pattern to Kenya) In Malaya, the British face a similar situation to that in Kenya. Malaya is not a settler colony. There are not large numbers of British plantation owners. Malaya is a trade colony. The British are prepared to leave Malaya because of insurgency. However, the government in London is convinced communists lead the insurgents. The British will not leave Malaya in the hands of communists. Britain conducts another dirty war. The British use tactics similar to those the British Army employed in Kenya. The war rages in the Malaya jungles for years. Finally, the British destroy the insurgent groups. With the insurgency over, the British quit Malaya. CASE STUDY: Dutch East Indies -‐> Indonesia During World War II, the Japanese seize the Dutch East Indies. The Dutch East Indies is valuable to the Japanese. The Indies is Asia’s primary source of oil. Japan needs that oil to power the Imperial Navy. When the Japanese attack, the Dutch destroy the oil fields. The Japanese retaliate against the Dutch and many local Indonesians. As the war progresses, the Japanese are driven out of the Dutch East Indies. However, Tokyo plots to make trouble for the Western powers. It leaves large caches of weapons behind. It makes certain that the locations of these weapons are made known to anticolonial forces. It dedicates the weapons to Asia for Asians. It is primarily the weapons the Japanese leave behind that are available to Indonesian independence movements. The Dutch, like the British, will find it too costly to consistently put down insurrections. They will have no choice but to grant the East Indies independence. The new nation created from the chain of islands is Indonesia. CASE STUDY: French Indochina The French colony of French Indochina is made up of Vietnam, Cambodia, and Laos. During World War II, the Japanese occupy it. The Japanese are supposedly cooperating with the Vichy French running Indochina. I reality they totally displace the Vichy authorities. The Japanese are there for the rubber. They need it for their war against the Americans. During the war, the anti-‐Japanese resistance comes from Vietnamese resistance groups. Chief among these is Ho Chi Minh’s group the Viet Minh. As you remember, the young Ho went to the World War I peace conference to demand Vietnamese independence. He only got to watch through 65 the windows. Now, with the French kicked out by the Japanese, and the Japanese defeated by the Americans, Ho will accept nothing but an independent Vietnam. The French seek to return. London and Washington refuse to support the French. The French decide to go it alone. They send in French Army troops. The French Army is soon engaged in a war of insurrection and resistance waged by the Viet Minh. The French are frustrated. They cannot get the Viet Minh to stand and fight them until the Battle of Dien Bien Phu. There the Viet Minh have the French trapped in a valley; they stand, fight, and destroy the French Army in Indochina. France demands assistance from the U.S.A. It is refused. The French now have no choice but to quit Vietnam. An agreement worked out in Geneva puts together the conditions of independence. At the American insistence, Vietnam is divided in half. North Vietnam under the control of Ho Chi Minh . The south comes under control of Vietnamese who were part of the former French colonial administration. This division of Vietnam sets the conditions for a renewed war of liberation as the North seeks to seize and reunited the South with the North. During the 1960s through 1975, the United States assists and then fights a war to prevent North Vietnamese aggression against the South. The United States opposed unification under the North because it is communist. However unification happens in 1975. In the intervening years, communism decays and slowly disappears from Vietnam although the state remains authoritarian in nature. CASE STUDY: Algeria In the summer of 1954, the Front de Libération Nationale, the FLN, launches an attack on French facilities in Algeria. Ahmed Ben Bella is the head of the FLN. He is a former sergeant in the French forces during World War II. In Egypt he joins with similar Algerians who pledge to wage war until the French are gone. Their tactic: attack public buildings, government centers, and communications junctions. When this fails, they escalate to attacking any French in Algeria. These attack result in an influx of French military forces. Counter-‐insurgency begins. The colonial French settlers join with the army. However, the colonial do not feel restrained by rules of combat. The war turns exceedingly dirty with atrocities of all types on both sides. At the end of 1960 and the beginning of 1961, the colonials and French officers in Algeria are enraged at the politicians in Paris. They feel the French government is not appropriately supporting the counter insurgency effort. They seek to overthrow President de Gaulle in a coupe. The majority of the French Army remains loyal to de Gaulle and the revolt collapses. President de Gaulle then moves to eliminate the problem by granting independence to Algeria. In 1962, in an election, Algerians vote overwhelmingly for independence. The French colonial settlers flee Algeria in mass. By 1963, almost all French are gone from Algeria. CASE STUDY: Angola Angola is a Portuguese colony on the west coast of Africa. The Portuguese retain colonial control of this colony well into the second half of the twentieth century. They are very reluctant to relinquish control even though the world is condemning the continuation of colonialism in Africa. 66 The battle for independence began with an insurrection against forced labor on cotton plantations in 1961. It quickly degenerates into a struggle between groups within the Overseas Province of Angola for control of the region. It is a war of insurgency. The Portuguese Army fights a counter-‐insurgency campaign. Such campaigns quickly deteriorate into dirty wars. Unlike the British dirty wars, the Portuguese were not succeeding in destroying the insurgents. The different insurgent groups were receiving support from different sources. In the 1970’s the United States became concerned that some of the insurgents were Marxist. It became clear that the Cubans were involved in the war in Angola. When the Portuguese leave, Angolan independence does not mean peace. The war of the factions increases. One of the groups, UNITA seizes control of Angola’s diamond district. Inhabitants of the district are frightened out by a campaign of atrocities. Most prevalent is the practice of chopping of inhabitant’s hands and sometimes their feet. Some of the inhabitants are retained to work as forced labor in the diamond mining operations. They work at gunpoint. UNITA uses the diamonds mined to finance it military campaign. This practice leads the U.N. to creating a category of diamond that are labeled “conflict diamonds.” These are diamonds forcefully mined in combat zones to finance war. It becomes illegal for anyone to traffic in conflict diamonds. Around the world these conflict diamonds come to be called blood diamonds. CASE STUDY: Australia The British claim Australia’s as soon as they stumble upon it. The government in London uses a small continent as a natural prison. During the 1800s, the British government transports large numbers of obstreperous, rebellious Irish prisoners to Australia. This process has several advantages. It proves to be much cheaper than maintaining the prisoners in jail. It also places these political prisoners half a world away from Ireland. That eliminates their opportunity to stir up more trouble on that troubled island. As a prison, Australia is somewhat lax. Those transported there are left to make lives for themselves in this new location. They are simply restricted from leaving Australia. Under these circumstances, the transported prisoners began to flourish. They are joined by other Anglo Irish immigrants. These European settlers quickly begin dispossessing the aborigines of their land. Again, Europeans convert land-‐use for more nomadic purposes into stationary farmland. Australia develops a thriving agricultural-‐based economy. Sheet farming becomes a principal industry in Australia. Australia is soon dotted by large numbers of huge sheep branches. Refrigerated ships have made it possible for carcasses to be carried from Australia to Britain. Australia soon becomes Britain’s supplier of lamb and mutton. The Australians also become a major provider of wool. With time, mining begins to rival sheet branching. Some Australians become wealthy as sheep ranchers or minors. Australia is a model example of a British settler colony. By 1900, the vast majority of those living in Australia are whites, descendants of Irish or British background. The native black aborigines are driven to near extinction. Australia is an important partner and supporter of Britain during World War I. It is Australian and New Zealand soldiers that fight the battle of Gallipoli. Australian and New Zealand soldier served 67 under some of the most harsh and uncomfortable circumstances of the war. Australians feel disrespected by the British army officers. As a result, World War I is a turning point in Australian history. Australia will press harder and harder for greater and greater independence from the United Kingdom. In World War II, Australia becomes a principal target of Japanese expansion. The American Navy and the Australian navy stop the thrust of Japan at the battle of the Coral Sea. Australian troops will fight in Asia and in North Africa during World War II. Again the Australians feel that the British commanders are disrespectful of them and under estimate their value. As with World War I, the experience of World War II convinces the Australians they must push for greater and greater autonomy. This is done progressively what in the structure of the British Commonwealth. Overtime Australia achieves full independence. However, Australia remains an important member of the British Commonwealth. This means that the Queen of England remains the head of state in Australia. The gradual road to independence for Australia is modeled on the process that occurred in Canada. It will also be the road to independence for New Zealand. 68 By 1894, the Meiji Restoration had modernized Japan. Modernization brought new problems to Japan. It was a country with limited land and even fewer natural resources. Japan needed natural resources to use in its industry. Japanese leaders decided they could get land and resources in Korea. The result was war . . . We totally kicked the Chinese! The war did not go well for the Chinese. They were roundly defeated. We took the island of formosa from them and much more. It destroyed chinese pride. The problem was that China had been Korea's "big brother" and a little bit of a bully too for hundreds of years. China did not want Japan in Korea. It did not want Japan to have influence on the Asian continent. What's worse, there is another country interested in gobbling up korea. That country is Russia. Russia would probably beat China in a war. Japan would need to act quickly and decisively. The modernized Japanese military forces were far superior to the antique Chinese Forces The Chinese had learned nothing from their encounter with the west. Next we beat the pants off the big russian bear. American president Theodore Roosevelt pushed us into signing the treaty of Portsmouth, a peace treaty. We got taken! We got no indemnity, no cash settlement. We needed the indemnity to pay for the war. The war nearly bankrupted the nation. President Roosevelt got a nobel peace prize. Then along came World War I from 1914 to 1918. We joined the war against Germany and the other central powers. So too did the Chinese. What's that matter, They couldn't fight their way out of a paper bag. We kicked the Germans out of their concessions in China. Not Japan! we did get the german concession. Not much else. White Europeans hogged it all. Wouldn't you expect to be rewarded at the peace table for doing something like this? Then they refused to put in the peace treaty the racial equality clause. We could never be considered the equals of whites. In 1923 a massive earthquake hit japan. The destruction was immense. Homes, factories, ports, railroads, everything was destroyed Japan was impoverished. We would need to spend billions of Yen to repair the country. The 1920's were not kind to japan. The bottom went out of the silk industry. Then in 1929, we were hit by the worldwide Great Depression. Japanese peasants in the countryside were eating bark off trees and grass in order to live. The government decided we needed more land and our own guaranteed source of raw materials. Where could we find it. In Manchuria. We were only surviving because of Japanese who had been settled by the army in Korea. The Manchurians were not about to give us land and raw materials so we would just have to take them. The Japanese army occupying Korea cooked up a fake attack on a japnese railroad in Manchuria. Because of this act of "chinese terrorism", the Japanese army in korea invaded and seized Manchuria. The european powers in the league of nations tried to push us out of manchuria. We told them what they could do about it and then quit the league of nations. we certainly were not going to quit manchuria. we took the former Chinese emperor, henry pu yi, and made him the puppet emperor of Manchuria. He lived well and did what we told him. Next came the incident at the Marco polo bridge. The Japanese accused the Chinese of killing a missing Japanese soldier. Warfare broke out and the Chinese were routed. The Japanese took large numbers of chinese prisoner. These Chinese were used as forced labor required to work for the Japanese army. In 1937, Japanese marines attack the huge Chinese port city of Shanghai. Japanese planes also attack the city. They are the first planes sent to attack from aircraft carriers. we should control the city within hours. Chinese soldiers fought hard. This embarrassed the Japanese forces. With great difficulty, the Chinese Army was pushed out of Shanghai. The result of their resistance was a reign of terror from the japanese on the city and its inhabitants. The Japanese were not concerned with the citizens of Shanghai. After all, they were just Chinese. Japan was determined to seize the city and gain control of this wealthy trading port. The Japanese Army moves up the Yangtze River to the Nationalist Chinese capital of Nanking (Nanjing). Under the command of Japanese Emperor Hirohito's uncle, the Japanese army attacks and takes the city of Nanking. The emperor will be pleased. The city is ours! Troops, enjoy yourselves. Japanese soldiers round up Chinese men, women and children. The Japanese have a plan. The more of them we get rid of the better off we Japanese will be. The Japanese forces massacre most of the men, women, and children in Nanking. No man or woman regardless of how young or old is safe from Japanese atrocities. The Nanking atrocities are some of the worst committed by the Japanese during the war. However, many Chinese are subjected to cruel medical experiments by Japanese doctors. The Japanese thought of the Chinese as lower than wild dogs. Killing them became a sport. The american gunboat, U.S.S. Panay, was on the Yangtze River outside of Nanking. It tried to rescue some Chinese. Japanese airplanes attacked and sunk the Panay. The Japanese claimed they did not know it was an American ship. Really, the Japanese wanted no witnesses left to speak of what had happened in the city. Watch newsreel footage of the attack on the Panay and it sinking here http:// www.usspanay.org/ newsreels.shtml In the summer of 1940, france falls to the nazis. In September of 1940, the Japanese invade French indochina. We must cut off the flow of weapons to the Chinese through Vietnam. The Nazi's have finished off the French. All we need to do is walk in the place and take over. Of course, the United States will be all upset about us moving into Indochina. They really should mind their own business and stay out of Asian Affairs. My generals! We will stonewall the Americans as long as we can. Then, if they persist, we will have to deal with them. But let's leave that to the future. As your Majesty Orders. President roosevelt eventually acted. Starting today, we will no longer sell Japan scrap iron, oil, or any thing else I have on this list. The Americans are trying to chock us to death. We must deal with them before they strangle us with their trade embargo. Admiral Yamamoto, head of the Imperial Japanese Navy, developed a plan to deal with the United States We will stage a surprise attack on the American pacific Fleet while at anchor in Pearl Harbor, Hawaii. We'll sink their ships. That will cripple the U.S. in the Pacific. With the American fleet out of the way, we can seize much of the greater Pacific. By the time the Americans have a new navy, about two years, we'll be so strongly fortified in the lands we seized, they'll never be able to kick us out. It is a dangerous plan, but the only one that will have any chance of neutralizing the United States long enough for us to win our Pacific war. Our planes can be launched from our aircraft carriers. By that time, the Japanese had just about the best fighter airplane in the word, the Mitsubishi zero. The Japanese plan was to announce it was at war with the United States just a hour before its planes attacked Pearl Harbor. It did not work out that way. The message did not get decoded in time for delivery to the State Department. Instead, The Japanese naval aircraft attacked the American fleet without a formal declaration of war. Americans were enraged by this sneak attack. December 7th, 1941, the United States was …. Roosevelt speaks to Congress about the attack. Congress declares war on Japan. In the first years of the war, Japanese forces seize much of the Pacific. but that will change. Things change at the Battle of Midway. American aircraft carriers ambush the Japanese carriers and send a lot of them to the bottom of the sea. The Japanese are hurting. They cannot easily replace their lost carriers and planes. The Imperial navy is weakened. Each loss from this day forward further weakens and destroys the Imperial Navy. Slowly the Japanese are being defeated. After the U.S. Navy eliminated the threat of the Imperial Navy, General MacArtur and the U.S. Army liberate the Philippines. The British push the Japanese out of Burma. The Navy continues Island hopping until it is at the shores of the Japanese home islands. I have Returned! Adm. Chester Nimitz The navy goes around the most heavily defended islands. Instead, it attacks the weakest Japanese posts This means we can starve the strong Japanese post into surrender. Island hopping saves American and australian lives. When Japan refused to surrender, the United States uses its new super weapon the atomic bomb. Two bombs are dropped. They totally destroy two Japanese cities, Hiroshima and Nagasaki. Thousands of surviving Japanese eventually die of radiation poisoning. After the two bombings, the Japanese surrender. The Chinese remain furious over the atrocities. They are especially angry about Japan's refusal to acknowledge they took place or to apologies for them. In today's Japanese, history books used in Japanese schools make no mention of atrocities against the Chinese people! Why is this so cruel compared to the vicious, torturous way these Japanese killed millions of innocent Chinese. They Japanese brought the atomic bombing on themselves by starting and carrying out such a wicked war. Chinese youth smash Japanese stores in China after Japan issues another History book with no mention of Chinese atrocities during WW II. They wonder why we Chinese are enrage! Today, China and Japan are facing off over islands both claim in the China Sea.
