PDP 2 "The Question of South Africa"

Author Summary: Desmond Tutu was elected the first black Archbishop of Cape Town in 1986. He was awarded the Nobel Peace Prize in 1984 for seeking racial justice in South Africa. Not too long after receiving the Nobel Prize, he gave the speech, "The Question of South Africa." He spoke optimistically about the future of race relations within South Africa.

Date/Context: This speech was given by Desmond Tutu in 1984 shortly after he received the Nobel Peace Prize. This is during the time that South Africa was suffering. It was a highly volatile land whose inhabitants were on the verge of disaster.

Summary: In this speech, Tutu basically spoke of how South Africa was deeply polarized. It was separated by the black and white citizens. There were many deaths of innocent children. Black children were boycotting school because they were receiving an education inferior to the whites. He speaks lowly of the South African government and the way that it is treating its people. He dreams of a non-racial, democratic society, that citizens can trust to protect them. He concludes by saying that true freedom is possibly and achievable.

Key Quotation: 

-"When you use the army in this fashion, who is the enemy".

-"We dream of a new society that will be truly non-racial, truly democratic, in which people count because they are created in the image of God."

PDP2- Travels in Africa

Author Bio: Muhammad Ibn Abdullah Ibn Buttuta, the author, describes his long lasting journey traveling along Asia and Africa.
Muhammad originated in Tangier and kept traveling for 24 years after the age of 25. He passed all of the Muslim states and is now recognized as a center of information toward African and Muslim civilization during this time period (1364 C.E.) Throughout this article, Muhammad describes his adventures up to the empire of Mali. He mentions the desert crossings, camels, as well as the caravan routes. Toward the end of the article he portrays the good and bad acts of the Sudan such as their lack of oppression in which he agreed upon. However, disagreed with the fact that female servants, slave girls, as well as little girls show up naked in the appearance of men.

Date/Context: This document fits with our understanding of imperialism due to the diversity of cultures and religious obligations. One of Muhammad's points in this article was, "...their assiduity in prayer and their persistence in preforming it in congregation and beating their children to make them perform it. If it is a Friday and a man does not go early to the mosque he will not find anywhere to pray because of the press of the people. It is their habit that every man sends his servant with his prayer-mat to spread it for him in a place which he thereby has a right to until he goes to the mosque. Their prayer-carpets are made from the fonds of the tree resembling the palm which has no fruit" (Buttuta 151). A second point the author mentioned was a part of their culture, where the ladies would appear fully naked in the presence of men.

Summary: Muhammad admired their lack of brutality, their security measures within the country, their denied interference with the death of rich white man, strict religion and culture practices, white clothing on Fridays, and lastly their memorization of Koran. However, some of the acts he disagreed upon where the naked woman and children in front of men, the women's presence toward the sultan's, and lastly their choice of food such as dogs, monkeys, and carrions.

Key Quotation:
Much of the information that he provides is unique, but all of it is shaped by his own background, religion, and sense of cultural superiority.
The association of women with men is agreeable to us and a part of good conduct, to which no suspicion attaches. They are not like the women of your country.

PDP2 "Using 'Tribe' and 'Tribalism': to Misunderstand African Societies"

Author Bio: David Wiley is an academic and also one of the co-founders of an organization that improves the educational aspects of adolescents through schooling facilities known as Lumen Learning. Wiley is also a fellow at Creative Commons where he specializes in Instructional Psychology and Technology at Brigham University. David has also been recognized for his outstanding work by receiving a grant from the National Science Foundation and also a fellowship for Shuttleworth. Wiley is also a social entrepreneur in which he founded Mountain Heights Academy in Utah, Lumen Learning, and Degreed. Wiley was also named one of the "100 Most Creative People in Business" in 2009 by the Fast Company.

Date/Context: This document was written during the expansion of technology in 2013. With technology growing and advancing, new interpretations of societies were introduced. The technology also offered new perspectives of people and civilizations along with the advancement of knowledge. With this new found knowledge, many historians and scientists reevaluated the past and the present and gave it new meanings and defined new aspects that were once unclear.

Summary: This article by David Wiley says that the term 'tribe' no longer has a meaning that is valid in the contemporary period. Wiley goes on to explain how the use of the words, 'tribe and 'tribalism' have been misinterpreted within Africa and have changed the way Africa is viewed by the people of the worlds. Many people believe it is being classified as a simpler state of being. As a result of this, the foreign policy was disturbed as well.

Key Quotation:
•"Finally, tribe is a source of misunderstanding the great diversity of rural Africa by labeling small hunting and gathering groups of less than 100 persons as a tribe as well as a far-flung, multinational Fulani trading group of millions of persons across circa 19 nations as a 'tribe.'"
"The term has no validity for describing the pre-colonial period...the term is as demeaning as ever."

PDP 2 - All African People's Conference: Resolution on Imperialism and Colonialism, Accra, 1958

Author Bio: The All-African People's Conference was a conference held by the major political leaders of African countries in the 1950's as well as by delegates from African independence movements. They all shared a common goal of ending European colonialism and imperialism over African countries, and stated that such actions enforced by European powers were not only unlawful, but inhumane. Due to the fact that that the Conference was a collaboration of many important Africans taking a stand against European rule, I found that there was little to no bias within the Resolution written by them. Also, it should be noted that the African People's Conference was a group that worked together to create the Resolution on Imperialism and Colonialism so there is no specific author of the article. 

Date/Context: During the late 1950's leading into the early 1960's, a group of African political leaders along with independence movement delegates formed the African People's Conference in an attempt to overcome the European forces of imperialism and colonialism that were ruining the lives of many Africans in several countries. This will to fight for dominance over their own continent shown by Africans was significant because in a way, it displayed the cruelty of Western powers and their strong desire for wealth and power. The document created by this group of Africans is essentially a list of common goals and guidelines for the group detailing what they wish to accomplish. The context of this article is very important because it puts our lives in perspective. I would never have though that a mere 65 years ago, many African countries were fighting for independence and freedom, while there are many Westerners that take their belongings and position for granted. 

Summary: This document lists the desires and goals of the African People's Conference, including their thoughts about imperialism and colonialism. It is clear to identify the common goal of abolishing imperialism and colonialism due to the position many African countries have been placed in under European rule. The document also outlines ten rules that would soon be a reality for Africans after they gained their independence. These include that African military powers should not be abused or used for wrong-doing, but to stand for what is right and rid the continent of Western imperialism. Another key point is that the People's Conference wishes to preserve the rights of all Africans regardless of sex or origin, which was soon put into action once the countries gained independence. 

Key Quotation: 

"That the All-African People's Conference in Accra declares its full support to all fighters for freedom in Africa, to all those who resort to peaceful means of non-violence and civil disobedience, as well as to all those who are compelled to retaliate against violence to attain national independence and freedom for the people. Where such retaliation becomes necessary, the Conference condemns all legislations which consider those who fight for their independence and freedom as ordinary criminals."

PDP 2 - Charter of the Organisation of African Unity

Author Bio: The leaders of the independent African States wanted to draft a document that would promote peace and unity among all of the countries that had gained their independence and would gain their independence at a later time, they drafted this document to ensure that all member countries would sign it and agreee to its principles so that they could all work through this new independence together.

Date/Context: In 1963, following the end of imperialsim in the vast majority of African countries which enabled them to become independent states, the heads of these newly formed States met in Addis Abba, Ethiopia to write a charter for all of the States then and in the future to abide by, the charter itself was designed to ensure that the countries would work together to remain independent and would work with one another in their newfound independence, this document cemented the fact thst the countriee that signed it were indeed no longer under European control and were truly independent.

Summary: The Charter of the Organisation of African Unity, is a document that was created in 1963 after a large number of African states gained their independence, the document outlines the principles from which the document was founded, and gives reasons as to why it is being constructed, since not all countries had gained their independence at this time there are provisions that allow countries in the future to become members and if they so choose renounce the charter. Its foundation comes from the United Nations charter and the Universal Declaration of Human Rights.

Key Quotation:

• "Determined to safeguard and consolidate the hard-won independence as well as the sovereignty and territorial integrity of our States, and to fight against neo-colonialsim in all its forms"
• "Desirous that all African States should henceforth unite so that the welfare and well-being of their peoples can be assured;Resolved to reinforce the links between our states by establishing and strengthening common institutions;Have agreed to the present Charter."

SJS1 - The Russians of Estonia

SJS1 - "The Russians of Estonia" 

Koora, Katja. "The Russians of Estonia." World Affairs 177.2 (1984): 66-73. Print. 

Author Credentials: Katja Koort is an academic at Tallinn University, Estonia. This being said, he has extensive background and experience in his topic area, not only through an intellectual, but personal, stand-point. 

Summary: The article looks at the effects of Russia and it's history in the Baltic States, most notably Estonia. It measures the impacts of Russian influence; media, language, and culture on Estonia's demographics. Koort utilizes his personal history and background to analyze the effects. Like how many in Estonia struggle with a cultural identity crisis. Embrace their Russian heritage and/or become uniquely Estonian? Such is the central question in the author's exploration. In the end, he sides with "...an independent and free estonia." Any Estonian issues must be solved by the way of it's constitution, and not Russia's or that of anybody of the West. 

Analysis: I found Koora very persuasive. It is both good and bad regarding his first hand experience. On one hand, he provides very good details and evidence of his findings and opinions, however, on the other, such personal stake can lead to altering and emphasizing evidence. I doubt that this is true in this case, though. Being an intellect, and passionate about his cause, I thought his article was very cut and dry on his take for an independent Estonia. And I am line to believe him. For him, as he explains it, his people are at the forefront of this struggle. This author is a reliable source because it is a first hand backed with personal accounts on Russian/Estonian issues. And really, you could be neither pro-either because he really stakes a middle claim in that all issues should adhere to Estonian constitutional law. In effect, Koora provided an in-depth analysis of his findings and eventual opinion.

SJS 1 - The Global Crisis of the Nation State

Source:

Roshwald, Aviel. "The Global Crisis of the Nation State." Current History 114.768 (2015): 3-8. Print.

Author Credentials: Aviel Roshwald is qualified to write about this topic because he recieved his B.A. from the University of Minnesota in 1980, and recieved his Ph.D from Harvard University in 1987.

Summary: This article is about how, despite the rise of globalization, levels of nationalism and nation states are still on the rise. Roshwald goes into detail about the countries in the Middle East, such as Iraq and Syria, whos people have been combining into a "secular pan-Arab nationalism." He then talks about Spain refusing to let Catalonia become its own state, and how the Ukraine is trying to balance its economical and political orientation with Russia's.

Analysis: I believe that Roshwald makes a very good argument, by drawing on many facts and real-world examples happening today. Roshwald takes an extremely objective point of view on the topic, making his opinions scarce at best, but when he does make an opinionated statement, he is sure to distinguish it as his opinion. 

SJS1 - "Scholarly Culture and Academic Performance in 42 Nations"

Source:
Evans. "Scholarly Culture and Academic Performance in 42 Nations." Social Forces 92.4 (2014): 
           1573-605. Print.

Author Credentials:
This author is qualified to discuss this topic since she has a Ph.D. in Sociology, and has many other publications about related topics.

Summary:
Children that grow up with books and a high culture, on average, have more years of schooling than 
children growing up without books, and having a low culture.  This means that children that grow up 
with parents such as a college professor and grow up in a scholarly culture will, on average, be smarter 
than a a child whose parent has no occupation, in a non scholarly culture.  Regardless of place in the 
world, this will always be true.  The studies conducted state that the more books in a family home, allows 
for a higher academic performance.

Analysis:
This author makes a strong argument with facts from 42 different countries, and over 200,000 cases 
(from OECD's PISA).  Most of the information stated in the text is facts derived from the results from 
the 42 countries.  

PDP 1 - Declaration on the Granting of Independence to Colonial Countries and Peoples

Author Bio: The author of the document is United Nations and their goal is to continue spreading the movement of of fundamental human rights, equality of men and women, and nations that are large and small to progress social passage and better standards of living. 

Date/Context: This fits our understanding of history and culture because it shows the progression of dependent national territories starting to move into territories that have freedom and allow other types of power besides sovereignty. Sovereignty is supreme power or high authority.

Summary: The main idea of this document is that all peoples' should be given freedom and independence no matter their race or color. Also, the lack of education, political, economic, or social readiness should not serve as a barricade for the hamper or delay of independence. The rapid progression of dependent territories turning into territories with freedom and independence have caused other regions that have yet to turn into free and independence areas to join this rapid advancement and start to recognize the power of having freedoms.

Key Quotation: "In Trust and Non-Self-Governing Territories or all other territories which have not yet attained independence, to transfer all powers to the peoples of those territories, without any conditions or reservations, in accordance with their freely expressed will and desire, without any distinction as to race, creed or colour, in order to enable them to enjoy complete independence and freedom."

PDP 1- Instructions in Letter Writing by an Egyptian Scribe

Author Bio: The author of this work is anonymous, making it a more vague source of information; however, it was accurately written from the perspective of an Egyptian scribe instructing a student on why he or she needs to study and eventually become a scribe. In the text, the author used historical and cultural facts to describe the lifestyles of other professions in Egypt and used opinions to indicate which portions of the tirade were most imperative.

Date/Context: This document was written to illustrate the benefits of becoming a scribe in an Egyptian society. Dated to 1200 B.C.E., the text depicts the difference between the scribes and other Egyptian occupations. This correlates to the modern perception of Ancient Egypt in that the scribes were considered to be above most of the other residents, but not above the king or queen.

Summary: The Egyptian scribes acquired a multitude of benefits from being in their profession due to status, protection, and demand. These individuals were looked up to in their community and enjoyed a lifestyle that does not include labor. In comparison to scribes, other Egyptian workers were at a higher risk of suffering from various causes, natural or otherwise. Scribes were also at an advantage because of the demand and requests by the Egyptians for recording their thoughts and history.

Key Quotation: '"Set your sights on being a scribe; a fine profession that suits you. You call for one; a thousand answer you. You stride freely on the road. You will not be like a hired ox. You are in front of others.'"

PDP 1- The Cartographer's Mirror

Author Bio:

Arthur Jay Klinghoffer is a retired poli-sci professor at Rutgers University. He attained his M.A. from the University of Michigan in 1962, his Certificate from the Russian Institute at Columbia University in 1964, and his Ph.D. from Columbia University in 1966.

Date/Context:

This article is included into Klinghoffer’s book “The Power of Projections” as the first chapter. The book was published in 2006, a fairly recent time period. Its main purpose was to address the once current and trending topic of accurate world representations. The novel explains that each map is a psychological representation of the person, people, or organization that fabricated it.

Summary:

Klinghoffer begins by introducing the idea that maps are not scientific fact, they are the reflection of the cartographer’s experiences. Mapmakers commonly distort the actual depiction of the world because of their own personal agenda, this including making their favorite location a center of the map,  and also painting maps to please those who will be displaying them. The problem of inaccurate representations of the Earth were even worse in times when there was very little (and false) knowledge about the shape, size, location, and placement of the Earth. Another reason for differences in various cartographers’ maps is that the world is constantly changing and looking different throughout time, therefore changing its physical appearance. Names of land features are also constantly changing. War maps often reflect both geography and political and strategical planning. Therefore, a map tells you about the cartographer’s standpoint and views just by viewing it.

Key Quotation:

“Geography is much more than physical description; it is a critical attribute enhancing a country’s power and wealth.”

PDP 1- Why Study History?

Author Bio.:
William H. McNeill was born Oct. 31 1917 and is a Canadian-American Historian that is most known for the publication of "The Rise of the West"(Chicago, 1963). He attended University of Chicago and received his PhD from Cornell University and eventually became a chairman at University of Chicago.

Date/Context:
(1985) This work was to help explain to the normal person why history is so important to everyone and why it should be continued to be taught and learned eagerly to further the minds of every individual. The author was worried that the children of the United States were so far behind the rest of the world so he wanted to change the perspective of history and how important it is to the betterment of the children.

Summary:
     The idea of studying history along with the study of the world today is a very important idea and American Historical Association hopes to convince this across everyone. History is like a memory of what you did in the past, suppose you forgot who your friends are or what you said yesterday. It would make it very difficult the next day to continue to move forward in life and to avoid future mistakes. These memories are just like the past history. Furthermore, a great deal of our everyday behavior was formed in the past, or essentially, the past history. Even the cave paintings and such artifacts from the past are still able to be understood because of the use of writing and language that we continue to use today. Historians use the past just as memories are used to everyone, they further delve into the past to find the hidden blessings of the disguised failures to better understand what the future holds.
     History is often looked at as a waste of space in the students schedule from skeptics of the importance of history. But without the knowledge of history, how would students be able to express their extreme intelligence in the manner of combining and placing different ideas into one big overview? Patterns and other important turning points in history must be known by everyone to help conduct a careful reflection of these events. History helps one to understand that there will be differences among ideas but there will also be similarities and both of these ideas can bring two ideas closer or farther from one another. In addition, learning of others religions and beliefs expand the knowledge of oneself, therefore making that one person more understanding of the people around them. There is not a certain truth to everything, history can change constantly, that is why it is important for everyone to learn and understand all aspects of history.

Key Quotation:
"Historical knowledge is no more and no less than carefully and critically constructed collective memory." "Without individual memory, a person literally loses his or her identity, and would not know how to act in encounters with others."

PDP1 - Universal Declaration of Human Rights

Author Bio.:  In 1946, the newly established United Nations created a Human Rights Commission to create a document detailing basic rights shared by all people.  The Commission, chaired by Eleanor Roosevelt,  was composed of representatives from 18 member states from a wide range of legal traditions.

Rene Cassin, a French jurist, law professor, and humanitarian, is credited with composing the final draft.  He dedicated his life to establish legal and moral recognition to the rights of man.  He served as a French delegate to the League of Nations from 1924-1938.  After the German occupation of France, he joined Charles de Gaulle in London and worked tirelessly drafting legal texts and acting as a negotiator for the Free French forces.  He would eventually be awarded the Nobel Peace Prize in 1968.

Date/Context:  After World War II, in response to the horrors of the Holocaust, the international community created the United Nations to prevent future atrocities.  Leaders that it was necessary to create a document that explicitly detailed the rights and protections of all human beings.  The Commission consisted of members from all represented regions.  After less than two years of drafting, he UDHR was adopted by the UN General Assembly on December 10, 1948.  Over 50 member states participated in the ratification of the UDHR with 8 nations abstaining from the vote. Since its ratification, this document has come to represent a contract between governments and their people.  It is hoped that by protecting the rights of the individual there can be peace.

Summary:  The UDHR describes those rights to which each person is legally and morally entitled.  The rights themselves can be divided into four categories:  equality of rights (Articles 1 & 2), civil and political rights (Articles 3-21), economic and social rights (Articles 22-27) and the duties and responsibilities to uphold these rights for others (Articles 28-30).  Through the implementation and protections of these rights the world will establish lasting peace.

Key Quotation:

• "Recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice, and peace."
• "A common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration in constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms."

FI Question #43

To complete question #43 on the "Foundations Investigation," select an article from a PRINT issue of Current History.  Your comment should include the following:

• Cultural Region (Sub-Saharan Africa, Middle East, Central Asia, East Asia, South Asia, Southeast Asia, Oceania, or Latin America)
• MLA Citation
• Concise (no more than 5 sentences) summary with a clear thesis statement

FI Question #42

To complete question #42 on the "Foundations Investigation," select an article from the PRINT issue of History Today.  Your comment should include the following:

• Cultural Region (Sub-Saharan Africa, Europe, Middle East, Central Asia, East Asia, Southeast Asia, Oceania, or Latin America)
• MLA Citation
• Concise (no more than 5 sentences) summary that includes a clear thesis statement

Format for PDPs, PDCs, & SJSs

Format for Primary Document Posts (PDPs)

The TITLE for each PDP must include the unit # and the title of the source.  See the sample below:

PDP1 - Universal Declaration of Human Rights

Each post should be set up in the following format (including labels):

Author Bio:  Provide a brief biography of the author focusing on his/her bias.

Date/Context:  Describe the socio-historical, geopolitical, and cultural context of the document. (I.e. Where/how does this document fit into our understanding of history & culture?)

Summary:  Summarize the document.  Be sure to identify the main idea and supporting details in your summary.

Key Quotation:  Select one phrase, sentence, or statement that epitomizes the document.

Guidelines for Primary Document Comments (PDCs)

The comment should describe identifying characteristics for the document.  In other words, how will we know who, when, and where this document is from?

Comments should offer CONSTRUCTIVE feedback on the document analysis.  Specifically, describe any information that was missed in the initial post.

Format for Scholarly Journal Summaries (SJSs)

The TITLE for each SJS must include the unit # and the title of the article.  See the sample below:

SJS1 - "History Upside Down"

Source:  Provide a citation of your journal article.  The citation must include:  Author. "Article Title."  Journal Title Vol. #: Issue #.  Date. Page #s.

Author Credentials:  Explain why this author is qualified to discuss this issue.

Summary:   A concise but thorough summary of the author's argument.  The summary should include key vocabulary terms from the course and explain the socio-historical, geo-political, and/or cultural context.

Analysis:  Does the author make a strong argument?  Does the author provide sufficient evidence to support his/her argument?  Does the author distinguish between fact and opinion?  Is the author a reliable source?