SOURCES for PRIMARY :
DISCOVERING Chapter 6, “The Age of Revolutions in the Atlantic World,” 167-179, 190-204 [PRIMARY]
DISCOVERING Chapter 7, “Constitutional Responses to European Expansion in Africa and the Pacific,” 205-241 [PRIMARY]
Begin DISCOVERING Chapter 8, “Industrializing the Nation: Germany and Japan,” 242-280 [PRIMARY]
DISCOVERING Chapter 9, “Modernity: From Promise to Threat,” 281-318 [PRIMARY]
DISCOVERING Chapter 11, “Lands of Desire: Department Stores, Advertising, and the New Consumerism,” 347-367 [PRIMARY]
Aldous Huxley, Brave New World (1932), 16-25 (optional: 1-15) [PRIMARY]
PICK ONE PRIMARY SOURCE from DISCOVERING Chapter 12, “Total War: The Cost of Unlimited Conflict,” 368-404 [PRIMARY]
OPTIONAL: complete DISCOVERING Chapter 12, “Total War: The Cost of Unlimited Conflict,” 368-404 [PRIMARY]; film: Spanish Flu: H1N1’s Deadly Ancestor (54 mins)
DISCOVERING Chapter 13, “Crucible of Conflict: The Suez Crisis (1956),” 405-415 plus PICK ONE PRIMARY SOURCE (“The Evidence,” pages 415-435) [PRIMARY
Note that I have added a VoiceThread option for this assignment if you wish to record your video using that tool.
NOTE: IF YOU WISH TO COMPLETE THIS AS A DECONSTRUCTED ESSAY: Your goal in the second Deconstructed Essay is use primary sources to explain the interconnections between humans’ relationship to the environment and at least one of several related movements: the rise of the nation-state, the New Imperialism, industrialization, and consumer culture. Note that your sources might also be evidence of resistance to these changes! Be sure to discuss at least 2 different world regions. (Please only include Europe OR the United States, not both.)
Directions: For this project, a new museum of Global Environmental History has hired you to interpret and present the objects and texts in their modern collection to help visitors understand the interconnections between humans’ relationship to the environment in at least one of their new rooms: The Rise of the Nation-State, The New Imperialism, Industrialization, and Consumer Culture. (Note that your sources might also be evidence of resistance to these changes!) You will imagine that the sources on display are the primary sources we have studied in this class.
Written projects should aim for c. 1000-1500 words.
Please include sources from at least 3 world regions and at least one region that is NOT North American or European.
The Museum of Global Environmental History wants you to either concentrate at least 3 objects/texts on one room or produce a special guide that connects objects in at least 3 rooms:
The Rise of the Nation-State
The New Imperialism
For primary sources, choose from among all assigned sources including Discovering the Global Past, Chapters 6-12, along with assigned sections of Sources of World Societes and Storm-Cloud of the Nineteenth Century. Remember that any historical image that I used in a PowerPoint lecture is a possible primary source too! For secondary sources, you may draw on all assigned sources covering historical context and environmental factors, including Penna; Radkau excerpts; podcasts; the Havinden and Meredith article; class lectures and discussions, and videos shown in class; and the interpretations and background in Discovering the Global Past.
World regions covered:
Americas: Europe: Asia/Middle East: Africa: Pacific:
United States France Japan Ghana Hawaii
Venezuela Britain China South Africa Australia
Brazil Spain India Egypt Nauru
Haiti Germany Turkey
PLEASE USE ONLY THE SOURCE ABOVE! Thank you! No outside source!