Final Exam Review Guide (MMW 14 W \'17) PDF

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Winter 2017 Chang...

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MMW 14 Chang Track

Winter 2017 Final Exam Review Guide

(This is meant to be a review guide, not the exam itself. Ultimately, you are responsible for all the key materials in the readings and lectures.) You will have 3 hours to finish your final exam. If you arrive more than 10 minutes late to the exam, you will forfeit your right to take it. (PLEASE REMEMBER TO BRING TWO UNMARKED BLUEBOOK FOR EXCHANGE) REVIEW SESSION: TUESDAY MARCH 21 @ 8:00 PM, CENTER HALL 101 Part One: Multiple choice and Matching Terms (30%) You need to be familiar with the historical context and significance of the following names and terms from your readings and lectures. Be sure you are able to address the appropriate “who?” “what?” “where?” and “when?’, and most importantly, “why?” questions associated with each one FROM THE POINT OF VIEW OF THE READINGS ASSIGNED IN THE COURSE. This means that each of your of answers must begin with a reference to specific authors or texts on which your response is based. Questions will be drawn from this guide. BUT, this is also very useful for the passage identification and essay portions. Key Terms and Names Social Darwinism and Racial Ideology Karl Pearson’s “Grammar of Science” Science as the consummate discipline Herbert Spencer Natural selection in human society Theory of evolutionary progress Racial division of labor Patterns of migrations in 19th century V The Mismeasure of Man Etienne Serres’s Theory of Recapitulation Biological determinism and racial ranking Louis Agassiz (“the mismeasure of man”) Theory of monogeny vs. polygeny Fear of miscegenation View on public education View on segregation of states Imperialism’s “Heart of Darkness” Frederick Lugard’s Africa policy Berlin West Africa Conference King Leopold II (“King Leopold’s Rule in Africa” -Congo Free State

Roger Casement’s report Edmund Morel (journalist) Anglo-Belgian India Rubber Company Militarization of the Congo Tribal militias Hand mutilations Joseph Conrad (author) Symbol of Thames as “navel” Marlow’s aunt Kurtz’s outpost “International Society for the Suppression of Savage Customs” Marlow’s lie to the Intended Britain’s Economic Motives in India British East India Company (“in compassion”) Sepoy Mutiny 1857 Massacre at Cawnpore British Viceroyalty in India Sati rituals (raja) Raja Roy’s critique of sati William Bentinck Cost-benefit analysis for ban on sati (Bentinck’)

“The Knife of Sugar” (“Benefits of British rule” Opium as “keystone commodity” (“compassion” Coerced cultivation in Benares and Bihar(“compassion” Charles Cornwallis’s opium policy ^ Competition of Malwa opium ^ Effect of increased production ^ Economies of scale advantage ^ Hastings’ moral rationale for monopoly ^ The Impact of Opium in Qing China Macartney Embassy 1792-94 (the most gentleman like speculation) Cohong system * Emperor Daoguang’s 1836 Opium Edict (The First Clash with the west) Lintin Depot Clipper ships Coast trade of opium Chinese debates over legalization of opium (The first clash of the west) Xu Naiji on legalization Zhu Zun on prohibition Social repercussions of opium Commissioner Lin Zexu Confiscation of British opium Letter to Queen Victoria (Li Zexu) Charles Elliot’s “bail-out” guarantee Treaty of Nanjing 1842 (Treaty of Nanking reading) Most-favored nation status Extraterritoriality War Indemnity China’s Attempts at Reform Treaty of Wanghai 1844 (with U.S.) Treaties of Tientsin (Tianjin) 1858 Sino-Japanese War 1894-95 Treaty of Shimonoseki 1895 Taiping Rebellion (Taiping Rebellion Readng) Hong Xiuquan Taiping gender agenda ^ Land reforms Communal organization Self-Strengthening Movement (Feng Guifin) One Hundred Days Reforms 1898 (Attemped Reforms)

Kang Youwei (Between footbinding and nationhood) Views regarding marriage Liang Qichao Anti-Foot-binding Society Tan Sitong Theories on sexual liberation Emperor Guangxu Empress Dowager Cixi Summer Palace Japan’s Path to Reform President Fillmore’s overture Commodore Matthew Perry’s arrival (Opening of Japan) Tokugawa Bakufu ^ Sonno Joi ^ Kaikoku^ The Harris Treaty ^ Kanrin Maru Meiji Restoration 1868 (Datsu a-ron) Fukuzawa Yukichi ^ “Datsu-a” ^ Changes in samurai status Parliamentary Diet Constitutional monarchy Zaibatsus Meiji tax code Labor laws Nationalism in Meiji Japan Imperial Rescript on Education 1890 (“creating) “Samuraization” of Japan (“Creating the New Nation” Cult of the Emperor (“Creating”) Conscription ordinance or “blood tax” 1873 ^ Centralized Shinto shrines ^ Yasukuni—shrine for war dead (1879) Reforms in mandatory schooling Overcoming parochialism Ministry of Education and textbooks (meiji era) Young Men’s Associations Okuma Shigenobu’s liberal ideals (meiji era) ^ Waseda University* ^ Print capitalism and “imagined community” ^ Vernacularization and nationalism ^

The Ideology of the Nation Reaction to Napoleonic conquests “The origins of national consciousness” Congress of Vienna ^ Clemens von Metternich Balance of power system Johann Gottfried Herder ^ Volkgeist Johann Gottlieb Fichte “Invisible bonds” of Germans (Fichte) Germanic tribal legacy (Fichte) Otto von Bismarck (documents of german uni) “Blood and Iron” agenda (Otto) Alsace-Lorraine Ernest Renan Partition of Verdun Necessity of “historical error” Memory of Bartholomew’s Day Massacre “Ethnographic principle” Michelet on the French Revolution(memory and forgetting) Revisionist history (Benedict Anderson) “Spiritual principle” of a nation (renen) Rhetoric of shared suffering (renen) National identity as a “daily plebiscite” (renan) Wilhelm Marr “Anti-Semitism”

Houston Chamberlain “Pseudo-Hebraic mestizos” ^ Zionism and the Specter of Nationalism The Dreyfus Affair 1894 Jewish assimilation in European society Napoleonic emancipation decrees Russian Pogroms of 1880s Theodor Herzl Der Judenstaat Zionist application of imperialist logic World Zionist Congress 1897 Sway of Eastern European Jews First Aliya 1881-1884 Jewish National Fund Ottoman immigration policies Jewish land purchases Second Aliya 1904-1914 Y.L. Pinsker’s “Auto-emancipation” Mufti Al-Husayni of Jerusalem Arab view of Zionism Palestinian nationalism “Filastin” Naguib Azoury’s prediction Balfour Declaration 1917 Husayn-McMahon Correspondence 1915 Sykes-Picot Agreement 1916

Part II:Passage Identifications (20%) Three passages from the following selection will be included on the midterm. You will choose two to write on. In your response, you must identify the historical or social context, in which each passage occurs (e.g. speaker, subject, occasion, purpose, general time period). Making connections to specific and relevant parts of the assigned readings, you need to explain HOW the passage relates to a key theme in our course so far. Each response should be one paragraph long (roughly half a page in length). Be specific and succinct! Text References in brackets will NOT be provided on the actual exam 1) “Though this acid may not be to the taste of every one, yet it has played so decisive a part in the history of the epoch of a culture to which we belong that we ought to be grateful to the giver; instead of being indignant about it, we shall do better to inform ourselves thoroughly concerning the significance of this ‘entrance of the Jews into the history of the West,’ an event which in any case exercised inestimable influence upon our whole culture, and which has not yet reached its full growth.” (Chamberlain “The Foundations of the Nineteenth Century”) -British philosopher -believed Jews would pose a threat to western views of living -warned that Jews were trying to assimilate, warned against miscegenation and tainting

the European blood -the “acid” of Judaism is that the Jewish dogma is penetrating all of Europe. It is making everyone a Jew! The Jewish “race” is essential to the essence of Judaism. They want a pure race. -By letting them into the west, we are letting them takeover completely! pseudo-hebraic mestizos Theme: racial idealogy 2) “What would be our condition if to these difficulties were added the far more tenacious influences of physical disabilities…How shall we eradicate the stigma of a lower race when its blood has been allowed to flow freely into our children?” (Gould The Mismeasure of Man) Gould is modern scholar Speaker is Louis Agassiz, from 1863 -he believed in theory of polygeny- adam and eve are different for each race, reinforces idea of biological superiority also had fear of miscegenation -fear of losing essence, inferior races assimilating and debilitating the white blood of America Theme: racial ideology 3) “The original Kurtz had been educated partly in England, and—as he was good enough to say himself—his sympathies were in the right place. His mother was half-English, his father was half-French. All Europe contributed to the making of Kurtz; and by-and-by I learned that, most appropriately, the International Society for the Suppression of Savage Customs had entrusted him with the making of a report, for its future guidance.” (Conrad Heart of Darkness) Joseph Conrad, Heart of Darkness 1899 -Speaker is Marlow -Europe as a whole had this idea of Africa that was deeply flawed, called them savages, needed to civilize them. -International Society irony is that Kurtz was the real savage and the real threat to their civilization, even though Kurtz wanted to “exterminate all the brutes” –Europe was the real savage -Conrad was trying to show the irony theme: imperialism 4) “Forgetting, I would even go so far as to say historical error, is a crucial factor in the creation of a nation, which is why progress in historical studies often constitutes a danger for [the principle] of nationality. Indeed, historical enquiry brings to light deeds of violence which took place at the origin of all political formations, even of those whose consequences have been altogether beneficial. Unity is always effected by means of brutality.” (Renan “What is a Nation?”) -Renan was a French historian -this is from his address in 1882 -says that country lines are arbitrary, idea of a nation is a construct -speaking of a pure nation is nonsense because everyone is mixed -to create a nation, you need historical error, it is a process of remembering and forgetting

-St. Bartholemoe day massacre, Frank kindoms split “spiritual principle” is present consensus and past memories. So you need a daily plebescite. -criticising nationalism theme: nationalism 5) “Palestine is our unforgettable historic homeland. The very name would be a marvelously effective rallying cry. If His Majesty the Sultan were to give us Palestine, we could in return undertake the complete management of the finances of Turkey. We should there form a part of a wall of defense for Europe in Asia, an outpost of civilization against barbarism. We should as a neutral state remain in contact with all Europe, which would have to guarantee our existence.” (Theodor Herzl Der Judenstaat) “Der Judenstaat” means the Jewish state theme: Zionism 1896 Theodor Hertzl was an Austrian-Jewish leader of the Zionist movement -he sought for Jews to have a homeland in Palestine -Anti Semitism is so engrained in people that there’s no going back -assimilation is impossible -an “empty space” for Jews -1896, during this time there was a lot of Jewish emigration from Europe to the Ottoman empire -trying to appeal to leaders to let this happen. Beneficiary for Europe, and Jews, and Ottomans! Big happy family! -he was affected by antiseminism he saw in Paris, brutalism on the streets 6) “By this detestable policy, by the inculcation of horrible practices not previously known in the country, in their greed for gain, in the furtherance of the unutterably egotistical ambitions prevalent at the fountain-head, the authorities of the Congo State have converted the Congo territories into an earthly hell for African humanity, and have raised a monster, which is already outgrowing, and will one day entirely outgrow, their control.” (Edmund Morel King Leopold’s Rule in Africa) Part Three: Essay (50%) When it comes to understanding the “long” 19th century, three ideologies appear central and inescapable in shaping this period. As the main driving force behind the history of this period, the “troika” of capitalism, imperialism, and nationalism often worked hand in hand, seamlessly in concert, to shape the fates of societies and communities near and far. But there were also cases where they contradicted and undermined each other as conflicting ideologies. In our course, we have studied many historical developments that were directly impacted by the complex relationship between all three ideologies. Your task is to explain how they related to or affected each other in TWO historical case studies we have covered in this class (e.g. Belgian Congo, Meiji Japan, opium trade in China, and many more). As you discuss the relationship and roles of ALL THREE ideologies in each of the case studies, consider to what extent their ideological goals were consistent and compatible, or if the case applies, oppositional and contradictory.

How to prepare: Consult the syllabus, the lecture outlines, the study guides looking for the examples that would work best to further your understanding of the relationship of the three ideologies. Scrutinize your lectures notes and readings that are most relevant and stay focused on the topic. Do not drift off on tangents! Do not write an essay that is a mile wide in scope and an inch deep in substance! Instead, showcase that you have reflected on the topic, integrating the readings and lectures critically and selectively. Your thesis should reflect your deeper understanding of how the ideological “troika” shaped the “long” 19th century. (Suggested length for essay 5-6 blue-book pages, single-spaced)

Prepare well and good luck on all your finals!...