HIST 349 F2021 syllabus ddeffae PDF

Preview

Summary

Summmary document of all that is required for the semester...

Description

HIST 349 Fall 2021

MTR 8:35-9:25,

BIRKS205

Greece: From Ottoman to the European Union Professor Tassos Anastassiadis Office Hours: Leacock 827, M 10-11:30, T 3-4, or by appointment Email: [email protected] Office Phone: 514 398 4400 x094283 As the Bicentennial of the Greek Revolution is celebrated this year in a variety of ways, we will ask ourselves the following question: Why has a tiny 10 million people state been capturing the world’s headlines in so many occasions during the last ten years (the Eurodebt crisis; the Mediterranean refugee crisis), and one may add over the last 200 years? This course tries to tackle this question using a two-fold objective. Alternating micro and macro approaches it examines the main aspects and events in political, economic, social and cultural history, which shaped the formation of Modern Greece and Greeks. Adopting a longue durée perspective, it will kick off during the 18th century. We will explore life in the Ottoman Empire and the subsequent emergence and development of a new national state from the status of a component of a multi-ethnic, albeit Islamic empire, to its present position of a full-fledged member of the world’s wealthiest association of states, the European Union. This course situates Greece within the broader European evolution in terms of identity formation and state building by putting an emphasis on the importance of Greece's classical past for European identity when trying to identify the reasons for this state's disproportionate place in the news. In a way this is as much a European history of Greeks as it is a Greek history of Europe. The course will also serve as an introduction to an epistemology of history and its relationship with the social sciences. Each week, the lecture will address a certain number of concepts, theories, authors and/or specific debates, which has structured the way history is practiced as a scientific discipline, using Greece as a case study. Topics to be addressed include: empire and nationalism; violence and social disciplining; anthropological readings of violence and corruption; subaltern and elite culture; Orientalism, metissage and invented traditions; diasporas, refugees and migration studies; collective memory and oblivion;

LEARNING OUTCOMES Skills: -Reading challenging academic texts and identifying their key elements -Assessing critically a historical document according to the established methodology -Writing a research/policy essay Knowledge: -Identifying the key stages, figures and factors of modern Greek state formation -Situating the transformation of Greece with regard to its Ottoman past, its Balkan, Mediterranean and European environment from the 18th c. onwards -Critically assessing the socio-political impact of internal vis-à-vis external elements in state formation (cultural traditions, religions, geography, demographics vs international relations)

READING MATERIALS For this course you will read two recently published notable books on Greece, which follow distinct (?) historiographical approaches. Our aim will be to compare and contrast the two approaches. They are both available at Paragraph Bookstore. Beaton, Roderick. Greece: Biography of a Modern Nation, Penguin, 2020 Kostis, Kostas, History’s Spoiled Children: The story of Modern Greece, Oxford UP, 2018 Any additional reading assignments will be indicated with an asterisk*. They are provided along with the weekly guiding study questions, the week’s slides (without the notes) and audio-visual material on MyCourses. It is your responsibility to check this site regularly for important announcements. Weekly assignments include a) chapters from the two books; b) 1-3 historical documents from which to choose for the week’s precis. Recommended: Mary Lynn Rampolla, A Pocket Guide to Writing in History, Boston: McMillan, 2018.

COURSE REQUIREMENTS The breakdown of assignments is as follows: Class Participation (and 3 precis) Scientific Article review Midterm Exam Map quiz Take-Home Final Exam

15% 25% 20% 5% 35%

In the event of extraordinary circumstances beyond the University’s control, the content and/or evaluation scheme in this course is subject to change. Class Participation: Starting W3, Thursdays will be dedicated either to the analysis of the primary sources or an exploration of digital humanities tools. The point is to train you in dealing with primary sources (and for me to learn your names). During the weeks dedicated to primary sources, you will have to choose one of the Week’s primary sources and prepare a precis according to standard historical methodology (i.e. examination of the conditions of production, and meaning or significance). You bring 2 printed versions of the precis in class and hand me one of them, while using the second one for the correction. The precis are noted ++/+/- The 3 best marks will be kept. An explanation of the marking will be available on MyCourses. The precis sheet and the historian’s methodology toolkit for analyzing a document are uploaded on Mycourses. The last part of Thursday’s session will also be dedicated to reviewing the week’s guiding study questions.

2

Midterm Exam: The midterm exam has the following structure: You will provide a short examination of 2 out of 4 historical documents seen in class or from the books following the same historical methodology as in the precis. Scientific Article Review: You will review one 20-30 page historiographical article or chapter that will be chosen out of a list which will be uploaded on MyCourses. A Rubric for the article review is available on MyCourses. The review is 750 words maximum and will have to be uploaded on MyCourses by Thursday November 18th. You can continue improving (or adding to) your review over the rest of the term for extra points. The review will be submitted on MyCourses. Final take-home Exam (essay): The final Exam is not organized by McGill’s (Greek) bureaucracy. This take-home examination gives you the option of one out of two overview essays: the first one will be a comparison of the two books you had to read for class through the lens of a specific theme; the second one will be a synthesis of the evolutions in a specific domain. The topic will be in one of the following domains: Violence and state formation; Elites; Greek/Balkan (Wo)man’s everyday life; Immigration, Emigration and Identity formation; The Greeks and the “Others”. The take-home will be submitted on MyCourses. This is not a research essay. You will be evaluated on your capacity to be: a) specific: marshal facts from the lectures (very important) and readings, use concepts and terms (at least 6) and mobilize primary sources by explaining them (at least 4); b) clear and rigorous in your demonstration An evaluation grid for essays is uploaded on Mycourses. Your essay must be 2400-3000 words double-spaced, with reasonable margins, Times New Roman or similar font, 12 pt.

Please note that essays should conform to the citation and style conventions of the Chicago Manual of Style : http://www.chicagomanualofstyle.org/contents.html Late submission policy: Late submission of the take-home final will incur a penalty of 10% (out of 100%) for each day late. There is no leniency on this issue. If you have a university recognized explanation for being late, you should consider applying for a deferral through the proper University channel. http://www.mcgill.ca/students/exams/supdefer

WORKING SCHEDULE WEEK 0

(Th, Sept 2) Introduction

Readings:

Beaton, Introduction Kostis, Introduction

3

WEEK 1

(T, Sept 7, Th, Sept 9)

M, 6 Sept

Labour Day = No class The Ottoman Empire transformed

Source: Readings:

WEEK 2

*Mehmed II and Patriarch Gennadios Scholarios, 19th c. mosaic, Constantinople Patriarchate RB, ch. 1, 2 KK, ch 1 (M, Sept 13, T, Sept 14, Th, Sept 19) The Greek War of Independence: an Ottoman and European event

Sources:

Readings:

WEEK 3

* Petro Mavromihali Bey: Declaration to the citizens of the U.S.A. 1821 * Louis Dupré, Portrait of the hospodar of Moldavia Michael Soutzos in 1820, extract from Voyage à Athènes et à Constantinople, ou collection des portraits, de vues et costumes grecs et ottomans. Paris: Dondey-Dupré, 1825 RB, ch. 3 KK, ch. 2 (M, Sept 20, T, Sept 21, Th, Sept 23)

Th, Sept. 23 Document analysis or Digital Humanities lab n°1 Experiences in State Formation

Readings:

* The 1827 Treaty of London * Peter von Hess, The entry of King Otto in Athens, Neue pinakotek, Munich, 1839 RB, ch. 4 KK, ch. 4 * John Koliopoulos, Brigands with a Cause: Brigandage and irredentism in Modern Greece 1821-1912, Oxford: Clarendon Press, 1987, ch. 5, p. 105-134

WEEK 4

(M, Sept 27, T, Sept 28, Th, Sept 30)

Sources:

Th, Sept. 30 Document analysis or Digital Humanities lab n°2 A Liberal Parliamentary Democracy in a competitive geopolitical environment Sources:

* Cartoons from Neos Aristophanis * Lord Muncaster’s diary, Murder in Greece (1870) * Tuckerman, Charles K. “The Massacre near Marathon.” Harper's New

4

Readings:

Monthly Magazine 45, no. 267 (1872): 434-44. RB, ch. 5, KK, ch. 5, 6

WEEK 5

(M, Oct 4, T, Oct 5, Th, Oct 7)

Th., Oct. 7

Document analysis or Digital Humanities lab n°3 Transformation of fin de siècle Eastern Mediterranean and Greece

Sources:

* Military league demands, 1909 *Report of the International Commission to Inquire into the Causes and Conduct of the Balkan Wars, Washington, D.C.: Carnegie Endowment for Peace, 1914, ch. 2

Readings:

RB, ch. 6 KK, ch. 7 * Efi Avdela & Angelika Psarra, “Engendering ‘Greekness’: Women's Emancipation and Irredentist Politics in Nineteenth-Century Greece”, Mediterranean Historical Review, 20:1 (2005): 67-79 * Robert Shannan Peckham, “Map mania: nationalism and the politics of place in Greece, 1870–1922”, Political Geography 19 (2000):77–95

WEEK 6

(Th Oct 14, F Oct 15): Be careful major schedule upheaval!

M, Oct. 11 T, Oct. 12

Thanksgiving: no class Fall break: no class

Th, Oct. 14

Overview session

F, Oct. 15

Midterm examination

WEEK 7

(M, Oct 18, T, Oct 19, Th Oct 21)

Th., Oct.21

Document analysis or Digital Humanities lab n°4 Imperial dreams and nightmares

Sources: Readings:

* Athens 1917: photographic documentary corpus * Ernest Hemingway, On the quai at Smyrna, RB, ch. 7 KK, ch. 8 * Eric Goldstein, “Greater Britain and Greater Greece, 1917-1920”, History Journal 32 (1989): 339-356

5

WEEK 8

(M, Oct 25, T, Oct 26, Th Oct 28)

Th., Oct.28

Document analysis or Digital Humanities lab n°5 Starting over again?

Sources:

Readings:

* Henry Morgenthau Sr., I was sent to Athens, 1929 (extracts) * Dido Sotiriou, Farewell Anatolia, ch. 3 * Twice a stranger: documentary RB, ch. 8 KK, ch. 9

WEEK 9

(M, Nov 1, T, Nov 2, Th Nov 4)

Th., Oct.28

Document analysis or Digital Humanities lab n°5 From Nazis to NATO: The Occupation, Resistance and Civil War

Sources:

Readings:

* Nazi atrocities in Greece * Paul A. Porter, “Wanted: a miracle in Greece”, Collier's Weekly, September 20, 1947, pp. 14-15 * Photo, Demonstration in New York City against the executions of communist guerrilla fighters and supporters in Greece, March 1948. Military archives, King’s college, London. RB, ch. 9 KK, ch. 10 * Violetta Hionidou, “Famine in Occupied Greece: Causes and consequences”, in Richard Clogg (ed.), Bearing Gifts to Greeks: Humanitarian aid to Greece in the 1940s, New York: Palgrave Macmillan, 2008, p. 14-38 * Tassoula Vervenioti, “Left-wing Women between Politics and Family”, in Mark Mazower (ed.), After the War was Over: Reconstructing the Family, Nation and State in Greece, 1943-1960, Princeton: Princeton University Press, 2000, p. 105-121

WEEK 10

(M, Nov 8, T, Nov 9, Th, Nov 11)

Th, Nov 11

Document analysis or Digital Humanities lab n°6 The Cold War and Greece: Authoritarianism and Socioeconomic modernization

Sources:

* US Department of State, Operations Cooperating Board Report on Greece (NSC 5718/1), May 14, 1958. FRUS, vol 10:616-624 * 1960s US commercials on the Greek islands * Michael Kakoyannis, Zorba the Greek, 1964, (extracts) * Gilles Dassin, Never on Sunday, 1960, (extracts)

6

Readings:

RB, ch. 10 KK, ch. 11 * Stratos Dordanas, “‘Common women’ or ‘women of free morals’: the suppression of prostitution in post-war Thessaloniki (1945–1955)”, Journal of Byzantine and Modern Greek Studies, 35:2 (2011): 212-232 * Vassiliki Tsitsopoulou, “Greekness, Gender Stereotypes, and the Hollywood Musical in Jules Dassin's Never on Sunday”, Journal of Modern Greek Studies, 18:1 (5/2000): 79-93

WEEK 11

(M, Nov 15, T, Nov 16, R, Nov 18)

R, Nov 18

Article review is due Special week: Greece from Land of Emigration to Land of Immigration

Sources:

* Documentary: Violent August: The 1918 Anti-Greek Riot in Toronto * Documentary: Bus 80 goes to Sparta * The Immigrec project * Nyfes (Brides) (extracts) * America Square (extracts) * Clip: The Invisible Wall

Readings:

* Violetta Hionidou, “ ‘Abroad I was Greek and in Greece I am a Foreigner’: Pontic Greeks from Former Soviet Union in Greece”, Journal of Modern Greek Studies, 30:1 (5/2012): 103-127 *Aliki Angelidou, “Migrations in the ‘neighborhood’: Negotiations of identities and representations about “Greece” and “Europe” among Bulgarian migrants in Athens”, Balkanologie, 11:2 (2008) http://balkanologie.revues.org/index1152.htm * Heath Cabot, “The European Refugee Crisis and Humanitarian Citizenship in Greece”, Ethnos: jourbnal of Anthropology, 84 (2019): 747-771

WEEK 12

(M 22 T, Nov 23, Th, Nov, 25)

Th, Nov 25

Document analysis or Digital Humanities lab n°7 In Europe

Sources:

Sotiris Goritsas, Brazilero (excerpts) Kosta Gavras, Eden is West (excerpts)

Readings:

RB, ch. 11 KK, ch. 12

7

* Vassiliki Yakoumaki, “ ‘Local,’ ‘Ethnic,’ and ‘Rural’ Food: On the Emergence of ‘Cultural Diversity’ in Greece since its Integration in the European Union”, Journal of Modern Greek Studies, 24:2 (10/2006): 415-44

WEEK 13

(M, Nov 29, T, Nov 30, Th, Dec 2)

M Nov 29

Map Quiz Review: From Crisis to Crisis: Beyond the failure paradigm

Readings:

RB, ch. 12 KK, ch. 13 and Epilogue * Paul Krugman, “Greece as Victim”, New York Times, June 17, 2012 *

Take-Home Final Due Date: TBA

8

UNIVERSITY POLICIES Student support and well-being: As the instructor of this course I endeavor to provide an inclusive learning environment. However, if you experience barriers to learning in this course, do not hesitate to discuss them with me and with the Office for Students with Disabilities. A Remote Student Life website has been created to help you navigate the wealth of academic, financial, social, and wellnessrelated resources available to you remotely. You also have access to keep.meSAFE, a counselling service providing 24/7/365 support from licensed counsellors through telephone and mobile chat in over 60 languages. Academic Integrity: McGill values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism, and other academic offenses under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/students/srr/honest/ for more information). L’université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l’on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l’étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site www.mcgill.ca/students/srr/honest/) Language Policy: In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. I have no problem grading any work either in French or English. However, you are requested to choose the language you are going to use, and use it solely and consistently throughout the written work. Conformément à la Charte des droits de l’étudiant de l’Université McGill, chaque étudiant a le droit de soumettre en français ou en anglais tout travail écrit devant être noté (sauf dans le cas des cours dont l’un des objets est la maîtrise d’une langue). Covid-19 and Intellectual property: Please note that this format for the delivery of this course aims to allow you, as students, to complete this term with the requisite knowledge for this course, and to succeed in your assessments in the safest way possible. I ask for everyone’s collaboration and cooperation in ensuring that any associated material be not reproduced or placed in the public domain. This means that each of you can use it for your own personal purposes, but you cannot allow others to use it, by putting it up on the internet or by giving it or selling it to others who may copy it and make it available. Thank you for your help with this. Class Protocol: In the Fall 2021 semester, the class will be run in-person. A set of guidelines on class conduct and (virtual) classroom courtesy will be posted in MyCourses, along with full instructions for accessing eventual online sessions. Be courteous to your instructor and to your fellow students. Student Counselling: Students are encouraged to see the instructor for any questions or advice concerning their evolution and work in the class, during office hours or by appointment. NB: I check emails and respond to them systematically, but only during daytime and on weekdays. As Melina Merkouri has famously said: Never on Sunday! Students will be deemed to have accepted the policies (which will be also posted in MyCourses) if they choose to remain in the course after the add/drop period ends.

9

10...