A little late with this post. Truth be told, I hated writing this paper! I managed an A- though, so I'm happy!
Read it here.
AE
Showing posts with label History. Show all posts
Showing posts with label History. Show all posts
Wednesday, January 5, 2011
Friday, October 8, 2010
Slave Trade: An Economic Cause - Essay
Finally! Here is my latest essay. Here are the details:
Was the cause of the Atlantic slave trade based on cultural beliefs or economic gain? We were given this question and a book, The Atlantic Slave Trade, edited by David Northrup. We were told to answer that question in the form of a 7-9 page essay. Obviously this essay is only based on a very small sample of an abundance of work on the topic, so consider this my initial interpretation to a very large, and complicated matter.
Click here to read Slave Trade: An Economic Cause
AE
Was the cause of the Atlantic slave trade based on cultural beliefs or economic gain? We were given this question and a book, The Atlantic Slave Trade, edited by David Northrup. We were told to answer that question in the form of a 7-9 page essay. Obviously this essay is only based on a very small sample of an abundance of work on the topic, so consider this my initial interpretation to a very large, and complicated matter.
Click here to read Slave Trade: An Economic Cause
AE
Wednesday, September 15, 2010
Pint-Size Inspiration
There's no question that Ambrose's book and the HBO miniseries, Band of Brothers, had a major impact on my interest in World War 2. Saving Private Ryan also had an impact, but the men of Easy Company and their variety of experiences in WWII were what really sucked me in to the, obviously much broader, subject of history.
Dick Winters became commander of Easy on the morning of D-Day because of the unfortunate passing of Thomas Meehan. Winters thrived in his role as team leader; both the book and the miniseries exemplify his skills. Of course Hollywood adds flair to most true stories and has to leave out a considerable amount of information; Band of Brothers was no exception. But hearing and reading interviews from Winters' men leave no doubt about the level of respect he earned from them.
Please read this letter below. It's from an 11 year old boy who has taken it upon himself to help raise money for a monument and documentary in the Major's honor:
Below is a link to the website where you can make contributions in a variety of ways - if you so desire:
But I'm not making this post to try and drum up donations, although that is how it seems. It's more out of respect for this 11 year old boy, who has taken on such a selfless and daunting task. The men of Easy, and all vets for that matter, provide inspiration for me to no end. But Jordan's efforts most certainly serve us a refreshing boost of morale, and remind us of the level of respect we should have for this country, where it has been and where we all hope it can continue to go. Thank you, Jordan.
AE
Friday, September 10, 2010
The Art of History - Grade
Well, I got my first grade today at University X. I managed a "B" on a paper that I didn't feel that comfortable with. I guess I can stomach it. Here is the feedback from Historical Interpretation Professor:
"Dear Eric,
Your position is very clear here - admirably so - and you are vigorous in defending your view that history is dramatically different in method from the natural sciences. Your emphasis on the historian's biases and subjectivity, and on the ultimate unknowability of the past, are well taken and support your view. On the other hand, the scientific method isn't totally alien to historical scholarship. "Testing" an historical "law" would involve observing unfolding events and seeing whether they conform to general hypotheses about how societies operate, hypotheses based on study of the past. You might think there's little point to doing this kind of thing, but it could be done.
Overall this is a good brief effort to come to terms with a large question. If you continue your good use of the assigned readings and stick pretty closely to them in future assignments, you'll be writing very good papers.
Grade: B"
A couple things jumped out to me in his response:
1) He talks about how the "scientific method isn't totally alien to historical scholarship," and provides an example. The problem I have is that I agreed with that in my paper, which is why I stated early on that there are indeed many similarities between science and history, but it's the major differences that remove it from a scientific "scholarship."
2) In his example he talks about the study of societies by basing certain hypotheses on the study of the past. He's right, this could be done (see my argument 1 above), but I would also consider that to be the work of a sociologist, not an historian. The sociologist would just draw on an historian's work to generate their hypothesis. Now does that make sociology a science? I'm not about to open that can of worms...
I haven't received my actual paper back yet, but I'm hoping that he will provide insight as to what he was exactly looking for that I missed in order to have received an "A." Trust me, I'm not complaining about a "B," but as John Arnold said, "historians pride themselves on their ability to question everything." And that's what I do.
AE
Wednesday, September 8, 2010
Interpreting the Atlantic Slave Trade
Looks like this is the topic for module two of my Historical Interpretation class. The book for this section is The Atlantic Slave Trade, edited by David Northrup. Looks like I don't have a paper due for a few weeks either. I'm kind of looking forward to the break. I say break, but of course there's still work. However, reading and then having good class discussions is hardly work. Adios for now... Still recovering from my fantasy football draft last night...
AE
AE
Monday, September 6, 2010
The Art of History - Essay
This is the first essay I've written at Bachelor University (see key at bottom of page). I'm not to happy with this essay; it was tough for me to grasp this concept and condense it down into 3-4 pages. Admittedly, my patience ran thin and so did time. I hope Historical Interpretation Professor is a lenient grader!!
AE
Sunday, August 29, 2010
Off we go... again.
Last Monday was the first day of school for me - again. I just finished up at a local community college with an Associate in Arts degree; now I'm at a local university setting off on a path that will hopefully take me to my desired destination, which is essentially unknown. The subject of History will be my focal point. My first class is about historical interpretation, and although it's required for History majors, I'm sure that I would've taken the class anyway. I'm considering this the last educational hurdle before beginning the classes that actually involve historical research. I figure a class titled Historical Interpretation will be a great precursor to the more research-based classes required for a History degree.
Our first module in class deals with a short introduction to what history is (and isn't) and whether the subject is an art or a science. In our first paper we have to take a position and defend it using John H. Arnold's, History: A Very Short Introduction. In our first class, the overwhelming majority of students, including myself, argued that history was an art. The defense of our position was that historians have to sift through never-ending amounts of documents, photos, interviews etc. and attempt to piece them together. There is a certain degree of interpretation involved; whereas science is more definitive.
After starting Arnold's book, however, I eventually changed my position. I started to see many similarities between science and history. History can be definitive. We know that Japan bombed Pearl Harbor, Martin Luther King was shot and there was a hurricane in New Orleans. Science can also be definitive. Diamonds are harder than talcum and water boils at 100 degrees C. However, both can have areas in which people may have differing opinions. Global warming is happening, but scientists argue as to what is causing it. Japan bombed Pearl Harbor, but there are many reasons why it occurred. History and science can also be used to learn about the past; what happened before our time on Earth, and also to guide us in our future endeavors.
Despite those very few examples, I have changed my mind yet again. My new position that History is an art is based primarily on the few (but major) differences and not the many similarities between science and history. The differences between science and history have to do with causation, effects and repetition. The similarities between art and history also cannot be overlooked. Both involve a certain degree of interpretation to understand and their content is always influenced by the author/artist's biases. I will touch on all of this supporting evidence, and more, in my essay which you can look for on Labor Day. That's all for now, thanks for reading.
AE
Our first module in class deals with a short introduction to what history is (and isn't) and whether the subject is an art or a science. In our first paper we have to take a position and defend it using John H. Arnold's, History: A Very Short Introduction. In our first class, the overwhelming majority of students, including myself, argued that history was an art. The defense of our position was that historians have to sift through never-ending amounts of documents, photos, interviews etc. and attempt to piece them together. There is a certain degree of interpretation involved; whereas science is more definitive.
After starting Arnold's book, however, I eventually changed my position. I started to see many similarities between science and history. History can be definitive. We know that Japan bombed Pearl Harbor, Martin Luther King was shot and there was a hurricane in New Orleans. Science can also be definitive. Diamonds are harder than talcum and water boils at 100 degrees C. However, both can have areas in which people may have differing opinions. Global warming is happening, but scientists argue as to what is causing it. Japan bombed Pearl Harbor, but there are many reasons why it occurred. History and science can also be used to learn about the past; what happened before our time on Earth, and also to guide us in our future endeavors.
Despite those very few examples, I have changed my mind yet again. My new position that History is an art is based primarily on the few (but major) differences and not the many similarities between science and history. The differences between science and history have to do with causation, effects and repetition. The similarities between art and history also cannot be overlooked. Both involve a certain degree of interpretation to understand and their content is always influenced by the author/artist's biases. I will touch on all of this supporting evidence, and more, in my essay which you can look for on Labor Day. That's all for now, thanks for reading.
AE
Monday, June 14, 2010
Response to "Exquisite Corpse" - Essay
Ashraf Rushdy wrote a powerful essay called Exquisite Corpse in which he compares two murders driven by hatred. Emmett Till's horrific lynching in 1955 was brought to the public's attention because Till's mother chose to have an open-casket funeral so the world could see the effects of hatred. In 1998 James Byrd was brutally dragged to death, but not one photo of his body appeared in the news. Some believe that it should have been. Although I mostly agree with Rushdy, I believe there are times when the media has to take a step back before releasing incriminating photos. The following essay explains my reasons why:
Read AE's response to Exquisite Corpse here.
Read AE's response to Exquisite Corpse here.
Monday, June 7, 2010
Dear 12th Sonderkommando - Essay
I’m currently in a class about the Holocaust. Part of the class requirements involve watching 3 - 4 movies about the Holocaust. One of the movies I watched is called The Grey Zone. This essay is a quick response that reflects my sympathy towards members of the Sonderkommando’s plight.
Tuesday, April 27, 2010
Wednesday, September 30, 2009
Dear Erin
Dear Erin,
I’m a thirty-one year old student at a local community college near my home. A few years back I decided to make a career change out of the corporate world and into public service. Because of my desire to help people and my belief that impacting kids early on is so crucial, I decided to pursue a teaching career. I’m currently enrolled in a class that is devoted to the history of the Holocaust. I thought it would be a perfect compliment to my pursuit of a history degree. What I’m finding, however, is that it may end up playing an intricate role in defining my future teaching methods. After watching the movie Freedom Writers, I became even more excited about educating teenagers. Although it is not directly about the history of the Holocaust, it has broadened my view of how a catastrophic event can be used to better our world. Your story directly justifies that belief.
I have become a proponent of the sociological imagination. In today’s world we are often too quick to pass judgment on someone or something without examining the historical background. Along that same line of thinking comes the ability to use history as a tool used to craft our own behaviors. You’ve shown me that the Holocaust is the ultimate, historical tool we have to influence young lives. By utilizing all of the Holocaust’s historical elements you were able to unite a substantially diverse classroom. The benefits of a book like Anne Frank: The Diary of a Young Girl, can only get you so far. By implementing venues like the Museum of Tolerance and its artifacts, movies and pictures, you effectively complimented what a book has to offer. You did not stop there. By providing your students with the ability to sit and talk with actual Holocaust survivors, you gave them an experience that only a few people will ever encounter.
Just like the Holocaust should never be forgotten, neither should your story. Finding out that none of your students were aware of what the Holocaust was must have been shocking. I cannot fathom an entire class of freshman being entirely oblivious to Nazi war crimes. This frightening realization is exactly why we should remember your story. Room 203 didn’t forget about the Holocaust – their families did. Proof, that if we fail to teach our youth about crimes against humanity the crimes will be forgotten – if they are forgotten, they will get repeated. We cannot just simply tell our children that we must not discriminate; we need to tell them why we must not discriminate. The Holocaust is the epitome of prejudice in human history. Learning about it is depressingly effective. Seeing such positive life transformations, like those of the Freedom Writers, come out of such evil acts vindicates the teaching of the Holocaust.
As morbid as it sounds, I can’t help but ask myself one question. With the benefit of hindsight, can it be possible that the magnitude of the Holocaust was a good thing? Of course that is easy for me to say as I sit in my own home, buy my own food, vote in elections and go to my own job. But what if the Holocaust hadn’t happened – this tremendous educational tool would not exist. And if the Holocaust hadn’t happened in the 1930s and 1940s, would one have happened in the 1950s or beyond? The simple fact is that it did happen – it’s what we decide to do with it that will perhaps define its true purpose. Strictly sympathizing with the victims is an act of pity, but utilizing the horrific magnitude to influence our youth for the good of humanity is honorary. You motivated a group of hopeless teenagers to show us that there is hope. Erin, you’ve chosen to honor the victims of the Holocaust by using their experiences to enable our youth to grasp the consequences of discrimination. That very act is worthy of honor itself. Thank you.
I’m a thirty-one year old student at a local community college near my home. A few years back I decided to make a career change out of the corporate world and into public service. Because of my desire to help people and my belief that impacting kids early on is so crucial, I decided to pursue a teaching career. I’m currently enrolled in a class that is devoted to the history of the Holocaust. I thought it would be a perfect compliment to my pursuit of a history degree. What I’m finding, however, is that it may end up playing an intricate role in defining my future teaching methods. After watching the movie Freedom Writers, I became even more excited about educating teenagers. Although it is not directly about the history of the Holocaust, it has broadened my view of how a catastrophic event can be used to better our world. Your story directly justifies that belief.
I have become a proponent of the sociological imagination. In today’s world we are often too quick to pass judgment on someone or something without examining the historical background. Along that same line of thinking comes the ability to use history as a tool used to craft our own behaviors. You’ve shown me that the Holocaust is the ultimate, historical tool we have to influence young lives. By utilizing all of the Holocaust’s historical elements you were able to unite a substantially diverse classroom. The benefits of a book like Anne Frank: The Diary of a Young Girl, can only get you so far. By implementing venues like the Museum of Tolerance and its artifacts, movies and pictures, you effectively complimented what a book has to offer. You did not stop there. By providing your students with the ability to sit and talk with actual Holocaust survivors, you gave them an experience that only a few people will ever encounter.
Just like the Holocaust should never be forgotten, neither should your story. Finding out that none of your students were aware of what the Holocaust was must have been shocking. I cannot fathom an entire class of freshman being entirely oblivious to Nazi war crimes. This frightening realization is exactly why we should remember your story. Room 203 didn’t forget about the Holocaust – their families did. Proof, that if we fail to teach our youth about crimes against humanity the crimes will be forgotten – if they are forgotten, they will get repeated. We cannot just simply tell our children that we must not discriminate; we need to tell them why we must not discriminate. The Holocaust is the epitome of prejudice in human history. Learning about it is depressingly effective. Seeing such positive life transformations, like those of the Freedom Writers, come out of such evil acts vindicates the teaching of the Holocaust.
As morbid as it sounds, I can’t help but ask myself one question. With the benefit of hindsight, can it be possible that the magnitude of the Holocaust was a good thing? Of course that is easy for me to say as I sit in my own home, buy my own food, vote in elections and go to my own job. But what if the Holocaust hadn’t happened – this tremendous educational tool would not exist. And if the Holocaust hadn’t happened in the 1930s and 1940s, would one have happened in the 1950s or beyond? The simple fact is that it did happen – it’s what we decide to do with it that will perhaps define its true purpose. Strictly sympathizing with the victims is an act of pity, but utilizing the horrific magnitude to influence our youth for the good of humanity is honorary. You motivated a group of hopeless teenagers to show us that there is hope. Erin, you’ve chosen to honor the victims of the Holocaust by using their experiences to enable our youth to grasp the consequences of discrimination. That very act is worthy of honor itself. Thank you.
Thursday, August 27, 2009
The Holocaust and Our Youth
In class today a fellow student made this comment, "If the new generations are brought up with love, peace and respect for life, the hope of unity between all mankind will mean a bright future free from prejudice and strife." I totally agree, it all starts with children and how they are raised and what they are taught. As crazy as Adolph Hitler was, he was smart enough to know that as well, hence the formation of Hitler's Youth and the implementation of teaching practices that taught German kids that Jewish people were bad.
This fact really made me think about the current events of today. With the population of this planet approaching 7 billion people it is impossible to rid Earth of all political or religious extremists such as Hitler, Hussein, Bin Laden or Ahmadinejad, but we have to try. Sometimes by force, yes, but also by education. If we can teach as many youths as we can to embrace other's cultural, religious, political and personal beliefs we can say we attempted to make a difference. We have to teach them that you don't always have to agree with a person, but you should respect the fact that they might have a different opinion than you. If we don't try to educate young people, extremists will continue to pass down their extreme beliefs to the youths of their current followers.
This fact really made me think about the current events of today. With the population of this planet approaching 7 billion people it is impossible to rid Earth of all political or religious extremists such as Hitler, Hussein, Bin Laden or Ahmadinejad, but we have to try. Sometimes by force, yes, but also by education. If we can teach as many youths as we can to embrace other's cultural, religious, political and personal beliefs we can say we attempted to make a difference. We have to teach them that you don't always have to agree with a person, but you should respect the fact that they might have a different opinion than you. If we don't try to educate young people, extremists will continue to pass down their extreme beliefs to the youths of their current followers.
Hitler
Saddam
Can the next one be prevented?
Wednesday, August 26, 2009
Why study the Holocaust?
An easy answer to this question is that the Holocaust is worth learning about so that something like it never happens again. I totally agree with that line of thinking. However, I also think that is the most important reason to learn about all facets of history. To better our lives and the lives of those around us, we must be willing to learn from our mistakes as well as the mistakes of others.
With all that said, I think there is another important reason for studying the Holocaust and other atrocities of its magnitude. By studying the Holocaust we are able to put our lives into perspective. This will probably seem like a comical example, but I will tell it anyway. A few weeks back we received over 4 inches of rain in just over 24 hours. Earlier this summer we had a bonfire patio installed at the edge of a steep hill. Five large retaining boulders were placed along the back edge of the patio to retain it. During the rain storm we lost two boulders down the hill and our patio started to sink due to a major washout. This all happened while I was reading All But My Life. At first I was extremely upset about what had happened, but I couldn't help but relate my situation to Gerda's. The situations obviously didn't compare and I soon realized how much young Gerda would have loved to be dealing with a lost boulder or two instead of her own predicament. I soon realized that things could be a lot worse in life.
So let the Holocaust serve as a reminder about how inhumane political extremists can influence a nation into an era of genocide, but let it also be a tool used to show us how to treat others and how to put our own lives into perspective. Think about the victims of the Holocaust the next time your car breaks down or the next time you are rude to someone else. The next time you are angry, stop and think about the Holocaust and ask yourself, is this really worth getting angry about?
With all that said, I think there is another important reason for studying the Holocaust and other atrocities of its magnitude. By studying the Holocaust we are able to put our lives into perspective. This will probably seem like a comical example, but I will tell it anyway. A few weeks back we received over 4 inches of rain in just over 24 hours. Earlier this summer we had a bonfire patio installed at the edge of a steep hill. Five large retaining boulders were placed along the back edge of the patio to retain it. During the rain storm we lost two boulders down the hill and our patio started to sink due to a major washout. This all happened while I was reading All But My Life. At first I was extremely upset about what had happened, but I couldn't help but relate my situation to Gerda's. The situations obviously didn't compare and I soon realized how much young Gerda would have loved to be dealing with a lost boulder or two instead of her own predicament. I soon realized that things could be a lot worse in life.
So let the Holocaust serve as a reminder about how inhumane political extremists can influence a nation into an era of genocide, but let it also be a tool used to show us how to treat others and how to put our own lives into perspective. Think about the victims of the Holocaust the next time your car breaks down or the next time you are rude to someone else. The next time you are angry, stop and think about the Holocaust and ask yourself, is this really worth getting angry about?
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