Bruce Clark,
Twice a Stranger, Harvard
University
Press 2009 ISBN-10: 0674032225
ISBN-13: 978-0674032224
Renee
Hirschon (ed.), Crossing
the Aegean, Berghahn Books 2003 (Oxford and NY) ISBN-10:
1571815627, ISBN-13: 978-1571815620 (Note: this is a
collection of articles, each written by a different person but
edited by Hirschon; in the syllabus I just call it all Hirschon)
America/America,
a 1963 film by Elia Kazan �can get through
Canvas
Office Hours: Th
1:30-4, additional hours can be arranged for Monday afternoon
Course
Objectives/Description:
The
purpose
of Historian�s Craft is to teach history majors about the
discipline they have chosen as a major and to help them to be
more successful in history classes. It�s about what historians
do and also about how to do it.The course is intended to improve your ability to do
written and oral analysis of primary and secondary sources,
teach you how to put a research paper together, give you some
help on some of the standard tasks you are likely to be asked to
deal with in history courses (book reviews, film analysis, oral
presentations, research papers, essays) and to improve skills
useful in virtually any workplace: organization, time
management, analysis of data (sources), and the construction of
clear arguments.While
I have decided to give this version of History 2990 something of
a focus in time and place�the forced population exchange between
Greece and Turkey (Anatolia) in 1922 and 1923 and the long term
consequences of that exchange, as well as the general disruption
of populations because of World War I�only some of the course
material will deal with this event. More broadly, any topic
about emigration/immigration will work. This course will require
a great deal of time and concentrated work, both written and
oral. Since this also one of only two courses specifically
required for all majors (the senior seminar is the other), it�s
also a good way to meet people you�re likely going to have
classes with in the future. It�s worth remembering that you must
pass this course with a C or better to be eligible to take
History 4900. If you get a D or F and remain a history major,
you will need to take the course again.
Learning
Outcome:
The student will produce both an oral and
written version of a research project and will demonstrate
ability to write critically about various kinds of historical
sources.
Course
Requirements:
1. Participation:
In general class discussion naturally counts a lot. I will
sometimes call on you. There are also three short assignments
that count into your participation grade but won�t receive
letter grades: (1) A short (1-2 pages) Paper on Plagiarism: why
it�s wrong and how to avoid it. Read the university policy on
plagiarism
http://catalog.clemson.edu/content.php?catoid=21&navoid=625#undergraduate-academic-integrity
before
you do. Submit to Canvas.Due
August
31. (2) Proof that you know how to order using PASCAL or
Interlibrary loan. DueSeptember 13. (3) Proof
that you know how to find an historical newspaper article. Due
September 20.10%
of your final grade.
3.Book Review:
Mechanics
of
the Review:Your book review should be five to
six pages long. If possible, you should consult and make use of
at least one published review of the book you have chosen. If
you use a review, give a citation.Each review should begin
by listing at the topic the full author, title (in italics or
underlined), publisher, date of publication and number of pages
in the book (you may also want to mention the number of
images). Here's an example: Sam Jones, The Big Fish. New
York: Arthur publications. 2001. 250 pages. 12 illustrations.
If your choice of book is not on
the list included in the syllabus, you must have your choice
approved by me. When you meet with me to choose a
topic for your research paper, you can also discuss your choice
for book review. Your choice could have something to do with
your research paper topic or it could have more to do with the
general theme of the course.Due September 23.15
% of your final grade.
Content of the Review: You need to
explain the structure and coverage of the book
and may want to mention images as well.This section should
not take more than a page or two. You should discuss the sources
the book employs. You need to consider what kind of audience the
author hoped to attract (intended audience) of the book
and whether you think the book really serves that audience (functional
audience). Your review should be critical/analytical
too. If the book is the kind that makes an argument and is more
than simply informative, then you should talk about how well the
argument works and what it is.Even if a book lacks a main argument, it may well have a
central theme or focus. You can certainly say whether you liked
the book or not, but you need to explain why. You will
want to think about the ways in which it could have been
improved (for instance, did it need a glossary of terms or did
it need to include material it did not). Many books
are not written by one person but are a collection of articles,
written by many people. Make sure you recognize this if
you are writing a review of a book with contributions by many
authors and think twice about choosing to review such a book.
Here are some hints on how to
develop your review...
a. Structure is. If you have a book focused on a
political leader, for instance, and it has twelve chapters that
simply follow the chronological order of the person�s life, you
don't need to name each chapter but describe the general
pattern. If, however, the coverage is very uneven or if most of
the book is simply based on chronology but then there are some
chapters on themes or special topics, then those you want to
mention.
b. You need examples to support and develop your points.
For instance, if you think the images are unhelpful, you need to
say why and give an example of why they aren't. If you think a
book has a broad audience, give some examples of what led you to
that conclusion. If you think some sections of the book are
either repetitive or irrelevant, give some examples. Examples
are particularly helpful if your writing is not always clear.
Sometimes it's the example that makes me understand a student�s
point, not the original general statement.
c. The hardest kind of book to review is one that is largely
a collection of factual details. Often these books are
meant as reference books, books in which you look things up but
are not expected to read through them. Still, even though such
books may not have a thesis as such, they may well have a focus
and perhaps imply some general ideas. Students often find such
books dry and have little to say about them. A lot hangs on how
interested the student is in the topic. Make sure the book you
have chosen is a good one for you to review.
d. Don't complain that an author gives multiple points of
view or arguments; explaining various interpretations of a
phenomenon is the job of an historian, particularly if
evidence is scant or less than straightforward. On
the other hand, you can certainly talk about someone who doesn't
explain things clearly or who announces that one point of view
is right but doesn't offer any reasons for that statement. One
can also complain about a writer who ignores controversy and
states her/his point of view as fact and undisputed fact at
that. Consider the possibility that the author�s discipline
(anthropology, for instance, or history or political science) or
background (journalism, for instance) shapes/affects the nature
of the book.
4.
Short Research paper
(6-8 pages) on topic chosen by you and instructor (each student
must meet with instructor to choose topic and begin to find
sources).Topic
due September 27. Prospectus and Preliminary bibliography due
October 20, midnight. Instructions for the form of
bibliography are on the course website. A prospectus should be
2-3 pages long and should include a thesis, discussion of issues
you plan to address, and outline of the structure of your
project. If you turn your prospectus/bibliography in late,
points will be taken off your final research paper grade. Research
Paper due by 11:59 PM November 11.(To make the deadline,
you can turn it in electronically, but I will need a hard copy
by 11:15 PM November 13.)This paper will require you
to master research techniques and notation (the required form
for bibliography and endnotes appears on the website
http://elizab.people.clemson.edu/research.html and will be
discussed in class as well) and to demonstrate factual mastery
of a topic, good organization and argument. You will choose the topic
along with your instructor by meeting with the instructor
early in the semester (this is a requirement of the project).
Each paper must have a
title, endnotes, bibliography (a minimum of least 8 sources,
only 1 of which can be an Internet source unless I approve
an exception and at least one of which must be a primary
source), and use the form of notation explained on the
website. You will present an oral version of your paper
(or a portion of it) in class, as scheduled by your number. 30% of your final grade.
5.
Oral Presentation: (10-12 minutes long) based on some
aspect of your research project. We will talk about oral
presentations in class and there will advice in Canvas. You must
submit a Power Point file for your oral presentation to Canvas
as well as deliver it in class. Check your student number on the
syllabus to see when you are scheduled. 20% of final grade.
6.
Take home final,
5-6 pages, due in my office and electronically before noon
Tuesday, December 10. The exam will be based on class
material, written and oral, including use of at least four
presentations and America,
America. Typically argument and a clear thesis are
critical to writing a good essay. We will talk about the exam in
class and there will be some further advice about essay writing
on the web site. 25% of
your final grade.
Important Dates:
August
31,
Saturday Plagiarism Paper due September 3,
Thursday, Last day
to withdraw from class without record September 23, Monday, Book Review due
September 27, Friday, Paper/presentation topic due October
11, Friday last day to receive midterm evaluation
October
20,
Sunday, midnight Prospectus and
Preliminary bibliography due by email October 29, Tuesday Last day to withdraw without
a final grade.
Monday,
November
11 Research paper due
electronically 11:59 PM, hard copy by 11:15 AM Nov 13th
Tuesday,
December
10, final exam due by noon
in hard copy and electronically
Submission
of
required material:
The
book review, the final exam and the research paper must all
be turned in as hard copy and sent to Canvas. You will
lose points if you don�t turn in a hard copy. Email me your
preliminary bibliography and your prospectus, each as separate
Word attachments. They should have titles like
�JonesJgladiatorsprelim bib� or JonesJgladiatorsprospectus. All
your papers should be Word documents, in Times New Roman 12,
double spaced, with ordinary margins, each page should be
numbered, and only printed on one side of the paper. Your paper
should be stapled (a point off for not being stapled).Your presentation must
be Powerpoint and turned into Canvas.
Late
Work:
The
ability
to estimate the length of time it takes to complete a task,
particularly one done over a length of time, is an important
skill, vital to virtually any job. Moreover, those who fail to
master this skill inconvenience the instructor and delay the
return of written material to other students and the submission
of final grades, just as later they will inconvenience their
fellow workers and irritate their employers. Unless
students can present excusable reasons for delay (verifiable
illness, family emergency, obligatory university event),
students who turn any paper in late will lose 5 points off their
paper grade for each day the paper is late. Unless the problem
is excusable, no papers will be accepted more than four days
past the due date (counting weekends and holidays); a zero will
automatically be recorded in such cases. The final exam is a
take-home. Students who fail to turn it in by the day and time
scheduled will receive a zero for the final exam unless they can
demonstrate an excusable reason for the delay.
Citation:
For
the book reviews, if you are referring to the book you�re
reviewing, just put a page number in parentheses if you want to
refer to something in the book. If you read and use someone
else�s review of the same book, then put full information about
this other review at the end of your review and if you refer to
it then you can use parentheses again but this time you need a
last name and page number. For the final exam, use the same
method as for the book review, but this time your base is
assigned reading, so it would be, for instance, (Clark 25).The main reasons for
citing a source in any of these cases are because you�re quoting
or because you are referring to the opinion or interpretation of
a given source. Citation
for the research papers is a different matter because they are a
different task; you will be using endnotes and a formal
bibliography and you will need to use the form shown on the
class website.
Student
Numbers:
At the beginning of
the semester, I give each of you a number; the number enables
you to see when your appointment and your presentation is right
away. Later versions of the syllabus will fill in your name.
Attendance
and
Class Behavior Policy:
This course
is a seminar, and it will only function effectively with regular
and sustained contributions from members of the class.Attendance is required
and will be taken at the beginning of each class.If you are late to
class, it is your responsibility to make sure at the end of that day's
class that you are counted as present for the day.Excessive lateness
will also count as absences at the instructor's discretion.If I am late for class,
please wait for fifteen minutes, unless you are informed
otherwise.
You can be
absent no more than four
(4) times.For
every class that you miss after that, half a letter grade will
be deducted from your final average.All absences, no
matter what the reason, count against the total.
If problems
arise during the course of the semester that cause you to miss
class for an extended period (such as medical problems or family
issues), please talk to
me about this at the time�do not wait until weeks or
months afterwards to explain why you missed class.
You need to act in a way
which is neither distracting nor discourteous to your fellow
students or the instructor. Turn your cell phones off when
class starts. Students who
are disruptive to the class (for example, by being continually
late, texting or otherwise using cell phones or mobile devices
etc.) will be dropped from the course at the instructor�s
discretion. Reading, doing work for
another course, using cell phones, using head phones, sleeping,
playing computer games, talking in class (other than brief
questions to your neighbors), repeated late arrivals or early
departures are not acceptable behavior; they are
disruptive. Lap tops may be used but only for classroom
material and activity. Using your lap top for anything else
during class time is not acceptable. Students who are guilty of
any of these kinds of disruptive behavior will be warned in
writing. If their behavior does not improve, they will be
dropped from the course. If a student is guilty of
disruptive behavior after the end of withdrawal period, the
student should expect to lose points on the final average.
NOTE: If you need
to leave class early for any reason, you should tell me in
advance.It is
disruptive and rude simply to get up and leave in the middle of
class.I reserve
the right to mark people absent for the day if they leave early
without telling me first.Of
course, if you are feeling sick and need to leave the classroom,
you should go, but you should also let me know what happened at
or before the next class.
ACADEMIC
INTEGRITY:
University Policy:
The following
is the University�s guideline for Academic Integrity: �As
members of the Clemson University community, we have inherited
Thomas Green Clemson�s vision of this institution as a �high
seminary of learning.�Fundamental
to this vision is a mutual commitment to truthfulness, honor,
and responsibility, without which we cannot earn the trust and
respect of others. Furthermore, we recognize that academic
dishonesty detracts from the value of a Clemson degree.
Therefore, we shall not tolerate lying, cheating, or stealing in
any form.�For more
information, see the current Undergraduate Announcements:
http://catalog.clemson.edu/content.php?catoid=21&navoid=625#undergraduate-academic-integrity
Course Policy: Using
someone else's ideas, whether those of another student or those
found in printed material or on the Internet, without citing
your source and (if you are using their exact words) without
using quotation marks, constitutes academic dishonesty. If
you choose to study for this course with someone else, be
careful that you do not cross the line into academic dishonesty
or make it difficult for me to judge the originality of your
work. Instructions for writing the research paper appear on the
course web site and I will give you further instructions in
class. These instructions will offer guidance about how to avoid
plagiarism. Those who are guilty of academic dishonesty will
flunk the course.Students will receive instructions about the
writing of "research papers" which should help them avoid
plagiarism.
COPYRIGHT
STATEMENT:
Some
of the reading materials in this course are copyrighted.
They are intended for use only by students registered and
enrolled in this course and only for instructional activities
associated with and for the duration of the course. They
may not be retained in another medium or disseminated
further. They are provided in compliance with the
provisions of the Teach Act. Refer to the Use of
Copyrighted Materials and �Fair Use Guidelines� policy on the
Clemson University website for additional information: http://www.lib.clemson.edu/copyright/
ACCESSIBILITY:
Clemson University values the diversity of our
student body as a strength and a critical component of our
dynamic community. Students with disabilities or temporary
injuries/conditions may require accommodations due to barriers in
the structure of facilities, course design, technology used for
curricular purposes, or other campus resources. Students who
experience a barrier to full access to this class should let the
professor know, and make an appointment to meet with a staff
member in Student Accessibility Services as soon as possible.
You can make an appointment by calling 864-656-6848, by emailing
studentaccess@lists.clemson.edu, or by visiting Suite 239 in the Academic Success
Center building. Appointments are strongly encouraged � drop-ins
will be seen if possible, but there could be a significant wait
due to scheduled appointments. Students who receive Academic
Access Letters are strongly encouraged to request, obtain and
present these to their professors as early in the semester as
possible so that accommodations can be made in a timely manner.
It is the student�s responsibility to follow this process each
semester. You can access further information here: http://www.clemson.edu/campus-life/campus-services/sds/.
EQUAL
OPPORTUNITY (TITLE IX):
Clemson University is committed to a policy of
equal opportunity for all persons and does not discriminate on
the basis of race, color, religion, sex, sexual orientation,
gender, pregnancy, national origin, age, disability, veteran�s
status, genetic information or protected activity in employment,
educational programs and activities, admissions and financial
aid. This includes a prohibition against sexual harassment and
sexual violence as mandated by Title IX of the Education
Amendments of 1972. This policy is located at http://www.clemson.edu/campus-life/campus-services/access/title-ix/. Ms. Alesia Smith is the Clemson University Title IX
Coordinator, and the Executive Director of Equity Compliance.
Her office is located at 110 Holtzendorff Hall, 864.656.3181
(voice) or 864.656.0899 (TDD).
Inclement
Weather/Campus Emergency Policy:
Any
assignments due at the time of a class cancellation due to
inclement weather will be due in Canvas at the scheduled time
and the hard copy will be due at the next class meeting unless
contacted by the instructor. Any extension or postponement of
assignments or exams must be granted by the instructor via email
or Canvas within 24 hours of the weather related cancellation.
Classes and Assignments
This shows what happens in class and
the assignment due that day.
Week 1: August 21-23
W: Introduction
F: Being
a history major: nuts and bolts-pre-law: Dr. Wilson
Week 2: August 26-30
M: Fort Hill visit: meet
at the mansion by 11:15
W: Dr. Catalano (our public
and digital historian) visits and we discuss Fort Hill and house
museums
F: Our very own E
Learning Day-no class but Plagiarism assignment due next day,
Aug. 31 Plagiarism PAPER DUE
Week 3: September 2-6
M: The decline of
the Ottoman Empire/development of modern Greece and Turkey I:
Reading:Clark 1-41
W:
The decline of the Ottoman Empire/development of modern Greece
and Turkey II: Reading: Hirschon 3-20 F:
Finding
Stuff: Anne McMahan Grant in the library, in the Brown room in
the main library Bring
your laptop Reading: Canvas: Finding Stuff
on Pascal and Interlibrary loan
Week 4: September
9-13M: Doing the research paper:
when to cite and what happens if you don�tW:
popular history: narratives-what they do and don�tReading: Clark 42-107F: Picking out the
argument/thesis in an academic articleemail or give me hard copy
proof that you know how to order from interlibrary loan/PascalReading: Hirschon 39-52,
53-62, 63-77, 79-95
S:
Prospectus/ Bibliography due by email midnight Oct.20
M: appointments, no
class in my office1, 2, W: appointments, no class 3, 4
F: appointments, no
class 5, 6
Week 11: October
28-November 1
M: no
class: appointments 7, 8
W: no class: appointments 9,10
F: no class:
appointments 11,12
Week 12: November
4-8
M: no
class: appointments 13, 14
W:no class: appointments
15,16
F:no
class: appointments 17,18,19
Week 13: November 11-15
M: No class: in my
office Research papers
due midnight electronically, Wednesday hard copy
W: Presentation 1, 2, 3
F: Presentations 4, 5, 6
Week 14: November
18-22
M: presentations 7, 8, 9
W: presentations 10, 11,
12
F: presentations 13, 14,
15
Week 15: November 25-29
M: 16, 17, 18
W: Thanksgiving Break
F: Thanksgiving break
Week 16: December 2-6
M: 19
W: Make-up presentation
day
F: Hand out and discuss
final exam
Exams
due in my office and electronically by noon Tuesday December
10
Some
Suggestions for Books for Book Review or use in your papers
Akcam, Tanner. A Shameful Act: The
Armenian Genocide and the Question of Turkish Responsibility (2006) The rare Turkish
writer who accepts the notion of genocide. DS195.5
.A418
2006
de
Bernieres,
Louis. Birds without
Wings. A novel about a village in Turkey and how it is
change by the population exchange.PR6054.E132
B57
2004
Cabanes, Bruno.
The Great War and the Origins of Humanitarianism, 1918-1924
(Studies in the Social and Cultural History of Modern Warfare).Cambridge
2014.
Clogg, Richard. A Short History of Modern
Greece (1986) DF757.C56 1986 over view of recent Greek
history.
Dobkin,
Marjorie Housepian. Smyrna
1922 (1971, 1998) a study of the burning of Smyrna written
by a novelist. I have a copy and available on PASCAL
Eglezou,
Georgia.
The Greek Media in World
War I and its Aftermath: The Athenian Press on the Asia
Minor Campaign (International Library of War Studies). 2009.
Fromkin,
David.
A Peace to End All
Peace: The Fall of the Ottoman Empire and the Creation of
the Modern Middle East. 1990, 2009 reprint. Available on
PASCAL
Gingeras, Ryan.Sorrowful
Shores: Violence, Ethnicity, and the end of the Ottoman
Empire, 1912�1923. Oxford. 2009.
Halo,
Thea. Not Even My Name:
A True Story (2001). A quasi memoire by written a woman�s
daughter about her mother�s experience of the population
exchange and her experience as an immigrant to America. I have a
copy and it available on PASCAL
Irwin,
Julia F., Making the
World Safe: The American Red Cross and a Nation's
Humanitarian AwakeningOxford
2013.
Karakasidou, Anastasia. Fields of Wheat, Hills of
Blood: Passages to Nationhood in Greek Macedonia, 1870-1990(1997).
I have a copy. Controversial book about how Asia Minor refugees
became �Greek.� I have a copy and available through our
catalogue as an ebook.
Kontogiorgi, Elizabeth. Population Exchange in
Greek Macedonia: The Forced Settlement of Refugees 1922-1930
(2006)DF901.M3
K67
2006
Mansel, Philip. Levant: Splendour and
Catastrophe on the Mediterranean, New Haven. 2011.DS62
.M36
2011
Mazower, Mark. Salonica, City of Ghosts:
Christians, Muslims and Jews 1430-1950 (2005) DF951.T45 M39 2005 (on reserve).A history of a
critical city from late antiquity to modern times and how its
identity changed. It was founded as a Macedonian city in 316 BCE
and remained more or less Greek until it fell to the Ottoman
armies; known as Salonika it remained mainly a Muslim and Jewish
city until 1912, when it gradually became a primarily Greek city
and was once more Thessaloniki. Many of the Christian refugees
from 1923 settled in Macedonia, in and around Thessaloniki. DF951.T45
M39
2005
McCarthy,Justin.Death and Exile: The
Ethnic Cleansing of Ottoman Muslims, 1821-1922. (1996). DR27.M87 M33 1995 .An
American scholar who denies that there was an Armenian holocaust
and focuses on the death of Muslims at the hands of Greeks,
Bulgarians, etc. as the Ottoman empire fell apart.
Mcmeekin, Sean. The Ottoman Endgame:
War, Revolution, and the Making of the Modern Middle East,
1908 � 1923.2015 Available on PASCAL
Miller, Jeffrey
B. Behind the Lines:
WWI's little-known story of German occupation, Belgian
resistance, and the band of Yanks who helped save millions
from starvation.2014
Milton,
Giles. Paradise
lost: Smyrna, 1922: the destruction of a Christian city in
the Islamic world. New
York
2008. DF845.53.I94
M55
2008
Papoutsky,
Christos, Ships of Mercy: The True Story of the Rescue of
the Greeks, Smyrna, September 1922. 2008.
Reinhardt,
Richard. The Ashes of
Smyrna (1971) PS3568.E49A8: a novel about the burningof Smyrna/Izmir.
Rogan,
Eugene.
The Fall of the
Ottomans: The Great War in the Middle East.
2015. Available as an ebook on PASCAL
Sotiriou,
D. Farewell Anatolia
(1962, 1991) a novel about what Greeks call the �Asia Minor
Catastrophe� that focuses on the forced immigration of Greek
from Ephesus. Sotiriou was herself a refugee from Asia Minor. I
have a copy.
Yildirim,Onur. Diplomacy and
Displacement: Reconsidering the Turco-Greek Exchange of
Populations, 1922-1934(2006) DR590
.Y53
2006
Young,
Robert
J. (ed.) Under Siege:
Portraits of Civilian Life in France During World War I. 2001.
This is a collection of primary documents.)
Available on PASCAL.
You can look for recent
histories of modern Greece or Turkey, of the Ottoman Empire. You
can also play with Amazon and look at the bibliographies in the
books assigned. If you want to do a book on some other forced
population movement, immigration issue, or example of ethnic
cleansing, talk to me about it.
GRADING STANDARDS
F Paper: 0-59
(0-56=F, 57-59=F+) 1.
Contains fundamental errors in fact or demonstrates no knowledge
of factual material fundamental to the question. 2.
Fails to answer the question or deal with problem posed by
topic, even by implication. 3.
Is incomprehensible because of problem in writing. 4.
Misunderstands the topic in a fundamental way or makes a
fundamental error in logic in dealing with the topic. 5.
Research papers that lack either notes or bibliography.
D Paper: 60-69 (60-2=D-, 63-66=D, 67-69=D+) 1.
Has significant problems with factual material, but not
fundamental ones. 2.
Answers the question or problem posed only indirectly or answers
only part of a question. 3.
Either fails to offer support for a thesis or fails to offer a
very clear thesis, but does demonstrate some factual knowledge
of material relevant to answering question. 4.
Research paper depends virtually entirely on one or two sources
or a paper that shows very poor mastery of forms for notes and
bibliography.
C Paper: 70-79 (70-72=C-, 73-76=C, 77-79=C+) 1.
Demonstrates reasonably accurate knowledge of relevant factual
material. Minor errors in fact may be present. 2.
Provides a direct answer to question or problem posed. 3.
Supports a thesis: This support may be scant, or uneven or
vague. Some factual material presented may be accurate but
irrelevant or not made relevant to the thesis. 4.
There are no serious errors in logic, but the logical
consequences of an argument may not be pursued or noted.
Tends to oversimplify complex material and arguments.
Tends to list rather than analyze. Tends to be gratuitously
judgmental. 5.
Book review that demonstrates knowledge of the content of a book
but fails to critique the book or fails to deal adequately with
other tasks involved in writing a book review, as explained in
the syllabus. 6.
Research paper that contains a bibliography and notes but makes
comparatively little use of relevant bibliography. Some errors
in forms of notes and bibliography may be present.
B Paper: 80-89 (80-82=B-, 83-86=B, 87-89=B+) 1.
Demonstrates accurate knowledge of relevant factual material and
is fuller in treatment of relevant factual material. 2.
Answers the question or problem directly and provides a more
complex argument, with better and fuller supporting material,
more appropriately used. 3.
Book review that critiques the book and fulfills the other tasks
involved in writing a book review, as explained in the syllabus,
but may do so unevenly. 4.
Research paper that has correct forms for bibliography and
notes, demonstrates considerable use of relevant bibliography,
and indicates considerable understanding of issues involved in
the topic.
A Paper: 90-100 (90-92=A-, 93-95=A, 96-100=A+) 1.
Demonstrates superior factual knowledge of relevant factual
material and greater understanding of that material. 2.
Provides a clear answer to question posed with complex and well
supported arguments. 3.
Sees broader implications in facts and arguments; is able to
think independently and originally and yet supports these
insights. 4.
Book Review that critiques the book, seeing the wider
implications or limitations of the work, and thoroughly fulfills
the other tasks involved in writing a book review, as explained
in the syllabus. 5.
Research paper that demonstrates superior knowledge and use of
relevant bibliography, mastery of correct forms for bibliography
and notes, and superior understanding of issues involved in the
topic.
S
Student Paper Topics
Aaron JamesPopulation movement at the time of Indian Partition
Beau KellerRoman colonization in Britain
Daijah AmakerJewish
immigration to Canada
Tonya MonroeScotch Irish immigration
Rachel BigginItalian immigration to NYC
Nina Chengreturn or circular immigration-country not yet
specified
Ethan Strother Chinese
immigration
Will YoderGreek civil war and population movement
Zachary AultWhy did people join
the plantations of Ulster
Matthew MalphrusJews in
the Greco-Roman Diaspora
Mathew RicePotato
famine and immigration, perhaps to New York
Maddie HundInitial movement to British North American Colonies
Stephen Jackson
Alex StrangOhio Settlement
Sarah BradyAfrican American refugees during the civil war
Thomas Proctor
Gary GreenCuban immigration to the US
Tyler McDonaldThe Great Migration
Oral
Assignments:
Book Reviews:
I
Research
Paper:
Take Home
Final Exam:
GRADING STANDARDS F Paper: 0-59 (0-56=F,
57-59=F+) 1. Contains fundamental
errors in fact or demonstrates no knowledge of factual
material fundamental to the question. 2. Fails to answer the
question or deal with problem posed by topic, even by
implication. 3. Is incomprehensible
because of problem in writing. 4. Misunderstands the topic
in a fundamental way or makes a fundamental error in logic in
dealing with the topic. 5. Research papers that lack
either notes or bibliography. D Paper: 60-69 (60-2=D-,
63-66=D, 67-69=D+) 1. Has significant problems
with factual material, but not fundamental ones. 2. Answers the question or
problem posed only indirectly or answers only part of a
question. 3. Either fails to offer
support for a thesis or fails to offer a very clear thesis,
but does demonstrate some factual knowledge of material
relevant to answering question. 4. Research paper depends
virtually entirely on one or two sources or a paper that shows
very poor mastery of forms for notes and bibliography. C Paper: 70-79 (70-72=C-,
73-76=C, 77-79=C+) 1. Demonstrates reasonably
accurate knowledge of relevant factual material. Minor
errors in fact may be present. 2. Provides a direct answer
to question or problem posed. 3. Supports a thesis:
This support may be scant, or uneven or vague. Some
factual material presented may be accurate but irrelevant or
not made relevant to the thesis. 4. There are no serious
errors in logic, but the logical consequences of an argument
may not be pursued or noted. Tends to oversimplify
complex material and arguments. Tends to list rather
than analyze. Tends to be gratuitously judgmental. 5. Book review that demonstrates
knowledge of the content of a book but fails to critique the
book or fails to deal adequately with other tasks involved in
writing a book review, as explained in the syllabus. 6. Research paper that contains a
bibliography and notes but makes comparatively little use of
relevant bibliography. Some errors in forms of notes and
bibliography may be present. B Paper: 80-89 (80-82=B-,
83-86=B, 87-89=B+) 1. Demonstrates accurate knowledge
of relevant factual material and is fuller in treatment of
relevant factual material. 2. Answers the question or problem
directly and provides a more complex argument, with better and
fuller supporting material, more appropriately used. 3. Book review that critiques the
book and fulfills the other tasks involved in writing a book
review, as explained in the syllabus, but may do so unevenly. 4. Research paper that has correct
forms for bibliography and notes, demonstrates considerable
use of relevant bibliography, and indicates considerable
understanding of issues involved in the topic. A Paper: 90-100 (90-92=A-,
93-95=A, 96-100=A+) 1. Demonstrates superior
factual knowledge of relevant factual material and greater
understanding of that material. 2. Provides a clear answer
to question posed with complex and well supported arguments. 3. Sees broader implications
in facts and arguments; is able to think independently and
originally and yet supports these insights. 4. Book Review that
critiques the book, seeing the wider implications or
limitations of the work, and thoroughly fulfills the other
tasks involved in writing a book review, as explained in the
syllabus. 5. Research paper that
demonstrates superior knowledge and use of relevant
bibliography, mastery of correct forms for bibliography and
notes, and superior understanding of issues involved in the
topic.
Greek colonization in
antiquity: cost of Anatolia/Asia Minor c. 1000 BCE, rest
mainly 7th-5th centuries BCE
The Hellenistic World
Byzantine Empire: rise and fall
Gradual Growth of Ottoman
Empire
Expansion of Ottoman
Empire
The Balkans 1878/1914
salisbury et al., The
West in the World
Territorial change as a result
of Balkan Wars of 1912-13
Empires in about 1900
Alliances at beginning of WWI
Extent of Ottoman Empire 1914 (in relation to present-day
countries)
Greece and Turkey, showing
Gallipoli during World War I era
Gallipoli peninsula
Expansion of modern Greece
Middle East soon after of WWI,
some modern additions
Modern Turkey
Greek province of Macedonia
Former Yugoslav Republic of
Macedonia (FYROM)
Ancient and Modern (Greece and FYROM) compared
The Republic of North Macedonia
Development of
Greece and Turkey/Decline of Ottoman
I. Ancient
period Greeks/�Greece�: People
speaking a form of Greek arrive in the Greek peninsula
sometime after 2000BCE; by 1000BCE Greek settlements have
appeared on the western coast of Asia Minor and between the
7th and 5th centuries BCE, Greeks have settled in many
colonies around the coast of the Mediterranean and much of the
coast of the Black sea. The Greeks never developed a political
unit called Greece in ancient times. In the fourth century,
the Macedonians came to dominate mainland Greece and
Alexander�s conquests meant that the entire eastern
Mediterranean world came under his rule and later that of
Macedonian or partially Macedonian dynasties; each of these
dynasties fell to the Romans. The Romans took over direct
control of the Greek peninsula and islands in the 2nd century
BCE. Gradually Greek culture came to dominate the high culture
of the Roman world. During the later Roman Empire, the eastern
(i.e. Greek) part of the empire was more vital and prosperous
and in the early 4th century CE, Constantine moved the capital
of the empire to Byzantium-Constantinople�and the eastern
empire (Byzantine)survived (now a Christian empire, with a
state church) when, by the 5th century CE the western empire
fragmented. Asia
Minor/Anatolia/the area that will become �Turkey� in the
20th century
Throughout the
ancient period, many peoples and cultures inhabited the
region, often having commercial and cultural connections with
mainland Greeks. The Hittites had an empire in central AM
1650-1200 BCE; later Greeks settle the two coastal areas
and several kingdoms develop: Lycia, Lydia, etc.; all of
these become part of the Persian Empire in the 6th century
BCE. Alexander conquers the region; after his death the
Seleucids come to control it, but later other smaller dynastic
kingdoms develop ruled by Macedonian/Persian dynasties with a
Greek cultural overlay. By the late first century BCE,
the entire region had passed into Roman control. Greek
remained the dominant widespread language of the region and
the dominant high culture. Some areas of Asia Minor
Christianized very early.
II. Medieval
Period Byzantine Greece:
c. 390's to c. 1453: the eastern Roman empire survives,
preserving many aspects of ancient culture lost in the west,
but increasingly separate from western culture, partly because
of the existence of the Byzantine empire, but increasingly
because of the growing distinction between eastern (orthodox)
Christianity and the western Catholic version. Thus the split
that turned out to be final in 1054 between the two churches.
The fourth crusade, that overthrows the Byzantine emperor in
1204, deals what will be the death blow to the Byzantine
empire, though the emperor will be restored and some territory
remains until the fall of Constantinople to the Turks in 1453.
Thus, the Greek peninsula is increasingly oriented toward the
east rather than the west. During this period, especially in
the 6th century, a number of Slavic peoples enter the
peninsula, significantly changing the ethnic mix of the entire
population, but are rapidly Hellenized. However, at least
Byzantine intellectuals remain very conscious of their ancient
past and proud of it. The Byzantines called their empire the
Roman Empire and spoke of themselves as Romioi or Graecoi
(less often as Hellenes because it sounded pagan).
Medieval Asia
Minor: In the 7th century, Arab invasions had
threatened to end Byzantine control of Asia Minor, but in the
eighth Arab armies were beaten back. Asia Minor remained a
central part of the Byzantine Empire for centuries, central to
several trade routes and generally prosperous. In 1071,
the Seljuk Turks of Islam defeat the Byzantines at Manzikert
in Asia Minor and reconquer most of the eastern Byzantine
provinces. Some Slavic peoples are settled in Asia
Minor. Though the empire is reconstituted after the fall
of Constantinople to the Crusades in 1204, by 1390, Asia Minor
fell to the Turks.
III. Early
Modern era Greece: along
with most of the rest of the Balkan peninsula, now (14th
century to 1821) part of Ottoman empire, but Ottoman control
weak/non-existent in mountainous areas. Greece, like the rest
of the Ottoman Empire was organized by the millet (under which
religious and ethnic minorities were able to manage their own
affairs with substantial independence from central control),
by religion rather than ethnicity or nationality. The Greek
peninsula was divided into 6 administrative units. Ottoman
nobles held the land as fiefs; Christian peasants paid a heavy
tax burden and the economy was stagnant. The Greek orthodox
church represented and to some degree administered Greeks.
Conversions to Islam happened, primarily for economic reasons,
and some state persecution occurred. One Christian child in
five given to state where they had to become Muslim and served
in army. There was a significant �Turkish� element in the
population of Greece and the Balkans. The population declined
because of lack of prosperity. Sephardic Jews emigrate to
Thessaloniki in 1492. Apart from the church, few Greeks can
read and write and the Greek language fragments into dialects;
folk culture is heavily influenced by Ottoman culture. As the
empire itself begins to decline at the end of the 17th
century, unrest and local rulers become common, but educated
Greeks begin to prosper, having or acquiring administrative,
technical and financial skills that the empire needed and
becoming transmitters of western culture to Greece and the
empire. From these roots modern Greek nationalism developed,
stimulated by Russia, the French revolution and the
fascination of western Europeans with ancient Greek culture (
Elgin Marbles, Byron). Secret revolutionary organizations
form. Tends to reject and make Greeks reject Byzantine and
Ottoman past in favor of ancient. How artificial this
connection to the ancient past is one might debate, but it
certainly over-simplifies a complex past and is Eurocentric in
the same way that the ancient Greek/barbarian distinction is,
setting up the same east/west polarities and associations.
Asia Minor: Turks
(a central Asian people) begin to arrive in Anatolia in the
11th century and significant elements of the population
convert to Islam, but many cultures and ethnicities continue
to subsist in Anatolia. By the 19th century, trade is
dominated by people who identify as Greek. A significant
Christian population remained, particularly in coastal areas,
Armenia and Cappadocia.
IV. 1821- 1914 Greece: The Birth
of the Nation State of Greece
1. Many areas of
Greece revolt in 1821, resident Muslims are massacred in large
numbers, and Christians are massacred by Ottoman armies in
reprisal; matters remain uncertain till 1827 when major
western powers aid the Greeks in defeating an Ottoman naval
force at Navarino and the Greek nation state is born, though
much of central and northern Greece is not yet part of
it. The Greeks are given a Bavarian king.
2. When
Nationalists begin to be successful, the Patriarch (leader of
the Orthodox church) and church, originally opposed, begin to
be involved whether through self interest or cultural loyalty
or both. Thus the pagan and Christian Greek traditions are now
combined in national identity and the language takes a similar
middle path. Megali Idea (great idea) to unite all
Greek populations of Middle East under one government at
Constantinople develops and endures nearly a century,
deflecting emphasis from internal reform.
3. As Ottoman Empire
declines, nationalism in Balkans grow (independent orthodox
churches: Bulgarian 1875). In1881, Turks are forced to turn
over to Greece Thessaly and much of Epirus. Greece remains
poor and many emigrate. .By late 19th century, �struggle for
Macedonia� of warring guerrilla bands and lots of population
movement because of terror, but distinction for membership in
groups still sometimes religious: Bulgarian v. Greek
patriarch. Ethnic cleansing begins in all directions and
�Turks� begin to move to Asia Minor.
4.With the energetic
leadership of Venizelos Greeks successful in Balkan wars of
1912-13: Greece, Montenegro, Serbia and Bulgaria (Christian
alliance) attack Ottomans, though still rivals fighting
guerrilla wars against each other, especially in Macedonia.
The Greeks get massive territory (increased by 2/3), most
importantly Macedonia and great port of Thessaloniki; these
regions had significant Muslim population at the time of
incorporation into Greek state. Asia Minor
1821-1914
Asia Minor
increasingly Islamic as refugees arrive. 1908 officers revolt,
Young Turks increasingly Turkish nationalists. Greek gains in
Balkan wars tend to make Christian population of Asia Minor be
treated with more hostility; many Muslim refugees from Balkans
arrive and begin to force Christians out. Armenian massacres
1894-6, 1909
V. 1914-30 World War I: Entente
Powers, led by France, Russia, the United Kingdom, later
Italy (from 1915), the United States (from 1917) and Greece
(1917) versus Central Powers, led by the Austro-Hungarian,
German, Bulgarian and Ottoman Empires. Russia withdrew from
the war after the revolution in 1917.
Greece: After
internal dispute, in 1917 Greeks join sides of Allies during
WWI and got rewards of victory in 1919.
Asia Minor: During
WWI, there is tremendous slaughter: hundreds of thousands of
Turks die in battle against the Russian and British forces; at
least 600,000, perhaps 1.5 million Armenians die in 1915 and
many more are deported. Christian populations are sometimes
forced out because of suspicions of collaboration with enemy.
Perhaps 20 percent of population of Anatolia killed in last
ten years of Ottoman rule. Republic of Armenia established.
Greek-Turkish war:
1919-22
Venizelos, the Greek
prime minister, gets permission from the Western powers to
occupy Smyrna (Izmir) and much of Asia Minor (1919), but
internal discord in Greek army and Turkish national army led
by Kemal Attaturk drives the Greeks into the sea at Smyrna in
1922, the city is burnt. Greek and Turkish armies responsible
for massacres though argument about responsibility for burning
of Smyrna. Population
Exchange. By Lausanne treaty of January 1923, a huge
population exchange occurs 1,300,00 (1,500,000) refugees
(including those from Bulgaria and Russia) arrive on Greek
mainland (much of this population goes to Greek Macedonia, at
the same time Muslims leave; perhaps a million Christians had
already fled Anatolia) and a Turkish Republic is formed.
400,000 Muslim refugees go to Turkey (perhaps100,000 more were
already there). Who goes and who stays is defined by the
religion they profess.
VI. Long Term
Consequences Greece: built
on defeat, because of numbers, bigger impact, particularly in
Macedonia: population increased by �; from 20%Muslim to 6%; a
thousand new villages Asia Minor
(Turkey): built on victory, loss of population,
particularly in coastal regions�abandoned, empty areas,
economic decline (entrepreneurial class gone and Smyrna, major
economic Center, destroyed)�only 4% increase, from 20% to 2.5%
non Muslim.
Chronology
of GreekPeninsula, Asia
Minor, Ottoman rule of both
c. 2000 or after BCE Greek speakers enter Greek
peninsula
1000 BCE Greek settlements on western coast of
Asia Minor appear
7th-5th cen. BCE more
Greek colonies in Asia Minor, particular on Black
Sea coast
6th cen. BCE Persians conquer
kingdoms of Asia Minor
Late 4th century Alexander conquers
Asia Minor; Seleucids and other
Macedonian/Greek dynasties follow
2nd century BCE Roman take over rule
of Greek peninsula
1st cen. BCE Romans control all of Asia Minor
2nd-5th cen. CE Greeks
become dominant in RE
4th century Constantinople
new capital of RE
5th century western Roman Empire
fragments but eastern (Byzantine 390�s-1453) survives
6th century Slavic invasions of
Greek peninsula
1054 split between eastern and western
Christianity
11th century Turks enter Asia Minor
1390 Asia Minor
in Turkish control-Islamic population grows but large Christian
minority
1453 Constantinople (Istanbul) falls to Turks;
most of Greek peninsula in Turkish hands
1492 Sephardic Jews settle in Salonika (Thessaloniki)
15-17th cen. Height of Ottoman Empire
18th century localism/unrest growing
in empire; Greeks begin to connect to western culture, especially
nationalism, at same time their role within empire grows-
1820 first Protestant missionaries arrive in
Ottoman empire-allowed to try to convert Orthodox Christians but
not Muslims
1821 revolt in Greek peninsula
1827 battle of Navarino: western powers support
Greeks and Greek state formed, Athens capital-Megali Idea
begins to grow and Western powers begin to take advantage
1877-78 Russo-Turkish War-Russian Christian
allies in Balkans gain territory; Turks lose it also in Caucasus
and Russians dominate Black Sea
1894-96 Armenian massacres-Armenians killed at
encouragement of sultan Hamid II-called Hamidian massacres
Late 19th century nationalism in the Balkans leads to
guerilla movements, national orthodox churches, violence and
beginning of ethnic cleansing-Turks lose territory (1881), mainly to
Greeks, Muslims from Greek peninsula and elsewhere begin to emigrate
to Asia Minor
1908 Young Turks revolt
1909 Adana massacres of Armenians-part of
counter-coup1912-13 Balkan Wars: Balkan Christian groups fight
Turks and win; Greeks get most of territory including Macedonia and the port of Thessaloniki
1919-22
Greek Turkish War: Attaturk rises to prominence; Turks defeat
Greeks, Smyrna (Izmir)
burns, massacres on both sides, Christian population flees
1923
January: Treaty of Lausanne:
forced population exchange: 1.3-1.5 �Greeks� leave Asia Minor and about 400,000 �Turks�
leave the Greek peninsula, joining large groups of recent
refugees already in both locations.
http://www.youtube.com/watch?v=tP3JdGln3tE-
incendio smyrne http://www.youtube.com/watch?v=BzLEUMYorgI&feature=related
burning of S. by Turks http://www.youtube.com/watch?v=6DaG7tqbOhw&feature=related
Burning of Iz. By Greeks http://www.youtube.com/watch?v=pfoHEmj0YjM&NR=1
Waiting for the Clouds trailer-made by Kurdish director http://www.youtube.com/watch?v=7M84Q2Dlczo&NR=1
Pontos movie trailer, made by Australian Greek, Mithri dates
productions http://www.youtube.com/watch?v=qGNSnptZo8k&feature=related
population exch.pt 1 http://www.youtube.com/watch?v=PIvWZ_I70JM&feature=related
part 2 http://www.youtube.com/watch?v=PIvWZ_I70JM&feature=related
film footage of Greek liberation of Smyrna http://www.youtube.com/watch?v=Be2hcswFJtU
Thessaloniki Selanik http://www.youtube.com/watch?v=fSyJihSK3ow&NR=1
Iskece Selanik http://www.youtube.com/watch?v=1rD1yfxqF3E&feature=related
Salonika city of silence-Jewish view http://www.youtube.com/watch?v=W6hJwYLOsc0
The Jews of Ioannina, Greece http://www.youtube.com/watch?v=0qXu1CZnwh4&feature=related
Ioannina-blog every nationality claims it as its own
http://www.youtube.com/watch?v=m-fea5-N5W0
Jarrow 1936 film
http://www.youtube.com/watch?v=tlMjSESoz9A price film recording
http://www.youtube.com/watch?v=nOal1HYlRag Glamorgan Wales, 1926??
http://www.youtube.com/watch?v=xkmo4ygPTjc bonus march 1932-modern
commentary, old footage
http://www.youtube.com/watch?v=1le-zagHv0g&feature=related
Kinder transport
http://www.youtube.com/watch?v=ja1yWyuKx6c&feature=related
this is your life Nicholas Winton
