HISTORY 008 TRAVELERS OF A PACIFIC WORLD

1500 TO THE PRESENT

Sections 13-16 Georgetown University

Spring 2015

Instructor

Zackary W. Gardner zwg@georgetown.edu

Office: ICC 519D Office Hours

Fridays, 11.00 AM to 12.55 PM Mondays & Wednesdays by Appointment

Teaching Assistant Robert Mevissen

rsm68@georgetown.edu Office: ICC 519D

Office Hours Mondays, 9.00 AM to 11.00 AM

Or by Appointment

Course Description What has the Pacific Ocean meant to those living around it? White sandy beaches, palm trees, and coconut infused beverages? A source of seafood? A means of smuggling? An avenue of escape? A path for conquest? As a body of water covering over 64.1 million square miles, the Pacific Ocean has served as both a barrier and a conduit for the exchange of ideas, goods, and peoples from distinct cultures. History 008, Sections 13 to 16 will examine how different travelers viewed and constructed a Pacific World. Central themes will include the decline of Chinese hegemony during the Early Modern Era, the rise of Euro-American imperialism and colonialism during the eighteenth and nineteenth centuries, the rise and fall of the Japanese Empire during the first half of the twentieth century, the Cold War in the Pacific, and the evolution of a Sino-American ‘lake’ at the dawn of the 21st century. Each week students will explore these processes and events through the viewpoint of a particular traveler, be they Venetian traders, Chinese envoys, Spanish explorers, English settlers, American soldiers, or Japanese dignitaries. Students will explore these events and processes through a selection of primary and secondary documents that seek to explain how individuals witnessed, created, and interacted with a Pacific World.

TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Sections 008-13 and 008-15 will be led by Zackary Gardner for weeks I through VIII.

Sections 008-14 and 008-16 will be led by Zackary Gardner for weeks IX through XVII.

Key Themes Contact, Conflict, and Change Industrialism and Modernity Imperialism and Colonialism Migration and Adaptation

Course Goals

Through History 008: A History of the Pacific World, 1500-Present students will complete three learning objectives. First, students will develop an introductory level understanding of the history of the Pacific World. Second, students will learn how historians construct narratives of the past from the chaotic detritus of yore. Third, students will develop the academic skills crucial to their success in today’s workforce, including analytical reading, critical thinking, and advanced writing skills. Students will develop an understanding of a metanarrative for the Pacific World through course readings, videos, and lectures. Students will be introduced to a range of primary sources including diaries, letters, newspapers, oral history transcripts, statistical data, and video footage. Through secondary materials students will explore the relationship between history as an understood past, history as a written expression, and history as a constructed narrative based upon primary source analysis. Although some analytical reading will be practiced in-class, the majority of reading development will be done outside of class through weekly reading assignments. Similarly, students will develop critical thinking and advanced writing skills through a series of writing exercises. Students unfamiliar with the skills of collegial history, should familiarize themselves with Patrick Rael’s reading and writing guide for college history students available on BlackBoard and at http://www.bowdoin.edu/writing-guides/.

Japanese Images of Mathew Perry and the US Pacific Fleet, c. 1854, adapted from

http://ocw.mit.edu/ans7870/21f/21f.027/black_ships_and_samurai/bss_essay03.html

Section Lectures Mondays and Wednesdays Discussions Fridays Time Room Time Room

008-13 3.00 PM to 3.50 PM ICC 107 3.00 PM to 3.50 PM ICC 107 008-14 3.00 PM to 3.50 PM ICC 107 3.00 PM to 3.50 PM ICC 101 008-15 3.00 PM to 3.50 PM ICC 107 2.00 PM to 2.50 PM ICC 106 008-16 3.00 PM to 3.50 PM ICC 107 1.00 PM to 1.50 PM ICC 107

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Course Requirements

Requirement Percentage of Course Due Date Notes

Attendance & Participation

15% 2/27/15 Attendance and Participation Grades will be released to students at mid-semester and at the conclusion of classes.

15% 4/29/15

Map Exercise 10% 1/28/15 The make-up exercise date will be February 4, 2015, before class.

Writing Exercises 30%

2/13/15 Each writing exercise will be worth 10% of the student’s total grade. 3/20/15

4/10/15

Final Examination 30% 5/1/15

Students will be given a take-home examination during the exam period, which will test their knowledge of the entire course.

Map: Abraham Oretlius, “Maris Pacifici”, 1589, adapted from http://libweb5.princeton.edu/visual_materials/maps/websites/pacific/pacific-

ocean/pacific-ocean-maps.html

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Attendance and Participation 30% The class format consists of two lectures and one discussion section each week. Lecture attendance will be confirmed through in class writing assignments. At the conclusion of each lecture, students will be given five minutes to write a one sentence summary of the lecture, which should identify the lecture’s hypothesis and the evidence presented to support that hypothesis. These submissions will be graded on a pass-fail basis. An hypothesis that fails to correctly identify the thesis of the lecture will be graded as a fail. Attendance in lecture is worth 1/3 of the Attendance and Participation Grade with the remaining 2/3s being based upon discussion section participation. Discussion sections will be graded out of five according to the rubric below. Students may miss one discussion section and two lectures for personal reasons without impairment to their grade. If more class sessions are missed, students will be penalized 1% per lecture and 2% per discussion section unless granted an excused absences. The latter will considered on a case-by-case basis.

Photograph: William Howard Taft astride a Caribao, Philippine Islands, c. 1904, adapted from http://millercenter.org/blog/taft-water-buffalo

Rating Characteristics 5 Arguments or positions are reasonable and supported with evidence from the readings.

Often deepens the conversation by going beyond the text, recognizing implications and extensions of the text. Provides analysis of complex ideas that help deepen the inquiry and further the conversation. Student has carefully read and understood the readings as evidenced by oral contributions; familiarity with main ideas, supporting evidence and secondary points. Comes to class prepared with questions and critiques of the readings.

4 Arguments or positions are reasonable and mostly supported by evidence from the readings. In general, the comments and ideas contribute to the group’s understanding of the material and concepts. Student has read and understood the readings as evidenced by oral contributions. The work demonstrates a grasp of the main ideas and evidence but sometimes interpretations are questionable. Comes prepared with questions.

3 Contributions to the discussion are more often based on opinion or unclear views than on reasoned arguments or positions based on the readings. Comments or questions suggest a difficulty in following complex lines of argument or student’s arguments are convoluted and difficult to follow. Does not regularly listen well as indicated by the repetition of comments or questions presented earlier.

2 Comments are frequently without substantiation or reference to the assigned material. A lack of preparation is indicated by a repetition of comments and questions or off-task activities.

1 Student has no awareness of seminar discussion. Student makes no or irrelevant comments.

0 Student fails to attend seminar without the prior consent of the instructor. Please see the discussion of accommodations below.

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Map Exercise 10% In order to understand the Pacific World as a cartographic creation, students will be expected to correctly identify a list of geographic and manmade features, as well as historic urban centers, important to the course’s metanarrative. For the exercise, students will be expected to identify 10 features from the provided study list with one extra-credit option. Students will be given 15 minutes in class to complete the exercise. Those unable to attend class on the date of the exercise may take it during the make-up period. Writing Exercises 30% In order to develop academic writing skills, students will create short, 750 word responses to prompts based upon the readings and lectures. Prompts will be made available through BlackBoard 48 hours before the response’s due date. Failure to utilize and identify both primary and secondary sources in any of the prompts will result in an essay automatically scoring no higher than a C- (70).

Writing Exercise Prompts February 13 Define and discuss the causes of the Great Divergence. Identify who would have been impacted

most by the Great Divergence. March 20 Discuss the relationship between imperial networks of power and the emergence of national

identities in the colonial Pacific World. April 10 Discuss the impact of the Cold War on the Pacific World. Did the Cold War divide or integrate the

region?

Grade Characteristics A Exceptional. The essay is focused and coherently integrates examples with explanations or analysis.

The essay demonstrates awareness of its own limitations or implications, and it considers multiple historical or historiographical perspectives when appropriate. When possible, the essay includes book reviews, roundtable discussions, etc. The entry reflects in-depth engagement with the topic and an understanding of the assigned materials relationship to the overall themes of the course.

B Satisfactory. The essay is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The essay reflects moderate engagement with the topic and some understanding of the assigned materials relationship to the overall themes of the course.

C Underdeveloped. The essay is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The essay reflects passing engagement with the topic.

D Limited. The essay is unfocused, or simply restates or summarizes lecture material, and displays minimal evidence of student engagement with the readings. A minimal attempt is made to understand how the assigned material relates to the themes of the course.

F Unsatisfactory. The essay demonstrates no relationship to the assigned material or themes of the course.

F (0.0)0 No Credit. The essay is missing or consists of disconnected sentences.

Image: 1930s Pan American Airlines Flying Boat Service Advertisement

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Final Examination 30% Students will write a 2500 word essay using the material—primary and secondary—examined throughout the semester on the following prompt. As a consulting historian, you have been asked to design a museum exhibit for the newly planned Transnational Museum of the Pacific World in Honolulu, Hawai’i. The exhibit should provide viewers of all ages and understandings with a comprehensive understanding of a metanarrative of the Pacific based upon primary and secondary sources. Submissions should particularly address: what is your metanarrative of the Pacific World; who inhabits or has inhabited the Pacific World; what differing perspectives will contribute to your metanarrative. All submission must demonstrate these aspects through primary and secondary source materials. Failure to utilize and identify both primary and secondary sources will result in an essay automatically scoring no higher than a C- (70).

Image: Detail from Steamship Pamphlet for San Francisco to Australia via the Samoan Islands, 1891, from the Papers of Ebenezer J. Ormsbee,

Vermont Historical Society, Barre, Vermont.

Course Policies Late Paper Policy You are expected to submit work on time. Each student gets one grace period, which means you may hand in one of the six writing assignments up to one week after the due date, for any reason, with no penalty. Once you have used your grace period, you are not eligible for another for any reason, so use the grace period wisely. If you hand another paper in late after using your grace period, the paper will be penalized 7% per day (a 90 would become an 83 after 24 hours), including weekends and holidays. Students who do not use their grace period may exchange it for a 5% bonus on any assignment (a 90 would become a 95). If for any reason you do not feel that you will be able to complete an assignment by the assigned deadline, please consult with the course instructor either via electronic mail or in person during office hours or by appointment. While most excuses not directly covered by the University’s accommodation policies will not be considered, some reasons beyond the students control may be considered valid justifications for an extension. The nature of the coursework, though, makes the granting of extensions unlikely for reasons not covered by the University’s accommodation policies. Failure to complete all of the assignments will result in an F (0.00) for the course.

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Grading Scale Letter grades in this course have the following numerical equivalents: A=4.00 (94-100); A-=3.67 (90-93); B+=3.33 (87-89); B=3.00 (84-86); B-=2.67 (80-83); C+=2.33 (77-79); C=2.00 (74-76); C-=1.67 (70-73); D+=1.33 (67-69); D=1.00 (60-66); F (work turned in but unsatisfactory)=0.50 (59 and below); F (work not turned in at all)=0.00. For information on disputing a grade, please consult with the professor and follow the instructions provided by the Department of History at http://history.georgetown.edu/undergraduate/grading-policy/. Honor Code Students are expected to abide by the Georgetown University Honor System. Anyone found to be guilty of cheating or plagiarism will receive an “F” (0.00) for the assignment in question. For more information on the honor code, please review: http://gervaseprograms.georgetown.edu/honor/system/. Accommodations Students with accommodations should present a copy of the letter provided to them by the Academic Resource Center within the first two weeks of the course to the course instructor. Students unsure of their accommodation status should contact the Academic Resource Center. Students with disabilities are encouraged to contact the Academic Resource Center (arc@georgetown.edu) for further information about accommodations available to them. The Center is located in the Leavey Center, Suite 335. The Academic Resource Center is the campus office responsible for reviewing documentation provided by students with disabilities and for determining reasonable accommodations in accordance with the Americans with Disabilities Act and University policies. Students who are unable to attend classes or to participate in any examination, presentation, or assignment on a given day because of the observance of a major religious holiday or related travel shall be excused and provided with the opportunity to make up, without unreasonable burden, any work that has been missed for this reason and shall not in any other way be penalized for the absence or rescheduled work. Students will remain responsible for all assigned work. Students should notify the course instructor in writing at the beginning of the semester of religious observances that conflict with their course schedule as detailed in this syllabus. Students suffering from extreme illnesses, family crises, and other problems of a personal nature should consult the responsible Dean or Assistant Dean. The latter under certain circumstances will contact the student’s instructors with proposed accommodation plans.

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

University Closures In the event that Georgetown University is closed, the instructor will disseminate instructions to the students via electronic mail two hours prior to the scheduled start of class. Students are responsible for reasonably attempting to check their electronic mail. Classroom Technology The use of personal electronic devices is a privilege granted to students. Non-distractive use of tablet computers and personal laptops shall be permitted. Students found to be consistently using personal electronic devices for non-course related activities, such as Facebook, Twitter, e-mail, and instant messaging, will be denied classroom technology privileges. All mobile electronic devices must be silenced at the beginning of class and cellular devices including smartphones should be either turned off or placed on Airplane Mode. The course instructor reserves the right to answer any cellular device that rings during class time.

Photograph: Baker Test at Bikini Atoll, July 25, 1946.

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Course Readings and Material The course relies on two central textbooks, several monographs, and multiple supplementary materials. Supplementary materials will be made available to students through Blackboard. The following texts are available for purchase through the university bookstore and other retailers. Paul S. Ropp, China in World History (New York: Oxford University Press, 2010). Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures (New York:

Cambridge University Press, 2012). Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological

History (New York: Cambridge University Press, 2013). Nicolas Thomas, Islanders: The Pacific in the Age of Empire (New Haven: Yale

University Press, 2010). Andrew Coe, Chop Suey: A Cultural History of Chinese Food in the United States (New

York: Oxford University Press, 2009). John W. Dower, War without Mercy: Race and Power in the Pacific War (New York:

Pantheon, 1987). Jane Dibblin, Day of Two Suns: U.S. Nuclear Testing and the Pacific Islanders (New

York: New Amsterdam Books, 1990). Peter Hessler, Country Driving: A Chinese Road Trip (New York: Harper Perennial,

2011).

Photograph: Moai at Rano Raraku, Rapa Nui (Easter Island) by Aurbina, accessed

http://en.wikipedia.org/wiki/Oceanian_art#mediaviewer/File:Moai_Rano_raraku.jpg.

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TRAVELLERS OF A PACIFIC WORLD, 1500 TO THE PRESENT

Schedule of Lectures, Discussions, and Readings Unit I: The World China Made Week I: The Pacific World

January 7: Lecture: The Pacific World: Geographical Considerations January 9: Discussion: In the Beginning, The Pacific World and World Systems Readings: Paul S. Ropp, China in World History, 1-84; Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 1-22; Selections from Janet L. Abu-Lughod, Before European Hegemony: The World System AD 1250-1350 (New York: Oxford University Press, 1989); David Armitage and Alison Bashford, “Introduction: The Pacific and Its Histories,” & Damon Salesa, “The Pacific in Indigenous Time,” from David Armitage & Alison Bashford, eds., Pacific Histories: Ocean, Land, People (New York: Palgrave MacMillan, 2014), 1-52.

Week II: Chinese Hegemony

January 12: Lecture: Chinese Expansion and Trade during the 14th and 15th Centuries January 14: Lecture: European Contact with China to the 16th Century January 16: Discussion: Ma Huan’s views of Chinese Hegemony Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 22-48; Selections from Ma Huan’s Treasure Ship Journals; Robert Finlay, “The Voyages of Zheng He: Ideology, State Power, and Maritime Trade in Ming China,” The Journal of the Historical Society 8.3 (September 2008), 327-47.

Image: A giraffe from east Africa sent as a gift to China in 1414 and painted by a Chinese artist at the Ming zoo, Jerry H. Bentley & Herbert E.

Ziegler, Traditional and Encounters: A Global Perspective on the Past (New York: McGraw-Hill Higher Education, 2010), 500.

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Week III: The Great Divergence

January 19: NO CLASS, Martin Luther King Day January 21: Lecture: The Great Divergence and Power in the Pacific World January 23: Discussion: Changing Views of Power Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 49-126; Joyce E. Chaplin, “The Pacific before Empire, c. 1500-1800,” from David Armitage & Alison Bashford, eds., Pacific Histories: Ocean, Land, People (New York: Palgrave MacMillan, 2014), 53-74; Paul S. Ropp, China in World History, 85-101; Stephen Broadberry & Steve Hindle, “Editor’s Introduction,” Economic History Review, Vol. 64 (February 2011), 1-7; Philip T. Hoffman, “Prices, Military Revolution, and Western Europe’s Comparative Advantage in Violence,” Economic History Review, Vol. 64 (February 2011), 39-59; “Qianlong Emperor’s Edict on the Occasion of Lord Macartney’s Mission to China” (1793); Lin Tse-Hsu, "Letter of Advice to Queen Victoria" (1839).

Unit II: Mapping the World Week IV: European Exploration

January 26: Lecture: From Pirates to Trading Companies January 28: Lecture: The Spanish Lake January 30: Discussion: Spain and the Nature of First Contacts Readings: Selections from Henry Kamen, Spain's road to Empire: The Making of a World Power, 1492-1763 (London and New York: Penguin, 2009); Antonio Pigafetta, Magellan's Voyage: A Narrative Account of the First Circumnavigation, Trans. and ed. by R. A. Skelton (New York and New Haven: Dover Books, 1994), 57-90.

Image: Fra Mauro, Map of the World, c. 1450, Museo Correr, Venice, Italy, accessed http://en.wikipedia.org/wiki/Fra_Mauro_map.

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Week V: Enlightened Exploration and European Expansion

February 2: Lecture: James Cook and the Romanticized South Seas February 4: Lecture: In Cook’s Wake: Polynesia after Exploration February 6: Discussion: The Divinity of Cook: Native Impressions of European Explorers Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 127-143; Nicolas Thomas, Islanders: The Pacific in the Age of Empire, 1-160; Patty O’Brien, The Pacific Muse: Exotic Femininity and the Colonial Pacific (Seattle: University of Washington Press, 2006), 68-114; James Cook, The Journals, Philip Edwards, ed. (New York: Penguin, 2003), 243-278, 479-526. Video: Captain Cook: Obsession and Discovery, Episodes II and III (BFS, 2007)

Week VI: Empires of Extraction

February 9: Lecture: Tropical Sugar and Spice Production February 11: Lecture: Of Trapping and Whaling February 13: Discussion: Extractors of Empire Read: Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological History, 1-74; David Arnold, The Fisherman’s Frontier, Introduction, Chapter I, Chapter II; Selections from John Work, The Journal of John Work: A Chief-Trader of the Hudson’s Bay Company During His Expeditions from Vancouver to the Flatheads and the Blackfeet of the Pacific Northwest (Norman, Oklahoma: Arthur H. Clark Company, 2009). Video: Into the Deep (PBS, 2010)

Image: John Cleveley the Younger, “HMS Resolution & Discovery at Tahiti,” c. 1787-1788, accessed

http://en.wikipedia.org/wiki/James_Cook#mediaviewer/File:John_Cleveley_the_Younger,_Views_of_the_South_Seas_(b).jpg.

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Unit III: One World, Many Empires Week VII: Colonizers

February 16: NO CLASS, Presidents’ Day February 18: Lecture: Settler Colonialism in the Anglo-American Pacific World February 20: Discussion: Who were the settlers, colonizers, and administrators of empire? Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 144-175, 216-232; Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological History, 75-135; Stuart Banner, Possessing the Pacific: Land, Settlers, and Indigenous People from Australia to Alaska (Cambridge, MA: Harvard University Press, 2007), 13-127; George Fletcher Moore, Diary of Ten Years Eventful Life of an Early Settler in Western Australia (London: M. Walbrook, 1884), Selections TBD [Available through Google Books].

Week VIII: Colonized

February 23: Lecture: The Maori February 25: Lecture: The Hawaiians: From Kingdom to Territory February 27: Discussion: Subject Perspectives Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 176-215, 233-255; Nicolas Thomas, Islanders: The Pacific in the Age of Empire, 161-298; Stuart Banner, Possessing the Pacific, 128-162, 195-230, 260-321; Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological History, 136-166; Selections from Liliuokalani, Hawaii’s Story by Hawaii’s Queen (Boston: Lee and Shepard, 1898), available at http://digital.library.upenn.edu/women/liliuokalani/hawaii/hawaii.html.

Image: Copra Refinery in German New Guinea, c. 1908, from Deutscher Kolonial-Atlas mit Jahrbuch, [Atlas German Colonies, with Yearbook],

edited by P. Sprigade & M. Moisel, (Berlin: German Colonial Society, 1909), 31

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Unit IV: Wars of Nations Week IX: Nationalism in the Pacific

March 2: Lecture: Chinese Revolution March 4: Lecture: Korea and the Japanese March 6: Discussion: Iwakura Mission and Looking West Readings: Paul S. Ropp, China in World History, 102-134; Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological History, 167-242; Erez Manela, "Imagining Woodrow Wilson in Asia: Dreams of East-West Harmony and the Revolt Against Empire in 1919," American Historical Review, 111:5 (December 2006), 1327-1351; Selections from “Part V: Japan, Asia, and the West” from Sources of Japanese Tradition: Volume II, 1600 to 2000 (New York: Columbia University Press, 2005).

Week X: SPRING BREAK NO CLASSES Note: Read: John W. Dower, War without Mercy: Race and Power in the Pacific War (New York: Pantheon Books, 1986), ix-261. Week XI: The Second World War: A Pacific View

March 16: Lecture: The Expansion of Japan March 18: Lecture: The Collapse of Japan and a New World Order March 20: Discussion: Racism and the Second World War Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 275-292; John W. Dower, War without Mercy, 262-318; Selections from Haruko Taya Cook and Theodore F. Cook, Japan at War: An Oral History (New York: New Press, 1992). Videos: Know Your Enemy: Japan (1945)

Image: Residential Neighborhood, Tokyo, Japan, March 10, 1945, accessed http://www.ne.jp/asahi/k/m/kusyu/kuusyu.html.

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Unit V: A Cold New World Week XII: A Bipolar Pacific

March 23: Lecture: Rebuilding Japan and the Cold War in Asia March 25: Lecture: A Nuclear Pacific: Environmentalism and the Vanishing World March 27: Discussion: Living through the Cold War Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 315-334; Jane Dibblin, Day of Two Suns. Video: Radio Bikini (1988)

Week XIII: Looking Back: The Pacific Migrant Experience

March 30: Lecture: The Asian Diaspora To Be Confirmed: Evening Washington, DC, Premier Screening of The Search for General Tso (2014). April 1: NO CLASS, Easter Break April 3: NO CLASS, Easter Break Reading: Andrew Coe, Chop Suey: A Cultural History of Chinese Food in the United States (New York: Oxford University Press, 2009). Video: Ancestors in the Americas, Part I: Coolies, Sailors, and Settlers: Voyage to the New World (CETEL).

Week XIV: A Bipolar Pacific Continued

April 6: NO CLASS, Easter Break April 8: Lecture: Hot Times in a Cold World April 10: American Memories, Global Experiences Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 293-314; Selections from Dear America: Letters Home from Vietnam, ed. Bernard Edelman (New York: W. W. Norton & Company, 1985, 2002).

Image: VIP Viewers of Bikini Atoll Testing, 1954, accessed http://static.messynessychic.com/wp-content/uploads/2012/05/screenshot-2012-05-10-at-16.26.20.jpg.

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Unit VI: Mirrored Reflections Week XV: Conflict and Democracy in the Pacific

April 13: Lecture: The Rise of Cleptocracy April 15: Lecture: Asian Miracles and Tigers April 17: Discussion: Democracy, Capitalism, Stability Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 335-354; Gregory T. Cushman, Guano and the Opening of the Pacific World: A Global Ecological History, 243-350; Selections from Juan Ponce Enrile, Juan Ponce Enrile, A Memoir (ABS-CBN Publishing Inc., 2012). Video: The United States and the Philippines: In Our Image, Part 2.

Week XVI: China’s Challenge

April 20: Lecture: Globalization and China’s Challenge Economically April 22: Lecture: Climate Change and China’s Challenge Environmentally April 24: Discussion: Assessing China’s Challenge Readings: Paul S. Ropp, China in World History, 135-156; Peter Hessler, Country Driving: A Chinese Road Trip (New York: Harper Perennial, 2011). .

Week XVII: A Metanarrative for the Pacific World

April 27: Lecture: In the Land of Tomorrow or Historical Theories for the Future Readings: Matt K. Matsuda, Pacific Worlds: A History of Seas, Peoples, and Cultures, 355-379.

Photograph: Tiananmen Square, Beijing, People’s Republic of China, January 23, 2013, Feng Li/Getty Images, Alan Taylor, “China’s Toxic

Sky,” The Atlantic Monthly, January 30, 2013, accessed http://www.theatlantic.com/infocus/2013/01/chinas-toxic-sky/100449/.

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