ALTERNATIVE HISTORIES FIC COG Genevieve Cogman

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ALTERNATIVE HISTORIES FIC COG Genevieve Cogman. The Invisible Library. FIC DAV MaryJanice Davidson. Alaskan Royal What if just one moment of history was Family series. different? How far-reaching would the FIC FFO Jasper Fforde. Thursday Next series. changes be? Some of these stories have elements of horror, romance and fantasy; some are highly realistic FIC FRE Mitchell Freedman. Disturbance of Fate. interpretations of what small difference could mean to the FIC KIN Stephen King. 11/22/63: a novel. big picture of our history. SCFIC L.E. Modesitt. Ghost series. FIC MYE Bill Myers. Eli. Civil War and Reconstruction: FIC ROT Philip Roth. The Plot Against America. FIC FLE Thomas Fleming. The Secret Trial of SCFIC STI S.M. Stirling. Conquistador. Robert E. Lee. FIC STR J.N. Stroyar. The Children’s War. FIC GIN Newt Gingrich. Gettysburg. BROWNSBURG PUBLIC LIBRARY FIC GIN Newt Gingrich. Never Call Retreat. 450 S. Jefferson St. 317-852-3167 FIC HAR Harry Harrison. Stars & Stripes Forever. http://www.brownsburg.lib.in.us FIC PRI Cherie Priest. Boneshaker. Updated 8/16 JL World War I/II and Post-war: SCFIC AND Taylor Anderson. Destroyermen series. FIC CHA Michael Chabon. The Yiddish Policemen’s Union. FIC ECO Umberto Eco. Numbero Zero. FIC GIN Newt Gingrich. Pacific War series. FIC HER James Herbert. ’48. FIC KER Philip Kerr. Hitler’s Peace. FIC LAN Michele Lang. Lady Lazarus. SCFIC TUR Harry Turtledove. WorldWar series. SCFIC TUR Harry Turtledove. Colonization series. FIC TUR Harry Turtledove. War That Came Early series. Cold War to 21st century: SCFIC MCAU Paul McAuley. Cowboy Angels. SCFIC WIL Robert Charles Wilson. Darwinia. Prehistoric/Ancient World: FIC GEA Kathleen O’Neal Gear. The Betrayal: the Lost Life of Jesus. Middle Ages/Renaissance: FIC AND Laura Andersen. The Boleyn Deceit. SCFIC DIC Gordon Dickson. Dragon Knight series. 17th-19th century Europe: FIC FLI Eric Flint. Ring of Fire series. SCFIC NOR Andre Norton. Carolus Rex series. SCFIC NOV Naomi Novik. Temeraire series. Other: FIC ALI Monica Ali. Untold Story. .

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English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River.
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The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence.
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World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa.
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Colonialism and Economic Development in Africa
NBER WORKING PAPER SERIES COLONIALISM AND ECONOMIC DEVELOPMENT IN AFRICA Leander Heldring James A. Robinson Working Paper 18566 http://www.nber.org/papers/w18566 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 November 2012 We are grateful to Jan Vansina for his suggestions and advice. We have also benefitted greatly from many discussions with Daron Acemoglu, Robert Bates, Philip Osafo-Kwaako, Jon Weigel and Neil Parsons on the topic of this research. Finally, we thank Johannes Fedderke, Ewout Frankema and Pim de Zwart for generously providing us with their data. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Leander Heldring and James A. Robinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Colonialism and Economic Development in Africa Leander Heldring and James A. Robinson NBER Working Paper No. 18566 November 2012 JEL No. N37,N47,O55 ABSTRACT In this paper we evaluate the impact of colonialism on development in Sub-Saharan Africa. In the world context, colonialism had very heterogeneous effects, operating through many mechanisms, sometimes encouraging development sometimes retarding it. In the African case, however, this heterogeneity is muted, making an assessment of the average effect more interesting.
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From Colonization to Integration in Britain and France
The Legacies of History? From Colonization to Integration in Britain and France Erik Bleich Department of Political Science Munroe Hall Middlebury College Middlebury, VT 05753 [email protected] The Legacies of History? From Colonization to Integration in Britain and France “The tradition of all the dead generations weighs like a nightmare on the brain of the living.” --Karl Marx, The Eighteenth Brumaire of Louis Bonaparte How do we understand the effects of colonialism and decolonization on integration in Europe and the Americas?1 One important way is to gauge the institutional legacies of history. During the colonial era, countries such as Britain and France established a host of political and administrative institutions to rule beyond their borders. These had significant effects on how people worked, where they lived, what they learned, how they interacted with one another, and even how they understood themselves. It is natural to assume that some of these institutions have had enduring effects on metropolitan societies, particularly given the increasing diversity—in no small measure due to former colonial subjects migrating to the heart of the empire—in Western European societies after World War Two. Yet the relationship between managing ethnically diverse societies in the colonies and managing them at home has rarely been carefully scrutinized. It is sometimes asserted that Britain and France had different colonial policies and that they now have different integration policies that seem in important respects similar to their colonial policies. Ergo, the logic goes, there must be a connection between colonial and integration policies in both Britain and France. Favell (1998: 3-4) sketches out the implicit argument as follows: The responses of France and Britain [to the problematic of immigration], as befits their respective colonial reputations, appear to be almost reversed mirror images of one [an]other: France emphasizing 1 I am grateful for the excellent research assistance of Jill Parsons in the preparation of this paper.
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Present Day Effects of French Colonization on Former French Colonies
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-1998 Present Day Effects of French Colonization on Former French Colonies Lori Liane Long University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Long, Lori Liane, "Present Day Effects of French Colonization on Former French Colonies" (1998). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/266 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. UNIVERSITY HONORS PROGRAM SENIOR PROJECT - APPROVAL Name: lO I t-DI/\q ----------------- ~ ----------------------------------- I \ - . fj College: jJrJ~~ _~.f_1Ck"_ ~~~___ Departmen t: .' ~L_=b~- i- ~ __~(~ _ . J~~ __ _ Faculty Mentor: _ hi. -"- :~ _Q._~t.:.~~~~::_______________________________ _ PROJECT TITLE: I have reviewed this completed senior honors thesis with this student and certify that it is a project commensurate with honors level undergraduate research in this :i~~:e ~~___ :::~ ________________________ , Facu Jty Men tor Da te: !-~Llft - ~<j- ] -l-------- Comments (Optional): The Present-Day Effects of French Colonization on Former French Colonies Lori Liane Long Senior Project May 13, 1998 In the world today. it is indisputable fact that some states have much higher standards of Jjving than others. For humanitarians, concerned with the general state of mankind, this is a troublesome problem.
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Neocolonialism in Disney's Renaissance
Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire by Breanne Johnson A THESIS submitted to Oregon State University Honors College in partial fulfillment of the requirements for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior (Honors Scholar) Honors Baccalaureate of Science in Sustainability (Honors Scholar) Presented June 7, 2019 Commencement June 2019 AN ABSTRACT OF THE THESIS OF Breanne Johnson for the degree of Honors Baccalaureate of Science in Public Health: Health Promotion/Health Behavior and Honors Baccalaureate of Science in Sustainability presented on June 7, 2019. Title: Neocolonialism in Disney’s Renaissance: Analyzing Portrayals of Race and Gender in Pocahontas, The Hunchback of Notre Dame, and Atlantis: The Lost Empire. Abstract approved:_____________________________________________________ Elizabeth Sheehan The Walt Disney Company is one of the most recognizable and pervasive sources of children’s entertainment worldwide and has carefully crafted an image of childhood innocence. This wholesome image is contradicted by Disney’s consistent use of racist and sexist tropes, as well as its record of covertly using political themes in its media. Disney has a history of using its animated films to further a neocolonial ideology – an ideology that describes how current global superpowers continue to control the natural and capital resources of underdeveloped countries and to profit off of the unequal trading of these resources. The period of Disney’s history known as its animated Renaissance marked a clear return to the brand’s championing of American interventionism abroad.
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Cultural Consequences of Colonization
Cultural Consequences of Colonization CDI Course proposal submitted by: Salikoko S. Mufwene, Department of Linguistics, Chicago & Dain Borges, Department of History, Chicago Rationale: Colonization has interested many scholars in various research areas, including: • economic and political history (investigating economic causes of colonization and the legacy of colonial rules in today’s societies); • cultural and social anthropology (dealing generally with the destructive impact of colonization on indigenous cultures and with the cultural identity of descendants of the colonists and former slaves in former settlement colonies of especially the New World and Indian Ocean); • literature and culture studies (with particular interest today in postcolonial productions and also with phenomena such as the “créolité” movement in French overseas departments); and • linguistics (focusing on the emergence of new language varieties, particularly creoles, pidgins, and indigenized varieties of colonial European languages in Africa and Asia, as well as on language loss in former colonies, chiefly the Americas and Australia). Generally, the relevant scholars have focused on the colonization of the world by Europe since the 15th century, with colonization too often dealt with as a uniform enterprise from one colony to another. Except in history, rare are studies that have discussed the causes of colonization and why there are so many differences in the resultant socio-economic structures and cultures of former European colonies. For instance, why is it
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Colonial Lifein Conrad's the Heart of Darkness And
i COLONIAL LIFEIN CONRAD’S THE HEART OF DARKNESS AND FORSTER’S A PASSAGE TO INDIA (A COMPARATIVE STUDY BASED ON GENETIC STRUCTURALISM PERSPECTIVE) KEHIDUPAN KOLONIAL PADA KARYA CONRAD HEART OF DARKNESS DAN FORSTER A PASSAGE TO INDIA (KAJIAN PERBANDINGAN BERDASARKAN PERSPEKTIF STRUKTURALISME GENETIK) MUH FAUZI RAZAK P0600215014 ENGLISH LANGUAGE STUDIES POSTGRADUATE PROGRAM HASANUDDIN UNIVERSITY MAKASSAR 2017 i COLONIAL LIFEIN CONRAD’S THE HEART OF DARKNESS AND FORSTER’S A PASSAGE TO INDIA (A COMPARATIVE STUDY BASED ON GENETIC STRUCTURALISM PERSPECTIVE) Thesis As a partial fulfilment to achive Master Degree Program English Language Studies Arranged and submitted by MUH FAUZI RAZAK to ENGLISH LANGUAGE STUDIES POSTGRADUATE PROGRAM HASANUDDIN UNIVERSITY MAKASSAR 2017 ii iii PERNYATAAN KEASLIAN TESIS Yang Bertanda tangan di bawah ini Nama : MUH FAUZI RAZAK Nomor Mahasiswa : P0600215014 Program Studi : ELS Menyatakan dengan sebenarnya bahwa tesis yang saya tulis ini benar-benar merupakan hasi karya saya sendiri, bukan merupakan pengambilalihan tulisan atau pemikiran orang lain. Apabila di kemudian hari terbukti atau dapat dibuktikan bahwa sebagian atau keseluruhan tesis ini hasil karya orang lain, saya bersedia menerima sanksi atas perbuatan tersebut. Makassar, 22 November 2017 Yang menyatakan, Muh Fauzi Razak iv ACKNOWLEDGEMENTS First of all, the researcher would like to express greatest praise to the Almighty Allah SWT for the chances, the spirits, the health and the love that has been given in the whole path of the writer’s life and also for the guidance in finishing this thesis. The researcher sent greatest invocation to Prophet Muhammad SAW for becoming the most perfect person in this universe. The researcher would like to extend his grateful thanks to Prof.
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Imperialism in Southeast Asia
5 Imperialism in Southeast Asia MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES ECONOMICS Demand for Asian Southeast Asian independence •Pacific Rim • annexation products drove Western struggles in the 20th century • King • Queen imperialists to seek possession have their roots in this period of Mongkut Liliuokalani of Southeast Asian lands. imperialism. • Emilio Aguinaldo SETTING THE STAGE Just as the European powers rushed to divide Africa, they also competed to carve up the lands of Southeast Asia. These lands form part of the Pacific Rim, the countries that border the Pacific Ocean. Western nations desired the Pacific Rim lands for their strategic location along the sea route to China. Westerners also recognized the value of the Pacific colonies as sources of tropical agriculture, minerals, and oil. As the European powers began to appreciate the value of the area, they challenged each other for their own parts of the prize. TAKING NOTES European Powers Invade the Pacific Rim Clarifying Use a spider map to identify a Western Early in the 18th century, the Dutch East India Company established control over power and the areas it most of the 3,000-mile-long chain of Indonesian islands. The British established controlled. a major trading port at Singapore. The French took over Indochina on the Southeast Asian mainland. The Germans claimed the Marshall Islands and parts of New Guinea and the Solomon islands. The lands of Southeast Asia were perfect for plantation agriculture. The major Western powers focus was on sugar cane, coffee, cocoa, rubber, coconuts, bananas, and pineap- in Southeast Asia ple. As these products became more important in the world trade markets, European powers raced each other to claim lands.
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Tuck and Yang
Decolonization: Indigeneity, Education & Society Vol. 1, No. 1, 2012, pp. 1-40 Decolonization is not a metaphor Eve Tuck State University of New York at New Paltz K. Wayne Yang University of California, San Diego Abstract Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non- white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space- place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances.
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SETTLING ACCOUNTS: DRIVE to the EAST Harry Turtledove
SETTLING ACCOUNTS: DRIVE TO THE EAST Harry Turtledove About the Author HARRY TURTLEDOVE is a Hugo Award–winning and critically acclaimed writer of science fiction, fantasy, and alternate history. His novels include The Guns of the South; How Few Remain (winner of the Sidewise Award for Best Novel); the Great War epics American Front, Walk in Hell, and Breakthroughs; the World War series: In the Balance, Tilting the Balance, Upsetting the Balance, and Striking the Balance; the Colonization books: Second Contact, Down to Earth, and Aftershocks; the American Empire novels Blood & Iron, The Center Cannot Hold, and Victorious Opposition; Settling Accounts: Return Engagement; Homeward Bound; Ruled Britannia (also a Sidewise winner), and many others. He is married to fellow novelist Laura Frankos. They have three daughters: Alison, Rachel, and Rebecca. BOOKS BY HARRY TURTLEDOVE The Guns of the South THE WORLDWAR SAGA Worldwar: In the Balance Worldwar: Tilting the Balance Worldwar: Upsetting the Balance Worldwar: Striking the Balance COLONIZATION Colonization: Second Contact Colonization: Down to Earth Colonization: Aftershocks Homeward Bound THE VIDESSOS CYCLE The Misplaced Legion An Emperor for the Legion The Legion of Videssos Swords of the Legion THE TALE OF KRISPOS Krispos Rising Krispos of Videssos Krispos the Emperor THE TIME OF TROUBLES SERIES The Stolen Throne Hammer and Anvil The Thousand Cities Videssos Besieged Noninterference Kaleidoscope A World of Difference Earthgrip Departures How Few Remain THE GREAT WAR The Great War: American Front The Great War: Walk in Hell The Great War: Breakthroughs American Empire: Blood and Iron American Empire: The Center Cannot Hold American Empire: The Victorious Opposition Settling Accounts: Return Engagement Settling Accounts: Drive to the East A DF Books NERDs Release Settling Accounts: Drive to the East is a work of historical fiction.
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