WORLD MARITIME HISTORY:

Merchants, Pirates, Migrants

HIST 489 (3), cross­listed as AMST 489

(no prerequisites; Writing Intensive designation)

Maluna a'e o na lahui a pau ke ola o ke kanaka (Above all nations is humanity) University of Hawai'i motto inscribed on Founders' Gate at UH Mānoa

Prof. Fabio López Lázaro, BA, MA, PhD International College of Seville Office / Cell phones: TBA Office hours: Mondays, 11:00 ‐ 12:00 and Tuesdays 9:00 ‐ 11:00 (or by appointment)

Course description

This course introduces students to historians' understanding of maritime enterprises, including the evolution of maritime exploration, transoceanic colonization, and shipping trade networks. It emphasizes the interactions between piracy, warfare, imperialism, and capitalism, concentrating on certain maritime regions for specific historical periods (prehistoric Indian Ocean and Pacific, medieval Mediterranean, early modern colonial America, Spain and Seville, and the Caribbean "Golden Age of Piracy," and modern Africa and Southeast Asia). However, the key historical question of the over‐all course focuses on how the Americas have been shaped by maritime networks and maritime predation since the 1400s. We read original narratives, including eyewitness accounts, and place them within the context of recent scholarship.

Books and articles used:

 Alexander Exquemelin, The Buccaneers of America (Dover Press)  Bruce Elleman et al., eds., Piracy and Maritime Crime: Historical and Modern Case Studies (Naval War College Press) [FREE online at http://www.virginia.edu/colp/pdf/Piracy‐and‐Maritime‐Crime‐NWC‐2010.pdf]  Captain Johnson (D. Defoe), A General History of the Pyrates (Dover)  Lincoln Paine, The Sea and Civilization: A Maritime History of the World (Knopf)  C. R. Pennell, Bandits at Sea: A Pirates Reader (N.Y. University Press)  A selection of scholarly articles available online or posted on LAULIMA

Graded assignments

Participation Class Participation (in‐class and LAULIMA discussion board posts): 10 %

Writing Assignments (total of 5,000 words minimum) Annotated Bibliography (A two‐page, min. 500 word, annotated bibliography): 10 %

1

Research Essay The research essay will develop the annotated bibliography work by identifying a historical question that can be addressed with primary and secondary sources (some or all of which may be the course readings); it will analyze the evidence, citing it according to the American Historical Association formatting guidelines (based on M. L. Rampolla, A Pocket Guide to Writing in History, available on LAULIMA). You will have the opportunity to revise your research essay according to the instructor's assessment and re‐submit for a re‐assessment: if the new grade is higher than the earlier one, it will constitute the final grade for the research essay. (min. ten pages, 2,500 words, incl. notes and bibliography): 25 %

Critical Comparative Analyses (of selected in‐class assigned readings) Each of these is a written comparison analyzing the contributions made by two assigned readings to the maritime history of the world. The insights you develop concerning maritime historical questions, historiographical perspectives, and primary evidence, will lead you to develop your own research question and identify relevant secondary sources and primary historical evidence for your research essay. Extensive feedback from the instructor on each of these will build your writing and analytical acumen in terms of the way historical investigations are conducted. (min. 750 words, three‐pages each, total 1,500 words; 2 x 5%=): 10 %

Online Experiential Learning Field Trip Journal Entries You will be writing a set of journal entries, to be posted on LAULIMA, in the form of thoughtful responses to the following two questions, at least once per week by midnight Wednesday:

1. What is your intercultural / intracultural mood at the end of this week? [There will be a drop­down menu plus a "comments" box on Laulima] 2. Consider the reading(s) assigned for any city visit / field trip in the past week in light of your own experiences and thoughts during and after the city visit / field trip: in what ways has your knowledge of people's lives in the past in Spain / Morocco / or the world and peoples lives today in Spain / Morocco / or the world been affected, changed, or increased by visiting and researching (reading about) the specific site of your city visit / field trip

By the end of the course you will have written a minimum of 750 words for all of your journal entries put together. 20 %

Exams Midterm Exam 10 % Final Exam 15 %

Detailed study guides for exams and specific suggestions for the essay will be distributed.

You will receive feedback on your performance throughout the semester through comments

2 on your work, both verbal and written. You will be expected to attend class regularly and to come prepared with the reading in hand (PRINT ONLINE SOURCES AND BRING THEM TO CLASS OR HAVE AN ELECTRONIC VERSION AVAILABLE). More than 2 absences will inevitably impact your overall grade.

Contact hours Classes are tentatively scheduled to last the equivalent of a University of Hawai'i campus 3 hour credit course; drop‐in office hours will total 3 hours per week (additional meetings are available at mutually convenient times).

CLASSROOM RULES:

In­class conduct: the University of Hawai'i cultivates an intellectual environment of serious independent critical analysis. Along with enjoying this privilege, the individual is expected to be responsible in their relationships with others and to respect the special interests of the institution.

Academic integrity: For an explanation of University of Hawai'i's policy and examples of violations of the Student Conduct Code please refer to http://www.catalog.hawaii.edu/about‐uh/campus‐policies1.htm, which states that "The integrity of a university depends upon academic honesty, which consists of independent learning and research. Academic dishonesty includes cheating and plagiarism."

Extensions: These will be granted only in unusual circumstances and must be cleared with the instructor before the due date. Unexcused late assignments will be marked down by 1/3 letter grade for each day late, including weekends.

Electronic machines: Electronic machines such as laptops and ipads are permitted in class but only if their use is appropriate to the current analysis being conducted at that particular point during class. Cell phones, however, should be turned off and stowed during class.

Class attendance: You are expected to attend class regularly. Your contribution to discussion and reflection in class constitutes a significant portion of your grade, thus failure to attend regularly will inevitably be reflected in your grade. In‐season athletes are requested to notify the instructor of their absences prior to each class to be missed.

3 Timetable

IMPORTANT NOTES:

 In the following timetable you will see that our lectures, discussions, and readings are organized according to historical questions. The evidence necessary for an informed analysis that leads to possible answers to these questions is contained in the readings.  Although there are several books assigned for this course, we read only selected chapters from them. You are encouraged to read non-assigned chapters: you may find interesting evidence, doing so, that will help you develop a historical question for your research essay and gather evidence to answer your historical question.

ABBREVIATIONS USED IN THE FOLLOWING TIMETABLE:

Elleman = Bruce Elleman et al., eds., Piracy and Maritime Crime: Historical and Modern Case Studies, available free online at www.virginia.edu/colp/pdf/Piracy‐and‐Maritime‐ Crime‐NWC‐2010.pdf

LAU = reading posted on LAULIMA

Paine = Lincoln Paine, The Sea and Civilization: A Maritime History of the World

Pennell = C.R. Pennell, Ed., Bandits at Sea: A Pirates Reader

CITY VISITS AND FIELD TRIPS ARE BOTH LISTED AS "FIELD TRIPS" (ALL REQUIRED!)

21 Sept Introduction to the course: What evidence allows us to investigate history? What evidence survives for maritime history? What research questions constitute world history?

No assigned readings due today

In‐class workshop exercise on the chronocratories

Homework: read Paine, "Chapter 1: Taking to the Water" (I will be summarizing it in class)

23 Sept Why was the maritime environment important in world history?

Paine, "Chapter 20: The Maritime World since the 1950s"

Campbell, "A Modern History of the International Legal Definition of Piracy" [in ELLEMAN]

Elleman, Forbes, and Rosenberg, "Introduction;" you are only required to read the explanation of the IMB/IMO distinction on pages 9‐13 [in ELLEMAN]

4 25 Sept FIELD TRIP: Plaza de España (Museo Arqueológico)

READ BEFORE FRIDAY'S TRIP: Bevan, "Mediterranean Containerization" Current Anthropology 55 (2014): 387‐418 [LAU]; you are only required to read up to page 405.

Many of our course readings stress the differences between today's maritime commerce and older types of commerce, like medieval or ancient trade networks. The archaeological museum we will visit and this article will illustrate that there is evidence that "containerization," a very recent type of ship freighting, was in fact used in and around Seville since at least three thousand years ago.

28 Sept Why should historians analyze maritime history in terms of the interactions of merchants, pirates, and migrants? How can one tell the difference between a soldier and a pirate?

Paine, "Chapter 8: The Christian and Muslim Mediterranean"

López Nadal, “Corsairing as a Commercial System” [in PENNELL]

Weir, "Fish, Family, and Profit: Piracy and the Horn of Africa" [in ELLEMAN]

30 Sept What was Columbus doing in 1492­1493: conquering, piracy, missionizing, business?

Paine, "Chapter 14: The World Encompassed"

Columbus, Privileges document and Journal [LAU]

2 Oct FIELD TRIP: Alcázar, Sevilla

READ BEFORE FRIDAY'S TRIP: Phillips, "Visualizing Imperium: The Virgin of the Seafarers and Spain's Self‐Image in the Early Sixteenth Century" Renaissance Quarterly 58 (2005): 815‐856 [LAU]

The Hall in which resides the painting analyzed by Phillips was part of Europe's first "Emigration and Trade Offices" (La Casa de la Contratación, founded in 1503), which kept track and issued licenses for all the hundreds of thousands of people and millions of tons of goods traveling to and from the Americas. The records have survived and are kept in the nearby Archive of the Indies (Archivo de las Indias).

5 5 Oct Was there a divergence between Asian and European maritime trajectories between 1400 and 1600?

Paine, "Chapter 15: The Birth of Global Trade"

Glete, "The Portuguese in Maritime Asia" [LAU]

Cornell, "Socioeconomic Dimensions of Reconquista and Jihad in Morocco: Portuguese Dukkala and the Sa‛did Sus, 1450‐1557" International Journal of Middle East Studies 22 (1990): 379‐418 [LAU]

7 Oct Was there a peculiarly maritime aspect to the économie of unfreedom?

Ellen Friedman, "Spanish Captives in North Africa" [LAU]

Greene, "Beyond the Northern Invasion: The Mediterranean in the Seventeenth Century," Past & Present 174 (2002): 42‐71 [LAU]

Contreras, Adventures [LAU]

9­11 Oct FIELD TRIP: Morocco

14 Oct How did the first maritime neo­Europes form?

Pike, "The Sevillian Nobility and Trade with the New World in the Sixteenth Century," The Business History Review 39 (1965): 439‐465 [LAU]

Altman, "Emigrants and Society: An Approach to the Background of Colonial Spanish America," Comparative Studies in Society and History 30 (1988): 170‐190 [LAU]

Flynn and Giráldez, "Born with a 'Silver Spoon:' The Origin of World Trade in 1571," Journal of World History 6 (1995)" 201‐221 [LAU]

19 Oct How and why did neo­Europes become the site of maritime predation?

K. Andrews, Trade, Plunder, and Settlement ("The Caribbean") [LAU]

WORKSHOP: Framing a historical question, researching primary and secondary sources, constructing an answer, and formatting a research paper.

6 21 Oct What were the motivations for early modern maritime predation?

Alexander Exquemelin, The Buccaneers of America, pages 25‐37 and 53‐85

Anderson, “Piracy and World History: An Economic Perspective” [in PENNELL]

23 Oct FIELD TRIP: Itálica

READ BEFORE FRIDAY'S TRIP: Wunder, "Classical, Christian, and Muslim Remains in the Construction of Imperial Seville (1520‐1635)," Journal of the History of Ideas 64 (2003): 195‐212 [LAU] and Rodrigo Caro

As the "imperial" hub of the world's first truly global network, Seville set the elite cultural trends from Manila in the Philippines through North and South America to the Habsburg dynasty's territories in Europe. Some of its architecture in the 1500s and 1600s was built in order to bring back to life the classical style of art and architecture of ancient Rome, of which Itálica, which inspired a revival of interest in all things Roman, was the best example close to Seville. Itálica, however, also inspired early modern Sevillians like Rodrigo Caro to ponder how all empires decay, collapse, and eventually disappear.

26 Oct The seventeenth­century buccaneer cursus honorum in the Americas

Alexander Exquemelin, The Buccaneers of America, pages 89‐208

Arild Nodland, "Guns, Oil, and 'Cake:' Maritime Security in the Gulf of Guinea" [in ELLEMAN]

28 Oct Midterm exam

30 Oct FIELD TRIP: Jerez de la Frontera and Cádiz

READ BEFORE FRIDAY'S TRIP: Cutter, "The Spanish in Hawaii: From Gaytan to [Francisco de Paula] Marín," The Hawaiian Journal of History 14 (1980): 16‐25 [LAU]

Francisco de Paula Marín, one of the first Europeans to reside in the Hawaiian islands in the late 1700s, was a chief counsellor of King Kamehameha I. He was born and raised in Jerez de la Frontera and was probably stationed as a navy recruit in Cádiz.

2 Nov Who were the "companies" in early modern maritime predation?

Paine, "Chapter 16: State and Sea in the Age of European Expansion"

7 López Lázaro, "Labour Disputes, Ethnic Quarrels, and Early Modern Piracy: A Mixed Hispano‐Anglo‐Dutch Squadron and the Causes of Captain Every's 1694 Mutiny," International Journal of Maritime History 22 (2010): 73‐111 [LAU]

Antony, "Piracy on the South China Coast through Modern Times" [in ELLEMAN]

4 Nov Was piracy during its heyday of 1650­1750 a social redistribution?

Burg, “The Buccaneer Community” [in PENNELL]

Eric Hobsbawm, Primitive Rebels (The Social Bandit) [LAU]

6 Nov FIELD TRIP: Visit to the Cathedral (Sevilla)

LISTEN TO THE FOLLOWING MUSIC AND READ THE TRANSLATED LYRICS ON LAULIMA BEFORE FRIDAY'S TRIP: Esteban Salas, "Una nave mercantil" (c. 1790) [LAU]

The Cuban composer, a descendant of Europeans and Africans, in this piece explored the metaphors of shipping and commerce to describe a sea‐borne globalizing Christianity.

9 Nov Piracy: More a set of "guidelines" than a "code"?

Peter Earle, "The Sack of Panama" [LAU]

Capt. Johnson, "Of Bartholomew Roberts," in his General History of the Pyrates

11 Nov Was piracy during the heyday of 1650­1750 a political re­distribution?

Rediker, “The Seaman as Pirate” [in PENNELL]

Bromley, “Outlaws at Sea, 1660‐1720” [in PENNELL]

13 Nov FIELD TRIP: Córdoba

READ BEFORE FRIDAY'S TRIP: Brading, "The Incas and the Renaissance: The Royal Commentaries of Inca Garcilaso de la Vega," Journal of Latin American Studies 18 (1986): 1‐ 23 [LAU]

The Flynn‐Giráldez thesis of the first truly global "world trade" is explored here in cultural terms (the globe may have been undergoing a process of Europeanization but Europe was also being globalized). What did one intellectual, a descendant of Incan elites born in South

8 America, who lived and died in Córdoba, think of his new European home?

16 Nov Were pirates freedom fighters?

Capt. Johnson, "The Life of Mary Read" and "The Life of Anne Bonny," in his General History

Rediker, “Liberty beneath the Jolly Roger: The lives of Anne Bonny and Mary Read, Pirates” [in PENNELL]

Kinkor, “Black Men under the Black Flag” [in PENNELL]

18 Nov Was Seville the early modern hub of a global oceanic Hispanic patriotism?

Begin reading López Lázaro, The Misfortunes of Alonso Ramírez

20 Nov FIELD TRIP: Museo de Bellas Artes (Sevilla)

READ BEFORE FRIDAY'S TRIP: Kinkead, "Juan de Luzón and the Sevillian Painting Trade with the New World in the Second Half of the Seventeenth Century," The Art Bulletin 66 (1984): 303‐310 [LAU]

Ships can carry commodities and commodities can carry culture: this study analyzes somewhat mass‐produced paintings as cultural vectors of what we are exploring as "oceanic Hispanic patriotism."

23 Nov Was Seville the early modern hub of a global oceanic Hispanic patriotism?

Finish reading López Lázaro, The Misfortunes of Alonso Ramírez

25 Nov Why did maritime predation end at certain points in time and place?

Paine, "Chapter 17: Northern Europe Ascendant"

Starkey, “Pirates and Markets” [in PENNELL]

Pérotin‐Dumon, “The Pirate and the Emperor: Power and the Law on the Seas, 1450‐1850” [in PENNELL]

9 27­28 FIELD TRIP: Granada Nov

30 Nov What were the maritime effects of the nineteenth­century consolidation of the international Westphalian system of sovereign nation­states?

Paine, "Chapter 18: 'Annihilation of Space and Time'"

Thomson, Mercenaries, Pirates, and Sovereigns [LAU]

2 Dec Risky speculations on the riskiest environment on earth, the seas:

LAST What analogies can historians make concerning the similarities between CLASS pirates and terrorists?

David Rosenberg, "The Political Economy of Piracy in the South China Sea" [in ELLEMAN]

Raymond, "Piracy and Armed Robbery in the Malacca Strait: A Problem Solved?" [in ELLEMAN]

Elleman, Forbes, and Rosenberg "Conclusions" [in ELLEMAN]

27­28 FIELD TRIP: Triana and Castillo de San Jorge Nov

9 Dec Final exam

10