Sun Yat–Sen (1866–1925) was a Chinese doctor who led the revolution against the Qing dynasty in 1911. Educated in Hawaii and Japan, he tried to compare Western concepts to Chinese conditions. Although his republic proved relatively short–lived, it showed the influence of the heritage of the French Revolution.
The syllabus below lays out a 15-week course, beginning in the 6th century and continuing through the 20th century. It provides suggestions for how to use units and their various parts with your students, as some of the materials are student-facing, and others are instructor-facing.
Units in the Teaching section of World History Commons tend to be multi-source and multi-part. In... Read More »
This teaching cluster assembles an array of primary and secondary sources, as well as teaching strategies and lesson plans, for educators to effectively teach the important roles women played in colonial and imperial projects from the 17th century to the 20th century. Surveying how women interacted with imperial landscapes, both as colonizers and as colonized persons, this cluster explores... Read More »
Moreau de Saint–Méry painted a particularly negative portrait of mulatto women in Haiti. He paints Creole women as unduly promiscuous and a threat to morals and decency.
In this excerpt, an adult Horeta Te Taniwha recounts childhood memories of a cultural encounter with Europeans for a Pakeha researcher. Te Taniwha, as an indigenous child of Aotearoa/New Zealand, participated in one of the first meetings between coastal tribes and the British maritime explorer, Captain James Cook, and his crew. These interactions were written up contemporaneously in Cook's... Read More »
Here Pierre Joseph Laborie provides the perspective of the planter. He gives a detailed description of the organization of enslaved labor in the production of coffee. Although he shared quite negative views of the African enslaved people, he was candid about the extreme brutality that they faced and admitted that it diminished their capacity to work.
In this passage, Moreau de Saint–Méry explains that runaways in Haiti, known as Maroons, are and have always been a persistent problem and details the tremendous efforts put into retrieving the runaways. Despite this effort, some Maroons survived and thereby regained their freedom.