Hurricane Katrina, the Environment, and World History

Hurricane Katrina and the chaos that resulted stand as a dark time in the history of the United States. Unlike the time period immediately after 9/11, when the citizens of the United States, along with the government, came together with a spirit of unity that was almost unprecedented, the aftermath of Hurricane Katrina seemed to push people even further apart and left much of the country to wonder why we weren’t able to effectively deal with a crisis in New Orleans that, from a casualty standpoint, was at least the equal of 9/11. Furthermore, the lack of a unified and successful response to this tragedy which left thousands dead brought to light some massive inequalities in this country (based on both social class as well as race) that this country is going to have to deal with over the coming years. More than a few people wondered how the response (and preparedness in the first place) may have been different if the affected area consisted of wealthy residents as opposed to the poor that lived in New Orleans and Mississippi. These types of questions, crystallized by Hurricane Katrina, are going to linger in our national consciousness for a very long time.

In another way, the discussion of the tragedy that occurred in 2005 helps us lay out the core concepts of this unit. There was an environmental crisis that forced people to react, adjust, and attempt to solve the problems. In doing so, social relationships were formed (and broken), the government attempted to solve the crisis, and (most importantly) many of the divisions that existed in the United States (social, political, economic) that were living just under the surface of our society were exposed and highlighted in a way that should make every observer a little uncomfortable. In understanding the manner in which an environmental crisis contributes to the evolution of human history, a few major questions are raised.

1. How does the interaction between man and the environment shape world history?
2. In what ways does mankind have a reciprocal (“Back-and-Forth”) relationship with the environment?
3. In what ways does that reciprocal relationship result in larger questions about the nature of our society and history as citizens of the world?
4. How do we balance the question of human needs against the dangers of environmental instability?

These questions should remain in your head as we progress through the timeline of world history. As the unit progresses, be sure to look back at these questions on a regular basis. You may find that your answers to these questions may not remain constant throughout this unit. In fact, I hope that you struggle with these questions throughout the next few weeks and, at the conclusion of the unit, can make a solid, cohesive argument in favor of a number of potential answers. Good luck.

Introduction to Environment Unit

Balance.  When considering the issues of environmental use by humans throughout history, the principle of balance plays an enormous role.  As time has progressed, the balance struck between human needs and environmental necessity helps determine the most essential elements of human history.    Much of history can be seen as an attempt to continually redefine the balance struck between these two realities, while both the greatest gains and most dramatic setbacks can, in many ways, trace themselves back to the relationship between humans and their environment.  

This breaks down very clearly.  Humans and their environment live in a constantly changing state of flux.  As human needs change, they make adjustments that impact the environment in which they live, allowing people to thrive.  As the environment responds and changes, humans either adapt to the new condition, move away, or die.  This relationship is continual and in a constant state of adjustment.  Every human advancement, be it social, economic, political, or cultural, has an environmental impact.  The adjustments to the environment made by humans go a long way towards determining whether or not civilization (in some form) can continue in that region.

As we will see in this unit, humans constantly have to adapt to their changing environment, and while it is usually a very subtle process, there are plenty of times throughout history in which the relationship between humans and their environment became so unbalanced that a massive correction took place, usually devastating the human population.  What makes the history of environmental interaction so interesting is that usually you can see direct historical progress between the actions of civilization and the resulting environmental reaction.  The give-and-take of the relationship between man and his environment is very clear and allows for students to develop some significant historical skills.  As the unit progresses, the key will be to be able to identify the causes (and effects) of human use of the environment and how that use brings about a specific and significant environmental response.  

One note: Although this is a unit that revolves around the relationship between humans and their environment, do not assume this will be a 100% pro-environmentalism, Al-Gore-could-have-written-this-whole-thing unit.  We are studying the historical relationship between man and his environment.  The conclusions you draw from this study are yours.  As long as you can back up your opinions with factual evidence, the position you take on environmentalism is up to you.  The events of history are meant to be analyzed and should result in an understanding of how things have worked in the past.  This unit will address how this relationship has evolved over time.  You should let the historical evidence guide you to your opinion on this issue.  Good luck.  

Pericles, Leadership, and Decision-Making

Pericles, in his funeral oration, does a terrific job of emphasizing both the characteristics of a leader as well as the pitfalls of leadership.

The essential job of a leader is to make people willing to do seemingly irrational things to promote the cause for which the leader is attempting to promote. Furthermore, a truly successful leader understands the causes that truly require him to exercise that leadership. Pericles gets an A+ on the first criteria, but fails the second.

In his funeral oration, Pericles does all of the necessary things a leader must do. First of all, he unifies the people in a common history so as to give them a sense of community with one another. Then, he highlights all the great things about Athens, so the people understand that there are greater things than themselves. Finally, he explains to them that the men who have died have made themselves great because they have died for this great place.

So what’s the results of this great speech? Well, hundreds come out to join the Athenian army in fighting the hated Spartans…and they are promptly slaughtered and taken over by Sparta. Oops.

The second part of leadership deals with making the right choices. Its one thing to convince others to give up their lives for your cause. Its completely another to have the foresight to understand the true meaning of that cause and to understand why it is appropriate to follow the path you’ve chosen. This leads back to the allegory of the cave. The true philosopher king differs from the politician creating the shadows most apparently in his judgment. He is smart enough to find the truth and lead the citizens to it. Pericles had the ability to lead, but unfortunately for him, chose the wrong “truth.”

Which, of course, leads us to question #2 in this unit: what does it mean to exercise good judgment in leadership? Who today is an example of this, and who is not?

The Allegory of the Cave and the Origins of Leadership

The fundamental elements of leadership began in Ancient Greece, and the two events we studied this week exemplify two very unique, but equally important aspects of leadership. First of all, in Plato's “Allegory of the Cave,” there are a number of important leadership qualities exemplified by the author. As we saw last unit, Socrates (and his student, Plato) were products of the Democratic city-state of Athens in ancient Greece in the years (roughly) 440-399 BCE. As citizens of the world's first democracy, they lived in an environment that promoted discussion of who would make the best leader (because each citizen had a right to vote for leaders, it was only natural to discuss what characteristics that person should have. Conversely, in a dictatorship, its not really as necessary to talk about the virtues of a potential leader. Pretty much the guy with the best army is going to end all that discussion.)

As seen in the picture below, the cave consists of three parts. The average citizens of a society are represented by the individuals in chains, staring at the wall. The shadows projected by the people walking in front of the fire are the reality for the average citizens. Only by escaping the cave and entering the “light” of knowledge will the average citizen escape the false reality that exists in the cave.

So where does leadership come in? Its simple: a true leader has two abilities: (1.) the ability to escape the false reality of the cave and enter enlightenment, and (2.) the ability to return to the cave and convince the average person to join him or her outside of the cave and into knowledge. Of course, this is easier said than done, as confronting the average person with the fact that everything they have ever known is a lie might make them, ummm....not so happy. They'll probably think that leader is crazy, and if he/she persists, the group will probably kill him/her. Thus, the effective leader knows how to speak to the average person in a way that convinces them that this leader is doing things in their best interests. This is known as developing empathy. In other words, the leader understands the needs of the people, and instead of talking down to them, explains the reasons why his choice of actions will be better for everyone. This, of course, is a huge risk for the potential leader. But, according to Socrates, leadership cannot happen unless you have the willingness to accept the risk that comes with the responsibilities of leading a group of people.

A leader is both intelligent and charismatic-he knows what's best and can convince the average person that he's right. That's why Socrates referred to this theoretical person as the “Philosopher King”.

Does this kind of person exist? Socrates said he hadn't seen anyone ever earn the title “Philosopher King.” Furthermore, can this type of person ever exist? Or will we (comfortable looking at our own “shadows”) destroy anyone who ever attempts to lead in this fashion?

Civil Disobedience, or Law and Structure

The essential question raised by today's question is simple:

"Should you disobey laws you are morally opposed to, or by disobeying those laws do you destroy the state/country/nation in which you live?"

Thoreau made it simple: if you morally oppose a law, you are justified in breaking it. You do more damage to yourself and your conscience by perpetuating an unjust system and an unjust law.

This, of course, is a result of the fact that law, by the 1800s, begins to reflect a series of rights instead of a series of rules. Thanks to the Enlightenment (which built off the great steps forward that occurred throughout the ancient world), the fundamental manner in which people conceived of the law changed. No longer a series of rules that would simply insure survival and/or benefit the ruling person or group, law was thereafter a set of rights common amongst all people living in that society.

Of course, as said in class today, this opens up a number of other dilemmas with which the modern world has to deal. Thoreau raises a very important issue, that is, if the law is open to ratification by all citizens, and citizens seemingly have the power to create law, what happens when one of those citizens feels the law is wrong, and is s/he justified in breaking that law?

So, what are your thoughts about Civil Disobedience? Are you more Thoreauian or Socratesian? (Yes, I made up both those words)

Step by Step to the Universal Law and Human Rights

As established in class today, although India, the Middle East and China were significantly ahead of Europe both technologically and politically throughout the time period from 1000-1500, all three had situations that prevented them from expanding both their empires as well as their concepts about law and human rights throughout the world.

Into that void steps the major underdog that was Europe. Through a series of remarkable events, Europe comes to dominate world trade and influence the worldwide concept of human rights and, to a lesser extent, law itself. Let’s break this down, step-by-step:

1. Feudalism begins to die
-As people become more mobile and begin to trade with others around the world, they see opportunities to make a better life. The average peasant starts to realize that there’s more to life than farming all day for no money and eating dirt every night.

2. Money begins to flow into Europe, and the Bourgeoisie is Born
-As Europe begins to see money flow into it (once China shuts out everyone, it had to go somewhere), individuals start building up bigger bank accounts. Peasants have more opportunity to make money and become part of a higher class: the middle class, also known as the Bourgeoisie. The middle class has two things working for it that the peasants did not: money and time. They have the money to afford a decent life, and the time (because they don’t have to work 24 hours a day) to think about why they don’t have a voice in government simply because they’re not related to a noble. More importantly, they have the time to do something about it.

3. European Governments Start Funding Exploration Throughout the World.-Say what you want about the European kings, but each one was in a pretty desperate competition with his neighbor kings to gain or keep his power. Thus, when the opportunity arose to explore other areas of the world in the hopes of making huge amounts of money, many of them jumped on it. And who was there to take the risk of exploration and split the money made with the kings? Poor folks who were itching to get into the middle class.

4. With Time and Money, the Bourgeoisie Get Restless
-This new middle class had time to spend talking with their bourgeoisie friends about how they had money, they had intelligence, yet they didn’t have any power. As more and more of them came to realize this, a few men decided it would be a good idea to write some of these things down: Thomas Hobbes, John Locke, and Jean-Jacques Rousseau were three guys who decided that it would be a good idea to write out all the things that people like them deserved just because they were born human. Thus, a somewhat universal concept of human rights is born. These books are read by thousands of people through Europe (thank you, printing press), and people begin to want action. Its no wonder why the French Revolution (and their Declaration of the Rights of Man) isn’t far off.

5. Don’t Forget About Those Colonies
-At the same time, European kings have sponsored hundreds of trips to places all around the world in the name of making a little cash for the kingdom. The Europeans who are in these areas get hold of the writings of guys like Hobbes, Locke, and Rousseau, buy into them and discuss them with the native peoples in the lands they’re not inhabiting. The people in these native lands (America, Africa, India, Asia) think these ideas aren’t so bad either, and the beginnings of a universal concept of human rights and law has begun.

So, in five steps, the world has gone from “Europe as punching bag” to “Europe as legal center.” This bridges the gap between the legal codes present throughout the ancient world to the legal codes, beliefs, and controversies present in the modern world. However, its important to remember that this progress opens up a whole new set of controversies for the modern world in regard to the law and its place in the world.

Magna Carta and the 500 Year Impact

“History is a series of temporary solutions and unanticipated consequences.”

This theme really hits home when discussing the history of the Magna Carta. Through the actions of Edward Coke, this document, which was created to simply stave off a war between the upper class and the kind in England in 1215, became the beacon for men and groups seeking to create a system that was sympathetic to the rights of every citizen.

The Magna Carta was the temporary solution-a peace treaty, if you will-that attempted to solve the crisis in England between the king and barons in England. The barons were not interested in paying the ridiculous taxes the king was proposing, and the king was not powerful enough to force them to do so. In an effort to prevent a civil war, the Magna Carta was designed to limit the king’s power under a series of rules, and after it failed to really prevent a Civil War after John’s death, was forgotten by the majority of the English for the next 500 years (even though it was renewed by the king in each successive charter).

It wasn’t until Edward Coke was looking for a way to counter the oppression of the king in 1628 that the true power of the Magna Carta was realized. In reinterpreting the document, he opened up the “rule of law” to every freeman in England, and set the precedent for later generations (especially the American colonists) to take the concept of “rights under the law” even further.

So even though the temporary solution presented by the creation of the Magna Carta had little direct impact based upon its intended consequences, but the unanticipated consequences that resulted almost 500 years later made this document one of the most significant legal/human rights documents of all time. You’d be surprised at how much of history is made up of the unanticipated consequences of temporary solutions.