CSU History Examination Worksheet

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Find attached the document that has the quotes and cases to be identified and address their significance on history. Part 1: Address the significance of the paragraph. One paragraph each is enoughPart 2: Identify the importance of the quote. One paragraph each is enough

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Address, in approximately 1-2 paragraphs or so the following
questions:
1. When Western archaeologists undertook archaeological excavations or expeditions in the
Ottoman Empire and northwestern China, they were often referred to as an “effendi” or
“sahib” by the local Muslims. What did such a title imply about the nature of the
relationship between the two sides and what was expected from either party?
2. Consider the historical novel Thebes at War. Who wrote it, when, and what message was
it intended to convey to its audience? Give at least two specific examples from the text to
back up your points.
3. 3. Consider the film The Night of Counting the Years. What ideological platform does its
filmmaker support, and how does the film go about delivering that message? Give at least
two specific examples from the film to support your points.
4. In China we find the only unbroken perception of cultural continuity anywhere in the
world. Who in China subscribed to this idea, and how did it impact early Western
attempts to collect Chinese art?
5. Describe three different sources of art and antiquities that were available to the Western
collector in China prior to the revolution of 1911? What additional source of treasure
suddenly became available after 1911?
6. Consider the traditional Chinese practice of adding colophons to paintings and
manuscripts. What does the act of writing these colophons tell us about premodern
Chinese conceptions of art ownership? How did the colophons that we examined in class
precondition Chinese officials and scholars to regard the removal by Stein and Pelliot of
tens of thousands of manuscripts from Cave 17 in a morally neutral light?
7. Analyze the function and fate of the imperial storehouse of treasures throughout Chinese
history, touching upon such famous emperors as Huizong and Qianlong. How did the
symbolism of the treasures of the Forbidden City change over the course of the 20th
century?
8. Alexei D’yakov served as one of the Tsarist Russian consuls to the northwestern Muslim
region of Xinjiang during the late Qing empire. How does his tumultuous career reflect
the tensions between our conception “legitimate scholars” and “treasure seekers”?
9. In any given place of time, when does the Age of Discontent arise and why? More
specifically, when did it take root in the Ottoman Empire and what were the
chronological and institutional markers of its appearance?
III. Quotation identification and explanation. Identify and explain the significance, in
approximately 1-2 paragraphs.
1. “Had to administer ‘specific’ to R.[am]S.[ingh] about his interference with transport & claims
of “Survey [of India]” camels. Followed it up by friendly enquiry into [illegible] complaints.
Probed his bitter feelings about work supposed to have been done for others’ credit. Residua: too
long marches . . . cooking shared with Naik—& latter’s snoring; bad quarters at [illegible]; no
superior pony, and—too little ease & comfort. Has no wish to get ‘credit’, only pay & a safe
return. Asked him to let me know thereafter of any discomfort at the time, & to believe in my
wish to help in return for good work. When desired to save objections, etc., claims to be doing all
that can be expected ‘in Dep[artmen]t’ & special merit for saying good morning, etc. Sad
hominis speculo.”
2. “I propose that every literary fragment discovered from Ancient Egypt be translated into
Arabic, that the images of ancient Egyptian life, in all of their shades, be drawn in the Arabic
language, that a strong bond be forged between ancient Egyptian monuments and youths at every
stage of their development, that life be breathed into those monuments and statues and histories
by the creation of stories, myths, epics, and information around them. I call for the lives of
Ahmose, Tutmose, Ramses, Nefertiti and others like them to be within the grasp of every school
child and advanced student and for ancient Egyptian myths to come alive in nurseries.”
3. “It is known that Europeans have buildings dedicated to the care of antiquities. Inside these
buildings are painted and inscribed stones, and other such objects that are carefully conserved
there and shown to the inhabitants of the country as well as to travelers who want to see them.
Having considered these facts, the government has judged it appropriate to forbid the export
abroad of antiquities found in the ancient edifices of Egypt and to designate in the capital a place
to serve as a depot. It has decided to display them for travelers who visit the country, to forbid
the destruction of ancient edifices in Upper Egypt, and to spend the greatest possible care on
their safekeeping.”
4. “During the Six Dynasties, Buddhism was transmitted to the Western Regions and flourished.
As a result, many of those manuscripts are of the highest quality. Unfortunately, most of them
were taken by Westerners. But the earth does not love its treasures. Henceforth, who knows how
many more in all will come out of the ground?”
5. “A distant echo that comes to us from distant Thebes, separated from our day by three
thousand years. You may have recognized it as a chapter from the Book of the Dead. The
repetition of this papyrus restores the dead person’s ability to remember his or her name. Any
soul that lacks a name wanders in endless toil. For losing one’s name means losing one’s
identity. But I haven’t called you to this meeting so we can discuss the Book of the Dead, which
you all know very well.”
6. “Those whom you call the dead are only dust or wood from thousands of years ago. Nobody
knows of their parents or children.”
7. “It would be worse than throwing away the articles which you have discovered to permit any
part of them to go into the absurd collection of rubbish which the Turks call their ‘Museum.’”
8. “Today after breakfast I rode out with a rifle to go hunting on the open plains. I downed one
yellow goat and two wild turkeys. Upon my return I was out of breath, my face was red, and
sweat coursed down my cheeks. When I sat down to take some rest I took out this manuscript
and began to read. Immediately my body and mind were purified. Not only is this sutra pleasing
to the eye; it can also help me atone and repent for this afternoon’s activities.”
9. The king of the country called Berlin Sent to Turfan three esteemed persons Their leader is
called Doctor Efendi Who collects papers and paintings everywhere
They call him “Le Coq Beg”; he’s a great man— Taking pictures and papers is his service to the
king. When he takes him paintings, and papers and frescoes, The king will grant a great crown
upon his head.
His guns are loaded; he understands shooting perfectly. He cannot bear to pass a moment in
idleness.
Every day he hires fifteen men to labor Carrying their hoes and spades to a ruined city While
the man named Johann—he’s the cook—stays behind The workers take their money and make
the evening last
The people of this country, we’re baffled by this behavior Having taken such pains to seek out
paintings and papers

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History Examination

Effendi or sahib

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