History 1112
Survey of World History/Civilization II
Fall Semester, 2005
T/Th: 11:00 am–12:15 pm
Dr. Elaine MacKinnon
Office: 3222 TLC/678-839-6048
e-mail: emcclarn@westga.edu
Required Texts:
Jerry H. Bentley and Herbert F. Ziegler, Traditions and Encounters: A Global Perspective on the Past, Volume II. Third Edition (McGraw-Hill Higher Education, 2005). Abbreviated in syllabus as Text.
Chinua Achebe, Things Fall Apart (Anchor Books, 1959).
Lydia Chukovskaya, Sofia Petrovna (Northwestern University Press, 1988).
Note: You are expected to bring your assigned readings to every class.
Purpose of the Course and Learning Outcomes:
The course is designed to introduce students to the history and heritage of World Civilizations and to the profession of history. It will survey major political, economic, social, and intellectual developments in world history from 1500 to the present. Students will gain a chronological sense of major historical events and movements as well as an understanding of why and how they took place. The course will examine the histories of specific civilizations, cultures, and world regions, but also study the interactions of these peoples and societies over time, wherein lie the roots of today's global interdependence. Students will compare ways of life, cultural expression, and forms of basic institutions in separate cultures, and try to understand the factors which have produced both commonalities and differences in human societies. There will be an emphasis on the achievements and impact of Western civilization, from which our own American society is derived, but we will be examining it in a global context, seeking interconnections and exchanges between the West and the rest of the world. Due to the enormous expanse of time and events to be covered, the course represents only a selection of topics, cultures, and regions.
Class discussions and textbook readings will give you a general chronological framework. Assigned primary documents from your textbook and from the web, films and documentaries shown in class, along with the assigned novels, Things Fall Apart and Sofia Petrovna, will provide deeper insight into particular problems and periods. They will also introduce you to the process of historical study and the variety of ways in which historians attempt to understand and depict the past. You will learn to identify and distinguish between primary and secondary sources of historical knowledge and understanding. In addition to studying history, you will develop critical thinking and communication skills, and learn to effectively interpret, compare, criticize, and question important issues of both past and present. You will learn to differentiate between fact and interpretation in historical analysis and discussion. You will improve basic verbal and written skills by taking part in class discussions and by constructing essay arguments based on historical evidence. You will be learning how to read comprehensively, take notes, and derive meaning from texts. You will learn about the variety of ways in which one can study history and experience different types of historical sources, including film and novels. The idea is not just to memorize the "facts" of history, but to be able to think about them, synthesize them, and formulate your own interpretations. These are skills that will be invaluable to you in other courses as well as in your future career path.
Format: The course format is designed to be a combination of lecture and discussion, organized around specific themes. You are expected to take part in the discussion, ask questions, and contribute commentary. The purpose of class is to help you to understand the movement of history and the factors which shape it, not simply give out facts. Lectures and discussions are intended as a supplement to, not a replacement for the textbook; they will cover material contained in the readings but will also provide additional information and insight.
Grading:
1) You will have one in-class midterm examination and a final given on the date listed in the course bulletin. Exams will consist of a variety of questions, including map identification, multiple choice, fill-in-the-blank, matching, and short answer/discussion. The questions will be drawn from lectures, the textbook, assigned readings, class discussions, and films and videos shown in class. The final will not be cumulative.
2) You will write a formal family history paper, based on your own family history. The paper is to be typed, ten or twelve-point font, and three pages in length. The paper is due November 29, 2005. Do not wait until the last minute: Late papers will be penalized ten points for each day late. Be sure to keep a copy for your files. Computer glitches will not buy you extra time: Do not wait until the last minute to print your paper.
See the last page of the syllabus for further instructions.
3) In addition to the exams, you will have at least four quizzes and two in-class writing assignments based on your textbook readings, assigned primary documents (from your textbook, noted as “Sources from the Past”), and on the novels Things Fall Apart and Sofia Petrovna. The quizzes will be multiple choice and matching, and the writing assignments will be a combination of short answer and essay. In addition, there will be class debate/discussions held throughout the semester for which you will turn in position and response papers, to be graded on a pass-fail basis. The quizzes and various writing assignments plus class participation will make up 20% of your final grade.
Midterm Exam 30%
Final 35%
Family History Paper 15%
Quizzes/Class Attendance and Participation in Discussions 10%
In-class Writing Assignments 10%
Make-up Exams:
Under no circumstances will you be allowed to make up a missed exam without notifying me in advance and without bringing a note from a physician or an approved excuse from the Dean's office. All make-ups are essay exams and will be given at a special time at the end of the semester after the last class meeting. There will be no other make-up exams. Students missing an exam who do not have a valid excuse or who did not contact me in advance will receive a zero, no makeup allowed. There will be no make-ups given for quizzes, nor will there be a make-up for the in-class writing assignments.
Study Tips:
Read! Read! READ! Take written notes as you read the textbook and supplemental readings. Do not just highlight. Writing down information in your own words helps you to learn it better! After you have completed your assigned readings and taken written notes, do the following:
1) For each term given in the list of terms and geographic locations, write a paragraph in which you define what the term is, give the approximate date, the country or region in which it is situated, and then explain its significance for world history. Ask yourself, why is this term important, why has it been selected as a key term for this chapter? What impact did it have on world history? What does it show us about particular movements or developments in history? Use these terms to help you identify which sections in the chapter are most important, and focus more attention on these sections. Do not just try to memorize the terms in isolation: Relate the terms to the main themes in the chapter. Be able to explain the connection of a term to the larger movement or event with which it is connected.
2) The syllabus on the website of the history department contains study questions for each chapter in the textbook. Writing out thorough, paragraph-length answers will improve your reading comprehension and deepen your understanding of the main themes of the chapters. To access the questions, go to the website of the history department, http://www.westga.edu/~history. Next go to the faculty web pages, click on my name, then on syllabi, then on History 1112, Fall 2005, then go to the readings list and click on the appropriate link for each chapter.
3) Make use of the study questions and aides provided by the McGraw Hill website (www.mhhe.com/bentley2), which contains a Student Resource site with practice multiple choice and essay questions, outlines, etc.
Assignments:
Students are expected to have completed the assigned readings prior to each session and be able to discuss them. Remember--Class participation not only enhances your learning experience but it counts up to 10% of your final grade. You may expect quizzes on the assigned readings. Some of the readings are lengthy, so plan ahead and budget your time accordingly. Try not to fall behind! All written assignments are due on the specified date.
Cheating Policy and Plagiarism:
Anyone caught cheating or helping someone to cheat will be asked to leave the class and will receive a course grade of "F." Plagiarism, or claiming someone else's work as your own, will result in failure. This rule is in effect for all assignments, examinations, quizzes, and extra credit work.
Attendance:
Make every effort to be in class and on time. You are responsible for all materials and announcements presented in class. If you must be absent, be sure to get the notes from a classmate. More than two unexcused absences may lower your final grade. More than four may lead to a W/F. Absences due to illness or school business will be excused only if you have a written note signed by a physician or a supervising coach or faculty member. Being late to class or leaving class early will also lower your grade. Two tardies will count as one unexcused absence, and the same for leaving early. If you are tardy, it is your responsibility to inform me of your presence at the end of class. Be aware: besides helping you to learn more, regular attendance and punctuality can work in your favor in borderline grading situations and conversely, poor records in either can work against you.
Class attendance is vital if you wish to do well in the course. Documentaries and films shown in class as well as quizzes and writing assignments will not be made up. Exams come from both the textbook and from lectures, so you must be able to study both the text and classroom notes.
Note: Please show courtesy to your fellow students. Disruptive behavior (read: eating and drinking, smoking, carrying on conversations, reading the newspaper, etc.) will not be tolerated and will count as an unexcused absence.
Office Hours:
My office is Room 3222 in the Technology Learning Center. I will hold office hours Tuesdays and Thursdays, 9:00 am to 10:00 am and 12:30 to 2:30 pm, or by appointment. My office phone number is 678-839-6048; my e-mail address is emcclarn@westga.edu. If my office hours are not convenient for you, then make an appointment with me for a different time.
Extra Credit Options; Additional Opportunities for Extra Credit
Term and Geographic Location List for Chapters 23-29
Term and Geographic Location List for Chapters 30-39
Tentative Course Outline and Readings Assignments
Aug. 23: Introduction: What is Global History?/The World in 1500
Text, Preface, pp. xvi–xxiv
Aug 25: Transoceanic Encounters: People on the Move
Text, Ch. 23, pp. 597-620
***“Sources from the Past,” pp. 607 and 614
Study Questions for Chapter 23
August 30: Global Exchanges
Text, Ch. 23, pp. 620-627
***Discussion/debate: How do we evaluate the explorers and their impact–heroes or destroyers?
Sept 1: Transformation of Europe: The Reformation
Text, Ch. 24, pp. 631-636
***Discussion/debate: Was the Reformation a political or a religious movement?
Study Questions for Chapter 24
Sept 6: Transformation of Europe: Absolutism and Constitutionalism/The Rise of Capitalism
Text, Ch. 24, pp. 637-655
Sept 8: Transformation of Europe: The Revolution in Science and Culture
Text, Ch. 24, pp. 655-661
***Discussion/debate: Can science and religion be reconciled?
Sept 13: Africa and the Atlantic World
Text, Ch. 26, pp. 695-705
Study Questions for Chapter 26
Sept 15: The Atlantic Slave Trade and its Impact upon Africa, Europe, the Americas
Text, Ch. 26, pp. 706-719
***“Sources from the Past,” pp. 701 and 710
Sept 20: Tradition and Change in East Asia: Confucian China
Text, Ch. 27, pp. 723-741
***“Sources from the Past,” p. 736
***Discussion/debate: Did Confucianism strengthen or weaken Chinese society and government?
Study Questions for Chapter 27
Sept 22: Tokugawa Japan
Text, Ch. 27, pp. 741-749
***“Sources from the Past,” p. 748
Sept 27: Islamic Empires
Text, Ch. 28, all
***“Sources from the Past,” pp. 757 and 760
Study Questions for Chapter 28
Sept 29: Revolutions in the Atlantic World
Text, Ch. 29, pp. 781-796
Study Questions for Chapter 29
October 4: Impact of the Atlantic Revolutions
Text, Ch. 29, pp. 796-805
***“Sources from the Past,” p. 804
***Discussion/debate: Did Napoleon betray the French Revolution, or fulfill it?
Oct 6: Nationalism and Nation-States
Text, Ch. 29, pp. 805-813
Oct 11: Midterm Examination
A WORD TO THE WISE: IF YOU HAVE NOT ALREADY DONE SO, BEGIN READING THINGS FALL APART NOW!
Oct 13: Industrialization and the Making of Industrial Society
Text, Ch. 30, pp. 815-825
Study Questions for Chapter 30
Oct 18: Industrialization, Social Problems, and the Socialist Challenge
Text, Ch. 30, pp. 825- 843
***”Sources from the past,” p. 838
***Discussion/debate: Has industrialization had a positive or negative impact on world history?
Oct 20: Traditional Societies at Crossroads: Ottoman Empire and China
Text, Ch. 32, pp. 879-887 and 892-900
***“Sources from the Past,” pp. 886 and 895
Study Questions for Chapter 32
Oct 25: Modernization of Russia/Japan
Text, Ch. 32, pp. 887-892 and 900-905
October 27: Imperialism and the “Scramble for Africa”
Text, Ch. 33, pp. 909-925
***“Sources from the Past,” p. 924
***Discussion: What was “new” about imperialism after 1850?
Study Questions for Chapter 33
November 1: Things Fall Apart: The Impact of Imperialism
Text, Ch. 33, 930-939;Things Fall Apart, all
***In-class writing assignment
Study Questions for Things Fall Apart
A WORD TO THE WISE: BEGIN READING SOFIA PETROVNA NOW!
Nov 3: The Origins of the Great War
Text, Ch. 34, pp. 945-961
***“Sources from the Past,” p. 957
***Discussion/debate: Is Germany to blame for World War I?
Study Questions for Chapter 34
Nov 8: Revolutions in Russia/The Failed Peace
Text, Ch. 34, pp. 961-975
***“Sources from the Past,” p. 964
Nov 10: Soviet Union under Lenin and Stalin
Text, Ch. 35, pp. 990-994
Study Questions for Chapter 35
Nov 15: Stalinist Terror and Soviet Society
Sofia Petrovna, all
***In-class writing assignment on Sofia Petrovna
Study Questions for Sofia Petrovna
Nov 17: Age of Anxiety/Rise of Fascism
Text, Ch. 35, pp. 977-990 and pp. 994-1001
***“Sources from the Past,” p. 998
***Discussion: What accounts for the success of Hitler and other fascist dictators between the world wars?
Nov 22: Asia and Africa Between the Wars
Text, Ch. 36, pp. 1005-1020
***”Sources from the Past,” p. 1009 and 1019
Study Questions for Chapter 36
November 24: THANKSGIVING HOLIDAY
Nov 29: World War II and the Horrors of Total War
Text, Ch. 37, pp. 1031-1055
****FAMILY HISTORY PAPER DUE
Study Questions for Chapter 37
December 1: Cold War: Origins and Evolution
Text, Ch. 37, pp. 1055-1060 and Ch. 38, pp. 1063-1077
***Discussion/debate: Who is to blame for the Cold War, the United States or the Soviet Union?
Study Questions for Chapter 38
Dec 6: The End of the Cold War/Decolonization
Text, Ch. 38, pp. 1077-1090, Ch. 39, 1107-1113
***Discussion/debate: Is globalization positive or negative?
Study Questions for Chapter 39
Tuesday, December 13: FINAL EXAMINATION 11:00 am –- 1:00 pm
History 1112
Family history paper/Due Date: November 29, 2005
Length: Three pages, typed, double-spaced with one-inch margins and ten- or twelve-inch fonts.
How is your own personal story and that of your family connected with world history? This is the topic you are to explore. You shall take on the role of historian and tell the story of your family, its origins and evolution through multiple generations. To help guide you, choose one or more of the following questions to answer. Make it clear in your introduction which question or questions you are answering.
For this paper, you may use first person. But do not use contractions in formal writing. You must cite your sources for the paper. List persons interviewed, materials and persons consulted, books used, newspapers, magazines, etc. Provide the full address for any website used. For books, use the following bibliographic form:
Author, with last name first. Title of book underlined or italicized. City of publication: name of publisher, year of publication.
If you have questions about doing a bibliography, consult either Kate Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations, 5th edition, or the Chicago Manual of Style, both of which are available in the reference section of the bookstore and of the library.
Do not wait until the last minute to write this paper. If you have questions or problems, you need to speak with me well in advance of the due date. Late papers will be reduced in grade by ten points per day.
1. Can you relate any aspect of your personal history or the history of your family to world history? Did an ancestor or relative emigrate to America from another country? For what reasons? Did someone in your family take part in a war or other historically significant event ? What does that person’s experiences mean to you? Make reference to specific historical events.
2. In your opinion, what is the most important or interesting aspect of your family’s history? How does this aspect relate to world history? Make reference to specific historical events.
3. Is there some aspect of your family history that remains undocumented? This could be a relative who fought in a war, an ancestor who was a slave, or a grandparent who emigrated to the United States from a foreign country. How would you find out about that individual’s story? What sources could be used?
4. Families, like nations, create myths about the past. At the same time, it has been argued that myths and stories are as important as the truth. The history of some societies is known to us only through stories, songs, and legends. Are there any myths or stories in your family’s history that you suspect are not entirely true? Or, have you ever discovered that a piece of your family’s history was not true? What does the gap between the myth and the truth tell you about the historical experience of your family? What function did the myth serve?
5. What role has gender or class played in your family history? Has your family been shaped by economic forces or factors? What occupations have your ancestors followed? Do you have any legendary “rags to riches” stories? Are there any outstanding or distinctive personalities who have shaped your family? Were they male or female? What role have women played in your family history?