History 1112
Survey of World History/Civilization II
Spring Semester, 2006
T/Th: 9:30 am–10:45 am
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.
Peter Stearns, Stephen S. Gosch, and Erwin P. Grieshaber, Documents in World History, Volume II, The Modern Centuries: From 1500 to the Present. Fourth Edition (Pearson Longman, 2006). Abbreviated in syllabus as Documents.
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 your documents reader, along with films and documentaries shown in class 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 exams will also have a section of document excerpts that you will identify and analyze based on the questions given below. You must be able to explain why the document selections are significant for understanding particular themes of the course.
The exam questions will be drawn from lectures, the textbook, assigned readings in the Documents in World History reader, 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 at the beginning of class on April 18, 2006; papers turned in on April 18 but after the beginning of class will be penalized five points. 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, you will be required to read, analyze, and write a brief report on at least ten documents assigned during the course of the semester. Minimum length is one-half page, typed with ten or twelve-point font. The reports will be graded on a pass/fail basis. In the report, you must answer the following questions:
1. What is the context in which the document was written? In what time period, what geographical location, what society or state?
2. What type of document is it? (A government decree, a personal letter or journal, excerpt from a book or other published source, a painting, etc.)
3. Who produced or wrote the document and for what purpose? If a visual source, for what purpose was it drawn or painted?
4. What are the key issues and elements of the document?
5. What course themes (exploration, revolution, religion, imperialism, modernization, European imperial hegemony, globalization, etc.) does the document relate to? Connect the document with specific themes in the textbook chapter that is assigned along with the document.
6. What is the significance of the document? How does it help you to better understand the nature of a society, or major historical event or development?
Document reports are due on the dates when the particular document being analyzed is assigned, and will be turned in at the beginning of class. No late papers will be accepted.
4) During the course of the semester there will be unannounced quizzes and in-class writing exercises. The latter will be based on the questions listed on the syllabus for discussion during selected class periods. You will have at least four quizzes based on your textbook readings and assigned primary documents (from your document reader). The quizzes will be multiple choice and matching.
Midterm Exam 30%
Final 35%
Family History Paper 15%
Document Papers 10%
Quizzes/In-class writing assignments/Class Participation and Attendance 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) The syllabus on the website of the history department has links to two lists of terms and geographic locations. One covers the chapters from 23 to 29, and the other from chapters 30 to 39. You are responsible for looking up each term, and for plotting the geographic locations on the blank maps given out in class. For each term given in the list, 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? For each geographic location, you should also try to determine its significance for world history, particularly in relation to the themes being studied. 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. You should look up these terms and locations as we cover each chapter in class. Do not wait until just before exams to define them.
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, Spring 2006, 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.
4) Form study groups and work on the terms, geographic locations and study questions together. Meet regularly throughout the semester.
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:
STUDENTS ARE EXPECTED TO ATTEND EVERY CLASS. 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 will 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, 11:00 am to 2:00 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 Policy
I do offer limited extra credit options. Click on the link below for an explanation of the possible extra credit projects. The extra points accrued through such assignments, as well as through extra credit options announced in class, are applied to your class participation grade. Extra Credit points do not get applied to exams or to final grades, only to the class participation grade.
Term and Geographic Location List for Chapters 23-29
Term and Geographic Location List for Chapters 30-39
Tentative Course Outline and Readings Assignments
Jan. 10: Introduction: What is Global History?/The World in 1500
Text, Preface, pp. xvi–xxiv
Jan 12: Transoceanic Encounters: People on the Move
Text, Ch. 23, pp. 597-620
Study Questions for Chapter 23
Jan 17: Global Exchanges
Text, Ch. 23, pp. 620-627; Documents in World History (hereon abbreviated as Documents), pp. 110-120
***Discussion: Was the Columbian Exchange positive or negative for world history?
Jan 19: Transformation of Europe: The Reformation
Text, Ch. 24, pp. 631-636; Documents, pp. 14-22
***Discussion: How did the Reformation transform Europe politically, religiously, and socially?
Study Questions for Chapter 24
Jan 24: Transformation of Europe: Absolutism and Constitutionalism/The Rise of Capitalism
Text, Ch. 24, pp. 637-655; Documents, 23-26
***Discussion: How does absolutism differ from constitutionalism? What are the arguments in favor of each?
Jan 26: The Westernization of Russia Under Peter I and Catherine II
Text, Ch. 24, pp. 644-646; Documents, 34-45
Jan 31: Transformation of Europe: The Revolution in Science and Culture
Text, Ch. 24, pp. 655-661; Documents, 27-33
***Discussion: Can science and religion be reconciled?
Feb 2: Africa and the Atlantic World
Text, Ch. 26, pp. 695-705
Study Questions for Chapter 26
Feb 7: The Atlantic Slave Trade and its Impact upon Africa, Europe, the Americas
Text, Ch. 26, pp. 706-719; Documents, 100-104
***Discussion: What do the assigned documents in your reader and in the test suggest about the impact of the slave trade on Africa and Africans?
Feb 9: Tradition and Change in East Asia: Confucian China
Text, Ch. 27, pp. 723-741; Documents, 61-70
***Discussion: How did Confucianism shape or influence Chinese society and government?
Study Questions for Chapter 27
Feb 14: Tokugawa Japan
Text, Ch. 27, pp. 741-749; Documents, 71-75
Feb 16: Islamic Empires
Text, Ch. 28, all; Documents, 46-53 and 59-60
Powerpoint lectureStudy Questions for Chapter 28
Feb 21: Revolutions in the Atlantic World
Text, Ch. 29, pp. 781-793; Documents, 123-131
***Discussion: What do the documents suggest were the main causes of the French Revolution? What do they reveal about the role of ideas?
Study Questions for Chapter 29
Feb 23: Impact of the Atlantic Revolutions
Text, Ch. 29, pp. 793-805
***Discussion: What is the significance of the French Revolution for world history?
Feb 28: Nationalism and Nation-States
Text, Ch. 29, pp. 805-813
Mar 2: Midterm Examination
Mar 7: Industrialization and the Making of Industrial Society
Text, Ch. 30, pp. 815-825
Study Questions for Chapter 30
Mar 9: Industrialization, Social Problems, and the Socialist Challenge
Text, Ch. 30, pp. 825- 843; Documents, 132-137
***Discussion: Did industrialization have a positive or a negative effect on the quality of human life?
Mar 14: Traditional Societies at Crossroads: Ottoman Empire, Russia, China, and Japan
Text, Ch. 32, all; Documents, 157-165
***Discussion: Why did attempts at modernization fail in the Ottoman Empire, Russia, and China, but succeed in Japan?
Study Questions for Chapter 32
Mar 16: Imperialism and Colonialism
Text, Ch. 33, pp. 909-925; Documents, 208, 210-211 and 212-218
***Discussion: What do the documents suggest were the main motives for imperialism and colonialism in the late nineteenth century? How were these motives different from earlier periods of European expansionism?
Study Questions for Chapter 33
Mar 21: Impact of Imperialism
Text, Ch. 33, 927-939
SPRING BREAK: MARCH 20-24
Mar 23: The Experience of Modern Warfare: The Great War
Text, Ch. 34, pp. 945-961; Documents, 237-242
***Discussion: How was warfare different in World War I?
Study Questions for Chapter 34
Mar 28: Revolutions in Russia/The Failed Peace
Text, Ch. 34, pp. 961-975: Documents, 255-259
***Discussion: What is the significance of Lenin for the Russian Revolutions of 1917 and the subsequent history of the Soviet Union?
Mar 30: Soviet Union under Lenin and Stalin
Text, Ch. 35, pp. 990-994; Documents, 260-264
Study Questions for Chapter 35
April 4: Age of Anxiety
Text, Ch. 35, pp. 977-990; Documents, 249-254
April 6: Rise of Fascism
Text, Ch. 35, pp. 994-1001; Documents, 244-246
***Discussion: What accounts for the success of Hitler and other fascist dictators between the world wars?
April 11: Asia Between the Wars
Text, Ch. 36, pp. 1005-1014; Documents, 300-302 and 328-335
Study Questions for Chapter 36
April 13: Colonialism and the Rise of Nationalism in Africa
Text, Ch. 36, pp. 1014-1020; Documents, 364-369
April 18: World War II and the Horrors of Total War
Text, Ch. 37, pp. 1031-1055; Documents, 313-321
Study Questions for Chapter 37
****FAMILY HISTORY PAPER DUE APRIL 18
April 20: Cold War: Origins and Evolution
Text, Ch. 37, pp. 1055-1060 and Ch. 38, pp. 1063-1084; Documents, 404-412
***Discussion: Who is to blame for the Cold War, the United States or the Soviet Union?
April 25: The Collapse of the Soviet Union
Text, Ch. 38, pp. 1084-1090; Documents, 265-274
Study Questions for Chapter 38
April 27: Decolonization/Globalization
Text, Ch. 39, 1095-1113; Documents, 370-383 and 413-422
***Discussion/debate: Is globalization positive or negative?
Study Questions for Chapter 39
Thursday, May 4: FINAL EXAMINATION 8:00 am –- 10:00 am
History 1112
Geneological materials [Requires Adobe Reader]
Family history paper/Due Date: April 18, 2006
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. For this paper, you may use first person. BUT DO NOT USE CONTRACTIONS OR ABBREVIATIONS IN FORMAL WRITING.
Within the text of your paper, cite sources used either in footnote or endnote form. Do not just list works used in a works cited page or bibliography. Show in the text what the sources of your information are. But do not fill your paper with quotations from outside sources. Write the paper in your own words. Just because you cite a source does not mean that you can copy from it. At he end of the paper, list persons interviewed and give the date, provide full bibliographic citations for all materials consulted: books, newspapers, magazines, etc. Provide the full name and address for any website used, plus give the source of the website. 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.
Example: Harvey, John. Researching Your Family’s History. Boston: Norton Publishing, 1999.
If you have questions about footnotes, endnotes or 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.
You will lose points for improper citations or for not providing necessary citations.
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.
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.
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?