Royal Mask, 16th
              c. Benin History 112

World Civilization since 1600
Taipei 101

Dr. Doug Campbell,

Synchronous Meetings Through Zoom:  Mondays and Wednesdays 11:10 am-12:30 pm (see the course Canvas page for the link)

Office Hours via Zoom: Mondays and Wednesdays, 12:30 -2:00pm;
Office Hours In LC-320: Tuesdays and Thursdays, 3:30-4pm, Thursdays 5:30-7pm,or by appointment.
Email me at least 24 hours in advance to schedule an appointment if you need to consult during office hours

Due to the ongoing pandemic, NOVA and the state of Virginia mandates everyone wear face coverings while indoors on campus for everyone's safety. Free masks are available at the campus Parking and NOVACard office. You are also encouraged to take advantage of one of the several safe and effective vaccines against COVID-19 which help protect both you and those around you. NOVA also offers a $250 incentive for all vaccinated students. Thanks for your help!

Grading and Due Dates
Description of Course Elements
Course Schedule

Welcome to History 112

You just happen to be lucky enough to have enrolled in a class on the history of the world.  Seriously. History is enormously interesting, and I love teaching it.   If I do my job correctly, you will love learning about it.  And of course, not only is history fascinating, but it's also valuable in an intellectual sense.  Learning about how people lived in the past can help broaden your horizons, making your outlook less parochial and more cosmopolitan.  It's sort of like traveling to a foreign country without the discomfort of a long, uncomfortable plane ride. History, of course, can also inform your understanding of the present by showing you the deeper roots of problems and trends in the contemporary world.  And finally, a well-taught history course is chock full of practice in all sorts of useful skills that employers are interested in, such as critical thinking, analyzing documents, and crafting well-written arguments based on evidence.  So history can be fun, can enrich your intellectual life, and make you more money.  What could be more awesome?

One thing to keep in mind with this course, however, is the fact that learning is not a spectator sport.  You can't just sit back passively and expect to get anything near the full benefit of this class.  You need to be actively engaged in your own education.  I certainly have to play my  part, and I promise to do my best to present an interesting and dynamic class which offers you all sorts of opportunities to learn cool stuff.  The actual learning is your job, though.  To put it another way, I can cook the most delicious banquet imaginable, and set the table in the most attractive way possible, piling it high with all sorts of fabulous delicacies.  But in the end, you're the one who actually has to eat the meal.  So if you're going to take this class, I'll ask you to make a conscious decision to engage in all of the opportunities available to you, and to commit to coming to all of the class sessions, to participating in an active and thoughtful manner in all of our class discussions, to completing all of the assigned readings, and to submitting all of the required assignments.  If you do, I promise it will be worth your while.  Your place at the table is set, and you are invited....

Stuff the College makes me include:

Course Description

Surveys Asian, African, Latin American, and European civilizations from the ancient period to the present. Part
II of II. Lecture 3 hours per week.

General Course Purpose

Surveys the general history of the world from about 1600 CE to the present and allows students to reach a
basic understanding of the characteristic features of the world's historical development from 1600 CE to the
present. Students will learn about some of the important political, economic, social, intellectual, cultural and
religious changes that shaped the development of the world’s civilizations in this period of time.

Course objectives

Upon completion of the course, the student will be able to:

Course Prerequisites: None


Our primary goal is to investigate what it means to be human by looking at what humans were like in the past. To that end, this class is going to use several themes as "lenses" through which to examine the human past.  The themes are:

Government: What are the origins of human governments?  What are the various forms that government has taken over the centuries? Which forms work best? Which are worst?

Gender: Are different social roles for men and women essential or arbitrary? How have human opinions on gender, marriage, and sexuality changed over time?

Race: What is race? Are the supposed distinctions between racial groups real or simply imagined? Why has racial thinking played such a significant role in the modern era? To what extent has racism served to justify prejudice and social inequality?

Social Class: Are inequalities in wealth and power an inherent part of human life or an evil to be overcome? On what basis should wealth and power be allocated?

There are of course plenty of other lenses through which to look at the past, but these are a good start and should give plenty of interesting questions to examine for one class.


You must have access to the following text:

Peter von Sivers, Charles A. Desnoyers and George B. Stow, Patterns of World History, volume 2, brief 4th edition, Oxford University Press, 2020, ISBN: 9780197517048. Previous editions of this textbook cover similar material and are probably an acceptable substitute, but students using older editions do so at their own risk.

We will be making use of various free online readings on a weekly basis.  Make sure to regularly consult and keep up with the reading assignments described below in the Class Schedule.

Course readings should be completed BEFORE you log into the class for which they are assigned. It is especially important to read the primary sources assigned each week. Taking notes on them, marking the most important passages, and jotting down any questions you might have is highly encouraged.

Grading and Due Dates

Your overall grade for the class will consist of the following elements.  No work for the course (other than the final exam) will be accepted after December 3 -- no exceptions!

Scores will be posted on Canvas, and will be accompanied by general comments about the strengths and weaknesses of your work.  If you would like a more detailed description of aspects of the assignment which could be improved, just ask me and I will be happy to provide one.

Course Element Points Due Date
Attendance and Participation 20% Every Class Session
Discussion Group Leadership
5% At least 2 times during the semester
Source Criticism Paper (2 pages) 10% Source Proposal due September 24
Finished Paper:  October 1
Imperialism Paper (2 pages) 10% October 8
Midterm Exam 5% October 22
Annotated_Bibliography Part 1
10% November 12
Annotated_Bibliography Part 2
November 19
Research  Paper (5 pages) 25% Topic Proposal Due Sept. 17
Finished Paper Due Dec. 3
Final Exam 5% December 10

Grading Scale

Final Course Grade
Above 90%
80-89% B
70-79% C
60-69% D
Below 60%


You will need access to the internet and word processing software for this class.  You should be familiar with using Canvas (the College's learning management system) in order to submit assignments and view your grades, and you should regularly check announcements posted to the course Canvas page and your NOVA email account, which are the only ways I have of getting in touch with you outside of class.

Guidelines for Conduct During Online Class Meetings

You are responsible for being logged on and attentive during the online class sessions. You should always log into your NOVA Zoom account from MyNOVA in order to access Zoom for the online class sessions. Logging in through a private Zoom account may result in being marked as absent for the class session.

Disruptive Behavior: Please be considerate. Disruptive behavior will not be tolerated.  Private conversations during lecture or class discussions all distract and disturb your instructor and your classmates, and will count against your participation grade.  Repeated instances of rude behavior may result your removal from the online classroom.   If you have a question or a comment on the course material, please type it in the class "chat."

Announcements: If there is something I need to communicate to the class, I will post an announcement to the course Canvas page. It is the your responsibility to check the course's Canvas page and your College email account in a timely manner in order to receive information on the substitute assignment and when it is due. You should adjust the settings of your Canvas account to make sure that you are promptly notified.

Abuse: Any student who seems to be under the influence of alcohol or intoxicating drugs, or who is abusive or violent will be referred to the appropriate College authorities.

Course Content Warning: Lectures and course materials may contain disturbing content, including, but not limited to: violence, sexual assault, war crimes, genocide, mental or physical illnesses or disabilities, discrimination or persecution on the basis of gender, race, ethnicity, religion, and/or sexual orientation, etc. If you have been personally impacted by one or more of these topics and suffer from PTSD, please email the professor if you would like prior notification of lectures containing discussions of the effecting topics. 

Accommodations: Students requiring special accommodations for assignments or exams should have the appropriate forms from the Disability Support Service (DSS).  Forms should be given to me no fewer than 7 days before the date the assignment or exam requiring the accommodation is due, and preferably at the very beginning of the semester.

Guidelines for Written Work

Formatting: All written work should be double spaced, using 12 point Times New Roman font and one inch margins.  All papers must be word processed and submitted through Canvas as files in .doc, .odt, .pdf, or .rtf format (no .pages format files, please).  E-mail submissions will not be accepted.  See this rubric for a more detailed description of how you will be graded.

Style and Grammar: All of your work for this class must present a main argument or thesis which addresses the question(s) posed by the assignment, should support that argument with evidence, and should be written in grammatical and stylistically correct English.  Make sure to proofread and use spell-check. For information on writing papers for this class, make sure to read my Tips for History Papers page.  You also might want to consult the following handy websites:

        NVCC Loudoun's Writing Center       
        Patrick Rael, "Avoid Common Mistakes In Your History Paper"
        Steven Kreis, "Writing the Short Essay"

Citations:  You MUST include a formal citation any time you refer to a specific passage in a text, even if you do not quote the text directly.  The required method for citing sources in this class is the Chigago/Turabian format, which is the standard for the discipline of history.  According to this format, at the end of any sentence or paragraph drawn from a specific part of a source, you insert a footnote at the bottom of the page with the appropriate bibliographic information.  Consult the previous web link for more detailed information on citations in this format.  You can also check out sites like Citation Machine or EasyBib, which can help you format footnotes or entries for your bibliography pages.

Plagiarism:  Any student caught plagiarizing or cheating in this course will be subject to appropriate disciplinary action, including at a minimum no credit whatsoever for the assignment or exam in question (No exceptions!!!).  Procedures for disciplinary measures and appeals are outlined in the NOVA Student Handbook. Particularly flagrant instances of cheating or multiple instances of plagiarism will result in a grade of "F" for the course.

Please note that even copying a sentence or two from another source without citing it is enough to trigger a plagiarism penalty.  Likewise, changing a word here or there from content which you copy is still plagiarism.  Your work should be entirely in your own words except for the passages which you quote and appropriately cite.

For a bit more discussion on why you will probably get caught if you try to use the web to plagiarize, see "How Dumb Do They Think We Are?" by Jonathan Malesic.  All of your papers for the class will be checked for plagiarism by Turnitin software.

Late Work: Late papers and assignments will receive a one letter grade late penalty. The Attendance and Participation activities associated with our online class meetings depend on your active interaction with your classmates, and cannot be completed late.

Guidelines for E-Mail Communication

The easiest way to contact me outside of class is through e-mail.  In order to receive a response to your message, however, your e-mail must contain the following elements:

Messages sent using "text-ese" or rude or abusive language will be ignored (b/c it makes u look ignorant d00d)!

I have on average between 150-200 students a semester, so you need to provide me with as much information as possible if you want a timely answer to your message.  Please allow at least 48 hours before following up.  If you haven't received a response within a couple of days, however, feel free to nag me.

Description of Course Elements

Attendance and Participation

Attendance Policy: Given the fact that participation is part of your grade, your attendance is expected at every class meeting.  You are allowed two unexcused absences for the semester.  You will only receive full credit for attending a class session if you are logged into the Zoom session for the entire class period. 

Preparedness: You should make sure that you have completed the assigned readings and any required assignments BEFORE you log into to the class session in question.

Participation: A portion of your grade will be determined by the degree to which you participate in the class discussions on the discussion readings (see Course Schedule).  You should come to class each session having completed all the required readings and ready to discuss them. I reserve the right to give unannounced  quizzes on any reading material for the week.  Please make sure to adhere to the guidelines for class conduct. Behavior which distracts me and your classmates will count against your participation grade.

You are expected to treat your fellow students with respect and a spirit of generosity and good-will. If you have a problem with one of the other students that you are unable to resolve on your own, please contact the professor for guidance and assistance.

Group Leadership

Discussions in smaller groups will be a frequent feature of the class. At least 2 times over the course of the semester, each student will serve as the leader of their group for class discussions. The group leader is responsible for noting which group members are present and participating in the discussion, and should help guide the group's conversation so that the form associated with that particular discussion has been completely filled out. The group leader will also share the group's findings with the rest of the class, if applicable, for that particular class session. Finally, the group leader should also turn in the appropriate completed form through Canvas at the end of the class session, and should submit a brief paragraph describing what they did to prepare and how they helped to facilitate the discussion.

Imperialism Paper

Read the excerpts from F.D. Lugard's The Rise of Our East African Empire (1893) and Frantz Fanon's The Wretched of the Earth (1961) , and then write a paper at least two double-spaced pages long which answers the following questions: "According to Lugard, what were the main benefits of European imperialism in Africa, and who were its beneficiaries? How did Fanon believe that European imperialism worked and how did he think those living under colonial rule should respond?  How do you think Fanon would respond to Lugard's claims of European benevolence?"  You should make sure to have a clear thesis statement, to refer to specific examples from the documents in order to support your arguments, and to cite them using Chicago-format footnotes.  Please follow the guidelines for written work in this class, and make sure to check the "Tips for History Papers" page before turning in your final draft.  See this rubric for a more detailed description of how you will be graded.

Source Criticism Paper

You should select a website dealing with the topic you are using for your Research Paper and compare it to a scholarly article written within the past 50 years on the same basic subject  from a history-focused scholarly journal (see below for more detailed information on how to find a scholarly journal article).  Then in a 2 page, double-spaced paper write a comparative analysis of the two articles as sources of historical information.  Websites should contain original content, and cannot be primary source documents, encyclopedia/Wikipedia articles, or reprints of articles published elsewhere. These two sources must be approved by the professor before you can proceed any further with this assignment.  Your proposed sources for the Source Criticism Paper should be uploaded for approval using this form. Make sure to check the professor's feedback to see if your sources were approved, or if you need to resubmit the form.

Once your sources are approved, you should write a paper at least two double-spaced pages long with a main argument which answers this major question:  "Which of these sources is more useful to a scholar researching this particular subject?"  Your analysis also ought to address the following secondary questions:
You should mention the title of the website and the title of the article, the name of the journal, and the name of the author of the scholarly journal article in the introduction of your paper. You should also include the full bibliographic citations for each in a bibliography page.

Please follow the guidelines for written work in this class, and make sure to check the "Tips for History Papers" page before turning in your final draft.  See this rubric for a more detailed description of how you will be graded.

How To Find A Scholarly Journal Article:

This video walks you through the process of finding a scholarly journal article using the NOVA Library and JSTOR: How to Find a Scholarly Journal Article

A scholarly journal is a periodical which contains research-based articles and reviews by established scholars in a given field.  These sorts of journals are geared towards a professional or academic audience, and are intended to serve as an intellectual resource rather than to earn a profit for the publisher.  In order to have an article published in a scholarly journal, an author must submit it to the editorial board of the journal first.  The editors then will have the prospective article reviewed by other scholars in the field.  Only an article which passes through this process of evaluation by recognized experts ("peer review") can be published in a scholarly journal.  All scholarly journal articles meticulously document their sources of information and contain ample foot or endnotes.  While some scholarly journals make some or all of their content available on the web, a genuine scholarly journal is also always published in paper form so it can become part of the collections of research-oriented libraries.  Consult the NOVA Library's page on scholarly journal articles for more information on what distinguishes a scholarly journal from other sorts of periodicals.

Just a few examples of some of the most prominent scholarly journals dealing with modern world history include The American Historical ReviewThe Journal of World History,The Journal of African History, Modern Asian Studies, The Journal of Near Eastern Studies, The Journal of Latin American Studies, The Journal of Modern History, Central European History, The Russian Review, French Historical Studies, Historische Zeitschrift, Journal of British Studies, and Victorian Studies (This is not a complete list-- there are many, many more!).  Please note that magazines like History TodayNational Geographic Magazine, and American History certainly contain interesting material, they are intended for a popular audience rather than a professional academic one, and hence do not qualify as scholarly journals.

Not too terribly long ago, the only place one could go to access a scholarly journal was an academic library.  These days, however, many journals allow readers to access their contents online. The best place to start is JSTOR, a service which provides the full text of articles from several hundred different scholarly journals.  You can use JSTOR for free by accessing it through the NVCC Library's site.  

You can access JSTOR from the NOVA library's homepage.  Log into My NOVA and then go to

Click on "Research Databases by Subject";
the click "History (HIS)";
then click "JSTOR"

Once in JSTOR, you should select the "advanced search" option, scroll down to "Narrow by Item Type" and click the "Articles" box, and then scroll down again to "Narrow by discipline and/or publication title:" and click the "History" box.

Then plug in your search topic and see what comes up.

Annotated Bibliography (Parts 1 and 2)

An annotated bibliography is an organized list of sources. It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation. The Annotated Bibliography is part of your Research Paper.  You should provide annotations for the sources that will then be used in the Research Paper.  Sources should be directly related to the Research Paper’s topic.  Annotations should be a brief paragraph (about 100 words) long.

Part 1 of your Annotated Bibliography should include:

For each of the Primary Sources in Part 1 your annotation should include:

For primary sources, you might consult the following resources (some of these sites also contain secondary sources as well):

Directory of World History Primary Sources

Part 2 of your Annotated Bibliography should include:

For each of the Secondary Sources in Part 2 your annotation should include:

Please follow the guidelines for written work in this class.
Research Paper

As the capstone of your work in the course, you are asked to complete a Research Paper which is at least 5 double-spaced pages long, and which draws together all of the skills you have acquired over the course of the semester.

 Your paper should attempt to answer a specific question relevant to the subject matter of the course which deals with one or more  of the themes of the course (government, gender, race, and social class) and discuss how it/they have changed over time. Your topic cannot primarily deal with American history.

The themes themselves are too broad to be the focus or your paper, so your topic should narrow the focus down in some way (For example, the topic, "Gender in World History" is too broad).  Here are some sample research questions.  You are free to pick one of these, modify one of these to deal with another region, or to suggest your own.  Note that you should be thinking not just in terms of questions which interest you, but also about what sorts of sources you can find in languages which you read.  It's no good to come up with a fascinating topic on which you are unable to find evidence.

As with all of your written work in this course, your paper should paper should present a coherent argument or thesis, and then support that position with as much evidence as possible, especially primary source evidence.  In terms if evidence, you should feel free to draw from sources you have already considered for your other course work.  At a minimum, however, your paper must refer to and correctly cite:

Please follow the guidelines for written work in this class, and make sure to check the "Tips for History Papers" page before turning in your final draft.  See this rubric for a more detailed description of how you will be graded.

Research Paper Element Description Due Date
Topic Proposal You should fill out and submit this form describing the research question which you would like to examine and which theme(s) you will be examining. You may not turn in an Annotated Bibliography or a Finished Research Paper without getting your Topic Proposal approved in advance. Sept. 17
Annotated Bibliography, Parts 1 and 2
You should submit a bibliography of the sources which you intend to use for your Research Paper. Part 1 of the bibliography should include at least 5 primary sources (historical documents from the past). Part 2 should include 5 scholarly secondary sources (including at least one scholarly journal article and one scholar monarch). Each source should be accompanied by a brief paragraph of analysis (See the Annotated Bibliography assignment description for more detailed information). Part 1: Nov. 12

Part 2:
Nov. 19
Finished Research Paper You should submit a final draft of at least 5 double-spaced pages which advances a clear main argument which answers your research question, and which supports that argument with specific, correctly cited evidence drawn from the primary and secondary sources listed in your bibliography. Dec. 3


There are two unproctored exams for this course which are to be completed at home and submitted through Canvas. You can use any notes, course readers, or other resources you wish as long as you cite them (simply listing the bibliographic information or web address at the end of the question is sufficient-- no need to include footnotes). All of your responses should be in your own words rather than quoted from other sources. If you use any additional sources without citing them, you will not receive any points for the exam.

Midterm Exam. You should submit a file through Canvas with your responses to the following questions:

1) Provide a Time Line which lists what you think are the ten most important events in the history of the world from 1500-1900. No more than two of the items should be drawn from US history, and no more than half of them should be drawn from European/Western history. Each item on your Time Line should contain the following information:

2) An analysis of what you think are the most important developments or changes in the history of the world from 1500-1900 for each one of the four class themes. Refer to specific primary sources we have read for the class which back up your arguments. Do not duplicate what you have written for the Time Line portion of the exam. Write a substantial paragraph for each theme:

Final Exam. You should submit a file through Canvas with your responses to the following questions:

1) Provide a Time Line which lists what you think are the ten most important events in the history of the world from between 1900 and the present. No more than two of the items should be drawn from US history, and no more than half of them should be drawn from European/Western history. Each item on your Time Line should contain the following information:

2) An analysis of what you think are the most important developments or changes in the history of the world from between 1900 and the present for each one of the four class themes. Refer to specific primary sources we have read for the class which back up your arguments. Do not duplicate what you have written for the Time Line portion of the exam. Write a substantial paragraph for each theme:

Course Schedule
Please read and/or watch all of the assigned documents, chapters, or videos BEFORE attending class on the day which they are assigned. Above all, make sure you are prepared to talk about the selections labelled "Discussion Sources," as we will be discussing those in class.

NOTE: The assigned readings in Von Sivers, Desnoyers and Stow's Patterns Of World History are much heavier in the first half of the course than in the second half.  You should use the comparatively lighter load in the latter part of the course to work on your Research Paper.

Week 1
Monday, August 23:
Course Introduction
Read through the Course Syllabus

Watch "Is History B.S.?"

Wednesday August 25:

Sources and Interpretations
Discussion Sources on Cognitive Biases: Confirmation Bias, The Backfire Effect (This contains salty language.  Feel free to read the classroom version if you prefer to avoid that), The Texas Sharpshooter Fallacy, The Dunning-Kruger Effect.

Kreis, "The Proper Attitude;" "Why Study History?;" "Taking Notes in Class; "
Damen, "History and What-Really-Happened."

Assignments to Complete: Read through the entire syllabus, and submit the Introduction Assignment by 11:59 pm on August 27 using the appropriate link under "Assignments" in the class Canvas page. Make sure to check the feedback you received to see if you need to resubmit it.

Week 2

Monday, August 30: Zheng He and Columbus Discussion Source: List of Zheng He’s Expeditions (1431)

Watch Was Columbus B.S.?

Read Von Sivers, Desnoyers, and Stow, Chapter 15
Wednesday, September 1: The Ottoman Empire Discussion Source: Evliya Çelebi, Excerpts from The Book of Travels (c. 1630)

Read Von Sivers, Desnoyers, and Stow, Chapter 16, 20

Week 3

Monday, September 6

No Class
Wednesday, September 8: Religious and Ethnic Minorities in the Early Modern World
Discussion Source: Glückel of Hameln, Excerpts from The Memoirs of Glückel of Hameln (1719)

Read Von Sivers, Desnoyers, and Stow, Chapter 17
This Week:

September  8 is the last date to drop the class with refund.

Week 4.

Monday, September 13: Pre-Columbian America and Colonial Latin America Discussion Sources: The Mayan Account of the Spanish Conquest in the Chilam Balam (1540-1546); Sor Juana Inés de la Cruz, Selected Poems (It also will be helpful to read this brief encyclopedia entry for some context on Sor Juana's life)

Read Von Sivers, Desnoyers, and Stow, Chapter 18
September 15: Early Modern Africa and the Atlantic Slave Trade
Discussion Source: Excerpts from King Afonso of Congo, Letters on the Slave Trade (1526)

Watch Was the Atlantic Slave Trade B.S.?

Read Von Sivers, Desnoyers, and Stow, Chapter 19
Assignments to Complete: Topic Proposal for the Research Paper due September 17 using this form.  Make sure to check the professor's feedback on Canvas to see if your topic has been approved, or if you need to resubmit this assignment.

Week 5

Monday, September 20:

Enlightenment Ideas and New World Republics
Discussion Sources: French Declaration of the Rights of Man and Citizen (1789); Act of Independence of the Yucatan Peninsula (1841)

Watch Was The Enlightenment B.S.?

Watch Was The French Revolution B.S.?

Read Von Sivers, Desnoyers, and Stow, Chapter 22.
Wednesday, September 22:
The Haitian Revolution

Discussion Source: Toussaint Loverture's Saint-Domingue Constitution of 1801

Watch Was The Haitian Revolution B.S.?

Read Von Sivers, Desnoyers, and Stow, Chapter 23.
Assignments to Complete: Source Proposal for the Source Criticism Paper  due September 24. You should enter the complete bibliographic information for the sources for this assignment using this form. Make sure to read the directions for the Source Criticism Paper in the syllabus CAREFULLY before filling out the form.   

Week 6

Monday, September 27:

The Industrial Revolution
Discussion Sources: "The Life of the Industrial Worker in Nineteenth-Century England" (1832); Women Miners in the English Coal Pits (1842).

Watch Was The Industrial Revolution B.S.?

Watch How Can You Tell If A Website Is B.S. Or Not?

Read Von Sivers, Desnoyers, and Stow, Chapter 25
Wednesday, September 29:
Socialist Responses to Industrialization
Discussion Source: Karl Marx and Friedrich Engels, excerpts from The Communist Manifesto  (1848).

Read Von Sivers, Desnoyers, and Stow, Chapter 26
Assignments to Complete: Source Criticism Paper due October 1  (Your sources MUST be approved by the instructor before you turn this in).
Week 7

Monday, October 4:

Mughal India and the English East India Company
Discussion Source: Thomas Babington Macaulay, On Empire and Education in India (1833-1835)

Watch Was The English East India Company B.S.?

Von Sivers, Desnoyers, and Stow, "The British Colonies of India and Australia" in Chapter 27
Wednesday, October 6:

China's Century of Humiliation
Discussion Sources: Commissioner Lin Tse-Hsu, Letter to Queen Victoria, (1839); Treaty of Nanking (1842)

Read Von Sivers, Desnoyers, and Stow, Chapter 24

Week 8

Monday, October 11

No Class

Wednesday, October 13:
Leopold II and the Conquest of the Congo
Discussion Sources: Letter from King Leopold II of Belgium to Minister Beernaert on the Congo (1890); Excerpts from The Casement Report (1904)

Read Von Sivers, Desnoyers, and Stow, "European Imperialism in the Middle East and Africa," "Western Imperialism and Colonialism in Southeast Asia," and "Putting It All Together" in Chapter 27
Assignments to Complete: Imperialism Paper due October 15

Week 9
Monday, October 18:
Attempts at Reform in the Asian Empires

Discussion Source: The Gülhane Decree and the Beginning of the Tanzimat Reform Era in the Ottoman Empire, 1839

Watch Was The Meiji Restoration B.S.?

Wednesday, October 20:
Europe's Great War
Discussion Reading: Robert Graves, Excerpts from Goodbye To All That (1929)

Watch Was World War I B.S.?

Read Von Sivers, Desnoyers, and Stow,
"The Great War and Its Aftermath" in Chapter 28
Assignments to Complete: Midterm Exam due October 22

Week 10

Monday, October 25:
Nationalisms and New Identities
Discussion Source: Bahithat al-Badiya, Excerpts from "A Lecture in the Club of the Umma Party"(1909)

Watch Was The 1918 Influenza B.S.?

Wednesday, October 27: Communist Revolutions

Discussion Reading: Mao Zedong, "What Is Guerrilla Warfare?" (1937)

Watch Was The Russian Revolution Of 1917 B.S.?

Read Von Sivers, Desnoyers, and Stow, "New Variations on Modernity: The Soviet Union and Communism"  in Chapter 28
This Week:
Last day to withdraw from the class without grade penalty is October 29.

Week 11

Monday, November 1: Fascism
Discussion Reading: Adolf Hitler, Excerpts from Several Speeches (1923, 1930, 1932)

Watch Is Fascism B.S.?

Wednesday, November 3: Nazism and Appeasement

Discussion Reading: Neville Chamberlain, On Appeasement (1939)

Read Von Sivers, Desnoyers, and Stow, 
"New Variations on Modernity: Supremacist Nationalisms in Italy, Germany, and Japan" and "Putting It All Together" in Chapter 28

Week 12

Monday, November 8: World War II in Europe Discussion Reading: Josef Goebbels, "Nation, Rise Up, and Let the Storm Break Loose!" (1943)

Wednesday, November 10:
The Holocaust

Discussion Reading: Elie Wiesel, Excerpts from Night (1960)

Watch Is Modern Anti-Semitism B.S.?
Assignments to Complete: Annotated Bibliography, Part 1 due November 12.

Week 13

Monday, November 15: World War II in Asia
Discussion Reading: Survivor's Testimonies from the Nanjing Massacre of 1937-1938

Wednesday, November 17: The Post-War Order
Discussion Reading: Winston Churchill, "Iron Curtain" Speech (1946)

Watch Was the Cold War B.S.?

Read Von Sivers, Desnoyers, and Stow,
Chapter 29
Assignments to Complete
Annotated Bibliography, Part 2  due  November 19.

Week 14

Monday, November 22: A New Course For China

Discussion Reading: Wei
 Jingsheng, “The

Read Von Sivers, Desnoyers, and Stow,
Chapter 30

Wednesday, November 24
No Class

Week 15

Monday, November 29:
Decolonization and Partition in India
Discussion Reading: Sarojini Naidu, Excerpts from Several Speeches (1917, 1918, 1946)

Was the End of the Cold War B.S.?
Wednesday, December 1:
The Cold War in Latin America
Discussion Reading: Excerpts from the Memoir of Rigoberta Menchú (1984)

Watch Was The CIA Coup In Guatemala In 1954 B.S.?

Assignments to Complete: Research Paper  due December 3

Week 16

Monday, December 6:
Africa and the Middle East
Discussion Reading: Testimonies From The Genocide In Rwanda, 1994
Demet Demir, 
Filipa de Souza Award Address (1997)

Watch Is Globalization B.S.?

Read Von Sivers, Desnoyers, and Stow, Chapter  31
Assignments to Complete: Final Exam Due December 10