Dr. Doug Campbell,
docampbell@nvcc.edu
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!
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:
- Establish a chronology of historical events in the world
since 1600 CE. (Addresses general education objectives C and
D under information literacy.)
- Explain the changing geopolitical structures of world
civilizations up until 1600 CE. (Addresses general education
objective A and E under culture and social understanding.)
- Define the importance of key individuals and developments
in world civilizations since 1600 CE. (Addresses general
education objective C and D under information literacy.)
- Identify the social, economic and political forces at work
in the evolution of the world’s modern civilizations.
(Addresses general education objectives A and E under
cultural and social understanding.)
- Recognize and describe the significance of some of the
cultural achievements of world civilizations since 1600 CE.
(Addresses general education objective C under culture and
social understanding.)
- Analyze complex historical sources and materials and reach
conclusions based on interpretations ofthose materials.
(Addresses general education objectives A and B under
communication and objective d under critical thinking.)
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.
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.
Grading
Scale
Percentage
|
Final Course Grade |
Above 90%
|
A |
| 80-89% |
B |
| 70-79% |
C |
| 60-69% |
D |
Below 60%
|
F |
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:
- Your full name, the name of the class, and the day and time
when it meets in the title of your message.
- Appropriate salutations
and
signatures.
- Correct grammar and punctuation.
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.
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.
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.
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:
- Is the author of each article identified? If so, what is
his or her level of expertise with the subject matter?
- What is the main argument of each source? (note, this
is not the same thing as a simple description of the subject
matter-- what is the author trying to say about this subject?)
- Does each article specify its evidence or sources of
information? If so, what sorts of evidence are cited?
- Given what you know about the subject matter from reading your
textbook and attending class, how reliable and accurate is each
article?
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 Review,
The 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
Today,
National
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
http://www.nvcc.edu/library/
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:
-
At least 5 Primary Sources (either online or in
print). For
primary sources, you should be looking for documents which
were originally written during the time period you are
trying to study. While architectural or archaeological
remains certainly do qualify as primary sources which can be
used by scholars to reconstruct the past, they are
problematic for an assignment like this. Written documents
from the past should be your focus!
For each
of the Primary Sources in Part 1 your
annotation should include:
- Bibliographic
information according to Chicago style.
- The
name and background of the author, if known.
- The
date the document was originally written, if known.
- The
author’s purpose in writing the document and its historical
context.
- Any
bias displayed by the author.
- The
significance of the document (ie, how are its contents
important to an understanding of the topic?)
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:
-
At least 5 Secondary Scholarly Sources,
including:
- At
least 1 Scholarly Journal Article (you learned about these
in your Source Criticism Paper)
- At
least 1 Scholarly Monograph (A book length scholarly study
by one author)
- For
the other 3 secondary sources, you should use high quality
scholarly sources, and avoid using the textbook,
encyclopedia articles, or anonymously authored websites.
For each of the Secondary Sources in Part 2 your annotation should
include:
- Bibliographic
information according to Chicago style.
- The
name and scholarly background of the author (education,
publications, university appointments, etc.)
- The
author’s main argument (note, this is not the same thing as a
simple description of the subject matter-- what is the author
trying to say about this subject?).
- The
specific types of evidence used to support the author’s main
argument (are they primary sources? Scholarly secondary
works?)
- How
successful/convincing is the author’s argument?
Please follow
the guidelines for
written work in this class.
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.
- What role did religion play in reinforcing racism during the
imperial age? (theme: race)
- How have attitudes toward sex and sexuality changed in Africa
during the past century?(theme: gender)
- What does the rise of spectator sports in Europe between
1900-2000 reveal about ideals of masculinity? (theme: gender)
- What was life like under communism behind the Iron Curtain,
1945-1989? (theme: government)
- What are the political roots of the Israeli-Palestinian
conflict? (theme: race, government)
- What role did economic inequality play in the origins of
political revolutions in 19th century Latin America
? (theme: government and social class)
- What was working class life like in Britain during the
Industrial Revolution? (theme: social class)
- How and why did Fascism become popular in Interwar
Europe? (theme: government and race)
- Was the Vietnam War primarily about Cold War issues or was it
a war on national liberation? (theme: government)
- What role did racism play in justifying Western
imperialism? (theme: race)
- What role did Anti-Semitism play in leading to the rise of
Nazi Germany and the Holocaust? (theme: race)
- What factors explain the Japanese attempts to conquer large
parts of Asia during the 1930s and 1940s?(theme: government)
- How have women's lives in the Middle East changed over the
course of the 20th century? (theme: gender)
- How did feminism change the way women lived inFrance modern
? (theme: gender and government)
- What was the impact of Enlightenment ideas on the Haitian
Revolution? (theme: government)
- To what extent were Marxist ideas important to the
decolonization movements in Africa during the 20th
century?(theme: government and social class)
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:
- At least 5 Primary
Sources (either online or in print)
- At least 5 Secondary Scholarly Sources, including at least 1 Scholarly Journal Article
(you learned about these in your Source Criticism Paper)
and atleast 1 Scholarly Monograph (essentially
a full book by a single scholar focused on one narrow
historical subject relevant to your research topic)
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:
- The approximate
date.
- A brief
description of the event.
- The event's
significance (Why is it important to understanding modern
world history?)
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:
- Government
- Gender
- Race
- Social Class
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:
- The approximate
date.
- A brief
description of the event.
- The event's
significance (Why is it important to understanding modern
world history?)
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:
- Government
- Race
- Gender
- Social Class
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
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 |
Wednesday,
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 6
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.?
Read 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 9
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
Week 13
Week
14
Monday, November 22:
A New Course For China
|
Discussion
Reading: Wei
Jingsheng, “The
Fifth
Modernization:
Democracy”
(1978)
Read Von Sivers, Desnoyers, and
Stow, Chapter 30
|
Wednesday, November 24
|
No Class |
Week 15
Week
16
