Dr.
Doug Campbell,
docampbell@nvcc.edu,
Office: LC- 320
Office
Hours: Mondays and Wednesdays, 12:15-2:00
pm, Thursdays 6-7 pm, or by appointment.
Flex time for
appointments:
Thursdays,1-6 pm
The
best way to get in touch with me outside of class is through email,
which I check several times a day during business hours. If you need to
meet with me in person, making an appointment is always a good idea,
even if you want to meet during my office hours. While I am usually in
my office during office hours, sometimes I may briefly be away from
desk to make
copies, check my departmental mail, meet with colleagues, etc.
Making an appointment is the most effective way to ensure you
won't have to wait.
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 of those 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 s 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 3rd edition, Oxford University Press, 2018, ISBN
978-0-19-069732-7. You can also use the combined volume, 2nd edition,
Oxford University, 978-0-19-939961-1, which covers the same material.
We will be making
useof 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 come to the first class
session of the week for which they are assigned, and you
should have access to them in class, either by printing them out, or
through an Internet-enabled device with a large screen (a smart phone
probably won't cut it). It is especially important to read the
documents listed as "Primary Sources to Read" as we will definitely be
discussing those in class. 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. Assignments which are not turned in will not receive any
points. No
work for the course will be accepted
after May 7 -- 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
Your final grade for the course will be calculated according to the
point scale below. Don't pay any attention to the percentage
calculated in Canvas's grade center. The only things that
matters in terms of your overall grade is the total number of points
you have earned by the end of the semester as compared to this point
scale.
Points
|
Final
Course Grade |
| 900-1000 |
A |
| 800-899 |
B |
| 700-799 |
C |
| 600-699 |
D |
| 599
and Below |
F |
You
will need access to the internet and to wordprocessing 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 your NOVA email
account, which is the only way I have of getting in touch with you
outside of class.
Guidelines
for Conduct During Class Meetings
Disruptive Behavior:
Please be considerate. Disruptive behavior will not be
tolerated.
Private conversations during lecture or class discussions, ringing
mobile phones, texting, sleeping, or walking into class late or out of
class early 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
classroom. If you have a question or a comment on
the
course material, please raise your hand and share it with the class.
Electronic Devices:
The use of electronic devices is permitted in classes only with the
approval of the professor, and with the
understanding that such devices are to be used only for class-related
purposes. Class is not the time to browse the internet, send
or
read email, use social media or game. Smart phones may be
stored by the professor at
his
discretion at the front of the room for the duration of the class
meeting if it seems like they are becoming an obstacle to student
learning.
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
campus police immediately.
Firearms: All
students must adhere to the College's policy
on firearms and dangerous weapons and materials. Students who
violate this policy will be referred to campus police immediately.
Make-Ups:
For exam sessions, make-ups will not be given other than in the case of
a genuine emergency with appropriate documentation (ie, emergency room
documents, court summons, etc.) Missing class due to "not
feeling
well," not being able to get a ride, having to work, and the like are
not genuine emergencies. Please plan
ahead!
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 the instructor 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. PAPERS SUBITTED WITHOUT FOOTNOTES OR USING SOME METHOD OF CITATION OTHER THAN CHICAGO-STYLE FOOTNOTES WILL NOT BE ACCEPTED.
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!!!). Please read the official NVCC
statement
on academic dishonesty . 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 required assignments will be accepted with a one
letter grade penalty. Late extra credit paragraphs are not accepted.
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
New Attendance and Participation Policies for Distance Learning Format After March 18:
As
long as the College remains in a distance learning format as a result
of the ongoing public health emergency, students will be asked to view
various online video lectures and documentaries, and to participate in
a series of online discussion boards. These activities are mandatory,
and will take the place of the previous weekly tallies for in-person
class attendance and participation.
There are complete descriptions of each of the discussion
prompts in
the Course Schedule,
but
each should be about half a page long, should
present a main argument or thesis which addresses the question(s) posed
by the prompts, should support that argument with evidence, and
should be written in grammatical and stylistically correct English.
Your post must make it clear that you have watched the
assigned video. Generally, you are also asked to respond to at least
two of your
classmates' posts within 24 hours of the due date for the initial post.
Your responses should contain some sort of substantial
comment or
follow up question relevant to the post in question (Simply responding
"I agree!", "Me too", and the like do not count as substantial
responses). Please follow
the guidelines
for written work in this class.
| Discussion |
Due
Date |
| Great War Discussion Post |
March 22 |
| Mao and Lenin Discussion Post |
March 29 |
| Nanking Massacre Discussion Post |
April 5 |
| Nazism Discussion Post | April 12 |
| Nuclear Weapons Discussion Post | April 19 |
| Decolonization Discussion Post | April 26 |
| Iran Discussion Post | May 3 |
Previous In-Person Attendance and Participation Policies:
Attendance: Given the fact that participation is part of your grade, your
attendance is expected at every class meeting. You are
allowed
one unexcused absence for the semester. You will only receive
credit for attending a class session if you are present when I take
roll at the beginning of class. More than one absence without
a
valid excuse will affect your grade for the course. Students
who
miss more than 2 consecutive weeks of class without notifying the
instructor with a valid and documented excuse will be administratively
withdrawn from the course.
Preparedness: You
should make sure that you have completed the assigned readings and any
required assignments before you walk into the first class meeting that
week. You may be asked to discuss both readings and
assignments, so you should have access to them during class either by
bringing hard copies or through the use of any appropriate electronic
device (NOTE: Smartphone screens are too small to really be useful for
this purpose-- use a laptop or a tablet).
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.
Read
Toussaint
Loverture's Saint-Domingue Constitution of 1801
and then
write a paper at least two
double-spaced pages long which answers the following questions: "What
sort of relationship did the document establish between Saint-Domingue
and France? What rights did it recognize for the workers and
cultivators of Saint-Domingue? Did this Constitution provide the
foundation for a more just society in Saint-Domingue? Why or why
not?" 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.
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 or each source?
- 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:
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. Go to
http://www.nvcc.edu/library/
Click
on
the
"Articles" tab;
then
click
"Databases by Subject";
the
click
"History (HIS)";
then
click
"JSTOR" and login with the same id you would use to access My NOVA.
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.
You should
select a scholarly
monograph (ie, a book written on a specialized topic by a
recognized scholar) written within the past 50 years which deals with
the topic you are researching for your
Research Paper.
This book cannot be an encyclopedia, a sourcebook, a
children's
book, or a collection of essays or historical documents, nor can it
deal primarily with US history. The book you have chosen must be
approved by the professor before you can proceed any further with this
assignment. Your
proposed sources for the Book Review Paper should be uploaded for
approval using this form.
Make
sure to check the professor's feedback
to see if your book was approved, or if you need to
resubmit the form.
Once your scholarly monograph is approved, you should read it and then,
in a paper at least two double-spaced pages long,
write book review with a main argument which answers this major
question:
"How
useful is this book to a scholar researching its subject
matter?" Your analysis also
ought to address the following secondary questions:
- Who is the
author, and what is his or her
level of expertise with the subject matter?
- What
is the author's main argument ?
- What
specific sorts of evidence are cited to support the argument?
Are any primary sources cited?
- How
successfully does the evidence support the author's argument?
- Is the book
clear and well-written?
- Are there
any other weaknesses?
Please
note that you should definitely not comment on whether you found the
book entertaining or boring. I certainly hope you enjoyed the
book, but whether you did or not is not actually relevant to a
consideration of how useful the author's work might be to scholars and
researchers.
The
title of your paper should be the full bibliographic citation of the
book you are reviewing (author,
title, publisher, year,
pages) in Chicago
format. See
the following links for more infromation on how to write a scholarly
book review.
How
to Write a History Book Review
Writing
a Book Review
To
find an appropriate scholarly mongraph, I would recommend that you
consult the NOVA
library's website. You can easily order any book
from any NOVA campus' library and have it delivered to the campus of
your choice. There are also quite a few books available as
e-books as well.As a NOVA
student you have borrowing privileges at GMU’s
libraries. To
check
items out you must have a valid
NOVACard and a copy of your registration for the current semester.
For more information, visit the GMU Circulation webpage.
Visit the GMU
Library website to search
for
titles.
You
also might want to consult the Research
Guide for this class prepared by the College research
librarians.
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.
As the capstone of your work in the course, you are asked to complete a
Research Paper which is at least 4 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 politica
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 in the modern
era? (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 decolinization
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 1 Scholarly
Journal Article (you learned about these in your Source
Criticism Paper)
- At
least 1 Scholarly
Monograph (you will have read and reviewed one for your Book
Review Paper)
- At
least 5 Other Secondary Sources (either online or in print).
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
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 |
Points |
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. |
5 Points |
Feb. 23 |
| Prospective
Bibliography |
Submit a rough draft
bibliography listing the complete bibliographic information for all of
the sources you intend to use for your Research Paper. Your prospective
bibliography should be divided into two sections, one for primary
sources, and one for secondary sources, both in alphabetical order by
author. You should include the
scholarly journal article which you used for the Source Criticism Paper
and the scholarly monograph you reviewed for the Book Review Paper in
the list of secondary sources. Make sure to review the instructions for
the Research Paper listed in the syllabus CAREFULLY before completing
this assignment.
|
40
Points |
April 12 |
| Thesis
Statement Draft |
You
should
submit a draft of your thesis statement for the paper. The
statement should answer your research question and clearly state the
main argument(s) which you intend to
make in your research paper. |
5 Points |
April 26 |
| Finished
Research Paper |
You should
submit a final draft of at least 4 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. |
150
Points |
May 3 |
There
are two exams for this course which are each worth 10% of your total
grade. The Midterm Exam deals with material from the first
half
of the course and the Final Exam deals with material from the second
half. The midterm exam will feature a 10 item Map Quiz, 4 term
identifications, and an essay.
You
must bring a blue book (they can be purchased at
the bookstore or
the vending machines on campus) to the exam.
For the Map Quiz, you will be given a list of ten locations from the
following list and asked to place them on a blank
map of
the World.
| Ghana |
Amazon River |
St.
Petersburg |
Peru |
Russia |
China |
| South Africa |
Manchuria |
Mexico |
Ganges River |
Mediterranean
Sea |
Paris |
| Cairo |
Jerusalem |
India |
Pakistan |
Yangtze River |
Manchuria |
Nairobi
|
Mecca |
Cuba |
London |
Berlin |
Spain |
| Ethiopia |
Congo River |
Japan |
Afghanistan |
Jakarta |
Korea |
| Iran |
Haiti |
Zimbabwe |
Czech Republic
|
Poland |
Turkey |
| Istanbul |
Buenos Aires |
Indonesia |
Seoul |
Vietnam |
Kenya |
| Egypt |
Venezuela |
Canada |
Columbia |
Rhine River |
Sudan |
| Kinshasa |
Rwanda |
Havana |
Germany |
Moscow |
Shanghai |
For
the midterm exam's term identifications, you will be given a
list of 8 terms taken
from the following list, and asked to write a paragraph identifying 4
of them, including their approximate timeframe and significance to
understanding world history.
| Zheng He |
Taino |
creoles |
Castas |
| encomiendas |
caudillos |
Ottoman Empire |
Devshirme |
| Tanzimat |
Janisarries |
Safavid Persia |
gunpowder empires |
| Simon Bolivar |
Atlantic System |
Saint Domingue |
Toussaint Louverture |
| Enlightenment |
Jean-Jacques Rousseau |
Napoleon Bonaparte |
absolutism |
| Romanticism |
spinning jenny |
steam engine |
liberalism |
| Karl Marx |
Mughal Dynasty |
British East India Company |
sepoys |
| Qing Dynasty |
Lin Zexu |
Taiping Rebellion |
Boxer Rebellion |
| Indian National Congress |
Treaty of Nanking |
Sun Yat-sen |
Meiji Restoration |
| Russo-Japanese War |
Cape Colony |
Boer War |
Mfecane |
| Cecil Rhodes |
Berlin Conference |
Congo Free State |
Leopold II |
Online Final Exam
The exam will consist of two basic parts:
1) 5 Term Identifications. You
will be given 5 pairs of terms drawn from the list below. For each
pair, you should pick the ONE term you know the best and identify it as
completely as you can in a paragraph which details the term’s
approximate date, basic details, and significance to an understanding
of history.
| Black Hand |
Nationalism |
Fourteen Points |
Treaty of Versailles |
Tsar Nicholas II
|
Russian Revolution of 1917 |
V. I. Lenin |
Five Year Plans |
| Joseph Stalin |
Fascism |
Jawaharlal Nehru |
National Socialism |
| Nazi-Soviet Non-Aggression Pact |
Taisho Democracy |
Manchuria Incident |
Rape of Nanjing |
| Manhattan Project |
Marshall Plan |
North Atlantic Treaty |
Breton Woods System |
| UN Security Council |
Chinag Kai-Shek |
Mao Zedong |
Great Leap Forward |
| Great Proletarian Cultural Revolution |
Taiwan |
Democratic People's Republic of Korea |
Mohammed Mossadegh |
Iranian Revolution of 1979
|
Ho Chi Minh |
Dien Bien Phu |
Ngo Dinh Diem |
| Vietcong |
Khmer Rouge |
Fulgencio Batista |
Fidel Castro |
| Ernesto "Che" Guevara |
Cuban Missile Crisis |
Mohandas Gandhi |
Muhammad Ali Jinnah |
| Indian National Congress |
Indian Partition |
Kwame Nkrumah |
Apartheid |
| Winnie Mandela |
Umkhonto We Sizwe |
Rwandan Genocide |
Israel |
| Palestinian Liberation Organization |
Berlin Wall |
Detente |
Mikhail Gorbachev |
2) Essay. You
will be given a pair of essay questions. You should the pick the
question you think can answer the best, and write an essay which
answers it comprehensively, making sure to support your arguments with
as many specific historical examples as possible.
You
may use any notes, books, or online resources you like. Information
drawn from your class notes may be included in your responses without a
formal citation. Information from any other sources, including
websites, however, MUST be accompanied by a citation (listing the
bibliographic information or the web address for your source(s) at the
end of your response is sufficient).
Spelling,
grammar and style are not a part of your grade, although you should
make sure that your points are clear and comprehensible.
The
test will be timed. You will have 120 minutes to complete the exam once
you start (If you have a DSS accommodation for extra time on exams, you
must remind me at least 48 hours before you intend to take the exam).
DO NOT BEGIN THE EXAM UNLESS YOU WILL HAVE TWO UNINTERRUPTED HOURS TO
WORK ON IT.
Over the course of the semester, you will have the opportunity to
complete up to 7 short extra credit assignments. You will
receive
up to 10 points for each one you
complete. Late
Extra Credit Paragraphs are
not accepted.
There are complete descriptions of each of the assignments in
the Course Schedule, but
each should be about 100 words long, should
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.
Please follow
the guidelines
for written work in this class. See this rubric
for a more detailed description of how you will be graded.
| Assignment |
Due
Date |
| Sor Juana Paragraph |
January 26 |
| Ottoman Paragraph |
February 2 |
| Industrialization Paragraph |
February 16 |
| Black Hand Paragraph |
March 22 |
| Japanese Imperialism Paragraph |
April 5 |
| India Paragraph |
April 26 |
| Demir Paragraph |
May 10On |
Course Schedule
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. January 16: So What and
Who Cares?
| Secondary Sources to Read or View: |
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."
Von Sivers, Desnoyers, and Stow, Chapter 16 |
| Assignments
to Complete: |
Read
through
the entire syllabus, and submit the Introduction
Assignment by
11:59 pm on January 19 using the appropriate link under "Assignments"
in the
class Canvas page. You must get a perfect score on this assignment,
but you may take it as many times as you want. |
Week 2. January 23: The
Beginning of the Modern Age
| Primary Sources to Read: |
Bartolemé
de Las Casas, Excerpt
from A
Brief Account of the Devastation of the Indies
(1542)
Las
Castas – Spanish Racial Classifications
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) |
| Secondary Sources to Read or View: |
Von
Sivers, Desnoyers, and Stow, Chapter 18;
Columbus,
de Gama, and Zheng He! 15th Century Mariners. Crash Course: World
History #21; The
Columbian Exchange: Crash Course World History #23; The
Atlantic Slave Trade: Crash Course World History #24 |
 |
| Assignments
to Complete: |
Sor Juana Extra
Credit Paragraph
due by 11:59 pm, January 26: Read the selected
poems of Sor Juana Inés de la Cruz,
and then
write a paragraph of at least 100 words answering the
following questions: "What do these poems reveal about reveal
about gender and sexuality in colonial Latin America? Do you find it
surprising that a Catholic nun living during the 1600s would write
poems like these? Why or why not?" Make sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument. |
Week
3. January 30: An Age of Absolutism- the
Gunpowder Empires
Week 4. February 6: An
Era of Revolutions (1)
Week
5. February 13: The
West
Industrializes
| Primary Sources to Read: |
"The
Life of the Industrial Worker in Nineteenth-Century England"
(1832)
Women
Miners in the English Coal Pits (1842).
Karl
Marx and Friedrich Engels, excerpts from The Communist Manifesto
(1848). |
| Secondary Sources to Read or
View: |
Von
Sivers, Desnoyers, and Stow, Chapter 22, 26
Coal,
Steam, and The Industrial Revolution: Crash Course World History #32;
Capitalism
and Socialism: Crash Course World History #33.
|
| Assignments
to Complete: |
Industrialization Extra Credit Paragraph
due by 11:59 pm, February 16: Read
"The
Life of the Industrial Worker in Nineteenth-Century England",
and write a paragraph of at least 100 words answering the following
questions: "Imagine you are one of the workers whose experience is
recorded in these document. How would you feel about life as
a
factory
worker? How would you feel about the owner of the factory?
About
industrialization in general? Why? " Make sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument.
|
Week
6. February 20: Asia and the West
| Primary Sources to Read: |
The
Reception of the First English Ambassador to China, (1792)
Commissioner Lin Tse-Hsu, Letter
to Queen Victoria, (1839)
Treaty
of Nanking (1842) |
| Secondary Sources to Read or View: |
Von
Sivers, Desnoyers, and Stow, Chapter 23, 24
Samurai,
Daimyo, Matthew Perry, and Nationalism: Crash Course World History #34.
|
| Assignments
to Complete: |
Topic Proposal for the Research
Paper due by 11:59 pm, February 23
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
7. February
27: Neo-Imperialism
Week
8. March 5: Nationalism/Midterm Exam
| Primary Sources to Read: |
Constitution
of the "Black Hand;"
|
| Secondary Sources to Read or View: |
Von
Sivers, Desnoyers, and Stow, Chapter 23
|
| Assignments
to Complete: |
Midterm
Exam, March 5. You
must
bring a blue book (they can be purchased at the bookstore or
the vending
machines on
campus), and a pencil to the exam.
Book Proposal for the Book
Review Paper due by 11:59 pm, March 8. You should enter
the complete bibliographic information for the book you will read for
this assignment using this form.
Make sure to read the directions for the Book Review Paper in the
syllabus CAREFULLY before filling out the form.
|
March 12: No
Class Spring Break- Beginning of Distance Learning Format
Week
9. Week of March 22: The Great War
| Primarys Sources to Read: |
Woodrow
Wilson's Fourteen
Points (1918) |
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter 28 (pp.848-867)
|
| Videos to Watch: |
Green, "Archdukes,
Cynicism, and World War I: Crash Course World History #36."
(11:44)
What The $^#& Was Going On With World War I? (2020, 25:03 min.)
World
War I: The Death of Glory (History Channel, 1997, 49:59,
requires MyNOVA login from the NOVA Library page to view)
|
| Online Discussion Posts: | Great War Discussion Post, Due by 11:59 pm March 22.
Write
a post of at least 100 words answering the following questions: "After
watching the videos on World War I, how was World War I different from
previous wars? Which of the causes of the war seemed to be the most
important? Why did the war end up being so long and bloody?" Your
post must
make it clear that you have read the assigned sources and watched the
assigned videos. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way.
|
| Assignments
to Complete: |
Source Proposal for the Source
Criticism Paper due by 11:59 pm, March 22. 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. This video also walks
through how to successfully search for a scholarly journal article step
by step: "How
to Find a Scholarly Journal Article."
Black Hand Extra
Credit Paragraph due
by 11:59 pm, March 22:
Read the Constitution
of the "Black Hand" and
write a paragraph of at least 100 words answering the following
question: "Do you think it would be fair to consider this organization
a terrorist group? Why or why not? Do you think its
members
would have thought of themselves as terrorists or as freedom
fighters ?" Make sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument.
|
Week
10. Week of March 29: An Era of Revolutions (2)
| Primary Sources to Read: |
V.I. Lenin,
The
Tasks of the Proletariat in the Present Revolution (a.k.a.
The
April Theses)
(1917);
Mao
Zedong,
"What
Is Guerilla Warfare?" and "The
Political Problems of Guerilla Warfare" from On Guerilla Warfare (1937).
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter 28 (pp.868-870)
|
| Videos to Watch: | Vladimir Lenin: Voice of Revolution (A&E, 1998, 44:11,
requires MyNOVA login from the NOVA Library page to view);
1893-1945: Against the Tide-Mao's Early Years (Online Productions, 2005, 1:00:00,
requires MyNOVA login from the NOVA Library page to view)
Communists,
Nationalists, and China's Revolutions: Crash Course World History #37 (12:11).
Campbell, "Was the Great Influenza Pandemic of 1918 BS?" (15:44) |
| Online Discussion Posts: | Mao and Lenin Discussion Post, Due by 11:59 pm March 29. Write
a post of at least 100 words answering the following questions: "After
reading the primary sources by Lenin and Mao, and watching the
documentaries about them, how well do you think their respective Communist
movements matched the
ideas of Karl Marx which you learned about earlier in the semester? In
what ways were Lenin and Mao's ideas similar? In what ways were they
different?" Your
post must
make it clear that you have read the assigned sources and watched the
assigned videos. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Source Criticism
Paper
due by 11:59 pm March 29 (Your
sources MUST be approved by the instructor before you turn this in).
Last day to withdraw from the
class without grade penalty is May 10. |
Week
11. Week of April 5: Totalitarianism
| Primary Sources to Read: |
Documents
on Japanese Imperialism (1882, 1890, 1921);
Louise
Yim on the Japanese Occupation of Korea (1951)
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter 28 (pp. 871-87).
|
| Videos to Watch: | Stalin:
The Red God (Digital Classics, 1999, 1:04:51, requires
MyNOVA login from the NOVA Library page to view)
Road to War (MVD, 2005, 1:16:10,
requires MyNOVA login from the NOVA Library page to view)
|
| Online Discussion Posts: | Nanking Massacre Discussion Post, Due by 11:59 pm April 5.
Write
a post of at least 100 words answering the following questions: "After
watching the "Road to War" video, what were Imperial Japan's foreign
policy goals as it expanded its influence in the 1920s and 1930s? How
did these goals contribute to Japan's invasion of China and its conduct
on Nanking in 1937? " Your
post must
make it clear that you have read the assigned sources and watched the
assigned videos. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Japanese Imperialism
Extra
Credit Paragraph due
by 11:59 pm, April 5:
Read Louise
Yim on the Japanese Occupation of Korea and Okuma Shigenobu,
"The
Illusions of the White Race"
(1921) in the Documents
on Japanese Imperialism and
write a paragraph of at least 100 words answering the following
question: "According to Yim, how did the Japanese treat the people of
Korea they ruled? How do you think she might have responded to
Shigenobu's critique of Western imperialism? Why?" Make
sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument.
|
Week
12. Week of April 12:
World War II
| Primary Sources to Read: |
Hirsoshima
Survivors' Testimonies: Hiroko
Fukada, Akihiro
Takahashi, Kinue
Tomoyasu.
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter
28 (pp. 888-903).
|
| Videos to Watch: | Campbell, "Is Modern Anti-Semitism BS?" (17:00)
Bucholz,
“Fascist Italy, Nazi Germany - 1922 – 36” (The Great
Courses, 2006, 30:13, requires MyNOVA login to view)
Bucholz, “The
Holocaust - 1933 – 45” (The Great Courses, 2006,
30:41, requires MyNOVA login to view)
World
War II (Reuters, 1990, 32:28, requires MyNOVA login from the
NOVA Library page to view)
Green, World
War II: Crash Course World History #38 (13:12) |
| Online Discussion Posts: | Due by
11:59 pm, April 12: Nazism Discussion Post. Write
a post of at least 100 words answering the following questions: "After
watching the videos and lectures for this week,
what were the main features of Nazi ideology, and why might some
Germans have found Hitler's message appealing? What was Nazi Germany's
policy toward European Jews before 1939, and how did the outbreak of
World War II radicalize those policies?" Your
post must
make it clear that you have read the assigned sources and watched the
assigned videos. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Due by
11:59 pm, April 12: Prospective
Bibliography for the Research
Paper. Submit
a rough draft bibliography listing the complete bibliographic
information for all of the sources you intend to use for your Research
Paper. Your prospective bibliography should be divided into two
sections, one for primary sources, and one for secondary sources, both
in alphabetical order by author. You should include the scholarly
journal article which you used for the Source Criticism Paper and the
scholarly monograph you reviewed for the Book Review Paper in the list
of secondary sources. Make sure to review the instructions for the
Research Paper listed in the syllabus CAREFULLY before completing this
assignment.
|
Week
13. Week of April 19:
The
Cold War
| Primary Sources to Read: |
Vietnamese
Declaration of Independence (1945);
Fidel Castro, Second
Declaration of Havana (1962)
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter
29 (pp. 904-929).
|
| Videos to Watch: | The
Bomb (PBS, 1:51:55, requires MyNOVA login from the
NOVA Library page to view)
Vietnam
and the War (3DD, 43:22, requires MyNOVA login from
the NOVA Library page to view)
Green, USA
vs USSR Fight! The Cold War: Crash Course World History #39
(12:15) |
| Online Discussion Posts: | Due by 11:59 pm April 19: Nuclear Weapons Discussion Post. Write
a post of at least 100 words answering the following questions: "After
watching 'The Bomb,' how did the Cold War influence the development of
nuclear weapons? Did nuclear weapons make the Cold War more dangerous,
or might their destructive potential have helped keep the Cold War from
going 'hot?'" Your
post must
make it clear that you have watched the
assigned video. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Due by 11:59 pm April 19: Book
Review Paper. (Your
sources MUST be approved by the instructor before you turn this in)
|
Week 14. Week of April 26: Decolonization
| Primary Sources to Read: |
Jawaharlal Nehru, "Marxism,
Capitalism and Non-Alignment" (1941, 1956), Speech
On the Granting of Indian Independence, (1947);
Documents
on Women's Lives in Modern India (1986, 1975);
Winnie Mandela, Speech
In Response to the Government Massacre in Soweto (1976);
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, .Chapter 30 (pp. 924-937).
|
| Videos to Watch: | “Partition”
(TVF International, 2018, 48:33, requires MyNOVA login to view)
Liulevicius
“1972—China Enters the World Balance” (The Great
Courses, 2016, 30:13, requires MyNOVA login to view)
“Nelson Mandela: The History of a Struggle” (Reuters, 1990, 25:08, requires MyNOVA login to view)
Green,
Decolonization
and Nationalism Triumphant: Crash Course World History #40 (12:48)
|
| Online Discussion Posts: | Due by
11:59 pm April 26: Decolonization Discussion Post. Write
a post of at least 100 words answering the following questions: "After
reading the documents and watching the videos on Vietnam, India, and
South Africa assigned during the past two weeks, compare the approaches
to national liberation of Ho Chi Minh, Jawaharlal Nehru, and Nelson
Mandela. How were these figures similar and how were they different?
What impact did the Cold War have on their respective struggles for
national liberation?" Your
post must
make it clear that you have read the assigned sources and watched the
assigned videos. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Due by
11:59 pm April 26: Thesis Statement Draft for the Research Paper
Due by
11:59 pm April 26: India Extra
Credit Paragraph. Read the
Documents
on Women's Lives in Modern India (1986, 1975), and
write a paragraph of at least 100 words answering the following
question: "How were the challenges of life in modern India different
for educated urban women and poorer rural women? Which group seemed to
be faced with a more difficult set of circumstances?" Make
sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument.
|
Week
15. Week of May 3: The 20th Century
Middle East
| Primary Sources to Read: |
Bahithat
al-Badiya, Excerpts
from "A Lecture in the Club of the
Umma Party, 1909;"
Ayatollah Ruhollah Khomeini, Speech
Denouncing American Influence in Iran (1964)
Demet Demir, Filipa
de Souza Award Address (1997)
|
| Secondary Sources to Read: |
Von
Sivers, Desnoyers, and Stow, Chapter 30 (pp. 938-959).
|
| Videos to Watch: | Campbell, "Was the Cold War B.S.?" (18:11)
"Iran: The Hundred-Year War" (ARTE France, 2008, 1:31:52, requires MyNOVA login to view)
Bivins, "Religious Violence in Israel" (The Great
Courses, 2018, 31:00, requires MyNOVA login to view)
Green, Conflict
in Israel and Palestine: Crash Course World History 223." (12:52) |
| Online Discussion Posts: | Due by
11:59 pm, May 3: Iran Discussion Post. Write
a post of at least 100 words answering the following questions: "After
reading Khomeini's Speech
Denouncing American Influence in Iran and watching "Iran: The Hundred-Year War,"
what role did American policy from the 1950s to the 1970s in Iran play
in inspiring the Islamic Revolution of 1979 in that country? How did
the Cold War inspire those American policies?" Your
post must
make it clear that you have read the assigned source and watched the
assigned video. Then you should
also read all of the postings by your classmates and respond to at
least 2 of them in some substantial way. |
| Assignments
to Complete: |
Due by
11:59 pm, May 3:Research Paper. You should
submit a final draft of at least 4 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.
|
Week 16. Week of May 10: Globalization
| Primary Sources to Read: | Demet
Demir, Filipa
de Souza Award Address (1997)
|
| Secondary Sources to Read: | Von
Sivers, Desnoyers, and Stow, Chapter 31 |
| Videos to Watch: | Campbell, "Was the End of the Cold War B.S.?"(18:26)
Liulevicius, "1989—The Fall of the Berlin Wall" (The Great
Courses, 2016, 30:22, requires MyNOVA login to view)
Liulevicius, "2004—The Rise of Social Media" (The Great
Courses, 2016, 32:44, requires MyNOVA login to view)
Green, "Globalization
I - The Upside: Crash Course World History #41" (11:50)
Green, "Globalization
II - Good or Bad?: Crash Course World History #42; " (13:24) |
| Assignments
to Complete: |
Due
by 11:59 pm, May 10:Reflective
Paragraph. Write
a paragraph of at least 100 words answering the following
questions: "Describe one
thing that you think was helpful about the course, and one
thing that you think could be improved. Then describe one
thing that
you did well in your work for the class, and one thing about
your work
that you would like to improve in the future."
Due
by 11:59 pm, May 10: Demir Extra
Credit Paragraph.
Read Demet Demir's Filipa
de Souza Award Address (1997)
and
write a paragraph of at least 100 words answering the following
question: "What types of challenges does Demir face as a transgender
woman in modern Turkey? What relationship does she see between the
struggle for LGBT rights and other political causes?" Make sure
that your paragraph begins with a sentence which clearly
states your main argument, and that it refers to specific evidence from
the sources in order to support that argument.
Due
by 11:59 pm, May10: Online Final
Exam.:
|
