Download World History from 1800 to the Present

WORLD HISTORY 1800 TO THE PRESENT
HIST 1702H
Department of History, Trent University/UOIT
Winter 2016
Evgeny Efremkin
Office: TBA
Office Hours: Monday, 13:00-14:00
[email protected]
Lectures: Mondays, 14:10-17:00,
UA1240
Course Description
This course introduces ideas about 19th and 20th century world history. By focusing on
specific events, it explores the social, cultural, political, and economic causes of
transformative moments in history, as well as their consequences for individuals and
societies. From the French Revolution to 9/11, specific topics to consider include: the
advent of the modern nation-state, industrialization, migration, colonialism,
imperialism, war, nationalism, revolution, ideology, genocide, the cold war, decolonization, globalization, and imogology. The course is placed within a global political,
social, and cultural context.
Each topic introduces students to the diverse ways historians practice their craft and
seek understanding of the past and historical change. This will help you develop a
deeper appreciation of what history "is" and "does" by considering multiple means of
exploring and making sense of the past. Critical reading and critical thinking are central
to the process of delivery and reception of the material in this course.
Course Readings
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Contemporary World History, 5th Edition, William J. Duiker, ISBN-10:
0495572713, Wadsworth, 2010.
Academic Articles (on-line links provided below)
Participation
Presentation
Test 1
Test 2
Annotated Bibliography
Research Essay
Marking Scheme and Deadlines
10%
(every seminar)
10%
(date assigned at the first seminar)
20%
(February 13th)
20%
(April 3rd)
10%
(Feb 6th)
30%
(March 20th)
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Tutorial Participation
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Tutorials will be held on Mondays. Attendance is necessary.
Attendance does not warrant any marks. You can earn participation marks only
through participation in class discussions and debates.
Discussions will be based on articles (URL links given below in this syllabus), the
text book, as well as lecture materials.
Presentation
Your presentation needs to be 15 minutes long, and should be followed by several
discussion stimulating questions. Presentations are meant to do two things: first, to
allow you to practice your public speaking skills, and second, to help you launch your
essay research. The presentation should be based on at least 6 scholarly sources.
Presentations based primarily on internet sources will be failed. Further details will be
given in class.
In Class Tests
Two hours long and will cover all the material up to and including the week of the
test. There will be two parts. The first is identification questions. The second will be an
essay. You will have some choice, and will be provided with an exam prep outline a
week before the exam. Further details will be given in class
Annotated Bibliography (10%) + Research Essay (30%)
Instructions for Annotated Bibliography will be distributed in the first class/seminar.
A minimum of six texts (books and/or journal articles) must be used in writing the
essay. (The textbooks may be used but they do not count among the six required
texts). Select the six required texts from (1) the “Suggested Readings” on page 345-351
in Contemporary World History, and book list at the end of every chapter in this book;
(2) the “Suggestions for Further Reading” on page 506-511 in Conflict and Cooperation,
and book list at the end of every chapter in this book; (3) search for books and journal
articles using the Morris Library catalogue search facility on the Library website. Make
sure that you choose the most appropriate books/journal articles. Internet sources
should not be used. Only use the Internet to locate and read scholarly journals.
You will find that there are differing interpretations of issues and events, and a good
essay will show awareness of these. You may argue whatever you position you like,
as long as you can back your arguments with reasonable and credible evidence. Please
note that the key to good research is to be as exhaustive and critical as possible.
Selecting a few random sources off the shelf will not be productive. Good research
requires skill. It will take time and effort to locate and read the best research possible.
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A history essay is like a courtroom argument—it is based on the presentation of proof
conforming with the rules of evidence in an expositive argument. The way hearsay is
not admissible in court, Wikipedia for example, is likewise not admissible as evidence
in historical discourse. Just as court evidence is presented in a disciplined
system: Exhibit A, Exhibit B, Exhibit C, etc, in the written historical argument,
the Chicago Style footnoted citation is used to lead and guide the reader through the
evidence backing the persuasive discourse of the text above it.
Essays MUST provide alphabetically ordered by author’s surname, bibliographies of all
works consulted, whether or not they have been quoted directly in the citations. An
adequate bibliography for this assignment will contain no less than six books or
journal articles related to the topic. General books, dictionaries, atlases, textbooks
and/or encyclopedias DO NOT count towards this minimum number of sources, and
their inclusion in citations will NOT be considered as constituting research.
Guide to Writing Assignments
For writing and formatting style, use the Chicago Manual of Style. Visit the website at
http://www.chicagomanualofstyle.org/tools_citationguide.html
Please refer to Blackboard for a comprehensive handout on how to write university
level academic papers
One of the seminars will include a mini-lecture and a workshop on essay writing
Helpful Websites on How to Write History Essays
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The History Student's Handbook on Essay
http://hist.ucalgary.ca/macmillk/sites/hist.ucalgary.ca.macmillk/files/Handb
ook.pdf
How To Write A Good History Essay
http://www.lancs.ac.uk/staff/haywardp/hist213/writing.htm
What is A Good Essay
http://history.berkeley.edu/faculty/Brilliant/Keys%20to%20a%20Good%20Ess
ay.pdf
How To Write History Essays http://historyprofessor.org/organization/howto-write-an-essay/
History Essay http://coun.uvic.ca/learning/exams/history-essays.html
History Essay Guide
http://www.history.uottawa.ca/pdf/history_essay_guide.pdf
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Earning Marks
The evaluation of your research, content, evidence, originality and argumentation is of
primary concern in marking as is the quality of your sources as described above.
Equally important is the syntax, style and structure of your work. Marks will be
deducted from work containing excessive grammatical/spelling mistakes,
typographical errors, from essays that are excessively long or inadequately short, or
which fail to provide properly formatted footnoting/bibliography as specified above.
Essays that consist of a frequently quoted passages or sentences, even if footnoted,
will be severely penalized. Be selective in direct quotations. Ask yourself, “can this
be said in my own words and then cited?” Is there a stylistic or argumentative reason
for quoting the source directly? Be sure to edit and check your work carefully. Do not
simply rely on your computer’s spelling or grammar checker.
Grounds for Assignment Failure
Essays which do not supply proper and adequate references with specific page
numbers and bibliographies as indicated above or submitted after the final day of
lecture will be failed with no appeal. Essays based entirely on websites without the
instructor’s permission, will be failed. Any written work that quotes directly from
other material without attribution, or which paraphrases extensive tracts from the
works of others without citations, is plagiarized and will be failed with no
opportunity to re-submit and will result in additional severe academic penalties
ranging from a course failure to suspension or expulsion. Please consult the academic
calendar for further information on plagiarism. If you have any questions or doubts
about how to cite material, please feel free to contact me.
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Essays is 2000-2500 words in length (8-10 pages not including your title page and
bibliography and appendix if any.)
Standard (like Arial or Times New Roman) 12 pt font, cursive or non-cursive,
double spaced text, standard 2.5 cm margins, 11” X 8 ½” paper. Except for the
cover and first page, pages must be paginated.
The cover page must have: your name, course number, and essay title.
3% per day penalty will apply to late essays, weekends included.
The essay must have a single descriptive title or a creative title with a
subtitle. For example: The Russian Civil War: Escape to Canada or Economic
Collapse in Argentina: The Search for Stability or The Revolution in
Iran 1979, etc. “History Essay” is not a title. Marks will be deducted for essays
submitted without a title and/or title page.
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Paragraphs are to be indented without any additional spaces between
paragraphs. Any relevant images, maps, graphs included in the essay are to be
placed into an appendix at the back.
Remember, the essay must have a thesis. The introduction must formulate a clear
argument. You need to take a clear stand on the issue, and explain your position
or argument throughout the essay. Make sure that your
views/standpoint/argument is supported by historical evidence (documents,
and scholarly books/journal articles).
Essay Topics
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What was common to the process of industrialization everywhere, and how did that
process differ from place to place? Explain how the industrial revolution was a global
rather than simply a European phenomenon.
What kinds of debates, controversies, and conflicts were generated by European
intrusion in China, the Ottoman Empire, and Japan?
In what ways did colonial rule employ violence and coercion in order to establish
colonial empire? And in what ways did colonial rule gain voluntary cooperation
from colonized peoples or generate benefits for some people in the colonized
countries?
Explain the ways in which the First World War and the Second World War were distinct
and different conflicts. Also explain the ways in which these two conflicts were related
to each other. How did the First World War and its aftermath lay the foundations for the
Second World War?
Explain the different ways in which the Soviet Union and China experienced
Communism during the 20th century.
Explain the origins of the Cold War. Why and when did the Cold War end and what
was its global significance?
How would you compare the historical experiences of India and China in the 20th
century? Examine the independence movement in India, and the rise of Communism in
China.
In what ways did the colonial experience and the struggle for independence shape the
agenda of developing countries in the second-half of the 20th century? Focus on any two
of the following countries – India, Turkey, and Iran.
Why did France and the United States intervene in Vietnam? How did the Vietnamese
resist foreign intervention?
What have been the benefits and drawbacks of globalization since 1945? In your answer
begin with the creation of the post-World War Two global security and financial
framework, and work your way to the present.
“The Twentieth Century marks the end of the era of Western dominance in world
history.” What evidence supports this statement? And what evidence contradicts it?
Select any two of the following liberation movements – communism, nationalism,
feminism, and internationalism – and explain how they have achieved, or not achieved,
their goals?
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Utilizing the modernist theory of nationalism, define and describe the process of
national formation of any European, Asia, African, or North and South American
nation-state in the 19th and 20th centuries.
Describe and discuss the causes of the Bolshevik revolution. Make sure to refer to the 3
main historiographical schools (traditionalist, revision, post-revisionist) in your
discussion.
In which ways did industrialization contribute to the formation and consolidation of
modern-nations states?
Define and describe the process of decolonization. Was it a process initiated from above
(the withdrawal of colonial rulers for economic reasons) or from below (induced by
mass supported national liberation movements)?
Explain and discuss mass migration across the Atlantic in late 19th and early 20th
centuries. What caused people to move? In which ways were immigrant experiences
conditioned by class, gender, ethnicity, and race?
What were the origins of the Cold War? Who is to blame? Analysis must incorporate a
historiographical overview.
You have the option to choose a different topic. You must, however clear it with me first.
Academic Integrity
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious
academic offence and carries penalties varying from a 0 grade on an assignment to
expulsion from the University. Definitions, penalties, and procedures for dealing with
plagiarism and cheating are set out in Trent University’s Academic Integrity Policy. You
have a responsibility to educate yourself – unfamiliarity with the policy is not an
excuse. You are strongly encouraged to visit Trent’s Academic Integrity website to learn
more – www.trentu.ca/academicintegrity
Access to Instruction
It is Trent University's intent to create an inclusive learning environment. If a student
has a disability and documentation from a regulated health care practitioner and feels
that he/she may need accommodations to succeed in a course, the student should
contact the Student Accessibility Services Office (SAS) at the respective campus as soon
as possible.
Blackboard
All course information will be posted on Blackboard, such as course outline, maps,
photographs, tips on research and writing essays, as well as weekly discussions
questions and terms, which will form the base of your final exam. Blackboard also will
be used for regular updates relevant to the course, so checking on it regularly is highly
recommended.
LECTURE AND READING SCHEDULE
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January 9
Historiography/An Overview of Global History, 1800-present
Readings
 Contemporary World History, Preface
 Alan Munslow, “What is History”
http://www.history.ac.uk/ihr/Focus/Whatishistory/munslow6.html
January 16
Industrialization, Modernization, The Modern Nation State
Readings
 Contemporary World History, Ch. 1.
 Women in the British Economy Since about 1700: An
Interpretation, Eric Richards, History, Volume 59, Issue
197, pages 337-357, October 1974.
URL:
http://onlinelibrary.wiley.com.cat1.lib.trentu.ca:8080/doi/10.1
111/j.1468-229X.1974.tb02221.x/pdf
January 23
Imperialism and the European Colonial Period
Readings
 Contemporary World History, Ch. 2 and 3.
Optional
Film: Shaka Zulu (1984)
January 30
The Age of Revolution, Ideology, and Nationalism: Europe and
Russia from 1848 to 1933
Readings
 Contemporary World History, pp. 120-125
 “The Russian Revolution and the Post-modern Challenge”
URL:
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February 6
http://www.sras.org/the_russian_revolution_and_the_postmodern_challen
ge
Film: Burnt by the Sun (1994)
URL:
http://www.youtube.com/watch?v=feGEM685X-8
The Age of Revolution, Ideology, and Nationalism: Asia, the
Middle East, and Latin America from 1919 to 1939
Readings
 Contemporary World History, Ch. 5
Annotated Bibliography
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February 13
Causes and Consequences of the First World War
Readings
 Contemporary World History, Ch. 4
 Woodrow Wilson, World War 1, and American National
Security, Ross A. Kennedy, Diplomatic History, Volume 25,
Issue 1, pages 1-31, Winter 2001.
URL:
http://onlinelibrary.wiley.com.cat1.lib.trentu.ca:8080/doi/10.1
111/0145-2096.00247/pdf
Test
February 20
NO CLASSES, READING WEEK
February 27
Causes and Consequences of the Second World War
Readings
 Contemporary World History, Ch. 6
 “Goldhagen Controversy – Hitler’s Willing Executioners”
URL:
http://www.turkishweekly.net/article/281/goldhagencontroversy-hitler-s-willing-executioners.html
 Was Hitler a Riddle? Abraham Ascher, Journal of the
Historical Society, Volume 9, Issue 1, pages 1-21, March
2009.
URL:
http://onlinelibrary.wiley.com.cat1.lib.trentu.ca:8080/doi/10.1
111/j.1540-5923.2008.01256.x/pdf
Optional
Film: The Diary of Anne Frank (2009)
March 6
The Cold War: East and West
Readings
 Contemporary World History, Ch. 7, 8, 9.
Optional
Film: Dr. Strangelove or: How I learned to Stop Worrying and Love the
Bomb (1964)
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March 13
The Cold War: Decolonization
Readings
 Contemporary World History, Ch. 13, 14, 15.
Optional
Film: Mandela and de Klerk (1997)
March 20
The Cold War: European Unity, Red China, and the Pacific
Readings
 Contemporary World History, Ch. 10, 11, 12.
Research Essay Due
March 27
Out of the Cold War: Globalization
Readings
 Contemporary World History, Ch. 10, 11.
April 3
Conclusion: Class of Civilizations or Clash of Ignorance?
Readings
 Contemporary World History, Ch. 16
Test
If you have ANY questions, concerns, or comments about this course, please feel free to
address them with me at any time.
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