Download HIST 102-01 World Civilization Since 1500 - Lewis

HIST 102 (Spring 2014)
History 102-01: World Civilization Since 1500
Lewis-Clark State College, Spring 2017
Many have marked the speed with which Muad' Dib learned the necessities of Arrakis. The Ben Gesserit, of course, know the basis of this speed.
For the others, we can say that Muad' Dib learned rapidly because his first training was how to learn. And the first lesson of all was the basic trust
that he could learn. It is shocking to find how many people do not believe they can learn, and how many more find learning to be difficult. Muad'
Dib knew that every experience carries its lesson.
Frank Herbert, Dune
Prof. Eric Martin
Phone: (208) 792-2281
Website: http://www.lcsc.edu/social-sciences/facultystaff/eric-martin
Facebook: LCSC Social Science Division
Twitter: @ericlanemartin
Course Website: LCSC Blackboard
ADM 12
Office Hours: T/Th 10:30- 11:30, W 1:302:30, & by appt.
Email: Please use the “Course Message” function
in Blackboard
Course Description
This course examines the development of humankind from approximately the end of the 14th century to the present. We will study a variety of
issues that have shaped the development of societies around the globe over the last five centuries including: sustained contact between the ‘old’
and ‘new’ worlds, the development of science, role of industrialization, pace of technological change, and a wide variety of issues relevant for
understanding the diversity of the social, cultural, political, and economic history of the last five hundred years. The underlying assumption of this
course is that world history is a necessary conceptual tool for understanding the complexities of our interdependent and diverse world.
Additionally, this course will emphasize understanding how historical conclusions are derived by providing you the opportunity to develop your
own based on primary and secondary sources and comparative historical methods.
Purpose/Goals
History 102 is part the General Education Core at LCSC because it teaches skills/concepts valuable for all majors. Here is what the LCSC catalog
says your Gen Ed courses are designed to do.
"General education is intended to nurture the development of literate, well-informed graduates who are competent life-long learners. This
is the basis of LCSC's mission. General education "connects learning to life" by providing students with the skills, knowledge, and
dispositions necessary for continued learning about their natural and social worlds, thinking clearly about them, communicating ideas
about them effectively, and functioning comfortably in a variety of social institutions. These broad goals are part of all programs. The
General Education Core Curriculum is the foundation for courses that students take in their major programs."
This course is designed to help you develop the competencies stipulated by the Idaho State Board of Education for the Social and Behavioral Ways
of Knowing component of the General Education Core. Upon successful completion of this course, you will be able to do the following:
i. Demonstrate knowledge of the theoretical and conceptual frameworks of a particular Social Science discipline (history).
ii. Develop an understanding of self and the world by examining the dynamic interaction of individuals, groups, and societies as
they shape and are shaped by history, culture, institutions, and ideas.
iii. Utilize Social Science approaches, such as research methods, inquiry, or problem- solving, to examine the variety of
perspectives about human experiences.
iv. Evaluate how reasoning, history, or culture informs and guides individual, civic, or global decisions.
v. Understand and appreciate similarities and differences among and between individuals, cultures, or societies across space and
time.
This course is also designed to help you achieve required learning outcomes for the Diversity Component of the General Education Core. Upon
successful completion of this course, you will be able to do the following:
1. Explain the effect of culture on individual and collective human behavior and perspectives.
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HIST 102 (Spring 2014)
2. Analyze multiple perspectives and articulate how perspectives, based on other worldviews, compare to one’s own.
3. Differentiate key values, assumptions, and beliefs among diverse peoples.
4. Explain how and why sameness and difference, as constituted through intersections of social categories (e.g. racial, ethnic,
religious, regional, economic, and/or gendered backgrounds) shape the human experience.
5. Assess and utilize information about human diversity from a variety of sources.
By the end of the course you should have a demonstrable understanding of World History since 1500. More generally, as a Social Science course,
History 102 should help you to do at least some of the following:
· conduct social science/historical research
· think analytically about social/historical phenomena
· understand and apply social science/historical theories, concepts, and categories
· read and analyze works dealing with social science/historical issues
· write a clear, concise, and organized paper
· present ideas orally in a clear, concise, and organized fashion
· understand and evaluate evidence related to social/historical issues
· demonstrate a knowledge of the history and theory of social thought
· demonstrate a knowledge of major historical periods and social trends
· demonstrate an understanding of various cultural perspectives
· comprehend the social origins and significance of the diversity of human behavior
If this is your first year in college, then your primary mission is to figure out what the General Education Core is, how it works, and why it is
important enough to be a requirement for every student on campus. You should be developing an answer to the following questions. What does it
mean to be a “Generally Educated” person? What is the difference between your General Education and your Major/Minor? What are the
connections between your General Education and your Major/Minor? Why would your LCSC faculty insist that you receive both a General
Education as well as an instruction in your Major/Minor before agreeing to bestow the term “College Graduate” upon you?
Required Readings/Viewings
Worlds of History: A Comparative Reader Volume II: Since 1400. FIFTH EDITION Kevin Reilly. (Bedford/St. Martin’s, 2013).
There are four editions of Worlds of History Vol. II in circulation. The other editions will not work.
Bentley and Zeigler, Traditions and Encounters: A Brief Global History (Combined Volume)
There are many editions of this book. Any of them will work, as long as you either have the Combined Volume or Vol. 2.
The Purdue Online Writing Lab
Occasional Internet Readings and Class Handouts.
Reference/Study Guides (for students pursuing secondary education certification)
PRAXIS Study Guide: World and U.S. History Content Knowledge
Grading and Evaluation
Class Participation, Discussion, and Four Thoughtpieces 20%
Thoughtpiece #1 Jan. 31
Thoughtpiece #2 Feb. 14
Thoughtpiece #3 April 4
Thoughtpiece #4 April 18
Four Map Quizzes 20% (5 % each)
Map Quiz #1 Feb. 7
Map Quiz #2 Feb. 23
Map Quiz #3 March 21
Map Quiz #4 April 11
Random Pop Quizzes Over Assigned Readings (20%)
First Take Home Essay 20% March 2
Second Take Home Essay 20% May 2 Your grade in this course will be based on the following, which correspond to the General Education Leaning Outcomes (GELOs) as noted in
parentheses:
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HIST 102 (Spring 2014)
Classroom Participation, Discussion, and Four Thoughtpieces (20% overall): This course is heavily based on discussion and depends
upon your active participation. Twenty percent of your overall grade will be based on your daily participation in our various classroom
discussions over the week's assigned readings and topics. Attendance is the first step to gaining class participation points, but simply
showing up is not good enough. You are expected to be in class on time, with a set of notes over the readings, and prepared to discuss the
assigned readings/topics in detail.
Four times during the semester you will write an informal "thought piece" based on the assigned reading material. These essays will focus
on a question/issue that I will give you before hand and will provide you something to discuss in class. Your job in these essays is to 1)
demonstrate that you read the material 2) demonstrate that you understood the material 3) demonstrate that you have thought about the
material as it relates to this class and to the world around you. The care taken in creating these assignments will be reflected in the grade.
I expect them to be well-written (intro and conclusion, even if only a sentence), properly formatted and proofread. These pieces will be
graded based on thoughtfulness, clarity, and level of professionalism; there are no right or wrong answers. Each thoughtpiece should be
dated and contain a creative title, as well as a word count. Unless otherwise stated, I expect to see you directly use/footnote half (round
up) of the assigned documents. (GELOs: i, ii, iii, iv, v)
Map Quizzes (20% overall, 5% Each) You will take four map quizzes each worth 5% of your overall grade.
Random Pop Quizzes (20% overall): An indeterminate number of pop quizzes will be given in the class over the assigned readings for
the day from Reilly's World of History. (GELOs: i, ii, iv, v)
Take Home Essays (40% overall, 20% Each): You will write two, four-six page (typed, double spaced) essays. Each will be worth
20% of your overall grade. You will receive a choice of topics for each essay and you will be expected to integrate the class readings,
discussions and your own thoughts into a formal piece of writing on one of the topics. We will discuss the details of these essays in more
detail later in the semester. (GELOs: i, ii, iii, iv, v)
Grading Scale:
A = Reserved for those who consistently demonstrate sophisticated, content based historical thinking in class and on paper. Your written
work is revised and crafted with a professional level of polish. Either your intellectual prowess blew me away as you completed the
minimum course requirements or, in the process of doing an excellent job on your minimum requirements you went beyond the minimum
expectations. (You decide which of these is a more likely route for you). An "A" is for folks who went far above and beyond their duties
as a student of history this semester. For an essay, an “A” typically means you created something worthy of being a model for future
students in the course.
B = Reserved for those who often demonstrate sophisticated, content based historical thinking in class and on paper. Your written work is
revised and crafted well. Either you did what I asked and did an excellent job of it; or you did more than I asked and you did a decent job
or better of it. A "B" is for students who went above and beyond their duties as a student of history this semester.
C = You did what I asked and you did a decent job of it. A "C" is an honorable grade and I hope to see you in a future course, because a
"C' in this class means you read, wrote, and thought about history for a significant portion of the semester.
D = You either didn't do all I asked or you didn't do a very good job of it. But, you have met enough of the minimum requirements for
this course that it should fulfill one of the requirements for your Gen. Ed. Core.
F = You did not meet the minimum requirements (outlined in this document) to receive college level credit for this course . We probably
don't need to dwell on what may have gone into earning this grade.
Important Policies Concerning Grading and Evaluation
How to figure out your grade in this course: With the exception of classroom participation, which I calculate at the end of the term, all
grades are available to you through our Blackboard website. However, do not trust anything Blackboard’s software tells you about your
overall grade. Your grade in this course is not based on X number of points. It is based on the very basic weighted averages described
above and you are going to have to put that high school math to use and calculate it yourself. Additionally, it is in your best interest to
keep all returned assignments in case there is a discrepancy between my records and yours. Pop quizzes will not be returned.
Turning in written assignments: All of your written work will be turned in twice. You will bring a hard copy to class with you and you
will submit a digital copy as a Word attachment via Blackboard’s “Course Message” feature. Do not email an assignment to me without
submitting a hard copy, unless we have discussed it; do not forget to submit a digital copy. I alter between grading by hand and via my
computer. Make sure I get both copies.
Late/Make Up Work: Assignments are due in class when I ask for them. Unexcused late papers will be marked as such and will receive
an immediate full grade deduction, as well as an additional full grade deduction for every day late. Assignments placed under my office
door will be deducted an additional grade. Essay's that do not meet the minimum length will not be accepted. For thoughtpieces, the min.
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HIST 102 (Spring 2014)
is 250 words (one typed, double-spaced page). For formal essays the min. is 1000 words (four typed, double spaced pages). Making up a
map quiz requires either a prior arrangement with me, or a paperwork trail as indicated by the LCSC student handbook. Pop quizzes
cannot be made up and are typically given as soon as class begins. If you are late and miss the pop quiz, then you missed the pop quiz.
Attendance Policy: Excessive unexcused absences (more than two) will have a detrimental impact on your final grade at the rate of one
grading increment (A, A-, B+, B, B-, C+, C, C-, D+, D, F) for every unexcused absence beyond two. It is your responsibility to make
arrangements if life prevents you from turning in an assignment on time or requires you to be away from class for an extended period.
If/when you miss a day of class ask a classmate what you missed and get any missed notes or assignments from them. I cover the
material one time -- in class.
Academic Honesty: You are on your honor at all times and my presumption is that each of you is honest. However you should know that
my policy is not to tolerate academic dishonesty of any sort, however small it may seem. I expect all written work that you submit -- from
online discussion board postings, to informal thoughtpieces, to formal essays, to research papers and beyond -- to be your original
creations. Expect me to pursue the maximum penalty if I have to waste my time gathering the evidence to prove you submitted work that
was not yours. Contact me if you are not clear on this point.
A few matters of courtesy I ask of you.
- Please turn off your cell phones.
- Only use your digital device connection for purposes directly related to this course while class is meeting.
- Listen when someone else is talking.
- Refrain from doing homework, etc.. for another class while we meet.
- Don't arrive a few minutes late or visit the vending machine during class on a regular basis.
- Go do something else if you do not want to be here.
How to Communicate with Me
Use the “Course Message” function in our Blackboard component for email communication. Your emails to me should be thoughtful and
constructed in professional manner. Review the course materials to make sure your question has not already been answered. Begin your
email with a professional salutation such as “Dear Dr. Martin,” and follow conventional grammar and spelling. Do not assume I know
what assignment, grade, day etc… you wish to discuss. Provide some context if necessary. Proofread your email for clarity before
sending it. Expect a response within 24 hours Monday-Friday; you may not get a response from me over the weekend. If I have not
responded in 48 hours, double check how you sent me the message and assume I did not get it.
If you call my office phone (208) 792-2281 during my office hours, I will answer unless I am with another student. If you leave a
message, I’ll call you back. Outside of my office hours, it is a bit of a crapshoot as to whether or not I am in the office. Feel free to leave a
message, but if it is important you should email me as explained above.
The best way to communicate is good old-fashioned face time. Drop by the office during office hours or email to set up an appointment.
Additional Academic Resources Available
· LCSC Writing Center
Seriously consider making an appointment with the LCSC writing center the first week of class. The director of the writing
center is familiar with my expectations for student writing and can is your best bet for ensuring you are on the right path early
in term.
· Student Support Services TRIO Program
Requires an application, but more students are qualified for this service than use it. Check it out.
· The Students in the Course
The readings for this course can be difficult, especially the primary sources. The writing expectations assume you are preparing
yourself for competitive job market upon graduation. Seriously consider forming a weekly study group with like-minded
students. Discuss the readings over coffee to make sure you understand them before they are discussed in class, edit each
others written work, and just talk history. Thinking is a team sport.
FERPA Statement: The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to protect the privacy of student education
records and is enforced by the U.S. Department of Education. In essence, the act states that 1) students must be permitted to inspect their own
"education records" and 2) "school officials" may not disclose personally identifiable information about a student without written permission from
the student. For further information on FERPA and LCSC's directory information policy, visit www.lcsc.edu/registrar or call 208-792-2223.
LEWIS-CLARK STATE COLLEGE
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HIST 102 (Spring 2014)
Syllabus Addendum (AY2016-2017)
Consumer Information
In 2008, the federal government required all post-secondary institutions offering federal financial aid programs to provide key data to both
prospective and current students. To comply with this requirement, Lewis-Clark State College has developed a consumer information page. Access
the consumer information page (www.lcsc.edu/consumer-information/)
Disability Accommodations
Students requiring special accommodations or course adaptations due to a disability and/or a health-related issue should consult their course
instructors and the LCSC Student Counseling Center immediately (RCH 111, 792-2211). Official documentation may be required in order to
provide an accommodation and/or adaptation.
Student Rights and Responsibilities
Students have the responsibility for knowing their program requirements, course requirements, and other information associated with their
enrollment at LCSC. Students should review the LCSC General Catalog (http://catalog.lcsc.edu/) and the LCSC Student Handbook
(www.lcsc.edu/media/4355870/Student-Handbook.pdf). More information can be found on the Student Affairs webpage (www.lcsc.edu/studentaffairs/student-rights-and-responsibilities/).
Accidents/Student Insurance
Students participating in LCSC classes normally must look to their personal health insurance policy should an accident occur. In the event of an
accident, please seek medical help, if necessary, and report the incident to LCSC Security (792-2226). Fieldtrips or other special student activities
may also require students to submit a signed participation waiver (forms can be obtained from the supporting Division Office).
Enrollment Verification/Attendance
Students who are not actively pursuing their classes may have to repay part or all of their financial aid awards depending upon the circumstances.
Academic Dishonesty
Academic dishonesty, which includes cheating and plagiarism, is not tolerated at LCSC. Individual faculty members may impose their own
policies and sanctions regarding academic dishonesty after offering the student an opportunity to explain his or her actions. Sanctions imposed by
the faculty member are limited to grades on the assignment(s) in question and/or on the course grade. On matters of academic dishonesty, faculty
members do not have the authority to dismiss a student from class indefinitely nor to disenroll a student from a program without corroboration
from a Division Chair (or program ethics committee where applicable), the appropriate instructional dean, and the Vice President for Student
Affairs. Students who are accused of being academically dishonest may be referred to the Vice President for Student Affairs for official
disciplinary action.
Illegal File Sharing
Students using LCSC’s computers and/or computer network must comply with the college’s appropriate use policies and are prohibited from
illegally downloading or sharing data files of any kind. Specific information about the college’s technology policies and its protocols for combating
illegal file sharing may be found on the Vice President for Student Affairs’ web page (www.lcsc.edu/student-affairs/student-code-of-conduct/) or
the LCSC Consumer Information web page (www.lcsc.edu/consumer-information/).
Diversity Vision Statement
Regardless of race, color, age, sex, religion, national origin, disability, veteran status, gender identity, or sexual orientation, you will be treated and
respected as a human being.
Disclosures
During this course, if you elect to discuss information with me which you consider to be sensitive or personal in nature and not to be shared with
others, please state this clearly. Your confidentiality in these circumstances will be respected unless upholding that confidentiality could reasonably
put you, other students, other members of the campus community, or me in danger. In those cases or when I am bound by law to report what you
have told me, such as incidents involving sexual assault or other violent acts, I will submit a report to appropriate campus authorities.
Student Feedback
Students shall be provided the opportunity to formally evaluate each course in which they are enrolled. Notification of student feedback opportunity
and timelines will be made through the official LCSC student email (currently LCMail) or online course learning management (currently
Blackboard) systems.
Student Work
Student work for this course (assignments, quizzes, exams, projects, etc.) may be copied and retained for program assessment or accreditation
purposes. For more information, speak with the instructor or division chair.
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HIST 102 (Spring 2014)
Approved by Vice President for Student Affairs & Provost / Vice President for Academic Affairs October 10, 2016
Schedule
Due to the nature of this course this schedule will be revised as needed. Although some thoughtpieces are optional, the readings they cover are
required -- expect to be called on and asked direct questions about the required material.
Week One (1/17 & 1/19)
Discussion Topic(s): (T) Introductions to the Course, Each Other, and the Field of World History; (TH) What is History?
Assignment(s): (Due TH) TYPE a 100 word answer to the question, Why Study History? THEN, read your
assignment. Take note of the areas of overlap between your answer and the readings. Also take note of the areas you
mention that the readings do not discuss as well as the areas the readings discuss that you do not mention. If you
understand how to begin this assignment read no further. If you are having trouble getting started, spend a few
moments reflecting on the role the study of history plays/should play in one's education. If the past is over, why
bother examining it? What do you hope to learn as a student of history?
Primary and Secondary Source Readings: Why Study History? by Peter Stearns (See assignment above before
reading)
QUESTIONS TO CONSIDER
- What is the main thesis of this essay?
- What are the supporting points used to demonstrate the main thesis?
- Did you find the essay convincing? Why or why not?
Background Readings: Traditions and Encounters Volume II
Part One: The Early Modern Period (Roughly 1500-1800)
Week Two (1/24 & 1/26) (T) Placing 1492 into Global and Historical Context (TH) "Overseas Expansion in the Early Modern
Period"
Discussion Topic(s): "Overseas Expansion in the Early Modern Period"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: 15. Overseas Expansion in the Early Modern
Period
QUESTIONS TO CONSIDER for "Overseas Expansion in the Early Modern Period"
- Which documents are Primary Sources and which are Secondary? What are the pros/cons of each
type of historical source?
- What appear to be the major similarities and differences between Chinese and European (mainly
Spanish) expansion in the 15th century?
- What were the factors that led to their similar efforts yet different outcomes?
Background Readings: Traditions and Encounters Volume II
Week Three (1/31 & 2/2)
Discussion Topic(s): (T) The Columbian Exchange (TH) "Atlantic World Encounters" Part I
Assignment(s): (DUE TUES.) Select one of the following for your 500 word essay (2 TYPED pages). Don't forget
to consult Traditions and Encounters Vol. II for additional historical context. Traditions and Encounters Vol. II
will help you better understand the documents in Worlds of History Vol. II.
How do the three accounts of the Spanish conquest contained in Documents 16.1, 16.2, and 16.3 in Worlds of
History Vol. II differ? Are the differences merely matters of perspective, or do the authors disagree on what
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HIST 102 (Spring 2014)
happened? How do you decide which account is more believable?
How do the three accounts of the Spanish conquest contained in Documents 16.1, 16.2, and 16.3 offer
different interpretations of the role of Christianity in the Americas?
Primary and Secondary Source Readings: The Columbian Exchange: Plants, Animals, and Disease between the
Old and New Worlds by Alfred W. Crosby; Worlds of History Vol. II : Ch. 16. Atlantic World Encounters (Read
Documents. 16.1, 16.2, 16.3, 16.4)
QUESTIONS TO CONSIDER for "Atlantic World Encounters" Part I
- What happened during the Spanish conquest of Mexico?
Background Readings: Traditions and Encounters Vol. II
Week Four (2/7 & 2/9)
Discussion Topic(s): (T) "Atlantic World Encounters" Part II (TH) TBA
Assignment(s): (TUES) Map Quiz #1 (An Additional Map Study Guide)
Primary and Secondary Source Readings: Worlds of History Vol. II : Ch. 16. Atlantic World Encounters (Read
Documents 16.5, 16.6, 16.7, 16.8); Ch 17. State and Religion TBA
QUESTIONS TO CONSIDER for "Atlantic World Encounters" Part II
- What are the similarities and differences between conditions of enslavement within Africa vs. in the
Americas?
- What do these similarities and differences tell you about the role of the Atlantic Slave Trade in
world history?
Background Readings: Traditions and Encounters Vol. II
Week Five (2/14 & 2/16)
Discussion Topic(s): "The Scientific Revolution"
Assignment(s): (DUE TUES.) Select one of the following for your 500 word essay (2 TYPED pages). Don't forget
to consult Traditions and Encounters Vol. II for additional historical context. Traditions and Encounters Vol. II
will help you better understand the documents in Worlds of History Vol. II.
What role did women play in the Scientific Revolution?
How similar, or different, was European science from that practiced elsewhere in the world?
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch. 19. “The Scientific Revolution.”
QUESTIONS TO CONSIDER for The Scientific Revolution
- What was the Scientific Revolution?
- How Revolutionary was it?
- How similar, or different, was European science from that practiced elsewhere in the world?
Background Readings: Traditions and Encounters Volume II
Part Two: The Long 19th Century (Roughly 1789-1914)
Week Six (2/21 & 2/23) (T) Map Quiz #2 (An Additional Study Guide for the Map Quiz)
Discussion Topic(s): "The Scientific Revolution" (CONT); (TH) "Enlightenment and Revolution"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch. 20 " Enlightenment and Revolution.”
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HIST 102 (Spring 2014)
QUESTIONS TO CONSIDER for Enlightenment and Revolution
- What was the Enlightenment?
Background Readings: Traditions and Encounters Volume II
Week Seven (2/28 & 3/2)
Discussion Topic(s): (T) 1,000 Word TYPED draft of first formal essay (TH) First Take Home Essay Due
Writing an Argumentative Essay (that has a thesis, supporting evidence, and historical analysis)
Assignment(s):
Week Eight (3/7 & 3/9)
Discussion Topic(s): (T) Capitalism and Industrialization (Smith and Marx/Engels) (TH) Capitalism and Industrialization (The
Rest)
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch. 21 Capitalism and the Industrial Revolution (Read ALL)
QUESTIONS TO CONSIDER for Capitalism and the Industrial Revolution
- What are the differences between Capitalism and Industrialization?
- How can historians distinguish the effects of one from the other?
Background Readings: Traditions and Encounters Vol. II
Week Nine ( 3/14 & 3/16) LCSC Native American Awareness Week
Assignment(s): TBA
Discussion Topic(s): (T) Colonized and Colonizers (TH) Meet in WCC
Primary and Secondary Source Readings: Worlds of History: Ch. 22. "Colonized and Colonizers" -- ALL
documents
Background Readings: Traditions and Encounters Vol. II
Week Ten (3/21 & 3/23) (NERWHA ?)
Discussion Topic(s): "Nationalism and Westernization";
Assignment(s): (DUE Tues.) Map Quiz #3, (Additional Study Map #1, Additional Study Map #2)
TUESDAY: TBA
THURSDAY: TBA
Primary and Secondary Source Readings: Worlds of History: Ch. 23. Nationalism and Westernization -- ALL
Documents
QUESTIONS TO CONSIDER for Nationalism and Westernization
- What accounted for the appeal of the West in these different settings?
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- Did the intellectual of Japan and India mean the same thing by "the West"?
- Did the Westernizers seek to imitate different aspects of the West?
- What motivated those who rejected the West? Did they have similar or different agendas?
Background Readings: Traditions and Encounters Vol. II
Spring Break 3/28 - 3/30
Week Eleven (4/4 & 4/6)
Discussion Topic(s):"World War I and Its Consequences"; "World War II and Mass Killing"
Assignment(s): (DUE Tues.) Write your 500 word essay (2 TYPED pages) on the following question. Don't forget
to consult Traditions and Encounters Vol. II for additional historical context. Traditions and Encounters Vol. II
will help you better understand the documents in Worlds of History Vol. II.
What caused World War I? What were the consequences of the War?
Primary and Secondary Source Readings: Worlds of History: Ch. 24. World War and Its Consequences; Worlds
of History: Ch. 25. "World War II and Mass Killing:
QUESTIONS TO CONSIDER for World War and Its Consequences
- What were the causes of World War One?
- What were the consequences of World War One?
QUESTIONS TO CONSIDER for Fascism, World War II, and Genocide
- Which question do you think contains the more important answers -- a. explaining the rise of Hitler
or b. explaining the rise of fascism. In other words, do you think Hitler caused the chaos of the 1920's,
1930's & 1940's, or do you think he was a product of that chaos? Does it matter how we phrase this
question?
- What do we learn about World War II by using a wide angle historical lens that looks at Europe and
Asia at the same time?
- What is Genocide and why did it remain a problem after World War II?
Background Readings: Traditions and Encounters Volume II
Week Twelve (4/11 & 4/13)
Discussion Topic(s): The Cold War and the Third World: China, Vietnam, Cuba, Afghanistan
Assignment(s): (TUES.) Map Quiz #4
Primary and Secondary Source Readings: Worlds of History: Ch. 26 "The Cold War and the Third World"
QUESTIONS TO CONSIDER for The Cold War and the Third World
TBA
Background Readings: Traditions and Encounters Volume II
Week Thirteen (4/18 & 4/20)
Discussion Topic(s): "Globalization"
Primary and Secondary Source Readings: Worlds of History: 28 "Globalization"
Assignment(s): (DUE T.) Write your 500 word essay (2 TYPED pages) on the following question.
Don't forget to consult Traditions and Encounters Vol. II for additional historical context. Traditions
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HIST 102 (Spring 2014)
and Encounters Vol. II will help you better understand the documents in Worlds of History Vol.
II.
- What is globalization and when did it begin? Do you think globalization is primarily an economic,
political, cultural, or environmental phenomenon?
QUESTIONS TO CONSIDER for Globalization
- Is globalization really a new phenomenon or is it a continuation of earlier trends?
- Is it driven by economic forces, technological forces, both, or something else?
- Does it enrich or impoverish?
- Is it democratic or anti-democratic?
- Is it generally a positive thing or a negative thing?
- What is the engine that is driving our world?
Background Readings: Traditions and Encounters Vol. II
Week Fourteen (4/25 & 4/27)
Discussion Topic(s): TBA
Assignment(s):(THURS) 1,000 Word TYPED draft of second formal essay
Primary and Secondary Source Readings: Worlds of History: 27. New Democracy Movements (was Ch. 27.
"Resources and the Environment")
QUESTIONS TO CONSIDER
- TBA
Background Readings: Traditions and Encounters Vol. II
Week Fifteen (5/2 & 5/4)
Discussion Topic(s): TBA
Assignment(s): (DUE TUE.) Second Formal Essay Due (TH) LCSC Research Symposium
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