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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 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) 1 Tutorial Participation 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. 2 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 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 3 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. 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. 4 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 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? 5 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 6 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: 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 7 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) 8 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. 9