Download Syllabus History 3030

WESTERN MICHIGAN UNIVERSITY
DEPARTMENT OF HISTORY
Fall 2005
History 3030: World History since 1500
TR, 7:00-8:15 PM, 4202 Dunbar Hall
Dr. Steven R. Cartwright, instructor
Office: 0147 Waldo Library Office hours: by appointment
Office phone: 387-5176
E-mail: [email protected]
This course offers an introduction to the history of our world since A.D. 1500. In this course we
will examine the several major civilizations that have made our world what it is today, explore how
they interacted, and ask why and how one civilization—the west—came to dominate the others, and
ask if that domination can continue, if it has not begun to decline already. Additionally we will
explore the theme of migration in world history as one way to understand how our world became
what it is. By the end of the course, you should be able to discuss the major themes and events of
world history. You should also develop and improve skills in critical thinking, research techniques,
and writing, all of which are important for any educated, cultured, thoughtful person, as well as any
person seeking high-quality employment after college.
Textbooks:
Required:
Philip J. Adler and Randall L. Pouwels, World Civilizations. Volume II: Since 1500.
Migration in modern world history, 1500-2000. (CD-ROM)
Course operations:
1. This course centers on the readings, the lectures, the in-class discussions, and the audio-visual
presentations. An understanding of all of these is necessary to obtain a good grade.
2. Your grade will be based on written assignments, two hourly exams and one final exam, with
point values as follows:
Written assignments: 10 @ 20 points ea.
Tests: 2 midterms @ 50 pts ea.
Final exam:
Total:
=
=
=
200 pts
100 pts
100 pts
400 pts
Written assignments: These are taken from the Migration CD-ROM, and are due per course schedule.
See specific instructions elsewhere in this syllabus on how to use the CD-ROM and complete the
written assignments.
Midterms: 10-20 identifications (taken from Identification Terms at the enmd of each textbook
chapter), map, one-two essay questions. Questions will be on any and everything pertaining to the
course: Readings, lectures, discussions, videos, and slides.
Final: 10-20 identifications, map, two-three essay questions
Grade scale:
A=
376-400
BA= 351-375
B=
326-350
CB= 301-325
C=
276-300
DC= 251-275
D=
226-250
94%
88%
82%
75%
69%
63%
57%
I tend to grade fairly toughly during the semester and be fairly lenient in determining final grades. In
determining your final grade I will take into account progress during the semester (i.e., if
your test grades or paper grades got better each time) and class participation (i.e., did you ask
questions and make your voice heard?).
3. A normal class session will normally consist of lecture, audio-visual presentation (videos, web
sites, slides, music), and small-group discussion. I expect all students to ask questions, make
comments, or otherwise actively participate in class.
4. It is essential that you bring the textbook to class session, since we will be discussing material
from the chapters, looking at maps and pictures, etc. If you have a laptop computer and can
bring that to class in order to discuss material on the CD-ROM, please feel free to do so as
well.
5. There is also a website for this course that contains much of the information contained in this
syllabus as well as a page of links to other websites. I will update it as often as possible. The
URL is: http://homepages.wmich.edu/~cartwrig
6. I will also be maintaining an e-mail list or "group" by which I can send the class the latest
information on what we are doing, as well as other relevant information, such as good
course links (or in one case, links to required readings on the Internet) or study questions. I
want each student to e-mail me as soon as possible so that I can set up this group.
7. If you have an emergency and are unable to take a test, you must notify me beforehand if possible
or before the next class. Make-up exams will be given for legitimate excuses (personal illness
or family emergencies) up to a week after the assigned test date. Missing exams will receive
0 points after one week.
8. It is important to get in the adult habit of turning in work on time. I expect papers to be turned in
on time; if you have printer problems, you may send your papers to me as e-mail
attachments (Microsoft Word or .txt files). No written assignments will be accepted
more than one week after they were due, and lateness will only be excused on
account of family emergencies. Do not fall behind on these.
9. If you do not understand what is going on in class-lectures, videos, readings, or exercises-please
do not be afraid to ask questions. There are no dumb or stupid questions. I want each of
you to succeed, and will do my utmost to help you when you ask for assistance-but you must
take ultimate responsibility for your own success. Ask questions in class, make an
appointment with me, or e-mail me. I covet your questions, suggestions, and constructive
criticisms.
10. Large lectures require that you be especially sensitive to matters of common courtesy. One
tardy person disrupts the class; several make it difficult to teach or learn. Therefore do not
come late to class, if possible. Leaving early, or packing up your gear before class ends, is
equally inconsiderate. Additionally, please turn off cellphones and beepers when class
begins. Your respect for your fellow students is appreciated. It will gain you respect in
return.
11. One last topic that I hate to discuss or even mention, but must: Cheating and plagiarism.
Cheating on daily assignments and tests (copying from one another) and plagiarism on
research papers (using another person's words or ideas without proper attribution and
passing them off as your own) will not be tolerated. If I determine that you have done any of
these things, I will give you a failing grade for the assignment and notify the Student Judicial
Council.
COURSE SCHEDULE
CHAPTER AND LECTURE EMPHASES
Tuesday, Aug. 30: Course introduction. What is history? What is world history? Why are they
important to us today?
Thursday, Sep. 1: Instruction on Migration CD-ROM. Read Unit 1, Narrative.
Tuesday, Sep. 6:
Ch. 23: A larger world opens.
Chapter emphases: Explorations, overseas empires, slave trade, interactions b/w
Europeans and Amerindians.
My emphases: Why Europe? Why did Europe expand and not other civilizations? How
important was technology? Role of religion in aggressiveness.
Migration: Discuss Unit 2, Narrative and Analysis.
Thursday, Sep. 8:
Ch. 24: The Protestant Reformation.
Chapter emphases: Luther, Calvin, C of E, Counter-reformation, religious wars, legacy:
Higher literacy, and start of mass education, emphasis on individual moral responsibility,
closer identification of clergy w/ people, increase in conflicts and intolerance.
My emphases: Return to scripture or to Augustine? >>grace, election/predestination,
sovereignty of God, influence on capitalism; dogmatism; sense of superiority; Protestant
work ethic. Why did religion matter, & why did kings get involved? Long-term effect on
world-history?
Turn in paper for Migration, Unit 2.
Tuesday, Sep. 13:
Ch. 25: Foundations of the European States.
Chapter emphases: 30 Years’ War, Absolutism & Louis XIV, 17th-cent. England, Hobbes
& Locke
My emphases: Absolutism vs. constitutionalism: rule of law, origins of democracy; origins
of diplomacy
Migration: Unit 3, Narrative and Analysis
Thursday, Sep. 15:
Ch. 26: Eastern European Empires.
Chapter emphases: Eastern absolutism, Prussia, Habsburgs, Ottomans, Russia, Poland.
My emphases: Russia and the west. Is Russia European?
Turn in paper for Migration, Unit 3.
Tuesday, Sep. 20:
Ch. 27: The Rise and Fall of the Muslim Empires.
Chapter emphases: Ottomans, Safavids, Mughals; attitudes towards other religions
My emphases: How tolerant were these empires? How did they get along with each other?
What was India like before the British came? Why did they not expand as successfully and
aggressively as the west did?
Migration: Unit 4, Narrative and Analysis
Thursday, Sep. 22:
Ch. 28: China from the Ming through the Early Qing Dynasty.
Chapter emphases: Urbanization and technology, bureaucracy, foreigners, expeditions,
culture
My emphases: Chinese values; how did they affect China’s role in the world? Why did
China not dominate and expand?
Turn in paper for Migration, Unit 4.
Tuesday, Sep. 27:
Ch. 29: Japan and Colonial Southeast Asia
Chapter emphases: Japan, contacts w/ European Christianity, Tokugawa Shogunate,
Samurai, culture, Southeast Asia and colonialism
My emphases: Japanese values, isolationism. How different from China? Hindu & Muslim
influence in SE Asia, also Dutch and French. Major trade, cultural crossroads.
Migration: Unit 5, Narrative and Analysis
Thursday, Sep. 29:
Ch. 30: From Conquest to Colonies in Hispanic America
Chapter emphases: Fall of Aztecs and Incas, colonial administration, colonial church,
economics, colonial society and culture.
My emphases: Social relations, ethnic divisions and mixing, conversion to Christianity.
Turn in paper for Migration, Unit 5.
Tuesday, October 4: First test.
Thursday, October 6:
Ch. 31: The Scientific Revolution and its Enlightened Aftermath, Pt. 1
Chapter emphases: Background of the Scientific Revolution, Copernicus, Galileo, Newton,
religion and science, science of man, enlightenment, Locke, philosophes, Voltaire, Smith
(economics), Montesquieu, Rousseau, audience
My emphases: Why did the Scientific Revolution and the Enlightenment occur in the west,
and not elsewhere, e.g., Islam or China? What effect did these western events ultimately have
on other cultures? >> tolerance, reason, emphasis on science and technology, idea of
progress?
Migration: Unit 6, Narrative and Analysis
Tuesday, Oct. 11:
Ch. 31, Pt. 2
Turn in paper for Migration, Unit 6.
Thursday, Oct. 13:
Ch. 32: Liberalism and the Challenge to Absolute Monarchy
Chapter emphases: Liberal creed: liberty of individual in religion and person, equality of
individuals in the eyes of God and the laws; American Revolution, European opinion
My emphases: How did American democracy develop? Who was liberal? what did liberty
mean?
Migration, Unit 7, Narrative and Analysis
Tuesday, Oct. 18:
Ch. 33: The French Revolution and the Empire of Napoleon, Pt. 1
Chapter emphases: Fiscal crisis, Estates General, constitutional monarchy, National
assembly, terror, Bonaparte, Vienna
My emphases: What social groups rebelled against the French king? How did the
Revolution progress? How and why did Napoleon come to power? What effect did the
Revolution/Napoleon have on the rest of the world? What effect did the Vienna Settlement
have on Europe/the world?
Turn in paper for Migration, Unit 7
Thursday, Oct. 20:
Ch. 33, pt 2
Migration, Unit 8, Narrative and Analysis
Tuesday, Oct. 25:
Ch. 34: Europe’s Industrialization and its Social Consequences
Chapter emphases: Prerequisites for industrial production: world trade, rising population,
increased flow of money, experienced managers and entrepreneurs; agricultural
improvements, development of factory, England as industrial leader, phases: first & second
revolutions, effect of industry on social relations and families, development of urban society.
My emphases: Why did this happen in Europe/the West first and not somewhere else?
why in England? What effect did this have on subsequent world history? Are parts of the
world still going through an industrial revolution? What effects is it having on people in
those countries?
Turn in paper for Migration, Unit 8
Thursday, Oct. 27:
Ch. 35: Europe in Ideological Conflict
Chapter emphases: Liberalism and free enterprise, conservatism, nationalism, pre-Marx
socialism, 1848 revolts.
My emphases: All those -isms; all those revolts
Tuesday, Nov. 1:
Ch. 36: Consolidation of National States
Chapter emphases: Russia and Crimean War, France, Unification of Italy, of Germany,
Austria-Hungary, U.S., Modern Nation-State, New Imperialism
My emphases: How were these states different from what they were before? What is
imperialism, and why did Western nations engage in it? Does imperialism still exist today?
Thursday, Nov. 3: Second test
Tuesday, Nov. 8:
Ch. 37: The Islamic World and India, 1600-1917
Chapter emphases: Decline of Ottoman Empire, Muslim countries until WWI, Reforms of
Muslim ruling elites (Egypt, Iran), Wahhabis, jihad, Salafiyaya, Arab nationalism
My emphases: How did Ottoman decline contribute to modern conflict in Balkans? How
did Muslim decline of 17th-e. 20th centuries lead to current conflict b/w west and Islam?
How did Mughal decline lead to British takeover in India?
Migration, Unit 9, Narrative and Analysis
Thursday, Nov. 10:
Ch. 38: Africa in the Era of Informal Empire
Chapter emphases: Slave trade and results; Intensification of European contacts: explorers,
missionaries, South Africa & Boers, Swahili
My emphases: How did Africans contribute to enslaving themselves? How did white
attitudes towards black Africans change over time? Colonization—not covered by chapter!
Turn in paper for Migration, Unit 9
Tuesday, Nov. 15:
Ch. 39: Latin America from Independence to Dependent States
Chapter emphases: Independence movements, Military strongmen, oligarchies, social
distinctions,
My emphases: How much was Bolivar like George Washington? How do L.A.
independence movements compare to American Revolution? Why did early democracy
succeed in USA but not in LA?
Migration, Unit 10, Narrative and Analysis
Thursday, Nov. 17:
Ch. 40: Advanced industrial society
Chapter emphases: Second industrial revolution: energy sources, business organization;
social results, socialism/Marxism, rivals of Marxism, emigration
My emphases: Marxism—long-term global effects; labor unions; industries
Turn in paper for Migration, Unit 10
Tueday, Nov. 22:
Ch. 41: Modern Science and its implications
Chapter emphases: Physical sciences: Biology (Darwin), Physics (Einstein), Astronomy (big
bang); social sciences: psychology (Freud), Anthropology and Sociology (Comte, positivism);
cultural relativism, religion
My emphases: What makes it “modern”? What did people believe science would
accomplish? Was this mostly western? How did western science affect the rest of the world?
Effects of Darwinism (survival of the fittest: capitalism, naziism, communism, nationalism)
Migrations, Unit 11: Narrative and Analysis
Tuesday, Nov. 29:
Ch. 42: World War I and Its Disputed Settlement
Chapter emphases: Prewar diplomacy: alliances, ententes; Causes (nationalism, imperialism,
peace-weariness); Military Action, Home front; Peace treaties; evaluation of the treaties
My emphases: What made this a World War? How did it affect the world outside Europe?
How does the Treaty of Versailles continie to affect us today?
Turn in paper for Migrations, Unit 11
Thursday, Dec. 1:
Ch. 46: East Asia in a Century of Change
Chapter emphases: Manzhou Decline, Chinese disintegration, Chiang Kai-shek, modern
Japan, Meiji Japan
My emphases: What are the foundations of modern Asia? How did traditional Asian values
mix with western/modern influences?
Tuesday, Dec. 6, 7:15-9:15 PM: Final exam.
INSTRUCTIONS FOR USING MIGRATION CD-ROM
AND COMPLETING WRITTEN ASSIGNMENTS
Half of your grade in this class comes from written assignments using the Migration CDROM. This CD contains thirteen units each containing a narrative on a particular facet of historical
migration and documents illustrating that particular facet. You will be required to write a short paper
on ten of these units, according to that unit’s theme.
Migration CD-ROM: Be sure to read the instructional booklet that comes with the CD. This will
give you basic operating and technical instructions for using the CD. Note that the first time you use
the CD it will install software onto your computer’s hard drive, and that you will still have to use the
CD each time you use the program.
Instructions for each unit: Insert the CD and boot up the program. Choose “Start new session,”
then select the unit to be worked on from the “prism” in the bottom right hand corner of the
window. You can also rotate the prism so that the unit opens to “narrative,” “analysis,” or
“evidence.” Normally we will not use “evidence” in this course, though of course you are free to
look through the documents in that section.
If you are just beginning that unit, select “narrative,” and read it, using all the links the narrative
contains to key terms.. When done, go to “analysis.” This section contains all the documents and
questions you need to write your paper.
First, notice the question in the uper right hand corner of the window. That is the theme for the
unit, and also the question you will address in your paper. Note next the eight documents listed
on the left hand side of the window. Then note that the analysis section has three parts: describe,
analyze, and summarize. To write your paper you will have to describe, analyze, and summarize all
eight documents (once you get into the flow of this, it isn’t as burdensome as it sounds).
Here is my approach to handling each chapter. You can follow this as you see fit, adapt it, or
take another approach that works better for you, so long as you attain the goal of writing a paper on
the unit’s theme using the given documents.
1. Open the Notebook contained in the program, or some other word processing program, or, take
written notes. Write down the Unit number and title.
2. Write down the unit’s theme or question. This is what your paper will be about.
3. Open up Part 3 of the Analysis section (click on the number 3). You will see the words,
“Assemble an overview.” Click on “Start” in the bottom right hand corner, and then on the arrow
pointing to the right in the same spot. There will be numbers, e.g., “1 of 5”. Go to the very end–
never more than five windows in all. The very last will have instructions for the essay you are to
write. Click on the “hint” box, and then write down the hint after the unit’s theme or question.
4. Go back to the first window in Part 3, and write down the instructions and hint in each window.
This is all part of “Assemble an overview.” You don’t have to write anything down in the open box
that opens up on each window if you don’t want to.
5. Now go back to the very beginning of the Analysis section, to Part 1. Click on the first document
on the left-hand side of the window. On the extreme left you will see a description and introduction
to the document. Click on the magnifying glass with the “plus” sign in it above the description. The
document, or sometimes a picture, will appear. Read the document or look closely at the picture.
When done, close by clicking on the magnifying glass with the “minus” sign in it. Begin to answer
the “describe the document” questions. Don’t worry too much about right or wrong answers, the
program doesn’t keep score. Once you get used to this, you can go through the “describe” questions
in one or two minutes. When you have finished the describe questions for that document, go to Part
2 of the Analysis section and do the questions for the same document. The last question in Part 2 is
usually some kind of application question that asks you to write something down in the box given,
and has a “hint”. Write down the hint, and if you want to, write something in the box, though it
won’t print out, and I’ll never see it.
6. Write down some kind of summary of that document. If you want you can copy and paste the
description that appears on the extreme left of your window.
7. Repeat this until you have read and summarized all eight documents. If you have used the
Notebook feature in the program, you should now have a neat summary of the chapter, from theme
to individual documents, which you can print out. It will usually be a single-paged, single-spaced,
two-column document (see attached examples). Go over this until you understand what kind of
paper you are to write—there are several kinds.
Writing the paper:
1. Format: The paper must be typed (handwritten not accepted), double-spaced, with no more
than1.25” margins all around. Font size should be 12-point, like the type you reading right now.
Length: Two full pages (not a page and a half). Don’t go very far beyond this.
2. Content: Address the main theme or question in your first paragraph. Give a quick, basic answer
that will lead into your analysis of the evidence in the subsequent paragraphs. Then discuss as many
of the documents as you are able, showing how they support your argument or response to the unit
question. Find the underlying common themes—or maybe themes that aren’t common to all the
documents. Don’t worry about citations. Focus on the evidence you have. Find the commonalities
and differences, and account for them.
3. Grading: I will grade your paper according to the following criteria: 1. Do you tell me where your
paper is going, i.e., what you are arguing? 2. How well do you use the evidence to support your
argument? 3. How well do you address the theme of the paper? 4. How well do you write? (Since
this is not a composition class, I won’t grade down too hard, but I expect you to progress in your
writing skills).