Download History 6: Western Civilizations Since 1500 AD

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Spring 2017
History 2: World Civilizations since 1500 CE
Section #93103, Monday and Wednesday, 7:00 PM - 10:30 pm, FNAC-110
Final Exam: Wednesday, May 10, 7:00—10:30 pm, FNAC-110
Class Website: www.profgunderson.com
Text: The Heritage of World Civilizations: Volume Two Since 1500 (9th Edition)
by Albert M Craig, et al, 2011. ISBN: 9780205803477
Available at Chaffey College Bookstore.
An older edition is available in the Library, but cannot be checkout out!
This Syllabus is amendable by written change or verbal notice of change accessible
through the Class Website.
Instructor
Professor Luke Gunderson
[email protected]
Voicemail: (909) 652-7240
“Office” Hours immediately after class or by appointment
Chaffey College Course Description
Prerequisite: Eligibility for English 1A as determined by the Chaffey assessment process,
or satisfactory completion of English 475 or English as a Second Language 475.
Cross-cultural study of all the major civilizations of the world since 1500. The unifying
theme is understanding the causes of the rise of the West, the reaction of the non-Western
world to it, and the ongoing dynamics of the “West versus the Rest” dialectic.
History 2 Student Learning Outcomes
Upon successful completion (grade C or higher), student will analyze competing historical
interpretations of modern world history by finding and using sources.
Upon successful completion (grade C or higher), student will appraise the factors that
shape history by explaining cause and effect (significance) of historical events in modern
world history.
Upon successful completion (grade C or higher), student will demonstrate the connections
between events in modern world history and how events influence the course of history
by explaining the chronology and context of historical events in modern world history.
Instructor’s Description
This is a “flipped” class! That means that all class lectures will be viewed in video
format, while virtually all homework assignments will be performed during class sessions
in work groups.
“World history” only became a reality with the European exploration and colonization of
other world cultures beginning in the late 1400s CE. From this time on, decisions made
in one part of the world have increasingly impacted societies and cultures over distances
not previously experienced. This class will focus on such “globalization,” along with
several other major changes in world history and culture since 1500 CE: mercantilism,
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imperialism, racism, absolutism, revolutionary philosophy, the tensions between
revolutionary stability and absolutist terror, industrialization, nationalism, and the growth
of terrorism and the use of “state terror.”
Course content will include major political events of the period, the main intellectual
arguments that provoked them, the arts that represented and popularized them, and the
military conflicts that decided their outcomes. Course materials will include PowerPoint
presentations, comparative timelines, and exposure to various excerpts of music,
literature, and paintings of each era under study. Students will also learn two of the most
important abilities for further success in collegiate study, time management and
organization, through the creation of Study Calendars from which they can allocate study
time along with the impact of their various outside, personal, familial, and professional
responsibilities. Three major exams and a short research paper will be given to assess
student learning.
Students completing this course will be informed of the major political, intellectual, and
artistic questions that heavily impact their everyday life. Students will learn to recognize
the differences between political rhetoric, observed action, and utopian political theory.
Open questioning of political motivations and critical thinking will be emphasized.
Instructor’s Advice on Studying History
Most introductory students in history find the subject extremely frustrating because they
see much of it as being the memorization of “names, dates, and places.” These students
are quickly overwhelmed by the amount of information being given on a daily basis.
Names, dates, and places are merely the examples and evidences of larger historical
trends and ideas. Make sure you understand these larger ideas BEFORE trying to
memorize things at the level of names, dates, and places. In essence, do not lose sight of
the forest in the obsession with its trees. This policy will save you much blood, sweat,
and tears!
Even at the highest levels, history is taught as the interaction and interrelation of
concepts. Experts are always analyzing books and the historical movements they
describe in terms of “threads” that are present throughout. Understanding these larger,
overarching concepts will GREATLY assist you in learning the importance of smaller
names, dates, and places that are the nuts and bolts. If you learn the concepts first,
memorization of names, dates, and places will come much easier!
Graded Assignments
All students will be required to take three in-class examinations on the four major
portions of the course. The Final Exam will be non-cumulative. Learning how to
adequately study for and take such hours-long exams will be a fundamental need for the
vast majority of students pursuing higher education; the professor will therefore be
stringent in examination rules in order to prepare students for their “upper division”
future. Students are HIGHLY advised to be present for all four exams; ANY make-ups
or other alternative testing dates will ONLY be granted by the professor’s judgment. As
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a result, there IS NO GUARANTEE that such make-ups will be permitted. Please plan
accordingly.
As a major factor in lower division collegiate education is the learned ability to write
effectively, all students are required to submit a mini-research paper approximately 5
pages in length. Students will work on this project throughout the summer, with separate
due dates for deciding on a topic, submitting sources, creating an outline, and submitting
a Rough Draft. Students will work on their rough drafts by completing Essay Formatting
Assignments through the course website and participating in a Rough Draft Peer Review.
Students may submit several drafts to the professor, but at least one Rough Draft MUST
be turned in by the Rough Draft Due Date.
Students are also required to submit their response to TWO reading assignments. These
Reading Responses should address the following questions:
1. What questions/criticisms does the writer raise?
2. What do YOU think is most important or effective about the reading?
3. Do similar problems persist today? How or why?
Response length can range from two to three pages. See the Course Schedule for due
dates of each response. The grade is based on a total of ten points for each of the
questions above and the ability to use quotes to PROVE ideas.
Students are also required to submit thoughts on lectures. These Lecture Critiques can
focus on student questions regarding lectures or what worked (or did not work) in the
lecture to help their understanding of the topic. They can be submitted to the professor
on paper after class. Critiques will be graded on a Credit or No Credit basis; students
must receive credit for 20 Critiques throughout the semester to receive the full 2% for the
course grade.
Because a major factor in collegiate success is the ability to manage time effectively,
students in this class are assigned Study Calendars in an effort to teach and assess student
organization. Students will create these calendars and turn them in to the professor on the
designated date. These calendars should not only contain due dates of all assignments for
all classes taken this semester, but also any important personal or professional dates that
may impact study time.
Students are asked to compile a list of instances which they see US patriotism being used
as an advertising tool. This is intended to show students how much the ideas of “good
and evil” permeate American culture.
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Any assignment turned in or taken after the due date or testing date will be punished by a
10% point reduction for every class session it is received late. Any assignment turned in
via e-mail after class begins on the due date will be regarded as late and therefore face the
10% point reduction. If you need to miss a test date, inform the professor AHEAD OF
TIME to avoid this reduction.
Extra Credit will be offered at the end of the semester ONLY to students that have turned
in ALL other assignments.
Grading Scale
Exam One: The Newly Integrated World (1492-1690): 100 Points = 10%
Exam Two: Europe’s Leap Ahead (c. 1600-1880): 150 Points = 15%
Final Exam: Globalized Politics and Economics (1880-Present): 150 Points = 15%
Term Paper on Topic of Student’s Choice: 200 Points = 20%
Term Paper Rough Draft (topic, website evaluation, sources, and outline due dates)
40 Points (10 points each) = 4%
Rough Draft Peer Review: 30 Points = 3%
Essay Formatting Assignment: 50 Points = 5%
Reading the Primary Source 1: 10 Points = 1%
Reading the Primary Source 2: 10 Points = 1%
Reading Response 1: 40 Points = 4%
Reading Response 2: 40 Points = 4%
Study Calendars: 50 Points = 5%
Map Quiz 1: 30 Points = 3%
Map Quiz 2: 30 Points = 3%
Lecture Critiques: 20 Points = 2%
Reading the History Book: 20 Points = 2%
Asking Questions Like an Historian: 20 Points = 2%
Syllabus Quiz : 10 Points = 1%
Total
1,000 Points = 100%
Term Grading Scale:
A = 90-100% (900-1000 points)
B = 80-89.9% (800-899 points)
C = 70-79.9% (700-799 points)
D = 60-69.9% (600-699 points)
F = 59.9% and below (599 and less points)
Course Schedule:
Video Lecture (to be viewed before class session)
Classroom Activity (to be performed in work groups)
Tests, Quizzes, and Essays (begin when class starts)
M 3-20: Class Introduction
Syllabus Quiz
Ottoman and Mughal Imperial Heights, c. 1350-1700
W 3-22: European Discovery and Conquest of the Americas, 1492-1598
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The European Reformation and the Wars of Religion, 1517-1648
Reading the History book
Building a Study Calendar
Choosing a Term Paper Topic
M 3-27: China in the Ming and Qing Empires, 1369-1793
Japan in the Tokugawa Era, c. 1500-1868
Reading the Primary Source: The Prince and Utopia
Exam One Review
W 3-29: Library Visit on Finding Academic Sources (meet in regular classroom!)
Exam One: The Newly Integrated World
M 4-3: The First Challenge to European Absolutism: The English Civil Wars, 1625-90
The Scientific Revolution in Europe, 1543-1748
Evaluating Online Resources DLA
Reading Response 1 Due
W 4-5: The European Enlightenment, c. 1670-1792
Enlightenment Political Philosophy, 1690-1776
Map Quiz 1
Reading the Primary Source: The Principia and What Is Enlightenment?
M 4-10: The Second Challenge to European Absolutism: American Revolution, 1763-89
The Third Challenge to European Absolutism: The French Revolution, 1763-99
Building the Annotated Bibliography
Exam Two Review
W 4-12: Exam Two: Europe’s Leap Ahead
Reading Response 2 Due
M 4-17: The Industrial Revolution and Marx’s Critique, c. 1780-1867
Europe in the 1800s: Restoration, Mass Politics, Revolution, Consolidation
Crash Course in Essay Writing
Essay Formatting Assignment Due (will be completed in class)
W 4-19: Faculty Lecture of the Year – NO CLASSES HELD
Th 4-20: LAST DAY TO DROP THIS CLASS!!!
M 4-24: The “New Imperialism” in Africa, 1871-1910
The “New Imperialism” in East Asia, c. 1800-1911
Building the Term Paper Outline and Rough Draft
W 4-26: The Muslim World Under the Ottoman Empire, 1700-1914
Europe’s Great War and Its Worldwide Consequences, 1914-19
Class Writing Workshop
Map Quiz 2
M 5-1: Three 20th Century Ideologies: Liberal Democracy, Communism, and Fascism
World War Two: The Merging of Two Regional Wars, 1932-45
Rough Draft Peer Review
W 5-3: The Cold War: Ideology, Empire, Hypocrisy, 1945-91
Decolonization of the European Empires and the Rise of Nation States
Asking Questions Like An Historian
Term Paper Final Draft Due (also turn in Rough Draft!)
M 5-8: The Chinese Revolution and Economic Power, 1926-2015
The Rise of anti-American Terrorism and the “War on Terror,” 1953-2015
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Final Exam Review
W 5-10: Final Exam: Globalized Politics and Economics
7:00—10:30 pm in the same room
Textbook Reading Schedule for 2011 (Ninth) Edition:
M 3-20: Chapter 20 (pages 612-635)
W 3-22: The Discovery of a New World (pages 461-463) and Chapter 17 (pages 496
-527)
Chapter 16 (pages 463-492)
M 3-27: LATE IMPERIAL CHINA (pages 530-546)
JAPAN (pages 547-564)
M 4-3: Toward Parliamentary Government in England and The “Glorious Revolution”
(pages 577-580)
The Scientific Revolution (pages 638-645)
W 4-5: The Enlightenment and The Enlightenment and Religion (pages 645-653)
The Enlightenment and Society and Enlightened Absolutism (pages 653-664)
M 4-10: Revolutions in the British Colonies in North America (pages 668-672)
Revolution in France (pages 672-686)
M 4-17: The Eighteenth-Century Industrial Revolution: An Event in World History
(pages 601-605) and Chapter 24 (pages 731-764)
The Congress of Vienna and the European Settlement (pages 686-689) and
Chapter 23 (pages 699-729)
M 4-24: THE AFRICAN EXPERIENCE (pages 810-819), Expansion of European
Power and the “New Imperialism” (864-872), and Chapter 27 (pages 824861)
W 4-26: THE ISLAMIC EXPERIENCE (pages 802-810)
Chapter 28 (pages 877-884 and 886-892)
M 5-1: The Russian Revolution (pages 884-886) and Chapter 29 (pages 895-921)
Chapter 30 (pages 923-949)
W 5-3: Chapter 31 (pages 951-981)
Chapter 33 (pages 1019-1054)
M 5-8: China (pages 1000-1008) and Taiwan (pages 1008-1010)
Middle-Eastern Oil, The Rise of Militant Islamism, The Modern Middle Eastern
Background, and Iraq: Intervention and Occupation (pages 1050-1054)
Textbook Reading Schedule for 2003 (Sixth) Edition:
M 3-20: Chapter 22 (pages 605-616)
W 3-22: The Discovery of a New World (pages 422-424) and Chapter 18 (pages 485-486
and 488-509)
Chapter 16 (pages 426-446)
M 3-27: LATE IMPERIAL CHINA (514-527)
JAPAN (pages 527-545)
M 4-3: Chapter 20 (pages 557-565)
The Scientific Revolution (pages 529-538)
W 4-5: Writers and Philosophers (pages 450-453) and The Enlightenment (pages
638-641)
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The Enlightenment and Society (pages 641-651)
M 4-10: Revolutions in the British Colonies in North America (pages 655-658)
Revolution in France (pages 658-668)
M 4-17: The Eighteenth-Century Industrial Revolution (pages 594-599) and Chapter 26
(pages 725-749)
The Congress of Vienna and the European Settlement (pages 675-677) and
Chapter 25 (pages 689-715)
M 4-24: THE AFRICAN EXPERIENCE (pages 798-807), Expansion of European
Power and the “New Imperialism” (pages 853-857), and Chapter 29
(pages 814-840)
W 4-26: THE ISLAMIC EXPERIENCE (pages 794-798) and Islamic Reform
Movements (page 800)
Chapter 30 (pages 857-68 and 872-878)
M 5-1: The Russian Revolution (pages 868-872) and Chapter 31 (pages 881 and
883-899)
Militarism and War (pages 840-843) and Chapter 32 (pages 907-929)
W 5-3: Chapter 33 (pages 937-942 and 949-962)
Chapter 35 (pages 997-1007 and 1011-1022)
M 5-8: China (pages 980-985) and Taiwan (pages 985-986)
Middle-Eastern Oil, Islamism and Politics, Iran, and Central Asia (pages
1007-1011)
Course Policies
Chaffey College does not permit eating, drinking (other than water), or smoking inside
any classroom. This includes gum, chewing tobacco, and other such sloppiness!
The instructor will take roll at every session in the first few days of class. Students
missing sessions in the first four days of the course must inform the instructor; any
unannounced absences during this time may result in the student being dropped in order
to create room on the roster for potential students on the registration “wait-list.” Students
are expected to attend all class sessions, and are responsible for all information given in
each session whether they attended that day or not. Students are responsible for
dropping the class. Never assume that you were dropped by the instructor or by the
registrar until you have obtained written evidence! Poor assumptions can lead to
dramatic consequences on your academic transcript!
Your professor is no fan of having cellular phones in the classroom. However, as this is a
community college, he accepts the fact that many people must be on call for professional
reasons. If this is the case, a student may keep their cell phone on as long as it is set to
silent, vibrate, or a similarly non-disruptive task. The student may leave the room quietly
and courteously if they receive a call. This policy is subject to amendment by the
instructor if cell phones become a consistent disruption to classroom activities, with the
professor deciding what is to be defined as a “consistent disruption.”
However, cell phones and ALL other electronic devices are not permitted to be on and/or
functioning while the class is taking a test or quiz. Any type of communication amongst
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students is strictly forbidden at these times, so any type of communication will be
immediately regarded as the pursuit of cheating and will be severely punished. Chaffey
College considers plagiarism to be “academic dishonesty.” The professor MUST report
any instance of suspected plagiarism, exam cheating, or other types of academic
dishonesty to the Dean. See the Chaffey College policy on Academic Dishonesty for
more information.
Students are HIGHLY advised to be present for all three exams; ANY make-ups or other
alternative testing dates will ONLY be granted by the professor’s judgment and the
concurrence of the Department Chairperson. As a result, there IS NO GUARANTEE
that such make-ups will be permitted. Please plan accordingly.
Chaffey College rules prohibit students from bringing young children to class. This is an
issue of legal liability; consult one of the Deans or the President of the College for more
information.
Rubric for Term Paper
Student papers will be graded according to three criteria. Students MUST turn in their
final draft by the Final Draft Due Date. These final drafts will be graded for Content
(historical information on the student’s chosen topic) and Writing (clarity of thesis,
paragraph construction, connection between argument and evidence, citation, and
grammar). Content and Writing are worth 100 points each, making the final draft worth
200 points (20% of the student’s final grade). Please see the rubric on the class website’s
“Documents” page for explication of an “A” paper, followed by all other results.