Download HIST 120 The Exciting World Civilizations, 1100-1815

HIST 120: THE EXCITING WORLD CIVILIZATIONS: 1100-1815
Class Information
Location: TBD
Time: TBD
August 24 to December 11, 2016
Instructor Information
Dr. Phillip Guingona
Email:
Office: TBD
Office Hours: TBD
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Course Description
This course surveys important events, ideas, and figures in world history from the twelfth
century to the Napoleonic Wars, and it does so with an eye on the present. It emphasizes the
creation of global networks and interactions, the rise and fall of empires, the invention of
incredible technologies, the formulation of novel philosophies and ideas about life and society,
and the eventual dominance of European and other industrial powers. This course will focus on
two guiding questions: 1) How was the world connected and divided? And 2) How do we know
about and study the past? Class will consist of two parts lecture to one part discussion; Monday
and Wednesday will be mostly lecture, and Friday will be primarily discussion.
Course Objectives
By the end of the course, students will have a rudimentary understanding of world history, a
better grasp of sources that historians use and strategies to read those sources critically, new tools
with which to craft and express logical and persuasive arguments, familiarity with finding and
using library resources, and the ability to raise tough questions and provide nuanced answers.
Class Schedule
Date
Class
Mon 8/29
Introduction: Syllabus, grading, plagiarism policy,
expectations and outcomes.
Wed 8/31
Geography and Basics: People, language, landscape,
and a brief overview of world history to 1100.
Fri 9/2
Discussion/Questions: Is there a shared world
Week 1
history? Is this our past?
Mon 9/5
Atlantic and Pacific Explorers: Viking society, raids
Wed 9/7
and explorations of the North Atlantic. Polynesian
society, raids and explorations of the Pacific.
Fri 9/9
Discussion/Questions: Primary Sources 
Shipwrecks. How did oceans connect people? Divide
Week 2
them? How do we know about sea people?
1
Assignments
Read: This Syllabus!
Read: Plagiarism Policy.
Read: (optional) Marino, “World
History,” 3-8.
In Class: Geography Quiz (Friday
9/2)
Read: Miksic, “Shipwreck,” 86-92.
Read: Muckelroy, “Ships of the
Early,” 84-90.
Read: (optional) Rolett,
“Voyaging,” 182-194.
Due: Response Paper #1 (9/9)
Mon 9/12
Wed 9/14
Fri 9/16
Week 3
Mon 9/19
Wed 9/21
Fri 9/23
Week 4
Mon 9/26
Wed 9/28
Fri 9/30
Week 5
Mon 10/3
Wed 10/5
Fri 10/7
Week 6
Mon 10/10
Wed 10/12
Fri 10/14
Week 7
Mon 10/17
Wed 10/19
Fri 10/21
Week 8
Mon 10/24
Wed 10/26
Fri 10/28
Week 9
Mon 10/31
Wed 11/2
Fri 11/4
Week 10
Center or Corridor: Medieval Europe, Central Asia,
and Southeast Asia. Knights, warriors, monks, and
stirrups.
Discussion/Questions: Primary Sources  Treatises
on government. What makes an ideal ruler?
Population Centers and Commerce: Silk Roads, Sea
Roads, and Sand Roads. Song China and the Dar alIslam (abode of Islam).
Discussion/Questions: Primary Sources  Travel
logs and scrolls. How did the Dar al-Islam open new
opportunities for travel and spread of knowledge?
The Mongols Reshape the World: Chinggis Khan,
global trade, the plague. Pax Mongolica.
Discussion/Questions: Primary Sources  Letters.
How did the Mongols shape world history? What
was the ideal world according to the Mongols?
The Little Ice Age: The climate and history.
Medieval Warm period to the Little Ice Age.
Discussion/Questions: Primary Sources  Tree rings
and ice cores. How did the climate impact history
and how can environmental history help us tell
political history?
Forging New Empires: Recovery. The Hapsburgs,
Aztecs, Ottomans, Songhai, and Ashikaga/Tokugawa
Japan.
Discussion/Questions: How did people recover and
how did new empires form?
*** Midterm. ***
Zheng He and Henry the Navigator: Ming China and
the Tributary System. Portuguese Empire and the
Cartaz System. Indian Ocean trade.
Discussion/Questions: Primary Sources  Travel
Logs continued. How did Chinese and Portuguese
sea-faring missions and objectives compare?
The Columbian Exchange and New Maritime
Empires: The Americas. Guns, germs, and steel.
Portugal and Spain vs. Britain and France.
Discussion/Questions: Primary Sources  Skeletons.
Why did people travel to the new world? What was
life like? What is the Columbian Exchange?
Hot Commodities: Slavery, sugar, and the Atlantic
economy. Capitalism, evangelicalism, and abolition.
Discussion/Questions: How was slavery and sugar
production connected? How was slavery justified?
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Read: al-Mulk, “Book of
Government,” 491-494.
Read: Machiavelli, The Prince, 3243 and 60-82
Due: Response Paper #2 (9/16)
Read: Battuta, Travels, 317-339.
Read: Polo, The Travels, 25-45.
Browse: Digital, “The Qingming
Scroll.”
Due: Response Paper #3 (9/23)
Read: “Letters between Pope
Innocent,” 226-229.
Read: Juvaini, Genghis Khan, 2334.
Due: Response Paper #4 (9/30)
Read: Fagan, “The Climatic
Seesaw,” 47-58.
Read: Brook, “The Nine Sloughs,”
50-78.
Due: Research Proposal (10/7)
Read: Cortés, “The Second Letter,”
31-44.
Read: Gennai, “On Farting,” 391399.
Reminder: Midterm! (10/14)
Read: Ma Huan, Ying-Yai, 108-114,
173-178.
Read: Pires, Suma Oriental, 116134.
Due: Response Paper #5 (10/21)
Browse: Smithsonian, “The Body.”
Read: Smith, “The Potato
Diaspora,” 21-35.
Read: (optional) Earl, “If You Eat,”
688-713.
Due: Response Paper #6 (10/28)
Read: Blussé, Bitter Bonds, 1-93
(Chapters 1-5).
Read: “The Code Noir,” 31-36.
Mon 11/7
Wed 11/9
Fri 11/11
Week 11
Mon 11/14
Wed 11/16
Fri 11/18
Week 12
Mon 11/21
Wed 11/23
Fri 11/25
Week 13
Mon 11/28
Wed 11/30
Fri 12/2
Week 14
Mon 12/5
Wed 12/7
Fri 12/9
Week 15
Thu 12/15
The Dutch and the Enlightenment: New science,
nation-states, international law. Academies, salons,
stock markets. Batavia, Nagasaki, Cape Town.
Discussion/Questions: Was there a global Dutch
empire? How did Cornelia negotiate the complicated
cultural and legalistic landscape?
Epoch of Empires: Four great land empires:
Ottoman, Mughal, Russian and Qing Empires.
Discussion/Questions: What were the strengths and
weaknesses of these land empires? Why were they
eclipsed by European Empires?
The Americas and Oceania: The fall of the Incan
Empire, the Manila Galleon trade, Pacific
explorations, and Australia and New Zealand.
Vacation: No Class. Happy Thanksgiving!
Disappearing Frontiers: Russian, Chinese, Boer, and
American expansion into nomadic zones. The “end”
of the frontier?
Discussion/Questions: Primary Sources  Maps.
How do maps make arguments about sovereignty?
What happened to people who lived on territories
claimed by maps?
Atlantic Revolutions and Napoleonic Wars: The
American, Haitian, and French revolutions. Simón
Bolívar and South America.
Discussion/Questions: Primary Sources 
declarations. How did revolutionaries justify
independence? To what authorities did they appeal?
*** Final Exam. ***
Read: Blussé, Bitter Bonds, 95-178
(Chapter 6-10).
Read: Savery, The Miner’s, 3-11.
Due: Double Response Paper #7
and 8 (11/11, worth 2 papers)
Read: Busbecq, “Turkish Letters.”
Read: Spence, Emperor of China,
61-89
Read: (optional) Pomeranz,
“Introduction,” 3-27.
Due: Response Paper #9 (11/18)
Read: Cook, Voyage to the Pacific,
48-58.
Due: Rough Draft Final
Paper/Project (11/21)
Read: Short, The World through
Maps, 8-25.
Read: “The Treaty of Nerchinsk,
1689,” 51-54.
Read: (optional) Turner, “The
Significance,” 1-38.
Due: Continue Working on Final
Paper/Project
Read: “Haitian Declaration of
Independence,” 191-196.
Read: “Declaration of the Rights of
Man.”
Read: Bolívar, “The Cartagena
Manifesto,” 3-11.
Due: Final Paper/Project (12/9)
Reminder: Final Exam! (TBD)
Grading
Your final score will be tallied as follows: 25% Response Papers and Quiz, 15% Attendance and
Participation, 10% Pop Quizzes, 25% Exams, and 25% Final Project.
Response Papers and Quiz (25%): There will be a total of one geography quiz and nine short
response papers (200-350 words) this semester. You must upload the response papers to TurnItIn
on Moodle before 10:00AM on Friday, the day they are due. The Bitter Bonds response paper
will count as double the ordinary response paper grade. I will drop the lowest two assignment
grades (with the exception of Bitter Bonds).
Attendance and Participation (15%): You are permitted to miss two classes without directly
impacting your attendance and participation grade (with the exception of religious or
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extracurricular absences, which will count as excused absences). These absences are to account
for intangibles such as sickness or family emergencies, not a pass to take a day off. Each absence
beyond the second will result in a 10% deduction from your overall attendance and participation
grade, i.e., a 90% would become an 80%. Participation is a pivotal part of your grade; students
are required to bring discussion readings to class and contribute to weekly discussions. A high
participation mark requires critical thinking, ample pre-class preparation, and consistent in-class
participation. Additionally, you are liable to be penalized for “anti-participation” (tardiness,
chatting, texting, general disruptions). Please email me at any time for an update on your
attendance and participation grade.
Pop Quizzes (10%): There will be a series of six pop quizzes throughout the course of the
semester. Quizzes will be held on Mondays and they will consist of six multiple choice questions
that review material from the previous week’s lecture and readings. I will drop the lowest quiz.
Exams (25%): The exams, which are not cumulative, will require you to synthesize specific
examples from assigned readings with the broader picture that you will pick up from the lectures.
Exams will be taken in-class. They will consist of multiple choice questions and short answer
questions. The exams are October 14 (10/14) and December 15 (12/15, 8:30-11AM).
Final Project (25%): Each student is responsible for a research proposal (1 page, due 10/2,
10:00AM), a rough draft (3 pages, due 11/21, 10:00AM), and an original research paper or
video or audio project (4-6 pages for a paper, or 3-6 minutes for a presentation, due 12/9,
10:00AM). These assignments should be submitted through TurnItIn on Moodle. For details, see
below.
Assignments
Readings: With the exception of Bitter Bonds by Leonard Blussé, which you should purchase at
the bookstore or online, weekly readings are available via Moodle. I will explain how to access
them during the first week of the course. I expect you to bring in copies of the weekly readings to
class on Fridays for discussions.
Final Project: Students will choose one primary source from world history from 1100-1815CE
and write or prepare a short paper or project about that source. The idea behind this assignment is
to tell a history of a particular place and time as represented through your primary source. To do
so, you should incorporate secondary research (at least three sources from peer-reviewed
journals or books) which mentions or uses the source. What is your source? Where is it from?
How can it tell a broader story of the time and place from which it comes? Who wrote or made
the source? Who or what does the source represent?
We will discuss where to locate your primary source during the first month of class, and you will
receive a detailed assignment handout during that time. On October 7 (10/7) you are required to
submit a one page proposal that includes: 1) a description of the source, and 2) a description of
your research hypothesis and expected outcomes. On November 21 (11/21) you are required to
submit a three page rough draft. If you have chosen to make an audio or visual project, the draft
should be a transcript of your production. The final project is due on December 4 (12/4,
10:00AM) and should consist of either a 4-6 page research paper, a 4-6 minute audio project, or
3-4 minute video project. All projects must be accompanied by a 1 page annotated bibliography
of sources used. Research proposals, rough drafts, and final projects must be submitted through
TurnItIn on Moodle.
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Academic Dishonesty
Dishonesty within the academic community is a very serious matter, because dishonesty destroys
the basic trust necessary for a healthy educational environment. Academic dishonesty is any
treatment or representation of work as if one were fully responsible for it, when it is in fact the
work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper
manipulation of laboratory or research data or theft of services. A substantiated case of academic
dishonesty may result in disciplinary action, including a failing grade on the project, a failing
grade in the course, or expulsion from the College. For more, see,
https://www.fortlewis.edu/academicaffairs/AcademicDishonesty.aspx
TurnItIn.Com
Please note that by enrolling in this class you are agreeing to submit your papers online to a
plagiarism-prevention program called TurnItIn.com. You should note that TurnItIn.com – always
without your name and any personal information – will retain your paper as part of their database
so that students who plagiarize from it can be detected.
Courtesy
Our class is a judgement-free zone. Differences in opinions are valuable and encouraged, but
please refrain from personal attacks, especially those regarding religious or personal beliefs. In
class everyone should abide by the rules of common courtesy when it comes to disruptive
bathroom breaks, texting, or using phones during class, i.e., refrain from doing so unless
instructed otherwise. Respect your classmates and yourself. Thank you. For clarification on
anything you find in the syllabus please contact the professor.
*** This syllabus is the intellectual property of the instructor, Phillip Guingona. Any unauthorized
reproduction is forbidden.
Sources: Please Purchase
Blussé, Leonard. Bitter Bonds: A Colonial Divorce Drama of the Seventeenth Century. Princeton: M. Wiener
Publishers, 2002. (ISBN-10: 1558762523; ISBN-13: 978-1558762527)
Sources: Available for Download on Moodle
al-Mulk, Nizam. “Book of Government.” In Milestone Documents in World History: Exploring the Primary
Sources that Shaped the World, 491-494. Dalla: Schlager Group, 2010.
Battúta, Ibn. Ibn Battuta Travels in Asia and Africa, 1325-1354. Edited and translated by H.A.R. Gibb.
London: Routledge & Kegan Paul Ltd., 1963.
Bolívar, Simón. “The Cartagena Manifesto.” In El Libertador: Writings of Simón Bolívar, translated by
Frederick H. Fornoff, edited by David Bushnell, 3-12. Oxford: Oxford University Press, 2003.
Brook, Timothy. “The Nine Sloughs.” In The Troubled Empire: China in the Yuan and Ming Dynasties, 5078. Cambridge: Harvard University Press, 2010.
“The Code Noir.” In Slavery, Freedom and the Law in the Atlantic World, edited by Sue Peabody and Keila
Grinberg, 31-36. Boston: Bedford/St. Martin’s, 2007.
Cook, James. The Voyages of Captain James Cook, Volume II, 48-58. London: Bradbury and Evans Printers,
1847.
Cortés, Hernando. Hernando Cortés Five Letters, 1519-1526, translated by J. Bayard Morris, 31-44. New
York: W.W. Norton & Company.
de Busbecq, Ogier Ghiselin. “The Turkish Letters, 1555-1562.” Accessed June 17, 2015.
http://legacy.fordham.edu/halsall/mod/1555busbecq.asp.
“Declaration of the Rights of Man, 1789.”
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Digital East Asian Studies @ Harvard University. “The Qingming Scroll.” Accessed August 10, 2015.
http://isites.harvard.edu/icb/icb.do?keyword=k7403&tabgroupid=icb.tabgroup95937.
Fagan, Brian. “The Climatic Seesaw.” In The Little Ice Age: How Climate Made History, 1300-1850, 47-59.
New York: Basic Books, 2002.
Fagan, Brian. “A Vast Peasantry.” In The Little Ice Age: How Climate Made History, 1300-1850, 79-97. New
York: Basic Books, 2002.
Gennai Hiraga, “On Farting.” In An Edo Anthology: Literature from Japan’s Mega-City, 1750-1850,
translated by William F. Sibley and edited by Sumie Jones and Kenji Watanabe, 391-399. Honolulu:
University of Hawai’i Press, 2013.
“The Haitian Declaration of Independence, 1804.” In Slave Revolution in the Caribbean, 1789-1804: A Brief
History with Documents, edited by Laurent Dubois and John D. Garrigus, 191-196. Boston: Bedford/St.
Martin’s, 2006.
Juvaini, Ala-ad-Din ‘Ata-Malik. Genghis Khan: The History of the World Conquerer, 23-34. Seattle:
University of Washington Pres, 1997.
“Letters between Pope Innocent IV and Güyük Khan (1245-1246).” In Worlds Together Worlds Apart
Volume 1: A Companion Reader, edited by Kenneth L. Pomeranz, James B. Given, and Laura J. Mitchell,
226-229. New York: W.W. Norton & Company, 2011.
Ma Huan. Ying-Yai Sheng-Lan ‘The Overall Survey of the Ocean’s Shores, translated by Feng Ch’eng-Chün,
108-114, 173-178. London: Cambridge University Press, 1970.
Machiavelli, Niccolo. The Prince, translated by Luigi Ricci, 32-43 and 60-82. London: Grant Richards, 1903.
Marino, Michael. “World History and Teacher Education: Challenges and Possibilities.” The Social Studies
102, no. 1 (2010): 3-8.
Miksic, John N. “Shipwreck: The Intan.” In Singapore and the Silk Road of the Sea, 1300-1800, 86-92.
Singapore: National University of Singapore Press, 2013.
Muckelroy, Keith. “Ships of the early medieval period in north-west Europe.” In Maritime Archaeology, 8490. New York: Cambridge University Press, 1978.
Pires, Tome. The Suma Oriental of Tome Pires. New Delhi: Asian Educational Services, 1990, pp 116-134.
Polo, Marco. The Travels of Marco Polo, 25-45. New York: The Orion Press, 1958.
Pomeranz, Kenneth. “Introduction.” In The Great Divergence: China, Europe, and the Making of the Modern
World Economy, 3-27. Princeton: Princeton University Press, 2000.
Rolett, Barry V. “Voyaging and Interaction in Ancient East Polynesia.” Asian Perspectives 41, no. 2 (Fall
2002): 182-194.
Savery, Thomas. The Miner’s Friend: Or, an Engine to Raise Water by Fire, 3-11. London: J.McCormick,
1829.
Short, John Rennie. The World through Maps: A History of Cartography. Toronto: Firefly Books, 2003.
Smith, Andrew F. “The Potato Diaspora.” In Potato: A Global History, 21-35. London: Reaktion Books,
2011.
Smithsonian. “The Body in the Basement.” Accessed June 6, 2015.
http://anthropology.si.edu/writteninbone/leavy_neck.html.
Spence, Jonathan. Emperor of China: Self-Portrait of Kang-Hsi. New York: Vintage Books, 1975, pp 61-89.
Turner, Frederick Jackson. “The Significance of the Frontier in American History.” In The Frontier in
American History, 1-38. New York: Henry Holt and Company, 1921. (Project Gutenberg eBook #22994:
http://www.gutenberg.org/files/22994/22994-h/22994-h.htm)
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