Download HIST 102-01: World Civilization since 1500

HIST 102 (Spring 2014)
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History 102-01: World Civilization Since 1500
Lewis-Clark State College, Spring 2016
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
Personal Website: TBA
Facebook: LCSC Social Science Division
Twitter: @ericlanemartin
Course Website: LCSC Blackboard
310 Spalding Hall
Office Hours: T/Th 10:30- 11:30, W
1:30-2:30, & 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.
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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.
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:
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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 Feb. 2
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◦ Thoughtpiece #2 Feb. 16
◦ Thoughtpiece #3 March 22
◦ Thoughtpiece #4 April 19
Four Map Quizzes 20% (5 % each)
◦ Map Quiz #1 Feb. 9
◦ Map Quiz #2 Feb. 23
◦ Map Quiz #3 March 22
◦ Map Quiz #4 April 12
Random Pop Quizzes Over Assigned Readings (20%)
First Take Home Essay 20% March 3
Second Take Home Essay 20% May 3
Your grade in this course will be based on the following, which correspond to the General Education Leaning Outcomes
(GELOs) as noted in parentheses:
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.
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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. 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
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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
x
x
x
LCSCWritingCenter
SeriouslyconsidermakinganappointmentwiththeLCSCwritingcenterthefirstweekofclass.
Thedirectorofthewritingcenterisfamiliarwithmyexpectationsforstudentwritingandcanis
yourbestbetforensuringyouareontherightpathearlyinterm.
StudentSupportServicesTRIOProgram
Requiresanapplication,butmorestudentsarequalifiedforthisservicethanuseit.Checkitout.
TheStudentsintheCourse
Thereadingsforthiscoursecanbedifficult,especiallytheprimarysources.Thewriting
expectationsassumeyouarepreparingyourselfforcompetitivejobmarketupongraduation.
Seriouslyconsiderformingaweeklystudygroupwithlike­mindedstudents.Discussthereadings
overcoffeetomakesureyouunderstandthembeforetheyarediscussedinclass,editeachothers
writtenwork,andjusttalkhistory.Thinkingisateamsport.
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 Syllabus Addendum
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, which may be accessed at http://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://webdev.lcsc.edu/catalog and the LCSC Student Handbook (http://www.lcsc.edu/media/2157659/StudentHandbook.pdf ) for more information.
Accidents/Student Insurance
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Students participating in LCSC classes normally must look to their personal health insurance policy (Student Health
Insurance Plan or comparable private coverage) 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 VP 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 VP for Student Affairs’ web
page (http://www.lcsc.edu/student-affairs/student-code-of-conduct/ ).
Diversity Vision Statement
Regardless of race, color, age, sex, religion, national origin, disability, veteran status, 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 Learn) 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.
Approved by VP for Student Affairs& Provost 7/07/2015
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
(1/19 & 1/21)
Discussion Topic(s): (T) Introductions to the Course, Each Other, and the Field of World History;
(TH) What is History?
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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
(1/26 & 1/28) (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
(2/2 & 2/4)
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 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?
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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
(2/9& 2/11)
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
(2/16 & 2/18)
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
(2/23& 2/25) (T) Map Quiz #2 (An Additional Study Guide for the Map Quiz)
Discussion Topic(s): "The Scientific Revolution" (CONT); (TH) "Enlightenment and Revolution"
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Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch. 20 "
Enlightenment and Revolution.”
QUESTIONS TO CONSIDER for Enlightenment and Revolution
- What was the Enlightenment?
Background Readings: Traditions and Encounters Volume II
Week Seven (3/1 & 3/3)
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 (3/8 & 3/10)
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 ( 3/15 & 3/17) 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
(3/22& 3/24) (NERWHA ?)
Discussion Topic(s): "Nationalism and Westernization";
Assignment(s): (DUE Tues.) Map Quiz #3, (Additional Study Map #1, Additional
Study Map #2)
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TUESDAY: You must make a substantial, detailed, grammatically correct postings on at
least one of the assigned documents on our Blackboard Discussion Boards by 9 am.
THURSDAY: You must have made at least TWO additional postings on TWO different
documents on our Blackboard Discussion Boards by 10:15am.
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?
- 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 3/29 - 3/31
Week Eleven (4/5 & 4/7)
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 (4/12 & 4/14)
Discussion Topic(s): The Cold War and the Third World: China, Vietnam, Cuba, Afghanistan
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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 (4/19 & 4/21)
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 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 (4/26 & 4/28)
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 (5/3 & 5/5)
Discussion Topic(s): TBA
Assignment(s): (DUE TUE.) Second Formal Essay Due (TH) LCSC Research Symposium
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HIST 102 (Spring 2014)
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