World History since 1500

WELCOME TO WORLD HISTORY SINCE 1500!!! Below is the course website. In addition to the syllabus, you will find links and attachments to suppliment the classroom material as we move along in the course. Please feel free to make a post at the bottom of the site and share your thoughts about a particular issue relating to the course material or classroom discussion.

Spring 2012

I. Course and Instructor:
Format: Classroom

Course Information:
Course Title: World History 1500-present Synonym Number: 56103
Course Code: HIS 201 VE85 Credits: 3.0
Semester: Spring 2012 Prerequisite: College level reading
Meeting Times and Days: 6:00 – 6:50 PM, M W F
Class Location: Room 201, Vail-Eagle Valley Campus in Edwards
Start Date: Monday, 01/9/12 End Date: Friday, 04/27/12
Refund Date: Wednesday, 02/08/12 Withdraw Date: Sunday, 04/08/12

Instructor Information:
Eric Lager, M.A.
Cell Phone:(352)262-8367 Because I do not hold formal office hours you may
call my cell phone at whatever time you like. I realize many of you
study in the middle of the night. I do not mind if you call me at three
o’clock in the morning, just make sure you have a good question. I only
check my e-mail once a day, therefore the best way to get in touch with
me is on my cell phone. Please do not hesitate to call me for any reason.
I want to help you in every way that I can and I am always interested in
what you have to say, I look forward to getting acquainted with you.
CMC Fax: (970)569-3309
Office E-mail: elager@coloradomtn.edu
Office Hours: By appointment only.

II. Course Description:
This course is intended to give you a sense of how historians think, and to introduce you to ongoing historical debates—both those that take place within the halls of academia and those that spill over into the broader public arena.  Facts are the critical building blocks of history, but they are not history itself. As this course will suggest, the way we put those facts together—the way we construct a narrative of the past in books, museum exhibits, movies and political speeches—has a powerful impact on both our ever-evolving sense of identity and on current political debates.

We will explore events, peoples, groups, cultures, trends, ideas, and legal institutions throughout the globe, including the multiple perspectives of gender, class, and ethnicity, between the periods when European exploration of the “New World” began, to the end of the Cold War. This course focuses on developing, practicing, and strengthening the skills historians use while constructing knowledge in the discipline. This course is one of the Statewide Guaranteed Transfer courses. GT-HI1

This class examines world history from 1500 to roughly 1989—a period that completely transformed the global community. European powers (Spain, France, Britain, and others) competed for control of the rich resources of North America, displacing Native American peoples and creating a “New World” of colonial societies composed of Europeans, Africans, and Indians. Meanwhile, dramatic transformations were occurring elsewhere across the globe with repercussions extending far beyond the New World. A significant portion of this class will be devoted to analyzing changes in Asia, India, Russia, and Africa. By looking at the past through the overarching theme of the law, we will explore the past and make connections to the present. Finding identity in an interconnected and interdependent world–responses to globalization–will always be at the center of discussion and debate. Understanding how people and societies have been connected through time will constitute a primary objective in this course.

III. Student Learning Objectives, Outcomes, Competencies, and Skills:

I. Four general goals integrate history with workplace skills:
A. Acquire information
B. How to break complex and multiple sources of information down into parts to create clearer understanding
C. How to understand the impact of time and space on perspective
D. How to develop narrative structures
II. Throughout the survey course, students should be introduced to course content, practice using course content, and demonstrate they can:
A. Identify trends, events, peoples, groups, cultures, and institutions covered in this course
B. Communicate orally and in writing about the content
C. Use library resources for historical research
D. Demonstrate that they can analyze secondary sources and recognize differences in historical interpretation
E. Identify the perspective of primary sources and opposing viewpoints
F. Construct historical narratives by identifying patterns of continuity and change and referring to specific primary and secondary sources, maps, and/or artifacts.

IV. IDEA Objectives
Colorado Mountain College evaluates classes based upon Individual Development and Educational Assessment (IDEA) objectives. The following are the IDEA objectives I have chosen for this class:
1. Gaining factual knowledge (terminology, classifications, methods, trends).
2. Learning to apply course material (to improve thinking, problem solving, and decisions).
3. Developing skill in expressing oneself orally or in writing.
4. Learning to analyze and critically evaluate ideas, arguments, and points of view.
5. Acquiring an interest in learning more by asking questions and seeking answers.

Basic History Proficiencies
1. Read and listen with comprehension
2. Description (stresses the importance of chronology and historical perspective)
3. Synthesis (bringing together facts and differing viewpoints into a coherent explanation)
4. Historical literacy (basic knowledge and understanding of historical events)
5. Express oneself intelligently in writing

What I will expect of you:
1. Attend punctually and complete assignments on time
2. Take good notes in class
3. Read the books and articles on the syllabus
4. Participate in discussion (ask questions, offer your perspective)

What is World History anyway?
Good question, scholars do not always agree on a definitive definition. For our purposes, we will attempt to use world history as a lens to study human patterns of interaction over time and space. Global exchange created connections that transcend people and place across regional boundaries. Hopefully by keeping our focus on human and institutional interactions a big picture of history will emerge without eschewing the details of individuals and societies. The aim here is to understand how various forces have shaped the modern world.

V. Cell phone, laptop, and attendance policy:
In the past I have proudly offered a cell phone and laptop free environment. I have decided to drastically amend this policy. Please feel free to bring your cell phone and laptop into class. In addition, please feel free to text your friends, play games on your I Phone, check your Facebook and Twitter while I am in the middle of lecturing, or do anything else on your electronic devices that is unrelated to class. If you think it is appropriate to be on Facebook and to be texting your friends about your plans for this weekend, then by all means go ahead and do it. I will not stop you or dismiss you from my class. An important aspect of the college experience is learning how to behave as a responsible adult. If you think that goofing around in the middle of class is indicative of responsible behavior then go ahead and goof around. If, however, you think it is disrespectful to the teacher and to your fellow classmates to be on Facebook while I am in the middle of a lecture, please refrain from doing so.

I have absolutely no attendance policy whatsoever. You paid good money to take this class and therefore I do not mind if you decide to skip out on class. You are expected to attend class. I make no distinction whatsoever between “excused” and “unexcused” absences. Among other things, this means that I do not want to see doctor’s notes, parent’s notes, preacher’s notes, or arrest warrants. If you choose to blow class, fine. Take as many absences as you want. But don’t be surprised, horrified, upset, angry, mystified, or in anywise confused about the grade that will follow from those decisions. I realize emergencies do come up and I am willing to setup an appointment to discuss course material. However, do not ask me to “go over” with you what you missed in class. You missed class; I didn’t. I am happy to answer any questions you have about the course material, discuss with you any ideas you have about the material, or help you with your exams and paper. But I am not a tutor. You are responsible for the course content.

NOTICE:
 A student judged to have engaged in academic misconduct as defined in the “Academic Policies and Requirements” section of the Colorado Mountain College Student Handbook will, at a minimum, receive a “zero” for the work in question. The student may also be removed from the class, resulting in a failing grade. All student course material may be submitted to safeassign.com (or another anti-plagiarism program) at the instructor’s discretion. “Academic Expectations,” the “Student Code of Conduct and Judicial Process” and more information about academic misconduct can be found in the Student Handbook.
 Students are responsible for course materials from assigned text(s) and reading, lectures, and other assignments as required.
 The instructor may alter any, or all, of this syllabus during the semester as the learning environment requires. Students will be notified in writing of changes.
 Attendance at all class meetings is expected.
 If you have a disability protected by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act and feel you may need classroom accommodations based on the impact of your disability, please contact the Disability Services Coordinator on your campus.
 Alpine and Vail-Eagle Valley Campuses: Deb Farmer at 970-870-4450
 Aspen, Rifle, and Roaring Fork Campuses: Cheri E. White at 970-947-8256
 Summit and Timberline Campuses (including Chaffee County): Sandi Conner at 719-486-4200
 Students wishing to withdraw from this course must INITIATE the course withdrawal/drop process at the site Registration Office.
 This class could be cancelled one week prior to the census date if a sufficient number of students are not enrolled by that date.
 The instructor reserves two rights: to adjust the syllabus in keeping with his judgment on class progress (students will be notified in writing of changes), and to adjust final grades upward—on an individual basis—for factors including, but not limited to, substantial and intelligent contributions to class discussions.

VI. Evaluation Methods:
Three essay exams each worth 20% of your final grade.
Paper Assignment – book review (4-6 pages) worth 20% of your final grade.
Research Assignment–(8-10 pages) on a topic of your choice–worth 20% of your final grade

Three exams=60%
Two papers=40%

VII. Required Course Materials:
There are four required books for this course. These books can be purchased online at relatively inexpensive rates. I highly encourage you to purchase a copy (whatever edition is cheapest) of A Pocket Guide to Writing History by Mary Lynn Rampolla. This book will not only help you craft your paper assignments but it will also help organize your essay exams and develop a coherent argument. In addition to the required books, I will be handing out a considerable number of articles and chapters from sources outside the required readings. These outside sources are listed in the course schedule.

Required books:

Belmessous, Saliha, ed., Native Claims: Indigenous Law against Empire, 1500-1920. New York: Oxford University Press, 2012. ISBN-978-0-19-979845-0

Billias, George Athan. American Constitutionalism Heard Round the World, 1776-1989: A Global Perspective. New York: New York University Press, 2009. ISBN-13: 978-0-8147-9107-3

Black, Jeremy. Introduction to Global Military History, 1775 to the Present Day. New York: Routledge, 2005. ISBN-0-415-35395-5

Duiker, William J & Jackson J. Spielvogel: World History since 1500, Vol. 2, Seventh Edition. Boston, MA.: Wadesworth Cengage Learning, 2012. ISBN-13:978-1-111-83167-7

VIII. Grading policy:
I have absolutely zero interest in trying to “weed” students out of my class. Nor do I have any interest in attempting to make this the most difficult class you have taken. I am aware that the overwhelming majority of you have full time jobs, many of you have children, and almost all of you will not be getting a degree in history. You will find my grading scale to be rather easy. However, you will also find that my actual grading is quite difficult. You are expected to study and be prepared to take the exams on the given date. You are also expected to write your papers with clarity and coherence while simultaneously developing a forceful and compelling argument. Note that I do not give a “minus” under any circumstances. I think they are a waste of time and they unnecessarily hurt your GPA. Remember that in most cases substantial and intelligent participation will almost always result in your grade being boosted up to either a “plus” or the next letter grade. Also note that I do not offer extra credit.

A = 90-100
B+ = 86-89
B = 80-85
C+ = 76-79
C = 70-75
D = 60-69
F =59-below

IX. Late Policy:
I expect you to complete your work on time. However, in general I have no late policy. If you need an extra few days or even an extra week to complete your assignment, that is fine by me. I will allow you to turn in your papers up to one week after the due date without penalty. If, however, you are more than one week late, you will receive an “F” for that assignment, unless prior arrangements have been made with me. You must take the exams on the scheduled date unless prior arrangements have been made with me. I am willing to be flexible with due dates in order to better accommodate your busy schedule.

Paper Assignment (Book Review)
Academic Book Review: Due 4/13/12.
(approx. 4-6 pages, typed, double spaced)
Write a review that offers a thoughtful assessment of either Belmessous or Billias.

Be sure to answer the following questions in your review:
 Why did the author undertake to write a book on his chosen subject?
 What question or questions does the author set out to answer?
 What thesis does the author argue?
 What evidence/examples does the author use to support his/her view?
 How successful was the author in making his/her case?
 In what ways does his/her views accord with, enlarge, or constrict our view of how people shaped and were shaped by global history?

IMPORTANT NOTES AND TIPS:
This IS a book review, NOT a book report. Do not attempt to recap or distill all the information conveyed in the book (this would be tedious for you, the writer, and me, the reader, anyway). Rather than organizing your paper strictly around the structure of the book (writing paragraphs that begin: “In chapter one…,” “In chapter two…,” “Then, he explores,” “Also, she notes,” etc.), organize your paper around the author’s main points—points that you want to elucidate/highlight to the reader as important. This does mean that you will have to accurately convey the book’s thesis, and provide a sense of how the author develops and supports it (with illustrative examples drawn from the book). Yet, you want to present these things as a lead-in to your academic assessment of the book.

I say “academic,” to underscore the point that the paper ought NOT to appear as a “movie” or “restaurant review”—that is, based on personal tastes and opinions (e.g., “I like the part where he writes about…”). Instead, draw from lectures and readings to reflect upon what is historically insightful and illuminating about the book. You might also key on the author’s stated purpose of the book to state why it might be important and useful for us to read this book—not only as students of history, but as human beings operating in a world that was, in some (many?) ways produced by this history. In other words, what meaningful and useful lessons (for understanding today’s world) does the reader stand to gain from reading this story of America’s past?

Imagine that you are an historian, whose expertise is in world history and you have been asked (by the publishers of an academic journal) to critically assess this book for the benefit of other historians (who have not presumably read it). This will entail two important components: 1) a thoughtful presentation of the main arguments of the author; 2) a thoughtful argument (your thesis) about how the book illuminates important aspects (or not) of early world history. This second part will require you to step outside the confines of the author’s argument, and bridge it to other, broader aspects of this history (presumably drawing from other sources of the course (i.e., textbook, monographs, and/or lectures)—from which you have established your “expertise.”

Given the relatively short paper length, organization will be critical. I strongly suggest that you adopt the following organizational structure:

I. Opening Paragraph (roughly half a page long): concisely introduces the book-author’s thesis and ends with your thesis—i.e., a one- or two-sentence statement that sums up your review conclusion/argument.
II. Paper-Body (roughly 3.5 pages long): presents the development of the author’s thesis.
III. Paper-Conclusion (roughly 1.5 pages long): presents your assessment of the book.
In formulating your papers, be sure to include very brief quotations from the relevant sources, facts from your textbooks as support for your answer, including page citations in parentheses each time you quote or paraphrase, or use a fact that you would not have known except from reading. No bibliography is required.

Research Assignment: Due 4/23/12
(Approx. 8-10 pages, typed, double spaced)
I am willing to be extremely flexible with this research paper. The idea is for you to choose a particular event, person, place, or theme that you find interesting and worth researching. I call this assignment a “research” paper, but really this paper will be more of a synthesis of existing scholarship. I do not expect you to write a paper on some original aspect of world history. Nor do I expect you to use primary sources to develop your paper. I would like you to find three scholarly books on a particular topic and then develop a synthesis that takes into account all three viewpoints. In other words, I want you to probe the intersections between the three authors and explicate their possible congruities and contradictions. You must clear the topic and your sources with me first. In general you should be looking for books that are published by an academic press. You will also be required to use footnotes and to cite your sources according to the Chicago Manual of Style. Again, I would recommend that you reference Rampolla’s A Pocket Guide to Writing History for further help. Unlike your book review, a formal bibliography is required for this assignment, attach it to the end of your paper on a separate sheet and list the sources according to the Chicago Style.

Exam Format:
All three of your essay exams will be written in a “BlueBook” that I will hand out to you on the day of the exam. There will be no short answer, no maps, no key terms, and no multiple guess questions. You will have to put in a considerable amount of study time to do well on these exams. The exams are not take-home, nor are they open book or open notes. I expect you to understand the material well enough by the time you come into the classroom on the exam date that you can sit down and write a well thought out essay from the knowledge you have ascertained from the lectures and reading material. I will give you a verbatim copy of the exam one week prior to the exam date. There will be no surprises on the date on the exam. Three essay questions will be listed on the exam and you will write an essay on two of the three questions. I will make one of the essay questions mandatory and you will have a choice between the remaining two. You will not know which question I will make mandatory until the date of the exam. This does mean that you have to study for all three questions. There is no “standard” length when answering an essay question. Let me just say this: it is almost impossible to write a coherent answer to the type of questions I ask in less than three pages. This means that you should be shooting for a total of six hand-written pages at a minimum. You can only achieve this by being prepared.

Are you passing your class? Answer these ten questions to find out:

1. Yes No: Have you read your class syllabus?

2. Yes No: Have you purchased and received your textbook? (If applicable)

3. Yes No: Have you attended all of the classes?

4. Yes No: Have you arrived on time to each class you have attended?

5. Yes No: Have you completed your reading assignments?

6. Yes No: Have you completed your homework assignments?

7. Yes No: Have you been attentive in class and taken organized notes?

8. Yes No: Have you engaged in class discussions?

9. Yes No: Do you understand the material being presented?

10. Yes No: Have you scored a 70% or higher on tests

If you answered “no” to three or more questions, you may need help to pass. Here’s what you can do:

1. Communicate .Talk about your difficulties with your instructor.

2. Get organized. Write dates in your free student daytimer, set alarms, leave yourself notes.

3. Get caught up. Do your reading, submit your assignments.

4. Visit the learning lab. If you are struggling with the material this is a great resource.

5. Visit a counselor. They have big ears and big hearts. If life is getting in the way of learning, they may be able to offer resources to help. Make an appointment at the Learning Services Desk.

6. Drop the class. If you drop before the refund date, you will get your money back. If you drop after the refund date and before the withdraw date, you will not get your money back, but you will not have an “F” on your transcript.

Why is it important to do well in this class? Circle the reasons that are important to you:

1. You committed money to pay for it.

2. You committed time to register for it and participate in it.

3. You need it to graduate.

4. It’s a stepping stone on which to build future skills and concepts.

5. A good GPA makes you eligible for many scholarships.

6. Good grades help in applying to other degree programs.

7. Doing well builds constructive habits that relate to good job performance.

8. Helps you earn higher wages in the job market.

9. Personal accomplishment.

10. Builds positive relationships with peers and instructors.

Tentative Course Schedule

NOTE: This schedule is subject to change at any time, depending on instructor evaluation of student skills/understanding/knowledge

 Note* The reading for Monday and Wednesday will usuallly come straight from the textbook. On Friday we will always be reading several primary sources, comparative essays, “opposing viewpoints,” and often we will have a selected chapter outside of the textbook dealing with some aspect of the law in world history. Every Monday I will hand out a hard copy of the selected chapter, you need not purchase or find these readings on your own. Whereas Monday and Wednesday classroom format will consist primarily of lecture on the content from the textbook, Fridays are reserved for discussion of primary source material, comparative essays, opposing viewpoints, and the selected chapter reading from outside the course material. Happy reading!

Monday (1/9): course introduction; no reading 🙂

Wednesday (1/11): Duiker– “preface, p.xx-xxii” ; “World History to 1500, p. xxxi-xxxiv” ; Chapter 14, New Encounters: The Creation of a World Market

link to the movie trailer of 1492: Conquest of Paradise: http://www.youtube.com/watch?v=hqCFfCXYFI0

link to the History Channel’s “Who Really Discovered America?” part I: http://www.youtube.com/watch?v=J3rsqSzdDUM

link to Christopher Columbus’s account of his first voyage: http://www.historycentral.com/documents/columbus.html

Friday (1/13): Dukier– Primary Source on Las Cases and the Spanish Treatment of the American Indians: “Bartolomé de Las Casas, The Tears of the Indians, p. 404” ; Comparative Essay on the Columbian Exchange, p. 405; Opposing Viewpoints: “The March of Civilization,” Gonzalo Ferández de Ovieda, Historia General y Natural de las Indias & the Journal of Captain James Cook, p. 414.; Comparative Illustration: The Spaniards Conquer a New World, p. 399.

Outside Reading: “Introduction: The Lost Words of Bernal Díaz,” p. xiii-xix & “The Indians are Coming to an End: The Myth of Native Desolation”, p. 100-130 in Matthew Restall Seven Myths of the Spanish Conquest (Oxford University Press, 2003).

            Some discussion questions to keep in mind:

 What forms of cruelty did Las Casas mention in this account? How did the treatment of Indians compare to the treatment of Africans? How do we weigh the costs and benefits of the Columbian Exchange? Is there any standard that we can apply in measuring the costs/benefits? Why is James Cook expressing regret over the exposure of natives to Europeans? In what ways does Restall complicate our understanding of common view that natives were merely desolated? What is his thesis here?

Monday (1-16): Martin Luther King, Jr. Day, no school 🙂

Wednesday (1/18): Dukier– Chapter 15, Europe Transformed: Reform and State Building.

link to the entire text of the Treaty of Westphalia from the Yale Law School: http://avalon.law.yale.edu/17th_century/westphal.asp

Friday (1/20): Dukier, Primary Source: Selections from Martin Luther’s Ninety-Five Theses, p. 426; Comparative Essay: Marriage in the Early Modern World, p. 431-432; Primary Source: A Witchcraft Trial in France, The Trial of Suzanne Gaudry, p. 436; Comparative Illustration: Sun Kings, West and East, p. 441; Primary Source: The English Bill of Rights, p. 445

Outside Reading: “Prologue: Before Jamestown,” p.1-10 in James Horn A Land as God Made It: Jamestown and the Birth of America (Basic Books, 2005).

            Some discussion questions to keep in mind:

What were some of the main ideas in Luther’s Ninety-Five Theses? Why were they particularly appealing in the German principalities? How did marriage practices differ in the West and East? Can we deduce any reasons for their divergence?  How did gender conceptions relate to Suzanne Gaudry’s trial? Why were women, especially older women, particularly vulnerable to accusations of witchcraft? What does this trial tell us about the prevailing legal culture and system in place during the seventeenth Century? Given the practice of very different religions, why did King Louis XIV of France and Kangxi of China justify their powers in very similar ways? In what ways does the Bill of Rights begin to lay the foundations for constitutional monarchy in England? According to Horn, what was the Spanish legacy and how did it effect English efforts at colonization? The law is…gendered?

Monday (1/23): Dukier–Chapter 16, The Muslim Empires

link to a documentary film about the cultural contributions of the Persian Empire and Isfahan: http://www.youtube.com/watch?v=qBg2X7Jl-LI

Wednesday (1/25): Dukier, Chapter 17, The East Asian World

PBS documentary on the “Way of the Samuari”: http://www.youtube.com/watch?v=VmJwBV_iJRQ

Friday (1/27): Dukier, Comparative Essay: The Changing Face of War, p. 453; Primary Source: A Turkish Discourse on Coffee, Katib Chelebi, The Balance of Truth, p. 459; Primary Source: The Mughal Conquest of Northern India, Babur, Memoirs, p. 465; Opposing Viewpoints: The Capture of Port Hoogly, The Padshahnama & John Cabral, Travels of Sebastian Manrique, 1629-1649, p. 471; Primary Source: The Art of Printing, Matteco Ricci, The Diary of Matthew Ricci, p. 481; Primary Source: Keeping to the Straight and Narrow in Tokugawa Japan, Maxims for Peasant Behavior, p. 499; Comparative Illustration: Popular Culture: East and West, p. 501.

Outside Reading:

“The Power of Status: Kodenmachō Jailhouse and the Structures of Tokugawa Society,” p. 59-84, in Daniel V. Botsman Punishment and Power in the Making of Modern Japan (Princeton University Press, 2005).

Some discussion questions to keep in mind:

Why were Europeans able to make effective use of firearms and in what ways did this enhance their ability to expand their influence throughout the world? Why did the Ottoman Empire come to view coffee as a dangerous substance? How did Ottoman authorities go about suppressing its consumption–were their attempts successful? What commonalities can we locate in the military tactics between the Mughals, Ottoman’s, and Mongols? How did the Mughal tactics contribute to their conquest in northern India? How do we account for the opposing viewpoints in the Battle of Hoogly? What does this mean for historians who attempt to write a single narrative of the event? How did the Chinese method of printing differ from that used in Europe? What were some advantages in the Chinese method over the European method of printing? What do the “Maxims of Peasant Behavior” indicate about the nature of politics in Tokugawa society? In what ways does Botsman’s view accord with the primary source? Can we locate any discrepancies between law and actual practice? The law is… punishment? The law is…status and class?

Monday (1/30): Dukier, Chapter 18, The West on the Eve of a New World Order

Wednesday (2/1): Billias, American Constitutionalism Heard Round the World, p.1-142.

Friday (2/3): Dukier, Comparative Essay: The Scientific Revolution, p. 512; Primary Source: The Rights of Women, Mary Wollstonecraft, Vindication of the Rights of Woman, p. 516; Film & History: Mary Antoinette (2006), p. 527; Opposing Viewpoints: The Natural Rights of the French People, Two Views: Declaration of the Rights of Man and the Citizen & Declaration of the Rights of Woman and the Female Citizen, p. 529-530; Primary Source: Justice in the Reign of Terror, J.G. Milligen, The Revolutionary Tribunal (Paris, October 1793), p. 532; Primary Source: Napoleon and Psychological Warefare, Napoleon Bonaparte, Proclamation to French Troops in Italy (April 26, 1796), p. 534.

Black, Introduction to Global Military History, Chapter One: “The World of War in the Late Eighteenth Century,” p. 1-30.

Some discussion questions to keep in mind:

What factors explain why the scientific revolution occurred in Europe and not China? How does Mary Wollstonecraft describe the women living in her day? Why do you think she has such a negative view of women and who does she blame for the state of women? What “natural rights” are embodied in the document? How do philosophies influence the document? What rights for women does the document enunciate? How were people executed during the reign of terror? What do these executions say about French Revolution? How does Dukier differ from Popkin when analyzing the reign of terror? What themes did Napoleon use to inspire his men on the battlefield? Do you Napoleon actually believed these words or was he using them as a propaganda device? The law is…terror?

French Revolution documentary link: http://www.youtube.com/watch?v=6EvakM9Waus

Excellent packet of primary documents from the French Revolution: French Revolution Primary Source Document Packet

Monday (2/6): Exam review

Wednesday (2/8): First Exam

Friday (2/10): Black, Chapter two: “Empires Rise and Fall, 1800-1830,” p. 31-50; “International Cooperation Across Time and Space” in Robert Pahre Politics and Trade Cooperation in the Nineteenth Century: The ‘Agreeable Customs’ of 1815-1914, p. 3-34; “Transport Costs and Long-Range Trade, 1300-1800: Was There a European “Transport Revolution” in the Early Modern Era?,” Ruseel R. Menard in James D. Tracy, ed., The Political Economy of Merchant Empires: State Power and World Trade, 1300-1750.

Monday (2/13): Dukier, Chapter 19, The Beginnings of Modernization: Industrialization and Nationalism in the Nineteenth Century

Wednesday (2/15): Billias, American Constitutionalism Heard Round the World, 1776-1989: A Global  Perspective, p. 1-104

Friday (2/17): Dukier, Comparative Illustration, Textile Factories, West and East, p. 545; Primary Source: Discipline in the New Factories, Factory Rules, Foundry and Engineering Works, Royal Overseas Trading Company, p. 546; Comparative Essay: The Industrial Revolution, p. 548; Primary Source: The Department Store and the Beginnings of Mass Consumerism, E. Lavasseur, On Parisian Department Stores, 1907, p. 554; Primary Source: Karl Marx and Friedrich Engles, The Communist Mainfesto, p. 558; Opposing Viewpoints: Response to Revolution, Two Perspectives: Thomas Babington Macaulay and Carl Schurz Reminiscences, p. 561-562; Primary Source: Garibaldi on Romantic Nationalism, p. 565; Film and History: The Young Victoria (2009); Primary Source: Emancipation and Serfs, Tsar Alexander II’s Imperial Decree (March 3, 1861) and Abraham Lincoln’s Emancipation Proclamation (January 1, 1863).

Some discussion questions to keep in mind:

What do the two illustrations tell us about the commonalities or differences in British and Japanese factories? How are the women portrayed in the two illustrations? How did factories change social relations among the working class? To what extent have such factory “rules” determined much of modern industrial life? What are some of the positive and negative consequences according to the comparative essay on the Industrial Revolution? Do you think the new department stores responded to or created the new consumer ethic in industrialized societies? What are some ways this new consumer ethic can be described? How did Marx and Engels define the proletariat? Why do you think this distinction is critical for Marx and Engels for understanding history and shaping the future? What arguments did Macaulay use to support the Reform Bill of 1832? The Law is…industrial?

Monday (2/20): Presidents’ Day, no class 🙂

Wednesday (2/22): Dukier, Chapter 20, The Americas and Society and Culture in the West.

Friday (2/24): Dukier, Primary Source: Simón Bolívar on Government in Latin America, The Jamaica Letter, p. 579; Primary Source: A Radical Critique of the Land Problem in Mexico, Poncian Arriaga, Speech to the Constitutional Convention of 1856-1857, p. 582; Opposing Viewpoints: Advice to Women: Two Views, Elizabeth Poole Sanford, Woman in Her Social and Domestic Character and Henrik Ibsen, A Doll’s House, p. 593-594; Comparative Essay: The Rise of Nationalism, p. 595; Primary  Source: Freud and the Concept of Repression: Sigmund Freud, Five Lectures on Psychoanalysis, p. 601; Comparative Illustration: Painting–East and West, p. 603; Primary Source: The Voice of Zionism, Theodor Herzl, The Jewish State, p. 604.

Outside Reading:

“Introduction: Governance, Legal Culture, Gender,” and Chapter One “Justice, Rebellion, Reform,” in Chad Thomas Black The Limits of Gender Domination: Women, The Law, and Political Crises in Quito, 1765-1830. p. 1-71

Some discussion questions to keep in mind:

What problems did Bolívar foresee for Spanish America’s political future? Do you think he believed in democracy, why or why not? What problems were created for Latin American politics by the concentration of  land ownership in the hands of an elite class? How did such large estates affect the structure of Latin American societies? According to Elizabeth Sanford, what is the proper role of women? What were the forces that shaped Sanford’s view of the “proper” gender roles? In Isben’s play, what challenges does Nora Helmer make to Sanford’s view of the proper role and behavior of wives? Why is her husband so shocked? Why do you the title “A Doll’s House” was chosen?  According to the comparative essay on nationalism, what are some of the working definitions of the concept? Why did nationalism arise when it did? According to Freud, how did he discover the existence of repression? What function does repression perform? What are the differences in the comparative illustration and what can they tell us about the respective societies? Why did Herzl believe that Palestine was necessary for Jews? How does he seek to gain the acceptance of the Ottoman sultan and the Christian nations of Europe? The law is…gendered? The law is…political crisis? The law is…domination?

Poll:

Monday (2/27): Dukier, Chapter 21, The High Tide of Imperialism

Wednesday (2/29): Belmessous, Native Claims: Indigenous Law against Empire, 1500-1920

Friday (3/2): Dukier, Comparative Essay: Imperialisms Old and New, p. 610; Opposing Viewpoints: White Man’s Burden, Black Man’s Sorrow, Rudyard Kipling, The White Man’s Burden and Edmund Morel, The Black Man’s Burden, p. 612; Primary Source: Indian in Blood, English in Taste, Thomas Babington Macaulay, Minute on Education, p. 613; Comparative Illustration: Cultural Influences, East and West, p. 615; Film and History: Khartoum (1966), p. 623; Primary Source: The British in Hausaland: A Memoir, Baba, A Hausa Woman of Nigeria, p. 628; Primary Source: The Ndebele Rebellion, Ndansi Kumalo, A Personal Account, p. 631; Primary Source: The Civilizing Mission in Egypt, Qassim Amin, The Liberation of Women, p. 632; Opposing Viewpoints: To Resist or Not to Resist, Hoang Cao Khai’s Letter to Phan Dinh Phung and the reply of Phan Dinh Phung to Hoand Cao Khai, p. 634.

Outside Reading:

“Bringing India to Hand: Mapping an Empire, Denying Space,” p. 65-78, Matthew H. Edney, in The Global Eighteenth Century, Felicity A. Nussbaum, ed. (The Johns Hopkins University Press, 2003)

Some discussion questions to keep in mind:

What were the principle motives of the major trading nations for seizing colonies in Asia and Africa in the late nineteenth century? According to Kipling, why should Western nations take up the “white man’s burden”? How does Edmund Morel describe the “black man’s burden”? What are a few of Macaulay’s rationalizations for teaching English in India? Do you find any of his arguments compelling? How might a critic of Macaulay respond to his arguments? How does the comparative illustration on cultural influences indicate a particular message? Can we compare and contrast the artistic styles of the two paintings? Why did the Fulani and the Habe peoples respond in different ways to the arrival of Europeans? How was the institution of slavery affected by the European presence? How does Ndansi Kumalo’s personal account of the Ndebele Rebellion differ from the Hausa woman from Nigeria? What are some of the factors that might account for the difference in emphasis? Why did Qassim Amin believe that Western culture would be beneficial to Egyptian society? What do you think a critic of colonialism might say to his portrayal of the benefits? What do you think is the best way for understanding the correspondence between Phan Dinh Phung and Hoang Cao Khai? Which argument do you think would earn more support from contemporaries? The law is…mapped?

Poll:

Monday (3/5): Dukier, Chapter 22, Shadows over the Pacific: East Asia Under Challenge.

Wednesday (3/7): Billias, American Constitutionalism Heard Round the World, p. 142-201; Black, Introduction to Global Military History, p. 51-86

Friday (3/9): Dukier, Primary Source: A Letter of Advice to the Queen, Lin Zexu, Letter to Queen Victoria, p. 639; Primary Source: An Appeal for Change, Wang Tao on reform, p. 642; Comparative  Illustration: Female Rulers, East and West, p. 644; Film & History: The Last Emperor (1987), p. 647; Comparative Essay: Imperialism and the Global Environment, p. 652; Primary Source: Letter to the Shogun, A Letter from United States President Millard Fillmore, p. 652.Opposing Viewpoints: The Wonders of Western Civilization, Two Views, Wang Xiji, A Chinese Description of Europe, Kanagaki Rebun, The Beefeater, p. 657.

Outside Reading: Horowitz, Richard S. “International Law and State Transformation in China, Siam, and the Ottoman Empire during the Nineteenth Century,” in the Journal of World History, Vol., 15, No., 4, (Dec., 2004), p.445-486.

Some Discussion Questions to keep in mind: How did the imperial commissioner seek to persuade Queen Victoria to prohibit the sale of opium  China? Do you find her arguments persuasive? What arguments did Wang Tao use in his efforts to persuade readers to accept his point of view? How might Confucius understand these arguments? How did the effects of imperialism on the environment in colonial countries compare with the impact of the Industrial Revolution in Europe and North America? Why did President Fillmore want to establish relations with Japan? Why were Japanese leaders reluctant to agree to his request? The law is… international?

    

Monday (3/12): Exam Review

Wednesday (3/14): Exam Two

Friday (3/16): World War I documentary

Monday 3/19-3/23: SPRING BREAK!!!

Monday (3/26): Dukier, Chapter 23, The Beginning of the Twentieth-Century Crisis: War and Revolution.

Wednesday (3/28): Black, Introduction to Global Military History, The Great War 194-1948, p.89-101

Friday (3/30): Dukier,  Primary Source: Communications between Berlin and Saint Petersburg on the Eve of World War I, p. 668; Primary Source: The Excitement of War: Stefan Zweig, The World of Yesterday, Robert Graves, Goodbye to All That, Walter Limmer, Letter to his Parents, p. 669; Films & History: Paths of Glory (1957), p. 673; Comparative Illustration: Soldiers from around the World, p. 675; Primary Source: Women in the Factory, Naomi Loughnan, “Munition Work,” p. 677; Primary Source: Soldier and Peasant Voices: Letter  from a Solder in Leningrad to Lenin, January 6, 1918, Letter from a peasant to the Bolshevik Leaders, January 12, 1918, p. 680; Opposing Viewpoints: Three Voices of Peacemaking, Woodrow Wilson, Georges Clemenceau, and the Pan-African Congress, p. 684.

Outside Reading: “A Satire of Circumstance,” in Paul Fussel The Great War and Modern Memory (New York: Oxford University Press, 1975.

Some discussion questions to keep in mind:

How do the telegrams exchanged between William II and Nicholas II reveal why the Europeans went to war in 1914? What does this exchange say about the relationship between these two monarchs? How is the best way to describe the excitement of war? What do these excerpts reveal about the motivations to fight? Do these passages tell us anything about the nature of European nationalism at the time? Does the comparative illustration say anything about the differing situations from soldiers across the globe? What did Naomi learn about men and the lower-class women while working in the factory? What does she learn about herself? Why do the soldiers and peasants feel so betrayed by the Bolsheviks? What were some of the chief differences in the peacemaking aims of Wilson and Clemenceau? In what ways did the views of the Pan-African Congress differ between Wilson and Clemenceau? Can we find any commonalities between the three opposing viewpoints? What does all this mean for the Paris Peace Conference? The law is…accusation?

 

Monday (4/2): Dukier, Chapter 24: Nationalism, Revolution, and Dictatorship: Asia, The Middle East, and Latin America from 1919-1939.

Wednesday (4/4): Dukier, Chapter 25, The Crises Deepens: World War II

Friday (4/6): Dukier, Primary Source: The Dilemma of the Intellectual, Sutan Sjahrir, Out of Exile, p. 698; Opposing Viewpoints: Islam in the Modern World, Two Views, p. 703; Primary Source: Mao Zedong, “The Peasant Movement in Hunan,” p. 711; Primary Source: Franklin D. Roosevelt’s Good Neighbor Policy, p. 719; Primary Source: Propaganda and Mass Meetings in Nazi Germany, Adolf Hitler’s Mein Kampf and speech at the Nuremburg Party Rally, 1936, p. 729; Opposing Viewpoints: The Munich Conference, Winston Churchill and Neville Chamberlian’s speeches to Parliament, October 5-6, 1938, p. 735; Primary Source: Japan’s Justification for Expansion, Hashimoto Kingoro on the Need for Emigration and Expansion, p. 736; Primary Source: A German Soldier at Stalingrad, Diary of a German Soldier, p. 741; Primary Source: Hitler’s Plans for a New Order in the East, Hitler’s Secret Conversations, October 17, 1941, p. 744; Primary Source: The Holocaust, The Camp Commandant and the Camp Victims, Commandant Hoss Describes the Equipment and a French Doctor Describes the Victims, p. 747; Primary Source: Japan’s Plan for Asia, Draft Plan for the Establishment of the Great East-Asia Co-Prosperity Sphere, p. 748; Comparative Essay: Paths to Modernization, p. 750.

Outside Reading:

Black, Introduction to Global Military History, World War II, p. 120-153.

Some discussion questions to keep in mind:

Why did Sutan Sjahrir feel estranged from his own culture? How did he go about answering the questions facing his country? Why did Mustafa Kemal believe that the caliphate no longer meet the needs of the Turkish people? What about the notion of a separate state? How did Mohammed Iqbal attempt to persuade non-Muslims that a separate state would be to their benefit as well? Why did Mao Zedong believe that rural peasants could help bring about a social revolution in China? How does his vision compare with the reality of the Bolshevik Revolution in Russia? How did Roosevelt define the concept of a “good neighbor” in his speech? Does he suggest that some previous policies toward Latin America will be discarded? Why were mass meetings so important for Hitler? What relationship, if any, is there to mass meetings and nationalism? What were the opposing views of Churchill and Chamberlain on the Munich Conference? Why do you think they disagreed so much? Who do you agree with more and why? What arguments does Hashimoto Kingoro make in favor of territorial expansion? What is his reaction to the condemnation of his proposal by Western European nations? What does the soldier at Stalingrad believe about Adolf Hitler? Where did he get his information about Hitler? Why is the Battle of Stalingrad considered a turning point on the Eastern Front? What did Hitler envision for the East? What were some of Japan’s proposal’s for the Great East Asia Co-Prosperity Sphere? Do you think that individualism and materialism were compatible with the “Imperial Way?” What were the three major paths to modernization in the first half of the twentieth century and why did they lead to so much conflict? The law is…genocide?

 

Monday (4/9): Dukier, Chapter 26, East and West in the Grip of the Cold War

 

Wednesday (4/11): Dukier, Chapter 27, Brave New World: Communism on Trial

 

Friday (4/13): Discussion of primary and comparative sources

 

Monday (4/16): Dukier, Chapter 28, Europe and the Western Hemisphere since 1945

 

Wednesday (4/18): Dukier, Chapter 29, Challenges of Nation Building in Africa and the Middle East

 

Friday (4/20): Discussion of primary and comparative sources

 

Monday (4/23): Dukier, Chapter 30, Toward the Pacific Century?

Wednesday (4/25): Documentary on the Fall of the Soviet Union

 

Friday (4/27): Exam Review

 

Monday (4/30): Final Exam

 

Friday (5/4): Final Grades submitted

 

 

 

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