Lewis-Clark State College, Fall 2006
History 336: Imperialism and the Modern World

Prof. Eric Martin
310 Spalding Hall (Office Hours: TBA)
Phone: (208) 792-2281
Email: elmartin@lcsc.edu Website: www.lcsc.edu/elmartin

Course Description

This course examines the development, dynamics, and transformations of modern imperialism, one of the most important processes in world history, over the last 500 years, with special focus on the period from roughly 1869 to the present. What is imperialism and why is its history relevant for understanding the world of the 21st century are two basic questions this course will be centered upon. In what ways does/does not our region of Idaho fit the economic, political, and social conditions as part of an empire will be a third line of inquiry for this course. In order to develop answers to these questions, we will focus on connecting the historical experiences of Africa, Latin America, Asia, Europe, and the U.S. Utilizing the comparative method and an historical method best described as the approach of world history. The underlying assumption of this course is that understanding the history of modern imperialism is a necessary conceptual tool for grasping the complexities of the interdependent world in which we live.

I assume that you have successfully completed HIST 102 or HIST 112 and at least one other college level history course. Don't be afraid to build upon this previous knowledge, utilize the relevant books and notes from previous classes.

Objectives/Goals

It is my intention that you leave this course with an intellectual tool that you can utilize (and customize) to better understand the dynamics of the world around you. By the end of this course you will strengthen/develop your ability to:

Required Readings


Grading and Evaluation

Grading Scale:

A = Reserved for those who consistently demonstrate sophisticated, content based historical thinking on paper and in class. An "A" is for the folks who went far above and beyond their duties as a student of history this semester.

B = Reserved for those who often demonstrate sophisticated, content based historical thinking on paper and in class. A "B" is for students who went above and beyond their duties as a student of history this semester.

C = You did what I asked and you did a decent job of it. A "C" is an honorable grade.

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 you should get college credit for a History course. However, if you are a Social Science major a grade of D means "Doesn't Count" and I suppose we will see each other again. Let's try to avoid this scenario.

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.

[The standard grading scale will be used in this course. 90 and above = A: Excellent Work; 80-89 = B: Above Average Work; 70-79 = C: Average Work; 60-69 = D: Below Average Work; 59 and below = F: Fail. +'s and -'s will also be used. - = _0-_2, + = _7-_9]


Course Requirements

I. Class Participation (1/3 of overall grade)

A. General Class Discussion: This course is heavily based on discussion and depends upon your active participation. Practically all of our discussions over the assigned readings this semester will be student led. The oral presentation of our ideas is an extremely important skill to develop, so come to class prepared to discuss the material. The better prepared you are the better our discussions will be. My main role in this course will be that of a facilitator. Although I will lecture at points, the responsibility for the direction and value of our class discussions will be shared equally among all members of the class.

For any individual reading be sure that you are able to: 1) identify/summarize the author's argument/main point(s); 2) identify & critique the evidence used to support this argument; 3) decide whether or not you were convinced; 4) explain your position; 5) support your position with additional source material; 6) connect the reading to other readings we have done or readings you have from other classes (this may be difficult at first); 7) identify issues the reading brought up that you would like to know more about.

If after reading an individual selection you find yourself unable to do any of the above, that is o.k. In those cases (and there may be many of them) be sure you come to class with some questions about the reading. You will be expected to have written notes on each reading from which you can refer to during our discussions.

B. Discussion Leader for Selections/Chapters: You will lead class discussions over the main issues in specific selections/chapters in this course . In addition to the expectations for general class discussion you should be prepared to present the class with a few questions to provoke intelligent discussion. To ensure you have such questions, I expect at least two potential discussion questions over the material submitted to me via email by midnight on Mondays. I also expect your you to have some notes/outline to help you guide the class through the material. You should expect random requests for these materials.

II. Three Book Analysis (1/3 of overall grade)

You will write 3, short (4 pages) book analysis using either the system described below, or answering the question "Based on the readings, what is imperialism and why is its history relevant for understanding the world of the 21st century ?" We can also develop other questions if you are interested, but no surprises.

III. Formal Essay. (1/3 of overall grade)

This essay will be evaluated as a medium length (6-8 pages) piece of formal analytical writing and will be based on a set of questions that we will develop as a group. You will be required to use our class materials plus your required additional reading to support your positions. You will receive more details on this assignment in the near future.

Attendance Policy: In addition to a reduced class participation grade, 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. Get any missed notes or assignments from a classmate.

Academic Honesty: You are on your honor at all times and my presumption is that each of you is honest. However, the College does not tolerate academic dishonesty of any sort. All written work that you hand in -- essays and examinations -- must be exclusively your work. In addition to receiving a failing grade in this course, expect expulsion proceedings to begin 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.


Schedule

Due to the nature of this course, it is all but certain that this schedule will need to be revised from time to time.

Week One 8/28-8/31

(T) Introduction to class and each other.

(Th) HIST 102 Review
Readings: Review the terms imperialism, empire, colonialism, colony, new imperialism, white mans burden, civilizing mission, and manifest destiny via the index of your World History and U.S. History texts.

Websites: Review the material in the following online video series: Bridging World History: "Imperial Designs" ; Bridging World History: "Colonial Identities"

Assignment Due: Use a few specific examples from your text/video review to write a one page thought piece that briefly defines your interest(s) in the historical study of imperialism. Conclude your piece with a section describing yourself as a historian. (All worked to be turned in must be typed)

 

Week Two 9/4-9/7 (9/4 Holiday)

Readings: European Expansion Since 1763. Harry Magdoff. (Handout)

Be Prepared to Discuss: Who is the author and why should we care? What is imperialism and how has it changed over time? What are some of the historical debates concerning imperialism? What are some issues/concepts connected with imperialism we must be aware of? What are some of the classic works on the topic?

Assignment Due: Develop a basic chronology (time line) of the Magdoff article. Mark the major points of change.

 

Week Three 9/11-9/14

9/12: Guest Speakers From Haiti

Readings: The Tools of Empire. Daniel Headrick. 1- 82

Intro: All
Ch. 1: Kyle, Ashely, Christini
Ch. 2: Alex, Ryland
Ch. 3: Whitney, Tom

Week Four 9/18-9/21

Readings: The Tools of Empire. Daniel Headrick 83 - 156

Ch. 4: Whitney
Ch. 5: Tom
Ch. 6: Alex
Ch.7: Ryland
Ch 8: Kyle
Ch.9: Ashely
Ch. 10: Christini

Week Five 9/25-9/28

Readings: The Tools of Empire. Daniel Headrick 157 - 213

Ch. 11: Christini
Ch. 12: Ashley, Alex
Ch. 13: Kyle, Tom
Ch. 14: Ryland, Whitney
Ch. 15: All
Bibliographic Essay: All

(T) Discussion
(Th) TBA


Week Six 10/2-10/5 Book Analysis #1 Due 10/3

(T) Discussion
(Th) TBA


Week Seven 10/9-10/12 (10/14 - 10/15 NWWHA) Group Panel Discussions

(T)
Readings: Imperial Surge

Kennedy: Ryland, Christini
Hunt: Whitney, Alex
Hofstadter: Kyle,
Gould: Ashley, Tom

(Th)
Readings: Imperial Surge

LaFeber: Alex, Whitney
McCormick: Christini
Williams: Tom, Kyle
Healy: Ryland, Ashley


Week Eight 10/16-10/19 Group Panel Discussions

(T)
Readings: Imperial Surge

Osborne: Ashely, Alex
Agnocillo: Whitney
Beisner: Christini, Tom
Davis: Kyle
Welch: Ryland

(Th)
Readings: Imperial Surge

Carrion: Alex, Whitney
Perez: Ryland
LaFeber: Kyle
Karnow: Tom, Ashley
Hunter: Christini

Suggestions for Additional Reading: All

 

Week Nine 10/23-10/26 Book Analysis #2 Due 10/26

10/24 Guest Speaker: Prof. Chris Riggs


Week Ten 10/30 - 11/2

Readings: A. Adu Boahen. African Perspectives on Colonialism

(T) Ch. 1: Boahen Discussion Ch. 1 and 2
(Th) Ch. 2 : Boahen Discussion Ch. 3 and 4


Week Eleven 11/6-11/9

(T) Election Day, No Class
(Th) Student Only Class Discussion Over Boahen

Week Twelve 11/13-11/16 Book Analysis #3 Due 11/16

(T) Connect the Dots: Boahen, Paterson and Rabe, Headrick, and Magdoff.
(Th) Book Analysis #3 Due; Formal Essay Discussion


Thanksgiving Break 11/20 - 11/23

Week Thirteen 11/27-11/30

(T) TBA
(Th) Outside Reading Presentations: Ryland, Kyle, Alex, Tom

Week Fourteen 12/4 - 12/7 Formal Essay Due 12/7

(T) Outside Reading Presentations: Whitney (Indian Fiction), Ashley (Culture and Imperialism), Christini (The Poisonwood Bible)
(Th) Formal Essay Due

What is imperialism and why is its history relevant for understanding the world of the 21st century ?

Week Fifteen 12/11-12/14 TBA

 

Guide for Writing Reviews

Dr. Steven G. Reinhardt

STOP!!! Study this guide carefully before reading your selection!! Remember that you are writing a formal book/article review, not a book report!

In writing a review, your primary focus is on analyzing the author, his/her book, and its argument. Therefore, describing/summarizing the content (i.e., the supporting evidence) is important but clearly a secondary focus. Keep the author in the foreground of your vision.

Remember that every book/article is a construct created by an author who has consciously (or perhaps unconsciously) made decisions about how best to organize his/her argument and then has marshaled evidence to support that argument. Your job is to "deconstruct" the author's work by breaking it into its component parts, examining their interconnections, and re-combining them to see if the overall argument and its supporting evidence "hold" or "work" together.

Therefore, the review should consist of the following four sections:

In the first section, state the author's purpose in writing the selection. What does he/she hope to accomplish or prove? What historical issue or controversy does the author address? What is the author's attitude/perspective on the subject matter? Does the author rely on any particular method or theoretical approach? What is the author's plan for the book. In other words, describe how the author organizes his/her material to buttress the overall argument.

The second section should describe the sources the author uses. Ask yourself what kind of work this is. Is it, for example, an interpretative essay that reflects on historiographical or theoretical issues, a survey that synthesizes secondary works produced by other researchers, or is it a monograph based on the author's original research into primary sources? Do not simply list or count the sources; instead, state their general nature, distinguishing between primary and secondary, manuscript and printed/published sources.

Section three will be the longest part, for here is where you break the work down into its component parts/chapters, summarize the author's argument in each of the components, and describe (briefly) the supporting evidence presented in each. End this section with a summary of the book's main conclusions.

In the fourth section, you should "fit" the selection into the course material read until that point. In other words, compare and contrast the book's argument and conclusions with the various class lectures, discussions, and required readings -- especially those assigned for the same week. Finally, you should now include your thoughts -- saying what you found especially interesting (or troubling).