History 492: Special Topics in World History: Science and Technology
Lewis Clark State College, Fall 2008

Course Description: This student-research oriented course will begin with an examination of the historical debate over the role of the scientific revolution (1600-1800) in world history. Often thought of as an exclusively European phenomenon, this class will focus on the scientific knowledge throughout the world that shaped a scientific worldview. The intersection between science and empire will also be examined. Although some lecture will be provided, this course will be organized as a roundtable discussion of assigned readings. Students will be expected to develop a research project on some aspect of the history of science.

I assume that you have successfully completed at least 6 credits of 100 level History (HIST 101, 102, 111, 112) as well as your Gen. Ed. Core. Don't be afraid to build upon this previous knowledge, utilize the relevant books and notes from previous classes.

Purpose/Goals: By the end of the course, you should have a demonstrable understanding of the history of science and technology. More generally, as a Social Science course, History 492 should help you to do at least some of the following:

• conduct historical/social science research
• think analytically about historical/social phenomena
• understand and apply historical/social science theories, concepts, and categories
• read and analyze works dealing with historical/social science issues
• write a clear, concise, and organized paper
• present ideas orally in a clear, concise, and organized fashion
• understand and evaluate evidence related to historical/social issues
• demonstrate a knowledge of the history and theory of historical/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

Required Readings

• Arnold Pacey, "Technology in World Civilization"
• Internet History of Science Sourcebook
  
• Various Internet Readings, Materials on Reserve and Class Handouts
• Syllabus for SS-499
• H-World; H-HistMajor
• Listen to "Explorations" and or "Science Fantastic" on the web. Both from Michio Kaku.

Grading and Evaluation

• 20% Class participation
  
• 10% Two, 3 Page Section Analysis of "Technology in World History"
• 10% Two, 3 Page Article Analysis
• 20% 10 Minute Research Presentation and 10 min. of Q and A
  • To be based on your 10 page, polished draft
• 40% 15 Page Research Paper or Literature Review
  • One paragraph topic proposal
  • Revised one paragraph topic proposal and annotated bibliography of at least 10 sources.
  • 10 page, polished draft
  • Final draft.
    

Course Requirements

I. Class Participation (20% of overall grade)

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 (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 and I will ask to see them from time to time.

Almost every week I ask you to bring something related to your research project to class, failure to do so will be reflected in your class participation grade.

II. 30 minute presentation and group discusion leader with a partner over selected chapters from "Technology in World History"(10% of overall grade)

III. Formal particpation in group discussion of "Technology in World History"(10% of overall grade)

IV. Two, Three-Page Articles Analysis (10% of overall grade): using the guidelines at the end of this syllabus.

V. Formal 10 minute Research Presentation and 10 minutes of Q and A based on a 10 page polished draft (20% of overall grade): Your draft will be distributed to everyone in the class before your presentation so that we can get a bettter idea where your research is heading. More details forthcoming

VI. 15 Page Literature Review or Research Paper (40% of overall grade): You will receive more details on this assignment in the near future. Page Minimum DOES NOT include bibliography. Includes all the following:

• One paragraph topic proposal
• Revised one paragraph topic proposal and annotated bibliography of at least 10 sources.
• 10 page, polished draft
• Final draft.

Attendance Policy: In addition to a reduced class participation grade, excessive unexcused absences (more than one -- our class only meets once per week) will have a detrimental impact on your final grade at the rate of one full letter grade for every unexcused absence beyond one. Expect a 20% final grade deduction for an unexcused absence on a day when student presentations are scheduled. 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.

Please Turn off your cell phone for the duration of this class.

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.

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.

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. Additional reading material will be assigned as needed.

Week One 8/25

[Provide Textbook Handouts for TH Readings]
(T) Introduction to class and each other; research projects

[Provide Reilly Handouts for T Readings]
(TH) Comparing popular world history textbook accounts of the scientific revolution. (Bentely and Zeigler vs. Armesto)

Questions to Consider for Discussion:

• Why were the 16th and 17th centuries significant in the development of Western science and secular values and in the transmission of Western science to other parts of the world?
• What was the relationship of Western science to magic? How did this relationship evolve over time?
  
• How was Western science received in the East? What Western ideas were most welcome in the East and which were not? How were the Jesuits agents of cultural exchange in Asia?
• Examine the leading thinkers of the Scientific Revolution. How did their ideas influence the Enlightenment? What were the foundations of the Enlightenment?
• Why were the early discoveries of he Scientific Revolution met with such resistance? In what ways did these disoveries destroy an old world view and create a new one?
• What are the major points of agreement/disagreement in the two accounts of the Scientific Revolution? Which one did you prefer? Why?

Do the readings bring up any questions for further inquiry to your mind?

Week Two 9/1 (9/1 Labor Day)

(T) "The Scientific Revolution" review lecture via the primary and secondary sources from Worlds of History

Questions to Consider for Discussion:

• What was the Scientific Revolution?
• How Revolutionary was it?
• How similar, or different, was European science from that practiced elsewhere in the world?
• How did European science affect scientific traditions elsewhere?

  Develop some prelimnary conclusions as well as a list initial questions for further inquiry.

[Provide Frank and H-World Handouts for T Readings]
(TH) Bridging World History: Unit 18 Rethinking the Rise of the West (Watch on your own via the link)

Questions to Consider for Discussion:

The details:

• Historians believe that the world was transformed into a global system dominated by Europe between 1500 and 1900. What are some of the different ways historians have tried to explain this "rise of the West"?
• What is meant by the term "world systems theory," and how do world systems operate?
• What are the basic issues in the debate between scholars David Landes and Andre Gunder Frank, and what kinds of evidence and arguments do both sides use?

The bigger picture:

• How does historical scholarship change over time?
• Why do the perspectives of historians shift?
• What is the connection between this material and the history of science and technology?

Bring to class a printed copy of:

Abu-Lughod, Janet L. ReOrient: Global Economy in the Asian Age (review) Journal of World History - Volume 11, Number 1, Spring 2000, pp. 111-114

Goldstone, Jack A. The Wealth and Poverty of Nations: Why Some Are So Rich and Others So Poor (review) Journal of World History - Volume 11, Number 1, Spring 2000, pp. 105-111

Slack, Edward R., 1963- The Great Divergence: China, Europe, and the Making of the Modern World Economy (review) Journal of World History - Volume 12, Number 2, Fall 2001, pp. 495-498

And at least one other scholarly book review of ReOrient: Global Economy in the Asian Age.

Week Three 9/8 ( 3 page analysis Due for everyone? 1/2 gunder, 1/2 schaefer?)

(T) ReOrient (p.185-205); History of Science on H-World (40p);

Questions to Consider for Discussion:

The details

• What questions does Frank ask in the selection from Reorient? What answers does he provide? What kinds of sources did he use?
  

The bigger picture:

• How does the history of science and technology provided in "ReOrient" compare to that of Reilly? Armesto? Bentley and Zeigler?
• What seems to be the general historiographic terrain Frank is covering?
• Based on this particular thread - what appear to be the issues of concern related to the history of science on H-World?

What kinds of questions do the readings bring up in your mind? Did you come across any citations that sounded interesting?

(TH) "Southernization" (p.1-21); Continue ReOrient (p.185-205); History of Science on H-World (40p)

Questions to Consider for Discussion:

• What is Shaffer's primary argument in this artilce and what is that argument's implications for the way we understand the history of science and technology? What kinds of sources does she use?

Week Four 9/15

(T) Video: TBA (Everything Under the Sun: Astronomy, Mathematics, and Islam)

(TH) Due: One paragraph research topic proposal; Discussion of Research Project; Discussion of Organized Discussion of Student Selected Readings; "Globalizing the History of Science" (10p);

Questions to Consider for Discussion:

• TBA

Week Five 9/22 Arnold Pacey

(T) 30 minute presentation of Ch. 1., 2., 3; questions for intellegent discussion: Brandon, Kyle

Intellegent Discussion: Everybody else

(TH) 30 minute presentation of Ch. 4., 5., 6.; questions for intellegent discussion: Ryland, Ileah

Intellegent Discussion: Everybody else

Week Six 9/29 Arnold Pacey

(T) 30 minute presentation of Ch. 7., 8., 9.; questions for intellegent discussion: Matt, Ashely

Intellegent Discussion: Everybody else

(TH) 30 minute presentation of Ch. 10., 11; questions for intellegent discussion: Kaitlyn, Nick

Intellegent Discussion: Everybody else

Week Seven 10/6

(T) Due: Revised one paragraph topic proposal and Annotated bibliography with at least 10 sources AND submissions for Class Readings Due

(TH) TBA
.

Week Eight 10/13 (Columbus Day)

(T) Organized Discussion of Student Selected Readings.
1. Malaria, Quinine, and the Penetration of Africa by Daniel Headrick ( 17 p) -- Kyle
2. Noon Nee-Me-Poo (We, the Nez Perces) by Allen Slickpoo (9 p) -- Matt
3. Dr. Ecstasy by Drake Bennett (11p) -- Ileah
4.

(TH) TBA -- Good spot for additional readings, a video, library day, or guest speaker.

Week Nine 10/20 (NWWHA 10/18-10/19, Portland)

(T) Organized Discussion of Student Selected Readings.
1. The Role of the Barbarian in World History by Gregory Guzman (12p) -- Brandon
2. More People, Bigger Cities by J.R. McNeil (26 p) -- Kaitlyn
3.
4.

(TH) How to Give an Effective 10 min. Presentation; Using Power Point/Visuals; Handling Q & A.

- [Hand out evaluation forms]

- Bibliography: You are expected to bring a copy of your bibliography for every member of the class. You will pass it out before you begin your presentation.

- Historical Problem: Briefly describe the historical problem you have choosen to work on.

- * Thesis Statement: This is the slice of the historical problem you are working on.

- * Data (Qualitative and Quantitative): Discuss the kinds of sources you have been working with and what they tell you. Provide the class with examples of a piece of Qualitative and a piece of Quantitative data relevant to your project.

- * Preliminary Conclusions: What have you learned about your thesis, and your problem, via your sources so far?

- Feed back you would like to solicit: Feel free to ask the class to offer suggestions on particular area of your project.

Items marked with an * must appear either as a Power Point Slide or a projection via the ELMO.

Week Ten 10/27

(T) Research Day / Office Meetings if neccessary

(TH) Research Day / Office Meetings if neccessary

 

Week Eleven 11/3 (11/5 Dr. Vandana Shiva, WSU CUB Ballroom, 7:30pm)

(T) No Class -- Election Day

(TH) Class Meets to discuss the future

(F) Due: A detailed outline of at least 5 pages.

Week Twelve 11/10

(T) Writing Workshop
Due: Bring your latest draft to class ( 4 page min. -- try to bring 6 pages) with you for a peer review.

(TH) Writing Workshop
Due: Bring a revised version of your draft to class ( 6 page min. -- try to bring 8 pages) with you for a peer review.

(T) Writig Workshop
Due : Bring a revised version of your draft to class ( 10 page min.) with you for a peer review.

(Th) TBA

Due Fri 11/29: 15 page, polished draft via email for electronic disbursement to class. Enclose a brief set of guidelines for your peer reviewer

Week Fourteen 12/1

(T) Research Presentations
1. Kyle
2. Matt
3. Kaitlyn

(TH) Research Presentations
1. Brandon
2. Nick
3. Ileah

Week Fifeteen12/8

(T) Finished Essay Due; and Awards Ceremony -- 1/2 of a full letter grade if given an award. Best Research Presentation; Best Class Disscusant; Best Discussion Organizer; Best Reading Suggestions; Course Evaluations

(TH) 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).

History of Science and Technology

Potential Readings

Vine Deloria, Jr. has very good material on Native American perspectives on Science

Arnold Pacey, Technology in World History, ( MIT Press, 1990)

Freeman Dyson, The Scientist as Rebel

Brian Geene Ed., The Best American Science and Nature Writing

Margaret Jacobs