History 102-01: World Civilization Since 1500
Lewis-Clark State College, Spring 2008
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 | Website: www.lcsc.edu/elmartin |
| 310 Spalding Hall | Office Hours: T/Th 12:00- 1:15, W 1:30-2:45, & by appt. | Email: elmartin@lcsc.edu |
Course Description
This course examines the development of humankind from approximately the
end of the 14th century CE to the present. During the course of the semester
we will study a variety of issues that have shaped the development of societies
around the globe over the past five centuries. These issues include: the historical
significance of sustained contact between the 'old' and the 'new' worlds, the
role of slavery at the global level, and the interaction between the global
processes of industrialization and imperialism. We will also examine the role
of technological change, the significance of trade and commerce, the influence
of ideas, and the nature of various connections between peoples of different
societies. Additionally, this course will emphasize the development of an understanding
of how history (as a discipline) is produced by considering conceptual/theoretical
issues and practicing some of the analytical and critical thinking skills utilized
by historians. These issues include investigating the meanings/implications
of our conceptual terms (such as ‘civilization’ and 'progress'), determining
what is significant enough to be ‘history’, distinguishing between primary and
secondary sources, and constructing periodization schemes. The underlining assumption
of this course is that world history is a necessary conceptual tool for understanding
the complexities of the interdependent world we live in.
Purpose/Goals
By the end of the course, you should have a demonstrable understanding
of the World History since 1500. More generally, as a Social Science course,
History 102 should help you to do at least some of the following:
Required Readings/Viewings
Optional Readings
Reference/Study Guides
Grading and Evaluation
Course Requirements
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 and prepared to discuss the assigned readings/topics.
Four times during the semester you will write a 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 and clarity; there are no right or wrong answers. Each thought piece should be dated and contain a title (be creative).
Map Quizzes (40% overall, 10% 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.
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 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.
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 a 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 thought pieces, 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.
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. Get any missed notes or assignments from a classmate.
Please turn off your cell phone while in class.
Grading Scale:
A = Reserved for those who consistently demonstrate sophisticated, content based historical thinking on paper and in class. 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 also did several high quality optional assignments. (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.
B = Reserved for those who often demonstrate sophisticated, content based historical thinking on paper and in class. 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.
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 HIST 102, 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.
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. Contact me if you are not clear on this point. 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.
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 (1/15 - 1/17)
Discussion Topic(s): Introductions to the Course, Each Other, and the Field of World History; What is History?
Assignment(s): (Due TH) TYPE a 100 word answer to the question, "What is History?" If you know how to get started, read no futher. But if you have trouble getting started, you might identify your feelings towards history in general and perhaps this class specifically. Are they Positive/Negative, why? Or you might describe some components of history by writing on one or two of the following issues. What makes history, history? What is the purpose of history? How is history produced? Who produces it? Why? How does it impact your daily life? How do we really "know" what happened in the past? Don’t feel compelled to come up with anything too profound…just think about this issue of history for ten-minutes and write your thoughts.
Primary and Secondary Source Readings: None
Background Readings: Traditions and Encounters: Preface
Optional Readings for Discussion: Lies My Teacher Told Me: Introduction & Ch. 1
Optional Resources:
- Online Presentation(s): Bridging World History UNIT 1: Maps, Time and World History ; Bridging World History UNIT 2: History and Memory
Week Two (1/22-1/24 ) The Early Modern Period; Placing
1492 into Global and Historical Context
Discussion Topic(s): "Overseas Expansion in the Early Modern Period"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch 1. Overseas Expansion in the Early Modern Period (Read All)
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 similiar efforts yet different outcomes?Background Readings: Traditions and Encounters Volume II: 23. Transansoceanic and Global Connections, 24 The Transformation of Europe, 25. New Worlds: The Americas and Oceania
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 2
Optional Resources:
- For Worlds of History Vol. II: Ch 1. Overseas Expansion in the Early Modern Period
- Online Presentation(s): UNIT 15 Bridging World History: "Early Global Commodities"
Week Three (1/29-1/31 )
Discussion Topic(s): "Atlantic World Encounters" Part I; "State and Religion"
Assignment(s): (DUE TUES.) Select one of the following for your 250-500 word essay (1-2 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 6, 7, and 8 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 6, 7, and 8 offer different interpretations of the role of Christianity in the Americas?
Primary and Secondary Source Readings: Worlds of History Vol. II : Ch. 2, Atlantic World Encounters (Read Documents. 6-10); Ch. 3, State and Religion (TBA)
QUESTIONS TO CONSIDER for "Atlantic World Encounters" Part I
- What happened during the Spanish conquest of Mexico?
- What were the similarities and differences between Spanish and Dutch colonial policies in the Americas?QUESTIONS TO CONSIDER for "State and Religion"
- Do you see any clues that would help you to locate the roots of present church-state conflict?
- Do you see any evidence of the roots of religious toleration?Background Readings: Traditions and Encounters Vol. II: 25. New Worlds: The Americas and Oceania, 26. Africa and the Atlantic World
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 3
Optional Resources
- For Worlds of History Vol. II : Ch. 2, Atlantic World Encounters
- TBA
- Online Presentation(s): UNIT 14 Bridging World History: "Land and Labor"; UNIT 16 Bridging World History:"Food, Demographics, and Culture"
Week Four (2/5-2/7)
Discussion Topic(s): "Atlantic World Encounters" Part II; "Enlightenment and Revolution"
Assignment(s): (TUES) Map Quiz #1 (An Additional Map Study Guide)
Primary and Secondary Source Readings: Worlds of History Vol. II : Ch. 2, Atlantic World Encounters (Read Documents 11-13); Worlds of History Vol. II : Ch 6 Enlightenment and Revolution (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?QUESTIONS TO CONSIDER for "Enlightenment and Revolution"
- What were the goals of the politcal revolutions produced by the enlightenment?
- How do the ideas of the enlightenment ideas connect with the Atlantic Trade in Slaves?Background Readings: Traditions and Encounters Vol. II 26. Africa and the Atlantic World, 29. Revolutions and National States in the Atlantic World, 31. The Americas in the Age of Independence
Optional Readings for Discussion: Lies My Teacher Told Me: Ch 4.
Optional Resources
- For Ch. 2, Atlantic World Encounters
- TBA
- For Worlds of History Ch. 6. Enlightenment and Revolution
- Americanrevolution.org "This site includes original materials as well as over 1,500 links to American Revolution Web sites."
- Liberty, Equality, Fraternity: Exploring the French Revolution " provides an accessible and lively introduction to the French Revolution as well as an extraordinary archive of some of the most important documentary evidence from the Revolution, including 338 texts, 245 images, and a number of maps and songs. Lynn Hunt of UCLA and Jack Censer of George Mason University—both internationally renowned scholars of the Revolution—served as principal authors and editors. The site itself is a collaboration of the Center for History and New Media (George Mason University) and the American Social History Project (City University of New York), supported by grants from the Florence Gould Foundation and the National Endowment for the Humanities"
- Toussaint L'Ouverature and the Haitian Revolution
- Scientific, Political, and Industrial Revolutions from Fordham University's Internet Modern History Sourcebook. Great collection of primary sources.
- Online Presentation(s): UNIT 17 Bridging World History: "Ideas Shape the World"
Website: The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record by Jerome S. Handler and Michael L. Tuite Jr.
Week Five (2/12-2/14)
Discussion Topic(s): "The Scientific Revolution"
Assignment(s): (DUE TUES.) Select one of the following for your 250-500 word essay (1-2 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. 5. The Scientific Revolution (Read 2 primary and 2 secondary sources)
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: 29. Revolutions and National States in the Atlantic World, 31. The Americas in the Age of Independence
Optional Readings for Discussion: Lies My Teacher Told Me: Ch 5
Optional Resources
- For Worlds of History Ch. 5. The Scientific Revolution
- The Galileo Project
- Scientific, Political, and Industrial Revolutions from Fordham University's Internet Modern History Sourcebook. Great collection of primary sources.
- Online Presentation(s): None
Week Six (2/19-2/21)
Discussion Topic(s): "Capitalism and the Industrial Revolution"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History Vol. II: Ch. 7 Capitalism and the Industrial Revolution (Choose one secondary source AND read Smith, The Sadler Report, Marx (A total of four documents)
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
Optional Readings for Discussion: Lies My Teacher Told Me: Ch 7
Optional Resources
- For Worlds of History Ch. 7 Capitalism and the Industrial Revolution
- Adam Smith " A striaghtforward site on the life and work of Adam Smith"
- Marx and Engles Internet Archive "An extensive collection of the writings of Karl Marx and Frdrich Engles"
- Scientific, Political, and Industrial Revolutions from Fordham University's Internet Modern History Sourcebook. Great collection of primary sources.
- Online Presentation(s): UNIT 19 Bridging World History. "Global Industrialization"
Week Seven (2/26-2/28)
Discussion Topic(s): Writing an Argumentative Essay (that has a thesis, supporting evidence, and historical analysis)
Assignment(s):(TUES) Map Quiz #2 (An Additional Study Guide for the Map Quiz); (THUR) 1,000 Word TYPED draft of second formal essay
Week Eight (3/4-3/6)
Discussion Topic(s): TBA
Assignment(s): (TUES) First Take Home Essay Due
Week Nine (3/11-3/13)
Discussion Topic(s): "Colonized and Colonizers"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History: Ch. 8. Colonized and Colonizers (Osterhammel, Kipling, and two of your choice.)
QUESTIONS TO CONSIDER for Colonized and Colonizers
- What is colonialism?
- What appear to be some of the differences between historical and literary approaches to history?Background Readings: Traditions and Encounters Vol. II: Ch. 33 The Bulding of Global Empires
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 8
Optional Resources
- For Worlds of History: Ch. 8. Colonized and Colonizers
- Britannia: The Age of Empire
- Cross-Cultural Film Guide: films from Africa, Asia and Latin America at The American University By Patricia Aufderheide
- The Decolonization of Africa: Documents from the Internet African History Sourcebook from Fordham University
- Online Presentation(s): UNIT 20 Bridging World History: "Imperial Designs";
Spring Break (3/18-3/20)
Discussion Topic(s): "Nationalism and Westernization"
Assignment(s): (DUE TUES.) Write your 250-500 word essay (1-2 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/was the process of westernization? And how is it connected with (choose one: political, economic, social, cultural) identity formation? Start with Theodore von Laue and and use at least two primary sources for evidence? (All the primary sources can be read for clues to political, economic, social and cultural identity formation.)
Primary and Secondary Source Readings: Ch. 9. Nationalism and Westernization (von Laue plus three of your choice)
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 similiar or different agendas?Background Readings: Traditions and Encounters Vol. II
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 9
Optional Resources
- For Worlds of History Ch. 9. Nationalism and Westernization
- Online Presentation(s): UNIT 21 Bridging World History: "Colonial Identities"
Week Eleven (4/1-4/3 )
Discussion Topic(s): "World War and Its Consequences"
Assignment(s): Due (THUR.) Map Quiz #3 , (Additional Study Map #1, Additional Study Map #2)
Primary and Secondary Source Readings: Worlds of History: Ch. 10. World War and Its Consequences (Marks, either Lenin or Luxemburg, AND two more of your choice)
QUESTIONS TO CONSIDER for World War and Its Consequences
- What was/were the cause(s) of World War One?
- What were the consequence of World War One?Background Readings: Traditions and Encounters Vol. II Ch. 34 The Great War: The World In Upheaval; Ch. 35. An Age Of Anxiety
Optional Readings for Discussion: Lies My Teacher Told Me: Ch.10
Optional Resources
- For Worlds of History: Ch. 10. World War and Its Consequences
- Online Presentation(s): UNIT 22 Bridging World History: "Global War and Peace"
Week Twelve (4/8-4/10)
Discussion Topic(s): "Fascism, World War II, and Genocide"
Assignment(s): TBA
Primary and Secondary Source Readings: Worlds of History: Ch. 11. Fascism, World War II, and Genocide; Ch. 12 Religon and Politics
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: Ch.37. New Conflagrations: World War II;
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 11
Optional Resources
- For Worlds of History: Ch. 11. Fascism, World War II, and Genocide
- For Worlds of History: Ch. 12 Religon and Politics
- Arab-Israli Conflict sources and links from historyteaher.net
Online Presentation(s): None
Week Thirteen (4/15-4/17 )
Discussion Topic(s): "Women's World"
4/15 (TUES): Guest Speaker: Larkin.
Primary and Secondary Source Readings: Worlds of History: Ch. 13 Doc. 85 Aung San Suu Kyi
Primary and Secondary Source Readings: Worlds of History: Ch. 8 Doc 49 George OrwellTraditions and Encounters Vol. II: look up Myanmar (Burma) in the index and get a sense of Myanmar role in world history since 1500. If the entry doesn't provide a lot of details about Myanmar (Burma), then read to get a sense of the large-scale process influencing Myanmar/Burma.
"[B]orn and raised in Asia, Larkin (a pseudonym to protect herself and her Burmese friends) has ties to Lewiston. She visited family members who lived in Lewiston while growing up. She later studied the Burmese language at the School of Oriental and African Studies in London. She currently covers Asia from her base in Bangkok. She has been making trips to Burma for more than a decade. Larkin is the author of the book “Finding George Orwell in Burma.” The book examines the complex connections between the authoritarian world described in Orwell’s “1984” and “Animal Farm,” and the military dictatorship that rules Burma today. Larkin followed in the footsteps of Orwell, who lived and worked in Burma in his early years. Her book explains that some Burmese refer to him as “the prophet” because his foreknowledge of events seems to describe Burma today."( LCSC Press Release)
(4-17)
Primary and Secondary Source Readings: Worlds of History: 13 Women's World ( Doc. 82 Betty Friedan, Doc. 86 UNFPA, Doc. 87 Diane Dixon, and one more of your choice)
Assignment(s): (DUE TH.) Write your 250-500 word essay (1-2 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.
- At the global level, have the lives of Women improved over the last 50 years? Construct a theory that attempts to explain why or why not?Background Readings: Traditions and Encounters Vol. II
Optional Readings for Discussion:
Optional Resources
- For Worlds of History: 13 Women's World
- Feminist.com "We serve as the Internet’s definitive hub for resources and information dedicated to women's equality, justice, wellness and safety. Like a "feminist Google," Feminist.com facilitates connections between women and the many, varied organizations serving their needs and interests worldwide."
Online Presentation(s): None
Week Fourteen (4/22- 4/24)
Discussion Topic(s): "Globalization and Planetary Health"
Assignment(s): TBA
- What is globalization and when did it begin? Do you think globalization is primarily an economic, political, cultual, or environmental phenomenon?
Primary and Secondary Source Readings: Worlds of History: Ch. 14. Globalization and Planetary Health
QUESTIONS TO CONSIDER for Globalization and Planetary Health
- 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
Optional Readings for Discussion: Lies My Teacher Told Me: Ch. 12.
Optional Resources
- For Worlds of History: Ch. 14. Globalization and Planetary Health
- McDonalds Spotlight a bunch of stuff you probably don't want to know, but ought to know about the folks behind the golden arches.
- Online Presentation(s): UNIT 24 Bridging World History: "Globalization and Economics"; UNIT 25 Bridging World History: "Global Popular Culture"
Week Fifteen (4/29- 5/1 )
Discussion Topic(s): Writing an Argumentative Essay (that has a thesis, supporting evidence, and historical analysis)
Assignment(s): (TUES.) Map Quiz #4 ; Optional Book Analysis (DUE THUR.) 1,000 Word TYPED draft of second formal essay
Week Sixteen (5/6-5/8)
Discussion Topic(s): TBA
Assignment(s): (T) Second Formal Essay Due
