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HIS 2303-01 Spring 2017 – Texas Wesleyan University |
Instructor: Chris Ohan |
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World History from 1648 |
Office: PMC 244 Phone: 817-531-4913 |
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Meeting: Tue/Thurs
10:50-12:05 |
Office Hours: Mon & Wed
10-12, 1:30-4, Tues 3-6, or by appointment |
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Location: PMC 123 |
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Web: www.historymuse.net |
E-mail: cohan@txwes.edu |
“The
past was a light that if properly directed could illumine the present more
brightly that any contemporary lamp…. Knowledge was never simply born in the
human mind; it was always reborn, the relaying of wisdom from one age to the
next, this cycle of rebirths: this was wisdom.”
--Salman
Rushdie, The Enchantress of Florence
(2008)
“If all
mankind minus one were of one opinion, mankind would be no more justified in
silencing that one person than he, if he had the power, would be justified in
silencing mankind.”
—John
Stuart Mill (19th c. AD)
“The
reason you cannot rely on the wisdom of the people is that they have the minds
of little children…”
--Han Fei Tzu (3rd c. BC)
Course
Description: “This course is a continuation of the study
of the rise and decline of the world’s major civilizations since 1500 with a
special emphasis on the colonization, industrialization, and ideological
conflicts.” Because of the large time period covered by this course, the class
will not be primarily events-driven but will, instead focus on the importance
of major ideas for the period
surveyed.
This
course fulfills 3 credit hours towards the 12 credit
hour GEC requirement in Cultural Literacy.
Learning
Outcomes: Students will gain a basic
understanding of the progress of world history from the period of European
expansion and colonization, the Enlightenment, French Revolution, Napoleon,
Industrial Revolution and Imperialism. They
will be able to connect specific events in the in the 20th century
(political, social and cultural) to contemporary concerns. Finally, in completing the specific
assignments, they will become familiar with the basic historiography of 19th
and 20th century legal history.
More generally, they should be able to demonstrate a
basic understanding of the major events in world history from 1648; use
historical comparison as an analytic tool; recognize the different
interpretations of the various themes within this half of world history;
appreciate and interpret multiple forms of evidence (textual, visual, oral,
statistical, artifacts from material culture); differentiate between primary
and secondary sources and understand how each is used.
The outcomes listed above relate to the Goals of
the History Program: 1. That
students will possess a general knowledge of human history, 2. Students will
understand historical interpretation and historiography, 3. Students will
practice the skills inherent in the craft of history, and 4. That students will
be better prepared to enter graduate programs in History, teach history in
middle or secondary school, or enter other careers open to graduates with
degrees in the Liberal Arts.
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Required Texts: |
Bentley and Ziegler, Traditions and Encounters A Brief Global History Vol. 2 (4E,
McGraw Hill) [hereafter “BZ”] |
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Andrea and Overfield, The
Human Record, Sources of Global History Vol. II (Cengage) [hereafter
“AO”] |
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Primo Levi, Survival In Auschwitz |
Instructional
Methods/Class Format:
Most classes will consist of a lecture (with some give and take as
questions come up) and discussions of texts from the reader or website
readings. Do not hesitate to bring up
relevant questions and comments. On the
university level, I assume that you will complete the assigned readings for
each week. It is also
assumed that you will attend all classes. (Yes, regular attendance is required.)
Evaluation
and Grading: Your grade for the semester will be based on
three tests (10%, 20%, 20% respectively), one essay (15%) a book review (20%),
and 15% for participation (in class and on VoiceThread). Please see the Grading Guidelines sheet
posted on my website for specific grading criteria regarding written work.
Tests: Tests will follow the standard AP History
Free-Response Question format. This type
of test is designed to assess your ability to work
with and understand primary sources.
Each test will consist of one question and a set of accompanying
documents. Grades will be based on fulfilling
the following objectives: Your essay
will contain a thesis
which will be supported with evidence from the sources. It should rely on/analyze a majority of the documents, address all
parts of the question and consider the individual source’s point of view.
Test topics will come from supplemental texts,
lectures, class discussions, occasional video material, and the textbook. Test dates are listed
below.
1. 16 February
2. 4 April
3. 4 May
VoiceThread Postings: You are expected to
participate on the class discussion board.
I will regularly post at least one question for further discussion after
a class session. Students are expected to participate by posting answers/comments on
the board—comments can be posted as audio or video. Please avoid using the text option. As a rule, you should participate in at least one discussion per week. Constructive participation in class
discussions will make the difference if your final grade is borderline.
Feedback will be in the form of a response to your posting and assessment will
follow a standard grading rubric (see on-line grading rubric).
Writing
Assignments: The short essay assignment will
be based on our class discussion on January 17 about Machiavelli. Guidelines for this short writing assignment
are at the end of the syllabus. The
final paper is due on January 31 by 10:50 in Blackboard.
The
other writing assignment will be based on your review
and our discussion of Levi’s Survival in
Auschwitz (discussed in class on March 30).
See guidelines at the end of this syllabus. This book review is due April 18 by 10:50 in
Blackboard.
Please note
that any late work will be penalized at the rate of one
letter grade per day. If an assignment
is due at 1:30 and it is submitted at 1:45, it is a
day late. No assignments will be accepted more than 4 days late.
Writing for this course
should employ standard academic formatting—double spaced,
typed—with citations following either MLA or Chicago style. If
you need help with this see the guides on the links
page of the class website, the Wesleyan library or the instructor. Correct use of source information and
citations is assumed on the college level. Failure to cite or format according to one of
the styles listed will result in a lower grade.
See Grading Guidelines on the class webpage for specific grading
criteria regarding written work.
Classroom
Participation: Class discussion is an integral part of any
class. Students are
expected to complete the required readings before coming to class. If you do not complete the assigned readings
prior to a class meeting, you may be quizzed or asked to
leave the classroom.
Participation in class discussions will make the difference if your
final course grade is borderline.
Make-up
for the exams is discouraged and will be administered only for officially excused
absences. Students normally perform
poorly on make-up exams. Please note
that the format of any makeup exam will be at the discretion of the instructor.
Attendance is mandatory.
If you miss more than the equivalent of one
week of class consider the effect on your grade. Should you miss more, please do not offer
excuses, notes or request special consideration. Keep in mind a) that “dropping a course” is
perfectly legitimate when circumstances arise that prevent you from completion,
and b) that I should not be expected to change class
expectations based on your circumstances.
You are responsible for all class assignments regardless of
attendance. Quizzes covering assigned
readings may be given at any time and factored into the
course grade at the discretion of the instructor. If you are unable to complete this course,
you must withdraw from it. Please note
that if you miss more than the equivalent of one-week’s
worth of class, I reserve the right to drop you from the course. The last date to withdraw with a W is 11
April.
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes &etc over email or any other
electronic medium. In addition, this
syllabus, the lecture/reading schedule, some of the course readings and any
other class handouts will be posted on the above web
address. All assignments will be submitted via Blackboard.
Academic Integrity:
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are
not only devoted to learning, research, and the advancement of
knowledge, but also to the development of ethically sensitive and responsible
persons. By accepting membership in this class, you are joining a community
characterized by free expression, free inquiry, honesty, respect for others,
and participation in constructive change.
All rights and responsibilities exercised within this academic
environment shall be compatible with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
Academic Dishonesty will not be tolerated in this course. Any offense will
result in an F in the class (not simply on the assignment) and be referred to the appropriate academic officials for
adjudication. If you have any questions regarding this subject
please see me. For a detailed
description and further clarification, please see the link for “Plagiarism and
Academic Dishonesty” on my website, the 2015-2017 Wesleyan Catalog (p. 74), or
the Student Handbook.
Miscellaneous:
My Goal in teaching this class is not that you learn the
history of the period covered in this course.
(Learning about the past is, however, an important consequence.) Rather, my goal is to teach you how to think
critically about the major events and developments of the past
which is more useful. For our
purposes, therefore, ideas will hold precedence over facts, dates, and the
like. It is important that you consider
the classroom an open forum for discussion—of anything related to the themes
and topics of the course. (Of course,
any argument—whether spoken or written—must be supported.) While I (or other students) may challenge
beliefs/perspectives, realize that the purpose is not to change them. An open/tolerant attitude is essential in
this class. Remember—this is a college
course where you ought to be able to discuss things openly and
intelligently. If you choose to be
intolerant and interrupt class discussion, I reserve the right to ask you to
leave the classroom.
Machiavelli Essay
You will write a 2-3 page essay reacting to the
January 17 in-class discussion of and excerpt from Machiavelli’s The Prince. This is an easy way to bolster your course
grade from the beginning (if you’re worried about such
things). Begin with a general statement
of whether or not you agree or disagree with Machiavelli’s overall philosophy for
a prince/ruler. Then pull out several
specific issues (3-4) raised in the text/discussion and
explain what Machiavelli is advocating and then give your reaction. Tack on a conclusion and you’re
done. The essay is due by 10:50 on
January 31 (Blackboard).
Book Review
Format
1. 5-6 pages typewritten,
double-spaced. Title page, if used, does
NOT count. Observe the normal rules of
writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic citation on the
title page or at the top of the first page.
(Consult an MLA or Chicago style guide if you’ve
forgotten how to do this. Do NOT make up
your own form.)
3. Brief introduction to the topic or
subject of the book. Why is this topic or subject important to the period of history being
covered?
4. Summarize the author’s thesis
(argument) and main points concisely but fully.
(What do you think the author is trying to accomplish by writing the
book?)
5. Critique the book. (What you’re doing
is analogous to what happens in a courtroom. Consider yourself the judge and
the author a lawyer who has presented an argument/case. It’s up to you,
having listed to his argument/case to decide whether or not her claims have
validity.) Based on your answer to #4 do
you find his/her arguments and conclusions convincing? How does s/he do in terms of accomplishing
his purpose for writing? Do not walk
fences or resort to elementary tactics such as pleading ignorance. (This should be about one-half of your
paper.)
(5a. If the book is a work of literature, you’ll still consider
what the author is trying to accomplish, but you’ll need to think about what
the work says about the time period or place in which it’s set, the characters,
the environment, etc.)
6. While a review does not usually
include the readers own opinion, you may provide a brief personal evaluation of
no more than one paragraph. Be sure to
explain and support your opinion carefully and coherently. At this point in your academic career, you
ought to have an informed opinion.
7. This is not a research paper, so
formal footnoting is not necessary. If
you do quote or draw on information that is not your own, simply use a
parenthetical reference according to Turabian/Chicago
style.
8. Papers which are
turned in after the time they are due will be penalized one letter grade
for each day. No papers which are more
than four days late will be accepted. If
you or someone close to you is looking like they’re
coming down with the latest disease or that they might need emergency surgery,
turn it in early. If you want mercy,
pray.
Small Print:
Texas Wesleyan Policies: Students should read the current Texas Wesleyan
University Catalog and Student Handbook to become familiar with University
policies. These policies include, but are not limited to academic integrity,
grade appeal, sexual harassment. Student access to records, and others;
policies specified in the current catalog are applicable unless otherwise
stated in this syllabus.
Disability Policy: Texas Wesleyan
University adheres to a disability policy which is in
keeping with relevant federal law. The University will provide appropriate
accommodation as determined by the Director of the Counseling Center, Dr.
Michael Ellison. Students must notify
instructors of any permanent or temporary disabilities and must provide
documentation regarding those disabilities prior to the granting of an
accommodation. For assistance, students
should consult with Dr. Ellison.
Repeating Courses: Any course taken at Texas Wesleyan University and
repeated for a grade must be repeated at Texas
Wesleyan University. Any course taken at another institution may
be repeated at Texas Wesleyan, and the most recent grade on the course
will be counted. When a course is repeated, the grade
point average will be computed using the most recent grade achieved.
Syllabus Disclaimer: Note: Course syllabi are intended
to provide students with basic information concerning the course. The syllabus
can be viewed as a “blueprint” for the course; changes in the syllabi can be
made an students will be informed of any substantive changes concerning
examinations, the grading or attendance policies and changes in project
assignments.
Unified Discrimination and
Harassment Reporting (Including Title IX):
As noted in the catalog under
the Unified Discrimination and Harassment Policy, Texas Wesleyan University is
committed to providing an environment free of all forms of prohibited
discrimination and sexual harassment. If
you have experienced any such discrimination or harassment, including gender-
or sex-based forms, know that help and support are available from the following resources:
• Complete online incident
report at https://txwes.edu/student-life/report-a-concern/
• Contact Campus Conduct
Hotline (24 hours a day): (866) 943-5787
• Campus security (24 hours
a day): (817) 531-4911
• Dean of Students:
deanofstudents@txwes.edu OR (817) 531-4872
Please
be aware that all Texas Wesleyan University employees, other than designated
confidential resources (i.e., Community Counseling Center) are required to
report credible evidence of prohibited discrimination or harassment to the
University’s Title IX Coordinator, or to one of the Title IX Assistant
Coordinators. If you wish to speak to
someone confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment.
Tentative
Class Topic and Reading Schedule
(BZ= Bentley
and Ziegler textbook; AO=Andrea/Overfield reader; links are readings found online.)
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Jan
12 |
Introduction |
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Jan
17 |
The
Idea of the West – Ethnocentrism or Enlightenment Machiavelli
– our starting point Readings: Treaty of Westphalia; Machiavelli, The Prince |
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Jan 19 |
The European Age of
Exploration Readings: BZ 19, 21; AO 1, 2, 3, 21, 23, 24 |
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Jan 24 |
Africa and the Origins of
the Atlantic Slave Trade Readings:
BZ 22; AO 40, Multiple Voices IV |
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Jan 26, 31 |
Europe in the Sixteenth Century:
Religious and Political Transformations Readings:
BZ 20; AO 4, 5, 9 |
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Feb 2 |
China: The Ming and Qing
dynasties The Unification of Japan Readings:
BZ 23; AO 23, 24, 25, Multiple Voices II |
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Feb 7 |
The Enlightenment Readings:
BZ 25; AO 29, 30, 32, 34, 37; Republic of Virtue;
Rousseau, Discourse on the Inequality Among Men |
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Feb 9, 14 |
The Birth of Modernism: The
French Revolution Readings:
BZ 25; AO 35, 36, 38, 39; Multiple Voices III; |
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Feb 16 |
Test 1 |
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Feb 21 |
Industrialism in Europe Readings:
BZ 26; AO Multiple Voices V; 51, 52, 54. Malthus, “On
Population” |
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Feb 23, 28 |
The Age of Empires Ottoman, Austro-Hungarian,
Russian, Chinese, Japan Readings:
BZ 28; AO 41, 43, 47, 49 |
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March 2 |
European Imperialism Readings:
BZ 28; AO 55, 56, 57, 58, 61 |
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March 7, 9 |
World War I and the Peace
Process Readings:
BZ 29, AO 76, 77; Owen, “Dulce et decorum est” and
“Disabled” |
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March 21, 23 |
Inter-war
Years: Communism, Fascism and Depression Readings: BZ 30; AO 78, 79, 80,
81; Orwell, The Road to
Wigan Pier, 1937 (selection); Mussolini, "What is Fascism" (1932) |
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March
28, 30 |
World
War II and the Holocaust Readings: BZ 32; AO 82 Multiple
Voices VII (1-6); Primo Levi, Survival In Auschwitz |
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April 4 |
Test 2 |
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April
6, 11 |
The
Cold War Readings: BZ 33; AO 93, 94; Sartre, “Existentialism is a Humanism” |
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April
13 |
Decolonization
and the Postcolonial Era Readings: BZ 33 (636-647); AO 87,
88, 98 |
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April
18 |
The
Middle East Readings: AO 86; Herzl, “The Jewish State” (1896); Reuveny, “The Last Colonialist”; NPR “The Mideast: A Century of Conflict” |
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April
20 |
Fundamentalist Politics Readings: AO 100, 103; Esposito, “The Islamic Threat: Myth or Reality?” (1993); Solzhenitsyn, “Harvard Address (1978) |
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April
25 |
The Collapse of Communism Readings: BZ 33(647-651); AO 105, 106; Gorbachev on Glasnost, Perestroika, Arms Agreement (YouTube
video) |
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April
27, May 2 |
The End of History,
Globalization, and New World Order? Readings: BZ 34; AO
109, 110, 113, 114; Fukuyama, “The End
of History?”; Huntington, “The Clash of Civilizations?”
(1993) |
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4 May |
Test 3 @10:30 |