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Texas Wesleyan University Course Syllabus Spring 2018 |
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Course: HIS 2303-01 World History from 1648 |
Course Meeting Time:
Mon/Wed 12-1:15 Location: PMC 123 Office: PMC 244 |
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Instructor: Chris Ohan |
Office Hours: Monday and Wednesday
9-12 and 2-3; Tuesday and Thursday 3:30-5:30, or by appointment |
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Phone: 817-531-4913 |
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E-mail: cohan@txwes.edu |
Webpage: www.historymuse.net |
“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.
Learning Objectives Program
Goals
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Objective 1: Students
completing this course should be able to demonstrate a basic understanding of
the major events in world history to 1648 |
1. Develop a general
knowledge of human history, including a basic chronology of both western and
non-western societies covering time periods from the
ancient to the modern. |
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Objective 2: Student ought
to be able to use historical comparison as an analytic tool; recognize the
different interpretations of the various themes within this half world
history. |
2. Understand
Historical Interpretation and Historiography. |
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Objective 3: Students should
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 via a.
reading essays
and primary sources relative to the period b.
writing DBQ essays using primary sources. c.
using computer software to produce all assignments. |
3. Learn the various skills
associated with the craft of history. These skills include: a. Reading Comprehension and
Cognitive Skills b. Historical Thinking
Skills c. Research Skills d. Written Communication
Skills e. Oral Communication Skills f. Computer Literacy |
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Objective 4: This
course is an optional course for other history majors and satisfies the
3-hour degree requirement of either HIS 2301 or HIS 2303. |
4. Students completing a
major in the Department of History will be prepared to enter graduate
programs in History, teach History in secondary or middle schools, or enter
other careers open to graduates with degrees in the Liberal Arts. |
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Required Material: |
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 (8E, Cengage) [hereafter
“AO”] |
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Elie Wiesel, The
Night Trilogy |
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.)
Class
Schedule: See below.
Evaluation
and Grading: Your grade for the semester will be based on
three tests (10%, 20%, 25% respectively), one essay (15%) a book review (20%),
and 10% for participation. 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. 19 February
2. 9 April
3. 15 May (1-3pm)
Writing
Assignments: The short essay assignment will
be based on our class discussion on January 22 about Machiavelli. Guidelines for this short writing assignment
are at the end of the syllabus. The
final paper is due on January 31 by noon in Blackboard.
The
other writing assignment will be based on your review
and our discussion of Wiesel’s Night
Trilogy (discussed in class on several occasions). See guidelines at the end of this
syllabus. This book review is due April
30 by noon in Blackboard.
Late Submissions:
Please note that work submitted after the specific time that it’s due will be penalized at the rate of one letter grade per
day. No work which is
more than 4 days late will be accepted.
Please do not waste time with excuses; just get assignments turned in.
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.
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.
Attendance is mandatory.
If you miss more than 3 classes (for us, the
equivalent of one week) 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 drop is Tuesday, 17 April.
Texas Wesleyan University
Policies:
·
Students should
read the current Texas Wesleyan University Catalog and
Student Handbook to become familiar with University policies.
· Cheating, plagiarism (submitting another person’s
material as one’s own), or completing assignments for another person who will
receive academic credit are impermissible. This includes the use of
unauthorized books, notebooks, or other sources in order to secure or give help
during an examination, the unauthorized copying of examinations, assignments,
reports, or term papers, or the presentation of unacknowledged material as if
it were the student’s own work. Disciplinary action may
be taken beyond the academic discipline administered by the course
instructor. Course exams may not be printed out. Any
person possessing a hardcopy of a course exam will be in breach of copyright
and may be held liable.]
·
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 at mellison@txwes.edu or (817) 531-7565.
·
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 syllabus can be made and students will be informed of
any substantive changes concerning examinations, the grading or attendance
policies and changes in project assignments.
·
Any course taken
at Texas Wesleyan University and repeated for a grade must be
repeated at Texas Wesleyan University. Any course taken at another
university 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.
· 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:
o
Complete
online incident report; StART Incident Report Form
o
Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
o
Campus
security (24 hours a day): (817) 531-4911
o
Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
o 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.
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 2017-2019 Wesleyan Catalog (p. 84-86),
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.
You will write a 2-3 page essay reacting to the
January 22 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 noon on January 31 (Blackboard).
Book Review Format (please
consult the book review rubric:
https://lat.taskstream.com/rubricExternal/awcwcscwcyc2cqct)
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. Briefly say something regarding the
author’s qualifications.
6. 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 read his/her 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.)
(6a. 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. For example, you’d
look at it the same way an historian would look at More’s Utopia or possibly Stowe’s Uncle
Tom’s Cabin. Those works are good
literature but say a lot about the time period in
which they were written.)
7. 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. “Informed” suggests that you’re offering specific evidence as
to how and why you agree or disagree.
8. 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 MLA or Turabian/Chicago
style.
9. 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.
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
17 |
Introduction |
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Jan
22 |
The
Idea of the West – Ethnocentrism or Enlightenment Machiavelli
– our starting point Readings: Machiavelli, The Prince |
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Jan 24 |
The European Age of
Exploration Readings: BZ 19, 21; AO 1, 2, 3, 21, 23, 24 |
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Jan 29 |
Africa and the Origins of
the Atlantic Slave Trade Readings:
BZ 22; AO 40, Multiple Voices IV |
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Jan 30, Feb 5 |
Europe in the Sixteenth
Century: Religious and Political Transformations Readings:
BZ 20; AO 4, 5, 9 |
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Feb 5, 7 |
The Enlightenment Readings:
BZ 25; AO 29, 30, 32, 34, 37; Rousseau, Discourse on the Inequality Among Men |
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Feb 12, 14 |
The Birth of Modernism: The
French Revolution Readings:
BZ 25; AO 35, 36, 38, 39; Robespierre, Republic of Virtue; Multiple Voices III |
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Feb 19 |
Test 1 |
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Feb 21 |
Industrialism in Europe Readings:
BZ 26; AO 51, 52, 54; Multiple Voices V; Malthus, On Population |
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Feb 26, 28 |
The Age of Empires Ottoman, Austro-Hungarian,
Russian, Chinese, Japan Readings:
BZ 28; AO 41, 43, 47, 49 |
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March 5 |
European Imperialism Readings:
BZ 28; AO 55, 56, 57, 58, 61 |
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March 7, 19 |
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, 26, 28 |
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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April
2, 4 |
World
War II and the Holocaust Readings: BZ 32; AO 82, Multiple
Voices VII (1-6); Wiesel, Night Trilogy |
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April 9 |
Test 2 |
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April
16, 11 |
The
Cold War Readings: BZ 33; AO 93, 94; Sartre, “Existentialism is a Humanism” |
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April
18 |
Decolonization
and the Postcolonial Era Readings: BZ 33 (636-647); AO 87,
88, 98 |
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April
23 |
The
Middle East Readings: Herzl, “The Jewish State” (1896); Reuveny, “The Last Colonialist”; NPR “The Mideast: A Century of Conflict”; Wiesel, Night
Trilogy |
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April
25 |
Fundamentalist Politics Readings: AO 100, 103; Khomeini, “Islamic Government” (1970); Solzhenitsyn, “Harvard
Address (1978) |
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April
30 |
The Collapse of Communism Readings: BZ 33 (647-651); AO 105, 106; Gorbachev on Glasnost, Perestroika, Arms Agreement (YouTube
video) |
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May
2, 7 |
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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May 15 |
Test 3 @ 1pm |