Luray High School/Lord Fairfax Community College HIST 112: History of World Civilizations Instructor: Debra Markanich

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1 Luray High School/Lord Fairfax Community College HIST 112: History of World Civilizations Instructor: Debra Markanich Course Syllabus Spring 2010 Course Information History 112: History of World Civilizations II (3 credits) Class meets Monday thru Friday, 1st Block (8:10-9:40) Luray High School, Room B113 VCCS State Curriculum Guide Description A survey of Asian, African, Latin American and European civilizations from the 15 th Century to the present. Lecture five hours per week. Contacting the Instructor Office hours: 11:40-12:05 Office location: Room B113 Phone: (540) (work) ( (home to be used in emergencies only) Texts Traditions & Encounters: A Global Perspective on the Past, Volume 2, by Jerry Bentley & Herb Ziegler (4th ed.). McGraw-Hill, (Required) Other readings as provided by the instructor. Nature and Purpose of the Course This course surveys the history of major world civilizations from the 15 th century to the present. It will present a definition of the Modern Era along with the governing principles, characteristics and trends in the development of the major civilizations of Asia, Africa, and Europe, emphasizing social, cultural, economic, political and geographical factors. Of particular importance will be the appearance of national states in Europe and the rise of Nationalism as well as the effects of the Industrial Revolution. While the course will examine the diversity of world cultures, emphasis will be placed on the common heritage of humanity. Finally, this course will examine the causes and effects of the rise of the European West to world dominance in the modern era. Classes will involve lecture by the instructor, the use of audio-visual 1

2 materials, in class readings, and classroom discussion. Audio-visual materials are instructional in nature, and students are responsible for their content. Therefore, it is advisable that students should take notes during A-V presentations. Student Learning Outcomes and Core Topics Student Learning Outcomes After completing this course, the student should be able to: detect and explain continuities and influences on events (cause and effect) discriminate data (separate fact from fiction) identify multiple interpretations of the same event (differing viewpoints) apply rules of evidence (historical method) analyze and synthesize information from the course and earlier learning (original thought/critical thinking) apply information from other disciplines to the course (original thought/critical thinking) demonstrate these skills orally and in writing In this course, the following VCCS General Education Outcomes are supported: 1.1 understand and interpret complex materials 2.3 evaluate the strengths and relevance of arguments on a particular question or issue 2.4 weight evidence and decide if generalizations or conclusions base on the given data are warranted 3.1 assess the impact that social institutions have on individuals and cultures past, present, and future 3.5 recognize the interdependence of distinctive world-wide social, economic, geopolitical, and cultural systems 4.4 use information effectively, individually or as a member of a group, to accomplish a specific purpose Core Topics the lasting consequences of Columbus s discovery of the Americas, including the African slave trade across the Atlantic development of the gunpowder empires in the Muslim world major characteristics of the civilizations of India, China, and Japan from the 16 th -18 th centuries influence of the Scientific Revolution and the Enlightenment on the early modern secular state and evaluate their impact on western European thought rise and significance of the Western ideologies of liberalism, nationalism, socialism, Marxism, romanticism, modernism, and totalitarianism 2

3 European imperialism from the 18 th century through the new imperialism of the 19 th century to decolonization in the 20 th century the World Wars of the twentieth century and the causes of each rise of the Soviet Union and the United States as world powers and the history of the Cold War through 1991 the post-cold War West importance of the rise of Communist China, post-world War II Japan, the Muslim World and South Asia to world developments in the late 20 th and early 21 st centuries Grading System Students will be evaluated through the use of exams, quizzes, and a major assignment involving several short essays. Exams Five exams will be given during the semester, with questions drawn from both the text and material covered in class. Exams will contain questions requiring multiple choice and true/false answers. Possible essays questions for the exam will be given to the students in advance of the exams. The first 4 exams will cover specified sections of the course. The 5 th exam will be comprehensive. Quizzes Students will take 14 to 16 unannounced quizzes, covering the reading assignments. Essay Questions Students will be required to answer 5 extensive essay questions. The instructor will chose 3 of these questions and students may choose the other 2. Students will receive a list of essay choices. A rubric for this assignment is attached to the syllabus. Extra Credit: Opportunities for extra credit will be available throughout the course. Total extra credit may not exceed 5% of the total grade. Weighting Exams: 65%* Quizzes: 15% Essays: 20% *Exams 1, 2, 3, & 4 count 10% each; the final comprehensive exam counts 25% Grading Scale A 94% and above B 86-93% C 78-85% D 70-77% F Below 70% 3

4 Classroom Procedures Attendance Each student is expected to arrive on time, attend all classes, and is responsible for class work, homework, and lecture notes, whether present or absent. Students are expected to be in class during assessments, including unannounced quizzes. Students with an excused absence may make up exams. Allowance for make up work is solely at the discretion of the instructor. Behavioral Expectations Courteous, attentive behavior is expected at all times. No electronic devices may be used during class. Pagers, beepers, and cell phones must be switched off or silenced. If electronic devices are displayed during class, the device will be confiscated. Confiscated devices will be given to the assistant principal the following day. Disruptive students will be dismissed from class and marked absent. Plagiarism and Academic Dishonesty The first offense of any form of cheating will result in a grade of zero on the assignment or test and probation for the remainder of the course. Documentation of the offense will be forwarded to the Dean of Learning for Humanities, Communication, and Social Sciences at Lord Fairfax Community College and an incident report will be sent to the appropriate Dean of Students at High School. A second offense will result in course failure and referral for possible disciplinary action by both the college and the high school. Late Work Work will not be accepted late. This policy is particularly pertinent to the Major Essay Assignment (see schedule for due date). Disability Accommodation Policy Lord Fairfax Community College is committed to insuring that students with documented disabilities have the opportunity to take part in educational programs and services in accordance with the requirements of the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of Students seeking accommodations must make application with the Disability Coordinator in the Office of Student Success. Accommodations will be made in this class in accordance with the Accommodation Letter from the Disability Coordinator. 4

5 Schedule Week/Date Class Topic Reading Assignments Assessment Schedule 1 2/1 Transoceanic Encounters and Global Connections The Transformation of Europe Text: Ch. 23 & 24 Excerpts from Adam Smiths s An Inquiry into the Nature and Causes of the Wealth of Nations 2 2/8 New Worlds: The Americas and Oceana Text: Ch /16 Africa and the Atlantic World Text: Ch. 26 Exam #1 Chapters /22 Tradition and Change in East Asia Text: Ch /1 The Islamic Empires Text: Ch. 28 Excerpts from Memoirs of Babur 6 3/8 Revolutions and National States in the Atlantic World Text: Ch. 29 Excerpts from The Social Contract by Rousseau 5

6 Week/Date Class Topic Reading Assignments Assessment Schedule 7 3/15 8 3/22 The Making of Industrial Society The Americas in the Age of Independence Text: Ch. 30 Excerpts from Manifesto of the Communist Party by Karl Marx and Friedrich Engels Text: Ch. 31 Exam #2 Chapters /29 & 4/6 Societies at Crossroads The Building of Global Empires Text: Ch /12 11 The Great War: The World in Upheaval Text: Ch. 34 Excerpts from The State and Revolution by V.I. Lenin 4/19 12 An Age of Anxiety Text: Ch. 35 Franklin D. Roosevelt s First Inaugural Address Excerpts from Adolf Hitler s Mein Kampf 4/26 Nationalism and Political Identities in Asia, Africa, and Latin America Text: Ch. 36 Exam #3 Chapters

7 Week/Date Class Topic Reading Assignments Assessment Schedule 13 5/3 New Conflagrations: World War II Text: Ch. 37 Essay Questions Instructions 14 5/10 The Bipolar World Text: Ch /17 The End of Empire Text: Ch. 39 Excerpts from the writings of Mohandas Gandhi 16 5/24 A World without Borders Text: Ch. 40 Exam #4 Chapters /31 &6/7 Review Essay Questions due 6/10 Final Comprehensive Exam Note: The course schedule is subject to change due to unforeseen circumstances, weather, field trips, assemblies, etc. Students will be notified of any changes of this schedule during class. 7

8 Essay Grading Rubric For this class students will write one essay to answer each of the five essay questions. Your essay should include 1) an introduction which includes your thesis statement (a thesis statement is a one sentence statement of your answer to the question, which is embedded in your introductory paragraph); 2) the body of the essay will be the following paragraphs that support your thesis statement; 3) your conclusion. For example, if my essay question to you is: What were three possible reasons early hunter-gathers decided to settle down? You might respond in your opening paragraph that change of climate, the production of beer, and protection were possible reasons for the settling down of prehistoric peoples (of course you would want to elaborate on your thesis statement). You would use the following paragraphs to explain why climate change transformed the growing seasons of plants, discuss the coincidence of the introduction of beer to the beginnings of farming, and the importance of using geographic features as protection from wild animals and other groups of people. Your final paragraph would be your conclusion, which would tie back into your thesis statement. Your essays should be a minimum of 1.5 to 2 typed pages, double spaced, and 12 font. The more thorough your analysis and evaluation of the information, the more points you will earn. Each essay is worth a total of 20 points. To make it more clear what I expect, and to give you the information you need to earn the grade you want, I am including this rubric to guide you in obtaining the grade you would like to earn. Grade of (A) The writing will be exceptional. Strong thesis statement in the introductory paragraph The ideas will be well organized and presented clearly and coherently Strong supporting facts will be used in the body of the essay Content of essay is accurate and relevant to the question Exceptional analysis of facts and interpretations The question is answered thoroughly There will be three or more concrete examples that support the thesis statement Essay includes appropriate and relevant facts The grammar, punctuation, and spelling will be correct Grade of (B) The writing will be very good. A very good thesis statement in the introductory paragraph All necessary information is presented clearly and accurately Ideas are developed thoroughly with the use of appropriate examples Organization of information and flow of writing is very good The question will be answered There will be two or more concrete examples that support the thesis statement There will be few grammar, punctuation, or spelling errors. 8

9 Grade of 16 C Writing will be competent Weak thesis statement Essay structure will be less evident Major points will be presented with less detail and accuracy Organization of the information is less clear Weak organization including digression from the topic Few supporting materials There will be one concrete example to support the thesis statement There will be several grammar, punctuation, or spelling errors Use of inappropriate language Grade of (D) Writing is flawed No thesis statement or a weak thesis statement Essay structure not evident Inaccurate detail and support No concrete examples to support thesis statement Essay is brief and does not answer the question Essay is vague Incorrect use of grammar, punctuation, and spelling Run on sentences or fragmented sentences Grade of 0-13 (F) Assignment is not completed Writing is highly flawed No thesis statement Essay is off the topic Facts are incorrect Opinion is presented as fact with no supporting material Essay is brief and does not answer the question Essay skirts all viable issues and perspectives It is obvious to the reader that the writer is not using facts in the essay; the essay resembles creative writing instead Incorrect use of grammar, punctuation, and spelling Poor sentence structure 9

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