Fall 2009 Page 1 of 11. HST 105 World History II: 1500 to World War I By appointment

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1 Fall 2009 Page 1 of 11 3 credits This course examines the convergence of the world s peoples, cultures, and civilizations on a global scale beginning around the 16th century. It emphasizes themes such as the emerging global economy, colonialism, revolution, industrialization, imperialism, and the rise of the nation-state. Prerequisite: EN 111 or EN 150 or appropriate placement score Elective use: Liberal Arts, Social Science, History, and Multiple Perspective Instructional Objectives and Student Outcomes Texts: 1. Historical Perspective (Objective) a. Identify the important political, social, cultural, and economic developments and trends in world history from 1500 to World War I. (Student Outcome) b. Explain the interaction of continuity and change in world history. (Student Outcome) 2. Critical Thinking (Objective) a. Analyze and interpret primary historical sources. (Student Outcome) 3. Communication (Objective) a. Express oneself effectively and in writing. (Student Outcome) Strayer, Robert W. Ways of the World: A Brief Global History. Volume 2: Since Boston: Bedford/St. Martin s, Companion Website Address: CONTENTS Student Resources Chapter Outline Self-Test Identification Quizzes *Margin Review Questions Big Picture Questions Defining Terms Practice Map Activities Note-Taking Outlines HOW to REGISTER onto website Find on left-hand side of website, Click on Student I am not registered Sign me us as a(n) Student

2 Fall 2009 Page 2 of 11 Course Topics Enter the following: address First / last name Password Password hint Instructor address: (IMPORTANT) Click on Submit 1. Introduction (Classes 1-2) 2. The 15 th Century: Prelude to the Early Modern Period (Classes 3-4) 3. Early Modern Period, (Classes 5-14) 4. Modern Patterns of World History, (Classes 15-25) 5. World War I: End of an Era (Class 26) Teaching Procedures: 1. Textbook The textbook is the foundation of the course. You will learn the basic facts, concepts, and issues in world history. It will give you the background information you need in order to understand the lectures. Therefore, you are expected to read the assigned reading before the class meets. Information in the textbook will be on the exams. Take notes on your reading. 2. Homework Questions You will answer questions based on the reading. The purpose is to develop your analytical skills and reinforce your retention of information by understanding information in the context of questions, rather than through rote memorization of facts. 3. Lecture Sometimes the lectures will review material in the textbook. Other times, the lectures will cover new material such as going into greater depth on a topic or issue, or discussing a new topic or issue. Lecture material will be on the exams. Attend class, listen attentively, and take notes. 4. Class Discussion While I will lecture, I also conduct class in an interactive, Socratic method, questioning you and soliciting your comments.

3 Fall 2009 Page 3 of 11 The purpose is to encourage you to be active, not passive, learners in class. Through class discussion, I will be able to determine if you have been doing the reading. 5. Expected Amount of Time on Homework Outside Class = 6 Hours Per Week According to standard guidelines in higher education, you are expected to do 2 hours of homework for 1 hour of class. This course meets for 1.5 hours per class. Therefore, you are expected to do THREE (3) hours of homework for each class meeting. Since the course meets two times a week, you are expected to do SIX (6) hours of homework a week. 6. NO Extra Credit There is no extra credit available. I rather you do the following: (a) attend all the classes; (b) take notes on the reading; (c) do the homework assignments; (d) listen attentively and take notes on the lectures; (d) participate in class discussion; (e) study diligently for the exams; (f) see me during the semester, if you are having any problems with the course. Basis for Grades 1. Exam #1 10% 2. Exam #2 15% 3. Final - Cumulative 25% 4. Quizzes (3) 15% 5. Homework Questions 20% 6. Class Discussion 10% 7. *Attendance 5% TOTAL 100% * If you miss 13 classes, you will automatically receive an F. Criteria for Evaluating Your Work 1. Exams and Quizzes: a. They will cover information from i. Textbook ii. Lectures. b. Types of questions i. Multiple choice and/or fill-in-the blank. i. Identify and Explain Significance in a paragraph or two. The answer will be graded on: (1) Historical accuracy; (2) How well the paragraph(s) is/are written with: (a) Topic sentence; (b) Supporting sentences with detail backing up the topic sentence;

4 Fall 2009 Page 4 of 11 (c) Concluding sentence. c. NO student will be allowed to take an exam after it has been underway for more than 5 minutes, or after any other student has finished the exam. NOR may a student resume taking an exam after once having left the room for any reason. 2. Homework Questions a. Answers to questions are due by beginning of class. b. Credit is given for good-faith effort on the assignments, which are meant to help you learn history more effectively. c. Late homework can be submitted up to one week after the due date, and will receive only one-half credit. 3. Class Discussion a. Satisfactory Achievement: Demonstration that reading assigned was done. b. Good to Excellent Achievement: Informed connections and interpretations based upon the reading. 4. Attendance a. Showing up for all classes and keeping a chair warm will earn you 5% of your grade. Obviously, if that s all you do for the course, you will not pass. b. Being Present means being in the classroom when the class begins. c. Tardiness -- Class begins promptly as scheduled, when the classroom door is closed. Arriving after the classroom door is closed constitutes tardiness. Tardiness counts as an absence. d. Leaving Class Early -- If you leave the class early, I would appreciate the courtesy of being informed prior to the beginning of the class. Leaving early counts as an absence unless there are extraordinary reasons. Failing to inform me will also count as an additional absence. e. Cell Phone Usage If you are noticed using your cell phone, or if your cell phone is seen on top of the desk, = an absence. f. Personal Days: i. You have two (2) personal days. In other words you can be absent for 2 classes, which is one week s worth of classes. ii. They can be used for a situation such as, but not limited to: (1) tardiness; (2) leaving class early; (3) failing to give notice you are leaving class early; (4) violating the cell phone policy; (5) alarm clock didn t go off; (6) illness; (7) doctor's appointment; (8) hospitalization; (9) transportation problems;

5 Fall 2009 Page 5 of 11 (10) job obligations; (11) child care duties; (12) funeral; (13) court appearance; (14) jury duty; (15) a trip; (16) vacation; (17) cutting class. g. No More Personal Days -- If you have used all your personal days, then you will be charged with an absence if you miss class for any of the reasons above. Exceptions will only be made, if there are extraordinary situations in my judgement, which you can document. The above situations listed are not considered extraordinary. An example of an extraordinary situation is an extended hospitalization of more than two weeks. h. Personal Days Left Over -- If you have any personal days left over at the end of the semester, you will receive extra credit points for attendance. i. Missing Class -- If you miss a class, you are still responsible for what took place in the class and getting copies of any handouts. You are welcome to see me in my office to discuss the class, but first get notes from a classmate. I can not repeat an entire class period s worth of discussion in an office visit. This visit would be most beneficial, after you have copied a classmate's notes, and formulated some questions or points you want to go over with me. Late Work and Makeup Exams Work submitted after it is due, and make-up exams taken after the date of the original exam can only be credited for HALF-CREDIT, unless there are extenuating circumstances, in my judgement, that can be documented. Cheating & Plagiarism 1. Consequences could involve no credit for the assignment, failure for the course, or expulsion from the College. 2. Plagiarism means taking someone else's ideas or words and presenting them as one's own. The offense can take many forms including passing in a paper taken from the Internet or another student, or failing to properly use and credit sources in an essay. Cell Phones and Classroom Decorum 1. Cell phone usage is NOT allowed. 2. Cell phones must be turned OFF in the classroom. 3. Cell phones are NOT allowed on TOP of desk. 4. Violation of the cell phone policy results in an ABSENCE for the class.

6 Fall 2009 Page 6 of Side conversations with your classmates are not acceptable. Children on Campus We are an open and welcoming campus, understanding that many of our students come from diverse backgrounds and have family responsibilities along with those of being a college student. We understand that occasionally students may be required to bring children to campus. At the same time, students should understand the parameters that are important to adhere to when young children are on campus. Children can only be allowed in the classroom with prior approval of the faculty member. A parent or guardian must supervise children at all times on the QCC campus, including in classrooms. Student Discipline Please refer to the Quinsigamond Community College Student Handbook. Weather Cancellation 1. The QCC Weather Line is In the event school is cancelled due to inclement weather, whatever assignment scheduled for that day is automatically re-scheduled for the following class. For example, if an exam is scheduled but school is cancelled, the exam will be held on the following class. Withdrawal Deadline 1. Automatic, No-Penalty Withdrawal by (fill in date). a. Get the withdrawal form from the Registrar s Office; b. Obtain instructor's or academic advisor s signature; c. Return the signed form to the Registrar s Office. 2. AFTER (fill in date), I will assign you a grade based upon the quality of the work you have done; usually, the grade is an "F". Learning Needs: Every effort will be made to meet the individual needs and various learning styles of students in this course. It is of the utmost importance that you inform me at the beginning of the semester of your particular needs. If you have concerns about this course, please see me during my office hours or make an appointment to see me. If your concerns are about a learning disability or another specific need, please see me or a learning specialist at Learning Disability Services, Room 246A. All information is strictly confidential. Your Instructor I am the son of immigrant parents, born and raised in the Boston area. I attended public schools and then went to Tufts University, graduating with an A.B. in History, with honors. I subsequently attended graduate school at the University of Michigan, earning a M.A. in Asian Studies and studying for a Ph.D. in history.

7 Fall 2009 Page 7 of 11 I have been teaching at Quinsigamond since Prior to coming to QCC, I worked for the federal government, Tufts University, and De Anza College (Cupertino, CA). Date Schedule Subject to Change Homework to be done PRIOR to the class session. There are READING and QUESTION-ANSWERING components to the homework. The questions are based upon the reading. Your answers are DUE BY the BEGINNING of CLASS. Late homework can be submitted up to one week after the due date, and will receive only one-half credit. Introduction 1 9/10 Read Syllabus. 2 9/15 Read Strayer, Prologue, pp. xxxiii-xxxvi Answer the following questions in two or more sentences, TYPED. Bring to class TWO (2) copies of your answers. Homework Questions: 1. Why should one study world history? 2. What skills are required to do comparison? 3. What does one learn, if one is mindful of change in history? The 15th Century: Prelude to the Early Modern Period Attendance policy goes into effect on 9/17/ /17 Read Strayer, chap. 13, pp (stop at "Civilizations of the 15th Century: The Islamic World") Access chapter 13, and answer the following "Margin Review Questions" in the boxes on the website, and submit your answer electronically, BEFORE the beginning of class. 1. In what ways did the gathering and hunting people of Australia differ from those of the northwest coast of North America? 6. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences? 4 9/22 Strayer, chap. 13, pp Margin Review Questions 7. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries? 8. What distinguished the Aztec and Inca empires from each other? Early Modern Period,

8 Fall 2009 Page 8 of /24 Strayer, pp Answer the following question in two or more sentences, TYPED. Bring to class TWO (2) copies of your answers. Homework Question: 1. On page xxxvi, Strayer states "[b]ut some things persist, even if they also change." In what ways does world history from illustrate that? 6 9/29 Strayer, chap. 14, pp (stop at "The Steppes and Siberia") Margin Review Questions 3. What was the economic foundation of colonial rule in Mexico and Peru? How did it shape the kinds of societies that arose there? 4. How did the plantation societies of Brazil and the Caribbean differ from those of southern colonies in British North America? 7 10/1 Strayer, chap. 14, pp What motivated Russian empire building? 8. What were the major features of Chinese empire building in the early modern era? 8 10/6 Map Quiz 9 10/8 Exam # / /1 5 Strayer, chap. 15, pp (stop at "The World Hunt") 3. How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another? 5. What was the world historical importance of the silver trade? Strayer, chap. 15, pp Describe the impact of the fur trade on North American native societies. 8. What was distinctive about the Atlantic slave trade? What did it share with other patterns of slave owning and slave trading? 12 10/2 0 No Class 13 10/2 Strayer, chap. 16, pp (stop at "A New Way of Thinking") 2 4. Why were missionary efforts to spread Christianity so much less successful in China than in Spanish America? 5. What accounts for the continued spread of Islam in the early modern era and for the emergence of reform or renewal movements within the Islamic world?

9 Fall 2009 Page 9 of /2 7 Strayer, chap. 16, pp What was revolutionary about the Scientific Revolution? 9. In what ways did the Enlightenment challenge older patterns of European thinking?

10 Fall 2009 Page 10 of 11 Patterns of Modern World History, /2 9 Strayer, pp Answer the following questions in two or more sentences, TYPED. Bring to class TWO (2) copies of your answers. 1. What are the two major themes of world history from , which put the focus on European civilization? 2. What are ways to think about world history from , which give it a more global, than European, interpretation? 16 11/3 Strayer, chap. 17, pp (stop at "Echoes of Revolution") 2. What was revolutionary about the American Revolution and what was not? 4. What was distinctive about the Haitian Revolution, both in world history generally and in the history of Atlantic revolutions? 17 11/5 Strayer, chap. 17, pp / / / / / What accounts for the end of Atlantic slavery during the nineteenth century? 8. What accounts for the growth of nationalism as a powerful political and personal identity in the nineteenth century? Map Quiz Exam #2 Strayer, chap. 18, pp (stop at "Variations on a Theme") Margin Review Questions 1. In what respects did the roots of the Industrial Revolution lie within Europe? In what ways did that transformation have global roots? 5. How did Karl Marx understand the Industrial Revolution? In what ways did his ideas have an impact in the industrializing world of the nineteenth century? Strayer, chap. 18, pp Margin Review Questions 6. What were the differences between industrialization in the United States and that in Russia? 10. Did Latin America follow or diverge from the historical path of Europe during the nineteenth century? Strayer, chap. 19, pp (stop at "The Japanese Difference") Margin Review Questions" 1. In what ways did the Industrial Revolution shape the character of nineteenth-century European Imperialism? 4. What was the impact of Western pressures on China during the nineteenth century?

11 Fall 2009 Page 11 of /1 Strayer, chap. 19, pp How did Japan's historical development differ from that of China and the Ottoman Empire during the nineteenth century? 11. Does Japan's nineteenth-century transformation deserve to be considered revolutionary? 24 12/3 Strayer, chap. 20, pp (stop at "Ways of Working") 1. In what different ways did the colonial takeover of Asia and Africa occur? 2. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist? 25 12/8 Strayer, chap. 20, pp What kinds of wage labor were available in the colonies? Why might people take part in it? How did doing so change their lives? 12. In what way were "race" and "tribe" new identities in colonial Africa? World War I: End of an Era 26 12/1 Strayer, chap. 21, pp What aspects of Europe's nineteenth-century history contributed to the First World War? 2. In what ways did World War I mark new departures in the history of the twentieth century? 27 12/1 Map Quiz 5 Mon, 12/21, Final (Cumulative) 11:30 a.m. - 1:30 p.m.

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