Room: 3006 Section 2535: MWF 9:00-10:50 a.m.
Section 2540: MWF 11:00-11:50 a.m.
Instructor: Doug Catterall
Office: West Hall, 217 N
Office Hours: M-F, 1-3 p.m. and by appointment
work telephone: 581-2949
home telephone: 536-7950
As its title suggests, the purpose of this course is to give you a broad background in world historical events that unfolded from the 15th century, the era in which human societies began to link the globe together using the world's oceans, to the end of the 20th century. I intend the course to familiarize you with the big picture while at the same time giving you the opportunity to look at particular societies and particular historical moments in depth.
Obviously with a task so large at hand and just one semester to work with, we need some guiding principles and themes. Given that this is a course dealing with emergence of the world we presently confront, one of our central concerns will be the balance between global integration on the one hand and local and regional autonomy on the other. In addressing this tension we will look at such phenomena as world exploration, trade, migration, colonization, colonialism and interdependency vs. dependence. At the level of groups and the individual as well as that of societies we will also pay attention to identity, one of the primary motivations for much of human action. Finally, we will take on the the bread and butter concerns of how people earned their daily livings. By attending to these three categories, we should be able to trace how humanity went from a world in which multiple power blocs dominated different regions to one in which chiefly western societies were calling the shots to the current situation, in which western societies are still dominant but other voices are clearly heard. The main focus of our attentions this term will be Africa, Eurasia and the Atlantic World (a term for Africa, the Americas and Europe operating as a linked unit).
In addition to learning about past societies and how they worked, the purpose of this course is also to teach you some skills that historians (and many who are not historians, such as lawyers, doctors and computer scientists) use all the time: critical thinking and critical reading; writing and effective oral communication; and interpretation. I you take all this away with you at the end of the term I will be well satisfied indeed.
The heart of the class-room environment (for me) rests in enthusiasm, respect and openness. This may sound general, so I will elaborate. Enthusiasm means a persistent willingness to tackle the problems that come up in the readings and assignments for each week. It does not mean that everyone always has to show up happy and cheerful, but readiness to make a contribution to class is a must. Respect in the classroom means valuing each person's participation, not because their ideas are the best (although you might think so), but because they are trying to make a contribution to the group. Openness lies in the freedom for people to express their thoughts and opinions, which includes scope for debate and disagreement with me or anyone else. The closer we approach this ideal environment, the more the classroom will be an effective space for clarifying, making manageable and even experimenting with with the issues confronted in the course. This ideal may not always be achievable, but in my view we should always strive for it.
Course work consists of four elements: participation in discussion and class activities, occasional informal writings, formal writings, and essay based examinations.
a.Preparation: In order to understand the lectures and participate in class discussions and other activities you will need to do the assigned readings. Please budget time to complete readings for the date in which they appear in the assignment and reading schedule. The readings are in three forms, which are listed below.
Kevin Reilly, Worlds of History: A Comparative Reader, Volume Two: Since 1400 (Boston & New York: Bedford/St. Martin's Press, 2000)
Primary Sources and Other Materials:
Multatuli, Max Havelaar or the Coffee Auctions of the Dutch Trading Company (New York: Penguin Putnam, Inc.)
Sol Plaatje, Mafeking Diary: A Black Man's View of a White Man's War, edited by John Comaroff with Brian Willan and Andrew Reed (Cambridge; London; Athens, OH: Meridor Books, James Currey Publishers, Ohio University Press, 1990)
Hong Ying, Daughter of the River: An Autobiography, translated by Howard Goldblatt (New York: Grove Press, 1997)
Additional supplemental readings as needed (indicated with the the following phrase and marking: Supplemental Reading* or a specific title and the * symbol)
Finally I will link a number of online primary sources to the online syllabus that you must consider as part of the required reading unless it is otherwise noted. Please note, if you see
internet-based sources with a double ** next to them, the sources in question may be
copyright protected and downloading them (as opposed to using them online and taking
notes then and there) may be a violation of that copyright.
On-line Reference Books:
As you know, this course does not have a textbook. I chose not to use a textbook mainly to save money people money as textbooks are generally $50 or more per copy when new. Nevertheless, I understand (and am happy to hear) if there are things you want to look up and do not think you ought to have to make a trip to the campus library for a simple reference check. For these I would recommend using the online resources below by clicking on the appropriate hypertext following this sentence:
Encyclopedia Britannica: http://www.britannica.com**
Encarta (Microsoft Encyclopedia): http://encarta.msn.com/category/history.asp**
Columbia Encyclopedia: http://www.bartleby.com/65/**
CIA Factbook (country maps for geographic placement):http://www.odci.gov/cia/publications/factbook/index.html**
All of the above readings will be required for the course and (with the exception of the supplemental readings)are available at the CU bookstore or online. The reader by Reilly will give an overview of course themes and is essential reading to gain a sense of the basics. The three longer source readings, each of which is a primary source, will be central to the short formal essays that are an essential part of this course. With some exceptions all other primary source readings will be available at the following web-site: www.fordham.edu/halsall, an internet site that provides a variety of public domain internet source-books. Feel free to explore the site if you wish.
b. Discussion: This may seem like a small thing and something unrelated to the real stuff (passing the exams e.g.). I want to stress, though, that participation in discussion will count in your grade. With the exception of Week 12, I will gauge participation on a daily basis with a check, check+, check- system. During Week 12, as the syllabus makes clear, you will be expected to speak extensively as part of the Colonialism Role-Playing Game I have designed for that week. In that week you will be graded for participation using the same check+, check-, check system, but I will be judging your overall grade on the second paper by the effectiveness with which you present the arguments in that paper. Precise guidelines for this game will be forthcoming in early March.
c. Informal Writings: Occasionally I may assign short writing exercises to help focus our discussions. Informal writing will also be graded with a check, check+, check- system and usually include comments.
d. Reading Questions: Every other week one half of the class will be responsible for submitting 2 questions to me via e-mail at the beginning of the week. These questions should be based on the readings for that week and I will then structure some of our class time around them. If you want to know what group you are in for submitting questions or what weeks you are meant to submit questions click on the hypertext here. Questions must by submitted by the end of the week on which you are supposed to submit questions (i.e. Friday of that week). If the question comes in after that it doesn't count.
e. Credit for Participation: Informal writing(s), class discussion etc. will be worth 20% of the final grade. I will count each set of e-mailed questions, each day you show up in class and each informal writing as one participation measurement for which you can receive up to 10 points. To have a fair shot at an A in participation you must have a minimum of 47 measurements or a potential to recieve 470 points. If you have less than 47 measurements, then your participation grade will naturally suffer.
You will have to write three reaction papers in this course on the following works:Cultural Encounter Selections, Max Havelaar Game and Mafeking Diary or Daughter of the River. Each of these papers will be worth 15% of the total grade, for a total of 45%. General guidelines for the papers will be available by clicking the hypertext in this sentence. You can access specific guidelines for each of the three projects by clicking the hypertext highlighted titles in the first sentence of this subsection. Remember, your second paper is part of the Colonialism Role-Playing Game tentatively set for Week 12 of the term.
There will be four quizzes worth 15% of the final grade in total and a final examination worth 20% of the total grade. The quizzes, which will entail analytical writing, will increase in complexity and in value as the term progresses (quiz 1: 3%, quiz 2: 4%, quiz 3: 4% & quiz 4: 4%) and will prepare you for the final examination, which will be an essay-based examination and will be held on May 1, 2001 from 8:00 a.m. to 10:00 a.m. for section 2535 and from 1:00 p.m. to 3:00 p.m. for section 2540. I will drop the lowest score of your three quizzes, so only three of the quizzes actually "count" in the final balance.
General guidelines for my Grading standards for all written work (including the formal writings listed above) are available by clicking the hypertext in this sentence. Guidelines specific to a given writing assignment or examination are available in the on-line descriptions/review sheets of the assignments and examinations.
Late Papers: The following policy applies to all late papers for this course that will receive a letter grade. All papers submitted at any time on the day that the paper is due will be considered on time. Papers submitted after that date, no matter what the reason may be, will be automatically marked down one grade. You will then have ten days from the original due date to turn in the paper, during which time no further penalty for lateness will be incurred. If in that time you are unable to complete the work, the paper will receive a zero.
Late Informal Writings: No late informal writings will be accepted, so don't ask. Remember, though, that your participation grade is a composite of your performance in class, your e-mailed questions and your performance on informal writings. As long as you manage to achieve a total of 47 measurements, it will not matter to me how you do so. Although I will obviously keep track of what you do by way of participation I would advise you to remain aware of where you stand for yourself so that you know whether or not you are achieving the necessary minimum level of participation.
Missed Examinations and Quizzes: As noted above, there are a number of quizzes and a final examination for this course. There will be no make-ups for quizzes. I will, however, drop your lowest quiz score, so if you happen to miss a quiz, I will only count the scores on the other three quizzes that you do take. Make-ups for the final examination will be allowed only under extraordinary circumstances and the nature of any make-up final given will be determined at my discretion.
Plagiarism: Plagiarism is the representation of the work of another as your own. In all of the writing you do for this course you must make clear to me which ideas in a paper are your own and which come from someone else. This is especially important for any formal essays you write. In these such essays you must cite all primary and secondary sources you use in accordance with the proper conventions. I will hand out a sheet explaining the basics of citation before any formal essays come due. If for some reason you do not receive a copy of this hand-out, do not assume you will be exempt from following its guidelines. In cases of plagiarism, the Department of History and Government at CU follows the plagiarism policy in the 2000-2001 "Student Handbook," pp. 207-211. Please heed this warning.
The Chinese World, c. 1400-1650
(1/8) Introduction and Overview of CourseWeek 2
(1/10) Zheng He and Chinese Exploration/Expansion, c. 1400-1450 IRead: Worlds of History, 1-16(1/12) Zheng He and Chinese Exploration/Expansion, c. 1400-1450 IIRead: Worlds of History, 147-151.
Examine: Statue of Zheng He at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/zhang-je.jpg
(1/15) Chinese Society c. 1450-1650: Scholars, Merchants, Eunuchs and PeasantsThe Gunpowder Empires, c. 1400-1750Read: Ming Dynasty Overview at: http://encarta.msn.com/category/CategoryMedia.asp?cat=31&pn=0** ;(1/17) The End of the Ming Dynasty
Worlds of History, 78-93 and the Chinese Eductional System at: http://www.fordham.edu/halsall/eastasia/1575duhalde1.html
Examine: The Ming Tribute System at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingtrib.jpgRead: Matteo Ricci's account of China at: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/ric-jour.html** and(1/19) Origins of the Early Modern Islamic Empires
a Memorial to the Wanli Emperor Concerning Christians in China at: http://www.fordham.edu/halsall/mod/1617hsukuang.html
Examine: A map of Ming China at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingmap.jpg
Portrait of Matteo Ricci at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/mricci.gif
(1/22) Overview of the Ottoman, Safavid & Mughal EmpiresWeek 4Read: The Mughals ("Origins" through "The Last Three Great Emperors") at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM(1/24) The Mughal Empire in Comparative Perspective
Account of the Great Moghul at: http://www.fordham.edu/halsall/india/1655bernier.html
The Ottomans ("Origins" through "17th and 18th Centuries, topic: European Wars") at:
A visit to the wife of Suleiman the Magnificent at: http://www.fordham.edu/halsall/mod/1550sultanavisit.htmlRead: Worlds of History, 94-116, 140-146.(1/26) Mughal Society: the State and the People
Examine: Map of Mughal Empire at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHMAP.HTMRead: Travels of Sidi Ali Reis at: http://www.fordham.edu/halsall/source/16CSidi1.html, (pages 1-15), Study Questions.
Take: Quiz #1
(1/29) Hindus, Farsi and Jews under Mughal RuleThe Atlantic World, 1400-1800Read: Travels of Sidi Ali Reis at: http://www.fordham.edu/halsall/source/16CSidi1.html, (pages 16-22), Study Questions.(1/31) Marathas, Sikhs and the End of the Mughal EmpireRead: The Marathas at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**(2/2) The Iberian World, c. 1400.
The Sikhs at : http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**Read: "Muslim Spain," "The Reconquest,"
and "The Catholic Monarchs" at: http://www.docuweb.ca/SiSpain/english/history/**
(2/5) Reading European IntentionsWeek 6Read: Worlds of History, 17-36, 58-61.(2/7) The Making of New SpainRead: Worlds of History, 37-57.(2/9) New Spain and Brazil I
"The Discovery of America" and the "Rise and Fall of the Spanish Empire" at: http://www.docuweb.ca/SiSpain/english/history/**Read: Selection from: Bartolomé De Las Casas, The Destruction of the Indies.*
(2/12) New Spain and Brazil IIWeek 7Read: The Rest of De Las Casas, The Destruction of the Indies.*(2/14) New Spain and Brazil IIIRead: Laws of the Indies (Spanish) at: http://www.fordham.edu/halsall/mod/1542newlawsindies.html(2/16) The African Americas
Peruvian Inquisition at: http://www.fordham.edu/halsall/mod/17c-lea-limainquis.htmlRead: Anika Francis "The Economics of the Slave Trade" at: http://dolphin.upenn.edu/~vision/vis/Mar-95/5284.html**
Examine: Depiction of a Loaded Slave Ship at: http://www.hodc.com/benslave.htm**
Slave Trade Statistics: http://found.cs.nyu.edu/andruid/chainsWeb/slaveStats.html**
(2/19) Africans, Europeans and the Atlantic Slave Trade: Who Was Responsible and How Did It Work?The Reintegration of the World: Global Enterprise and ColonialismRead: Worlds of History, 61-77; Excerpt from Thomas Bluett, Some Memoirs of the Life of Job, the Son of Solomon at: http://vi.uh.edu/pages/mintz/2.htm**; An excerpt from Jean Barbot's account of the slave trade: http://vi.uh.edu/pages/mintz/1.htm**(2/21) The Transition to Global Capitalist Enterprises and Colonialism
Examine: Depiction of the African-run Slave Trade in Africa at: http://www.hodc.com/arabsjw.htm**Read: Worlds of History, 187-201, 206-219 and 223.(2/23) "Free" Trade in ChinaRead: Worlds of History, 224-244.
Turn In: Formal Writing #1
Take: Quiz #2
(2/26) "Free" Trade in ChinaWeek 9Read: Worlds of History, 244-263.(2/28) The World of Mid-Nineteenth-Century Amsterdam IRead: Max Havelaar, 19-42.(3/2) The World of Mid-Nineteenth-Century Amsterdam II
Please note, while you are not required to read the introductory
materials provided (pages 1-13), they give valuable background
that you will find useful in understanding the main text.Read: Max Havelaar, 43-61.
Rules for Colonialism Game
(3/5) Southeast Asia: Introducing Max Havelaar and the Cultivation System of the Dutch East India CompanyWeek 10Read: Max Havelaar, 62-94.(3/7) The Dutch and Colonialism in the Nineteenth Century
Anyone familiar with the Dutch language may find
the following online reference work useful for gaining a deeper
understanding of Max Havelaar: The Multatuli EncyclopedieRead: Max Havelaar, 95-149.(3/9) The Troubles of Max HavelaarRead: Max Havelaar, 150-179,
Max Havelaar, 179-222.
No Class This Week, Spring Break. Have a Great Break!!!Week 11
(3/19) Max Havelaar's Dismissal from the Dutch East India Company IRead: Max Havelaar, 223-254.
(3/21) Max Havelaar's Dismissal from the Dutch East India Company IIRead: Max Havelaar, 255-280.
Take: Quiz #3
(3/23) Reform in the Dutch East Indies and WesternizationTowards Independence, World Conflict and "Development"Read: Max Havelaar, 281-320.
Turn In: Draft of Speech for Colonialism Game & Rewrite of Formal Writing #1
(3/26) Colonialism GameWeek 13
(3/28) Colonialism Game
(3/30) Colonialism Game
(4/2) Reactions to Westernization in Asia IRead: Worlds of History, 303-332.
Turn In: Final Draft of Formal Writing #2
(4/4) Reactions to Westernization in Asia IIWeek 14Read: Worlds of History, 342-343.(4/6) Westernization in Africa and South Africa, c. 1750-1910Read: Mafeking Diary, 5-42.
(4/9) The Boer WarBreakdown and Repositioning: The Post-World War II Era, c. 1950-2000Read: Mafeking Diary, 43-93.(4/11) World War IRead: Worlds of History, 344-348, 359-362, 364-370 and 374-380.(4/13) The Collapse of the World Economy, Ultra-Nationalism and Their ConsequencesRead: Worlds of History, 381-400, 405-409 and 415-422.
Gypsies in the Holocaust at: http://www.fordham.edu/halsall/mod/gypsy-holo.html
Homosexuals in the Holocaust: http://www.fordham.edu/halsall/pwh/naziviews.html**
(4/16) Decolonization and the Cold WarWeek 16Read: Worlds of History, 334-342, 423-424 and 432-452.(4/18) Postwar ChinaRead: Daughter of the River, 1-154.(4/20) Changing Gender Roles, c. 1950-2000Read: Worlds of History, 464-490 and 496-502.
Take: Quiz #4
(4/23) China: Mao and BeyondFinal Examination WeekRead: Daughter of the River, 155-211.(4/25) GlobalizationRead: Worlds of History, 503-509 and 513-539.(4/27) Review and Wrap-Up
(5/1) Final ExaminationTurn In: Formal Writing #3
Please note, the syllabus is subject to change if I judge that this is necessary.
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