Section 2590: TTh 9:30-10:45 a.m.
Section 2595: MW 9:30-10:45 a.m.
Instructor: Doug Catterall
Office: West Hall, 217 N
Office Hours: M, W 11 a.m.-12 p.m. & 1-2 p.m.;
T 11 a.m.-12 p.m., 1-4 p.m., and Th 4-6 p.m.
and by appointment
work telephone: 581-2949
home telephone: 536-7950
Goals and Approach:
This course will give you broad background in world historical events that unfolded from the 15th century 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 see the events, people, and processes we examine as part of a history that was lived. With such a large
task and only one semester to work with, we will focus on the following themes.
these three categories we will trace how humanity went from living in a world
in which multiple power blocs dominated different regions to one in which chiefly
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).
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. Perhaps more than any other sort of course
that you will take, I view a survey course like this as a place for experimentation
with ideas and my role as the person who makes experimentation possible.
The following quote expresses this nicely:
"Teaching is leading students into a situation from which they can only escape by thinking."
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, reaction papers, 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:
Urvashi Butalia, The Other Side of Silence: Voices from the Partition of India (Durham, NC: Duke University Press, 2000)
Catalina De Erauso, The Lieutenant Nun: Memoir of a Basque Transvestite in the New World, translated by Gabriel Stepto and Michele Stepto with notes by Marjorie Garber (Boston: Beacon Press, 1997)
Multatuli, Max Havelaar or the Coffee Auctions of the Dutch Trading Company (New York: Penguin Putnam, Inc., 1995)
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.
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.
On-line Reference Books:You may find that you have questions that the readings, lectures, and class activities do not answer. 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:
Columbia Encyclopedia: http://www.bartleby.com/65/**
CIA Factbook (country maps forgeographic placement):
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 11 and 12, I will gauge your discussion grade by your performance on particular days indicated with a *** with a check, check+, check- system. During Weeks 11 and 12, as the syllabus makes clear, you will be expected to speak as part of the Colonialism Role-Playing Game I have designed for that period. In that time 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 the game may be found below by clicking on the specific guidelines for Reaction Paper #2 or by looking for the words Rules for the Colonialism Game in hypertext in week 7 under the schedule of readings and assignments.
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 discussions etc. will be worth 20% of the final grade. I will count each set of e-mailed questions and each informal writing as one participation measurement for which you can receive up to 10 points. Each day you show up in class is worth 7 points. In addition, there will be ten days on which I will pay attention to your contributions to class discussion (indicated in the schedule below with a ***) , on which days you can earn up to an additional 8.5 points. To have a fair shot at an A in participation you must have a minimum of 34 measurements or a potential to receive 340 points. If you have less than 34 measurements, then your participation grade will naturally suffer. It is in fact possible to earn 400 points, so I am holding you resonsible for 85% of the possible participation opportunities.
Reaction Papers: You will have to write three reaction papers in this course, each of which will be based on one of the three major outside readings for the course. Each of these papers will be worth 15% of the total grade, for a total of 45%. All papers must be double-spaced, typed, and in either Times New Roman or Courier font with a 12-pt. pitch (type-size). In addition, all papers must be footnoted using the style appropriate to historical work, which means that the MLA parenthetical style will not be acceptable. If you want a general tutorial on footnoting using a computer see: general guidelines. Detailed instructions for the different papers may be found by clicking on the title of each of the works that will be used for the different papers:
Reaction Paper 1: Lieutenant Nun
Reaction Paper 2:Max Havelaar
Reaction Paper 3:The Other Side of Silence
Examinations: 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 8, 2002 from 8:00 a.m. to 10:00 a.m. for section 2590 and from 8:00 a.m. to 10 a.m. on May 7 for section 2595. I will drop the lowest score of your three quizzes, so only three of the quizzes actually "count" in the final balance. Grading Standards: 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.
Guidelines for Academic Work:
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 34 measurements, it will not matter to me how you do so.
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
(1/14 or 1/15) Introduction and Overview of Course
(1/16 or 1/17) Zheng He and Chinese Exploration/Expansion, c. 1400-1450
Read: Worlds of History, 1-16, 147-151
For review of the basic history of Zheng He (also called Cheng Ho), see:
Examine: Statue of Zheng He at:
and the picture of Hung-Wu at:
(1/21 or 1/22) Chinese Society c. 1450-1650: Scholars, Merchants, Eunuchs and Peasants
Read : Worlds of History, 78-93 and the Chinese Eductional System at:http://www.fordham.edu/halsall/eastasia/1575duhalde1.html
For review of the basics on the Ming Dynasty see the following:
Examine: The Ming Tribute System at:http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingtrib.jpg**
(1/23 or 1/24) The End of the Ming Dynasty ***
Read: Matteo Ricci's account of China at: http://academic.brooklyn.cuny.edu/core9/phalsall/texts/ric-jour.html** and
a Memorial to the Wanli Emperor Concerning Christians in China at: http://www.fordham.edu/halsall/mod/1617hsukuang.html
Dr. Catterall's Interpretation of the previous document
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**
The Gunpowder Empires, c. 1400-1750
(1/28 or 1/29) The Mughal Empire in Comparative Perspective
Read: The Mughals ("Origins" through "The Last Three Great Emperors")at:http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**;
The Ottomans ("Origins" through "17th and 18th Centuries, topic: European Wars") at:
Worlds of History, 94-116, 140-146;
and Account of the Great Moghul at: http://www.fordham.edu/halsall/india/1655bernier.html
Examine: Map of Mughal Empire at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHMAP.HTM**
(1/30 or 1/31) Mughal Society: the State and the People***
Read: Travels of Sidi Ali Reis at: http://www.fordham.edu/halsall/source/16CSidi1.html, (pages ~1-22 on your browser), Study Questions.
(2/4 or 2/5) Hindus, Farsi, Jews, Marathas, Sikhs and the End of the Mughal Empire
Read: The Marathas at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**
The Sikhs at : http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**
Take: Quiz #1
(2/6 or 2/7) The Iberian World Meets the Americas, c. 1400-1505
Read: Worlds of History, 17-36 as well as
"Muslim Spain," "The Reconquest,"
and "The Catholic Monarchs" at: http://www.docuweb.ca/SiSpain/english/history/**
For review of the main themes on Spanish exploration and colonization of the Americas:
The Atlantic World, 1400-1800
(2/11 or 2/12) The Making of New Spain
Read: Worlds of History, 37-57; Selection from: Bartolomé De Las Casas, The Destruction of the Indies; Laws of the Indies (Spanish) at: http://www.fordham.edu/halsall/mod/1542newlawsindies.html; as well as "The Discovery of America" and the "Rise and Fall of the Spanish Empire" at: http://www.docuweb.ca/SiSpain/english/history/**
(2/13 or 2/14) New Spain in the 17th Century 1***
Read: Lieutenant Nun, part 1, translators' foreward and pp. 1-40.
(2/18 or 2/19) New Spain in the 17th Century 2***
Read: Lieutenant Nun, part 2, pp. 41-80.
(2/20 or 2/21) Africans, Europeans and the Atlantic Slave Trade: Who Was Responsible and How Did It Work?***
Read: 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**; and Anika Francis "The Economics of the Slave Trade" at: http://dolphin.upenn.edu/~vision/vis/Mar-95/5284.html**
Examine: Depiction of the African-run Slave Trade in Africa at: http://www.hodc.com/arabsjw.htm**;
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**
(2/25 or 2/26) The Transition to Global Capitalist Enterprises and Colonialism
Read: Worlds of History, 187-201, 206-219 and 223, 233-263.
Turn In: Reaction Paper #1.
(2/27 or 2/28) Amsterdam: A European City in the Colonial Era
Read: Max Havelaar, 19-42 and Max Havelaar, 43-61
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.
Examine: Rules for Colonialism Game
Take: Quiz #2.
The Reintegration of the World: Global Enterprise and Colonialism
(3/4 or 3/5) Southeast Asia: Introducing Max Havelaar and the Cultivation System of the Dutch East India Company***
Read: Max Havelaar, 62-94.
Anyone familiar with the Dutch (or German) language may find
the following online reference work useful for gaining a deeper
understanding of Max Havelaar: The Multatuli Encyclopedie
(3/6 or 3/7) The Dutch and Colonialism in the Nineteenth Century***
Read: Max Havelaar, 95-149.
(3/11 or 3/12) The Troubles of Max Havelaar***
Read: Max Havelaar, 150-179 and
Max Havelaar, 179-222.
(3/13 or 3/14) Max Havelaar's Dismissal from the Dutch East India Company***
Read: Max Havelaar, 223-254 and Max Havelaar, 255-280.
Turn In: Draft of Speech for Colonialism Game
No Class This Week, Spring Break. Have a Great Break!!!
Read: Max Havelaar, 281-320.
(3/25 or 3/26) Colonialism Game
(3/27 or 3/28) Colonialism Game
Towards Independence, World Conflict, and "Development"
(4/1 or 4/2) Colonialism Game
(4/3 or 4/4) Revision Day for Colonialism Game Speech, no class
(4/8 or 4/9) Reform in the Dutch East Indies, Colonialism in Asia and Africa, and Westernization
Read: Worlds of History, 264-270, 282-287, 303-332, 342-343.
Turn In: Final Draft of Reaction Paper #2
Take: Quiz #3
Breakdown and Repositioning: The Post-World War II Era from a South Asian Perspective, c. 1950-2000
(4/10 or 4/11) Decolonization: A Comparative Look
Read: The Other Side of Silence, 55-83 and
Worlds of History: 334-342 and 441-456
Examine (if you wish): Maps of Colonial India, including city maps, provincial maps, and
maps of infrastructure such as railways at: http://homepages.rootsweb.com/~poyntz/India/maps.html**
(4/15 or 4/16) Civil and Women's Rights in the Non-Western World***
Read:Group 1, The Other Side of Silence, 87-136; rest of class, Worlds of History, 464-490 and 496-502.
Group 2, The Other Side of Silence, 197-226, 235-271; rest of the class, Worlds of History 432-441.
(4/17 or 4/18) Writing Day
(4/22 or 4/23) Men in Pakistan and India: Confronting the Problems of Honor and "Tradition"***
Read: The Other Side of Silence, 139-194.
The Twentieth Century from a Western Perspective
(4/24 or 4/25) World War I,
Read: Worlds of History, 344-348, 359-362, 364-370 and 374-380.
Turn In: Final Examination Paper
(4/29 or 4/30) The Collapse of the World Economy, Ultra-Nationalism, and Their Consequences***
Read: 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**
Take: Quiz #4
Turn In: Reaction Paper #3
(5/1 or 5/2) Wrap-Up
Final Examination Week
Please note, the syllabus is subject to change if I judge that this is necessary.
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