Instructor: Doug Catterall
Office: 202D Burch Hall
Office Hours: M, W 3:30-5:30
p.m., T, 3-6 p.m., W 11a.m.-12p.m.,Th. 2-4 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.
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. 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."--Anonymous
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.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:Reader: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.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: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)
Arundhati Roy, The Cost of Living (New York: The Modern Library, 1999)
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: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/**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 not 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 during the role-playing game. 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.
CIA Factbook (country maps forgeographic placement):
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. Online Discussion: Beginning in week two, and each week for the rest of the semester (spring break excepted) you will have the opportunity to participate in online discussion. You will earn 10 points of participation credit for each week in which you make at least three contributions to the discussion board spread across two discussion threads. You can earn up to 80 participation points for the semester in this way. I will start things off with two discussion threads in week two. In order to count, contributions need to be posted within a calendar week, i.e. by Saturday. Remember, you need to participate in multiple threads to gain credit. Also, don't repeat anything that's already been said and plan your comments carefully and be thorough. Finally, use proper etiquette. Don't write anything you wouldn't state aloud in class.How to access the discussion board:
To access the discussion board for the class you need to login to Blackboard. The address for this at CU is: http://blackboard.cameron.edu . Once you reach the CU Blackboard page you need to login using the following rubric:
username: fmlast (first initial, middle initial, 1st 6 letters of last name).
password: fm####(first initial, middle initial, last 4 numbers of STUDENT ID number).
Once you have logged in, simply look for the course identification number, which is Hist1123_2615 or Hist1123_2620 (depending on the section in which you have registered) under MY COURSES and click on the hypertext there. Once you’re into the course itself, click the Communication button and then the Discussion Board button, which will take you to the following hypertext for both sections: Modern World Coffee Klatsch. Click on that hypertext and you will be in the discussion board. Then you can either choose to reply to an ongoing thread or reply to an existing one, using the Add New Thread or Reply options.
e. Credit for Participation: Informal writing(s), class discussions etc. will be worth 20% of the final grade. I will count each week (up to 8 weeks' worth) in which you participate effectively in online discussion (outlined above) 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.
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 7, 2003 from 8:00 a.m. to 10:00 a.m. for section 2615 and from 8:00 a.m. to 10 a.m. on May 6, 2003 for section 2620. I will drop the lowest score of your three quizzes, so only three of the quizzes actually "count" in the final balance.Reaction Paper 1: Lieutenant Nun
Reaction Paper 2:Max Havelaar
Reaction Paper 3:The Cost of Living
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.
How I Calculate Your Final Mark: Each of the components above will earn a letter grade. These letter grades all correspond to a set numerical value out of 100. To arrive at your final mark, I multiply the numerical value assigned to the letter grade you earned for a given course component by its percentage weighting in the final mark, (e.g. 4 quizzes for 15%). After converting each of the course components in this manner, I add them together and this sum yields a figure out of 100. An A requires a 90 or above, a B an 80 or above, a C a 70 or above, a D a 60 or above. Anything below 60 is a failing mark. Should you have further questions about how your marks are computed or if you want to know where you stand, feel free to come and see me at any time.
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. Please note that no e-mailed papers will be accepted.
You must get me a physical copy of the paper and it is your responsibility
to do so.
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 2002-2003 "Student Handbook," as described in the CU Code of Student Conduct on on pp. 124-141. Please heed this warning as I am quite serious about it.
who require special accommodations or have special needs should notify
me as soon as possible so that appropriate arrangments can be made.
(1/14) Introduction and Overview of CourseWeek 2
(1/16) Zheng He and Chinese Exploration/Expansion, c. 1400-1450
Lecture Outline and TermsRead: 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) Chinese Society c. 1450-1650: Scholars, Merchants, Eunuchs and PeasantsThe Gunpowder Empires, c. 1400-1750
Lecture Outline and TermsRead : Worlds of History, 78-93 and the Chinese Eductional System at:http://22.214.171.124/halsall/eastasia/1575duhalde1.html(1/23) The End of the Ming Dynasty ***
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**
Lecture Outline and TermsRead: 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://126.96.36.199/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**
Pronunciation Guide for Chinese Terms, #1**
Pronunciation Guide for Chinese Terms, #2
Lecture Outline and Terms
(1/28) The Mughal Empire in Comparative PerspectiveWeek 4Read: The Mughals ("Origins" through "The Last Three Great Emperors")at:http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**;(1/30) Mughal Society: the State and the People***
The Ottomans ("Origins" through "17th and 18th Centuries, topic: European Wars") at:
and Worlds of History, 94-116, 140-146.
Examine: Map of Mughal Empire at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHMAP.HTM**
Lecture Outline and TermsRead: Travels of Sidi Ali Reis at: http://188.8.131.52//halsall/source/16CSidi1.html,
(~pages 1-22 on your browser using the Print Preview function), Study Questions.
(2/4) Hindus, Farsi, Jews, Marathas, Sikhs and the End of the Mughal EmpireThe Atlantic World, 1400-1800
Lecture Outline and TermsRead: 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) The Iberian World and the Americas, c. 1400-1505
Lecture Outline and TermsRead: Worlds of History, 17-36
For a timeline of key dates see: the entries "Muslim Spain," "The Reconquest,"
and "The Catholic Monarchs" at: http://www.docuweb.ca/SiSpain/english/history/**
For a review of the main themes on Spanish and Portuguese exploration and
colonization of the Americas and the European context see:
(2/11) The Making of New SpainWeek 6
Lecture Outline and TermsRead: Worlds of History, 37-57;Selection from: Bartolomé De Las Casas,(2/13) New Spain in the 17th Century 1***
The Destruction of the Indies; and the Laws of the Indies (Spanish) at: http://184.108.40.206/halsall/mod/1542newlawsindies.html.
For a timeline of key dates see the entries "The Discovery of America" and the
"Rise and Fall of the Spanish Empire" at: http://www.docuweb.ca/SiSpain/english/history/**
Lecture Outline and TermsRead: Lieutenant Nun, part 1, translators' foreward and pp. 1-40.
(2/18) New Spain in the 17th Century 2***Week 7
Lecture Outline and TermsRead: Lieutenant Nun, part 2, pp. 41-80.
(2/20) Africans, Europeans and the Atlantic Slave Trade: Who Was Responsible and How Did It Work?***
Lecture Outline and TermsRead: 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**; and An excerpt from Jean Barbot's account of the slave trade: http://vi.uh.edu/pages/mintz/1.htm**
(2/25) The Transition to Enlightenment and Global Capitalist EnterprisesThe Reintegration of the World: Global Enterprise and Colonialism
Lecture Outline and TermsRead: Worlds of History, 157-168, 173-176, 187-201, 206-219 and 223.(2/27) The Emergence of Colonialism and Amsterdam: A European City in the Colonial Era
Turn In: Reaction Paper #1.
Lecture Outline and TermsRead: Worlds of History, 238-256, 260-263 and Max Havelaar, 19-42.
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.
(3/4) Southeast Asia: Introducing Max Havelaar and the Cultivation System of the Dutch East India Company***Week 9Read: Max Havelaar, 43-61 and Max Havelaar, 62-94.(3/6) The Dutch and Colonialism in the Nineteenth Century***
Anyone familiar with the Dutch (or German) language may find
the following online reference site on Eduard Douwes Dekker
useful for gaining a deeper understanding of Max Havelaar:
Lecture Outline and TermsRead: Max Havelaar, 95-149.
(3/11) The Troubles of Max Havelaar***Week 10
Lecture Outline and TermsRead: Max Havelaar, 150-179 and(3/13) Max Havelaar's Dismissal from the Dutch East India Company***
Max Havelaar, 179-222.
Lecture Outline and TermsRead: Max Havelaar, 223-254 and Max Havelaar, 255-280.
Turn In: Draft of Speech for Colonialism Game for Comments by March 25th. Drafts will be accepted through March 24th at 12:00 p.m. (noon), but comments will not be ready for at least a week after that date.
No Class This Week, Spring Break. Have a Great Break!!!Week 11
Read: Max Havelaar, 281-320.
(3/25) Colonialism GameTowards Independence, World Conflict, and "Development"Turn In: Revision of Reaction Paper #1
(3/27) Revision Day for Colonialism Game Speech, no class
(4/1) Colonialism GameWeek 13
(4/3) Colonialism Game
(4/8) Reform in the Dutch East Indies, Colonialism in Asia and Africa, and WesternizationThe Early Twentieth CenturyRead: Worlds of History, 264-270, 282-289, and 303-319.
Turn In: Final Draft of Reaction Paper #2
(4/10) World War I and the Non-Western WorldWeek 14
Lecture Outline and TermsRead: Worlds of History, 344-348, 359-362, 364-369, and 374-380.
(4/15) The Collapse of the World Economy, Ultra-Nationalism, and Their Consequences***Breakdown and Repositioning: The Post-World War II Era from a Non-Western Perspective, c. 1950-2000
Lecture Outline and TermsRead: 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 #3
Turn In: Informal Writing #2
(4/17) Decolonization: A Comparative LookWeek 15
Lecture Outline and TermsRead: Worlds of History: 320-343 and 432-452.
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**
(4/22) Civil Rights and Women's Rights in the Non-Western World***
Lecture Outline and TermsRead: Worlds of History, 464-490, 496-502, and The Cost of Living, 7-25
Turn In: Informal Writing #3
(4/24) Local Politics and Development in the Non-Western World.Week 16
Lecture Outline and TermsRead: Cost of Living, 25-81.
(4/29) India, Pakistan, and Nuclear Politics.Final Examination WeekRead: Worlds of History, 524-540 and The Cost of Living, 93-126.(5/1) Wrap-Up
Take: Quiz #4
Turn In: Reaction Paper #3
(Section 2615: May 7, Section 2620: May 6) Final Examination
Please note, the syllabus is subject to change if I judge that this is necessary.
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