Instructor: Doug Catterall
Office: 634 South Shepler Tower
Office Hours: M 10 a.m.-12:00 p.m. & 1-2 p.m., T, 2-6 p.m., & Th 1-4 p.m. and by appointment
work telephone: 581-2949
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:
To see the CU General Education Skills this course emphasizes click on the hypetext in this sentence."Teaching is leading students into a situation from which they can only escape by thinking."--Anonymous
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 four reaction papers in this course, each of which will be based on an online source or one of the three major outside readings for the course. Each of these papers will be worth 10% of the total grade, for a total of 40%. 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) [Required]Primary Sources and Other Materials:
Bulliet et al., The Earth and Its Peoples: A Global History, Second Edition (Boston & New York, NY: Houghton-Mifflin, 2001) [Optional]
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) [Required]
Multatuli, Max Havelaar or the Coffee Auctions of the Dutch Trading Company (New York: Penguin Putnam, Inc., 1995) [Required]
Arundhati Roy, The Cost of Living (New York: The Modern Library, 1999) [Required]
Additional supplemental readings as needed (indicated with the the following phrase and marking: Supplemental Reading* or a specific title and the * symbol) [Required]
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. [Required]
On-line Reference Books and Helpful Resources: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 and more!: http://www.bartleby.com/
Encarta (n.b. this is the free version, so you only have access to some of what Encarta offers):
Please note, you may also access Encylopedia Britannica through the CU Library's Homepage but to do this off-campus you will need an authorization code from the CU Library staff.
CIA Factbook (country maps for geographic placement):
There is also a web-site that accompanies the optional textbook, and which anyone can use if you find it helpful. The web contains an extensive glossary, online sound-files demonstrating how to pronounce terms, and many many web sites with extra information on the topics covered in the course. The web site can be found by clicking on the hypertext following this sentence:
A tutorial on using web-based primary sources as well as some guides to those sources: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 Weeks 10 and 11, I will gauge your discussion grade by your performance on particular days indicated with a *** with a check, check+, check- system. During Weeks 10 and 11, 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.
c. Informal Writings: Occasionally I may assign short writing exercises to help focus our discussions. These are extra-credit opportunities that you can take advantage of to make up for other participation opportunities that you may have missed. They are offered solely at the instructor's discretion and are offered only to the class as a whole, thus not on an individual basis.
d. Online Discussion: Beginning in week two, and each week for the rest of the semester, 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.
Accessing 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: fl###### (first letter of first name, first letter of last name, student ID number).
password: fl#####(first letter of first name, first letter of last name, last 5 numbers of your Social Security Number).
Assuming that your name, student id# and SSN# are as follows:Your user ID would be: jc123456
John S. Compute, Student ID#: 123456, SSN#: 987-65-4321
Your password would be: jc54321
If you still have difficulty try the CU Blackboard for further instructions site by clicking on this hypertext sentence.Once you have logged in, simply look for the course identification number, which is Hist1123_1080/1085 (the dicussion board combines both sections of Modern World History) 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 phrase: 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: participation i n the dicussion board and class discussions 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 30 measurements or a potential to receive 300 points. If you have less than 30 measurements, then your participation grade will naturally suffer. It is in fact possible to earn 345 points, so I am holding you resonsible for 85% of the possible participation opportunities. In addition, you can earn extra credit participation points through the informal writings.
Examinations: There will be four quizzes, each worth 5% of the final grade for a total of 20% of the course mark in quizzes, and a final examination worth 20% of the total grade. The quizzes, which will entail analytical writing, will increase in complexity as the term progresses and will prepare you for the final examination, which will be an essay-based examination. 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: Introductory Text Interpretation Exercise
Reaction Paper 2: Lieutenant Nun
Reaction Paper 3:Max Havelaar
Reaction Paper 4:The Cost of Living
Grading Standards: General guidelines for my
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.
d. Grading Breakdown:
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 20%). 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.
Classroom Environment: Talking to your
classmates or others outside the context of classroom activities is rude
and will not be tolerated. Reading outside materials, listening
to music, taking telephone calls on your cell-phone, and similar non-class
related activities are equally unacceptable. I expect all students
to be respectful of one another's right to speak and express opinions. Disagreements
and different viewpoints are welcome, but debates should not involve insults.
Finally, food and drink are permitted in class as long as courtesy
is observed; e.g. if you haven't quite finished your cup of coffee, do
bring it along to class, but turning the classroom into a cafeteria is
Late Informal Writings: As they are extra credit, 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, discussion-board participation, and your performance on informal writings. As long as you manage to achieve a total of 30 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 Quizzes and Examinations: As noted above, there are a number of quizzes 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 four quizzes that you do take. Make-ups for the final examination are granted to the student at the instructor's discretion and only with a legitimate (e.g. a medical emergency) and documented reason.
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 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, know that you will not be exempt from following its guidelines.
In cases of plagiarism, the Department of History and Government at
CU follows the plagiarism policy in the current "Student Handbook," as described
in sections 4.07 and 4.08 of the CU Code of Student Conduct. Penalties
for plagiarism as defined by the Student Code of Conduct include:
1) The student may be required to perform additional academic work/project not required of other students in the course;
2) The student may be required to withdraw from the course with a grade of "W" or "F"; or
3) The student's grade in the course or on the examination or other academic work affected by the dishonesty may be reduced to any extent, including a reduction to failure.
Please heed this warning as I am quite serious
(1/13) Introduction and Overview of Course
(1/15) Zheng He and Chinese Exploration/Expansion, c. 1400-1450Read: Worlds of History, 1-16, 147-151
For review of the basic history of Zheng He (also called Cheng Ho), see: http://www.ucalgary.ca/applied_history/tutor/eurvoya/asia.html**
Examine: Statue of Zheng He at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/zhang-je.jpg**;
the picture of Hung-Wu at: http://www.chinapage.com/h221bt.gif**; and
the Ming Tribute System at: http://academic.brooklyn.cuny.edu/core9/phalsall/images/mingtrib.jpg**
(1/20) Chinese Society c. 1450-1650: Scholars, Merchants, Eunuchs and PeasantsRead : 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:
(1/22) 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
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
(1/27) The Mughal Empire in Comparative PerspectiveRead: 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:http://www.wsu.edu:8080/~dee/OTTOMAN/OTTOMAN1.HTM** and Worlds of History, 94-116, 140-146.
Examine: Map of Mughal Empire at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHMAP.HTM**
(1/29) 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 using the Print Preview function), Study Questions.
Turn In: Reaction Paper #1
(2/3) Hindus, Farsi, Jews, Marathas, Sikhs and the End of the Mughal EmpireRead: The Marathas at: http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**
The Sikhs at : http://www.wsu.edu:8080/~dee/MUGHAL/MUGHAL.HTM**
(2/5) The Iberian World and the Americas, c. 1400-1505Read: Worlds of History, 17-36 and the following web-site on the settlement of Hispaniola:http://www.discoverhaiti.com/history00_4_1.htm.
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/**
The Atlantic World, 1400-1800
For a review of the main themes on Spanish and Portuguese exploration and
colonization of the Americas and the European context see:
Take: Quiz #1
Yes the quiz has been moved to this date. See the announcements board for an explanation.
(2/10) The Making of New SpainRead: Worlds of History, 37-57;Selection from: Bartolomé De Las Casas, The Destruction of the Indies; and the Laws of the Indies (Spanish) at: http://www.fordham.edu/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/**
(2/12) New Spain in the 17th Century 1***Week 6Read: Lieutenant Nun, part 1, translators' foreward and pp. 1-40.
(2/17) New Spain in the 17th Century 2***Read: Lieutenant Nun, part 2, pp. 41-80.
(2/19) 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://docsouth.unc.edu/bluett/bluett.html**, Section 2, pp. 19-24.
(2/24) The Transition to Enlightenment and Global Capitalist EnterprisesRead: Worlds of History, 157-168, 173-176, 187-201, 206-219 and 223.
Turn In: Reaction Paper #2.(2/26) The Emergence of Colonialism and Amsterdam: A European City in the Colonial EraRead: 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 backgroundthat you will find useful in understanding the main text.
The Reintegration of the World: Global Enterprise and Colonialism
Examine: Rules for Colonialism Game
Take: Quiz #2.
(3/2) Southeast Asia: Introducing Max Havelaar and the Cultivation System of the Dutch East India Company***Read: Max Havelaar, 43-61 and Max Havelaar, 62-94.
If you are familiar with the Dutch (or German) language will be able
to use the following online reference site on Eduard Douwes Dekker
without the translation function. For those who require an English
translation, however, you have only to click the side-bar labeled
"English" and an English version of the site will appear. The site is
useful for gaining a deeper understanding of Max Havelaar:
(3/4) The Dutch and Colonialism in the Nineteenth Century***Week 9Read: Max Havelaar, 95-149.
(3/9) The Troubles of Max Havelaar***Read: Max Havelaar, 150-179 and Max Havelaar, 179-222.
(3/11) Max Havelaar's Dismissal from the Dutch East India Company***Read: Max Havelaar, 223-254 and Max Havelaar, 255-280 .
WeekTurn In: Draft of Speech for Colonialism Game (a.k.a. Reaction Paper #3) for Comments by March 23rd. Drafts will be accepted through March 22nd 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!!!
Read: Max Havelaar, 281-320.Week 10
(3/23) Colonialism Game
Towards Independence, World Conflict, and "Development"
(3/25) Colonialism Game
(3/30) Colonialism Game
(4/1) Reform in the Dutch East Indies, Colonialism in Asia and Africa, and WesternizationRead: Worlds of History, 264-270, 282-289, and 303-319.
The Early Twentieth Century
(4/6) World War I and the Non-Western World
Read: Worlds of History, 344-348, 359-362, 364-369, and 374-380.(4/8) The Collapse of the World Economy, Ultra-Nationalism, and Their Consequences***
Turn In: Final Draft of Reaction Paper #3
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
Breakdown and Repositioning: The Post-World War II Era from a Non-Western Perspective, c. 1950-2000
(4/13) Decolonization: A Comparative LookRead: 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**
(4/15) Civil Rights and Women's Rights in the Non-Western WorldWeek 14Read: Worlds of History, 464-490, 496-502, and The Cost of Living, 7-25Turn In: Informal Writing
(4/20) Local Politics and Development in the Non-Western World.***
Read: Cost of Living, 25-81.
(4/22) Indo-Pakistani Nuclear PoliticsWeek 15
Read: The Cost of Living, 93-126.
(4/27) The New Challenges of Globalization.Read: Worlds of History, 524-540
Take: Quiz #4
(4/29) Wrap-Up and Review
Section 1080, which meets TTh 9:30-10:45 a.m.: Thursday, May 6, 8-10 a.m.
Section 1085, which meets TTh 11:00 a.m.-12:15 p.m.: Wednesday, May 5, 8-10 a.m.)
Please note, the syllabus is subject to change if I judge that this is necessary.