World Civilizations II Honors
Course Syllabus/Calendar: Spring 2004
Wednesdays 10:00-12:50 MAN 209
Instructor: Sherri West (224-2410)
/ Text: (Not required) Bentley, Traditions and Encounters, 2nd edition (TE)
Online Learning Center:
Office Hours: (MAN 117b)
T/R – 9:00-10:00, 11:30-12:30
W – 9:00-10:00
Learning Assistant:
Karen Sieben (224-2533)
MAN 127 () / Reader: (Required) Snyder, West,Readings in Global History, Volume II (RGH)
Required Books:
Longitude, Sobel
Ourika, Duras
Inventing Japan, Buruma
Year of the Heroic Guerrilla, Daniels
Course Description:
This course will focus on the theme of REVOLUTION as it surveys historical developments from 1500 to the present. Sweeping changes brought about by new ways of thinking in Europe as a result of the Scientific Revolution and the Enlightenment created startling new political ideas that led to a series of 18th century political revolutions in Europe and the Americas. Economic upheaval stemming from the rise and spread of industrialism in Europe, the United States, and Japan, and an imperial age that led to a “world revolution of westernization” in Asia, Africa, and the Middle East, occurred in what some have called “the long 19th century.” Revolution didn’t take a rest in the “short” 20th century either, and the revolutionary nature of 20th century total war, the “democratization of desire” in the consumer revolution of the 1920’s, and the “revolution of values” that led to the tumultuous 1960’s will round out our study of global events.
Echoing the popular group Rage Against the Machine, whose song “Take the PowerBack” spoke to rebellion in the 1990’s, we will explore revolutions in science, politics, economics, technology, war, society and culture by raising the big question of POWER: What is the relationship between revolution and power? Can there be revolution without significant changes in power? How have peoples around the world ‘taken the powerback,’ what forces have worked against them in counterrevolution, and how successful have they been? How do past revolutions shape our lives today? Are we living in revolutionary times?
Class Rules and Regs
1.All cell phones and beepers must be turned off during class time. If you leave the class to catch a call, don’t bother to come back.
2.Students are not permitted to use text-messaging or email or walkmen during class.
3.Show up on time, don’t leave class during the discussions, be respectful of others’ views.
4.All e-mail must fully disclose the name of the student, course and section number.
5.Copying and pasting from the internet without reference or purchasing materials on line and misrepresenting them as your own work is considered plagiarism and is in violation of the Brookdale student conduct code. Students that submit copied work will receive no points for the assignment, will not be allowed to redo the assignment, and will not be permitted to do extra credit to make up the points. Second-time offenders will fail the course and will receive an academic dishonesty citation. If you quote something directly, be sure to cite the source used and put use quotations.
Note on College Closings:
If class is canceled for weather or other reasons, we will cover the missed topic at the next class, and any assignments scheduled for the missed topic will be due at that time. Check the instructor’s website for revised assignments. The instructor will make the necessary adjustments to the remaining calendar depending on the nature and timing of the cancellation.
Check local radio stations, including WBJB (90.5 FM), or my website:
Course Requirements:
The class will be organized in a seminar setting, with students expected to have done the weekly assigned readings, to understand the background of the topics discussed in class meetings, and to be responsible for participating on a consistent basis. Each week several students will be responsible for leading class discussion of some of the assigned readings. In addition, each student will make a presentation on their research topic toward the end of the semester. The success of each week is largely dependent on your commitment to a thoughtful reading of the assignments and your willingness to share your ideas in class. In addition, students will be evaluated on the following:
Two 4 page summary essays(50 pts each)100 pts. max.25%
One 8-10 page research paper130 pts. max.33%
30 points for outline/references completed on time
100 points for written final paper
Class participation120 pts. max.33%
Class Discussion and Attendance(100 pts.)
Presentation( 20 pts.)
Mini-assignments(10 pts. each) 50 pts. max.10%
Total400 pts.
Grading Policy:
By the end of the semester you must have earned the following:
A=350 pts. (88%)
B=310 pts. (78%)
C=270 pts. (68%)
D=230 pts. (60%)
F=below 230 (less than 60%)
Additional Information:
1.The HIST 106 Learning Program will be distributed to provide additional information concerning services offered by the History Department, Study Suggestions, Core Competencies, and Topic Outlines. The Topic Outlines for each objective should be consulted on a weekly basis and used as a reading guide.
2.The class sessions will be discussion-based for the most part. My plan is to spend approximately 15 minutes at the beginning of each class answering questions about the week’s reading or in providing background material. Likewise, approximately 15 minutes will be set aside toward the end of the class to introduce next week’s topic. There will also be a 15 minute break, approximately half-way through each class. The remainder of the class will be devoted to an in-depth examination and discussion of the week’s topic, via the assigned readings and discussion group comments. Time to discuss the research project will be set aside in several classes throughout the semester.
3.Students will be asked to take responsibility for leading discussion on specific topics/questions throughout the semester, and this will become part of the overall participation grade for the course.
4.Students are encouraged to contact the instructor with any questions or comments regarding any aspect of the course. Based on student interest, a class listserv may be created, with ongoing online discussion of weekly topics and/or other topics of interest to become a part of the participation grade for the course.
5.Though no specific extra-credit assignments are provided, the instructor may provide extra points for students that attend relevant lectures, museum exhibits, and other cultural events that relate to the course.
6.The Traditions and Encounters online learning center ( is recommended as a good place to get an overview and outline of each of the text chapters assigned. You may get enough background from reviewing this site so that you can skim the text pages, or just concentrate on those that you want to. In addition, for each of the assigned text chapters I have provided a short summary of the chapter from the instructor’s guide which will provide you with background for the class discussion topic.
7.The 5 mini-assignments will include reaction papers, debates, and the use of a database, the New York Times Proquest, which allows students to access news articles dating back to the 1860’s. Students will have several assignments over the course of the semester where they will summarize an article on the topic we’re discussing, react to a class reading, or prepare a position on a topic to be discussed. Each assignment will be worth a maximum of 10 points each.
8.For each set of topics, a study guide with recommended readings, questions to guide your reading and for class discussion will be given. If you should miss class, be sure to check my website under the link Course News for the questions.
Research Paper on 20th Century Revolutions and Revolutionaries
You will complete an 8-10 page research paperon a specific aspect of a revolutionary personality, event, or development in the 20th century. You will find specific suggestions for each topic on the Course Calendar. You will also make a 5-10 min. presentation to the class on yourresearch.
References: (minimum of 10 and they must include print as well as internet sources). You are required to include both primary and secondary sources, and, depending on your topic, you should look for the following:
-Primary sources – if you select a person, include a sample of their writings, speeches, or public statements, as well as what others have said about them. Look for memoirs, documentary writings and speeches, magazine and newspaper articles published at the time.
-Visual references –either a documentary or interpretative piece that highlights your topic, e.g., a commercial documentary film, architectural, paintings, archaeological, and other material factors may be considered, such as food, dress, and music. Internet sites may provide useful information.
-Interview – conducting an interview with a person who lived during the time of your topic, or who has knowledge of your topic. In some cases, you may be able to contact the individual and interview him/her directly. I can provide suggestions for interview questions.
-Secondary sources –encyclopedias may only be used for preliminary research and not as a serious source for your research. Consult historical journals available in the library or through interlibrary loan. At least one academic journal, such as the Journal of American History, or the Journal of World History, should be included in your research.
-Internet sources – check the internet for various types of sources, ranging from individual homepages, educational, official, commercial and/or organizational sites. Use MLA format in citing sources in all of your papers.
-NY Times Proquest and JStor databases – depending on your topic, these databases may be quite helpful. If you have chosen a topic that tracks a particular event, individual, viewpoint, or developments over a period of time, the NY Times articles would be extremely valuable primary resources. The JStor database contains academic articles from a variety of journals which you can download by emailing to your computer account, and which will provide academic rigor and anaylsis. These can be accessed remotely.
-Seek help from the Library Media Specialists, especially Jeanne Ostrowski, and consult the library’s online database by going to the Brookdale homepage. Interlibrary resources are easily available and can be ordered online.
-Follow the MLA guidelines for footnote and bibliographic citation for all of your work, which will be distributed in class. (If you are unfamiliar with these guidelines, see me.)
-The project will be evaluated on the following:
Organization of the supporting material and clear writing. You should include historical examples from primary and secondary sources, and be sure to cite all sources properly using MLA guidelines for citations and bibliography.
Content. You should explain all main points clearly and concisely, providing analysis, clear description, and documented sources.
Consistency with the themes of global revolution and power. Your topic should include some discussion of the power relationships involved in the revolutionary topic that you have chosen, as well as the global nature of the topic.
-Peer Review. At various times during the semester you will be sharing your research with the rest of the group, by briefly summarizing your research topic. Your presentation will be evaluated by your peers in a Peer Assessment that each student will complete for every student in the class. As your instructor, I will also prepare an evaluation on your oral participation.
-You may submit a rough draft of any of your papers for my comments. It is your responsibility to make the arrangements so that I’ll have enough time to help before the due date.
-You should meet with me individually at a mutually convenient time twice during the semester, once to discuss the topic, and once to discuss your progress. See Course Calendar for project due dates.
-Above all, don’t even think about plagiarizing--do not copy or paraphrase. Write in your own words. If you are uncertain as to what constitutes plagiarism, see me and note information in the handout on plagiarism. Downloading information from the web and passing it along as your own is also plagiarism and can easily be discovered. If you plagiarize you will not get any credit and will not be able to make up any assignment that contains plagiarized, undocumented material.
General References: These may help get you started on your research paper or may be helpful for additional background.
-Journal of World History
-History Today
-Journal of American History
-“People’s Century” Video Series--website-
(See Instructor for videos)
-Modern History Sourcebook-- resource for finding primary documents and other websites for research in all of the topics in this course.
-Women in World History --
-The History Guide --
-Scholars' Guide to WWW--
-Asia Source--
-Map Collection, Univ. of Texas--
-Images of American Political History--
-China News Digest (CND) maintains a Virtual Museum of the Cultural Revolution-
-Full list of China websites--
-World Cultures: An Internet Classroom and Anthology--
This "interactive reading environment" combines the reading and course materials of two World Cultures courses--good links to art and museums.
-Arts and Entertainment Network – Biography-See website for information for a biographical project.
- Ask Jeeves- – good website for finding academic and popular references for research project.
-Google - – good website for general information as well as academic sources.
-Time 100 – 100 – Good reference for some of the personalities in the research project.
-Killers/Heroes of the 20th Century -
Course Calendar
PART I: THE REVOLUTIONARY WORLD FROM 1500-1900
Jan. 21Introduction and Course Requirements
Mini-assignment1 - New York Times ProquestDemo and Assignment #1
Jan. 28Topic 1:The Clockwork Universe
TE –Ch. 23 (See Online Learning Center)
RGH - #3, 4
Year of the Heroic Guerrilla, pp. 3-15(What’s a revolution?)
Longitude, pp. 1-87
Film: Galileo: The Challenge of Reason
Paper suggestions: breakthroughs in nuclear energy, medicine, genetically engineered foods or people, the radio, internet, television, computer as a revolutionary technology, an aspect of the environmental movement like the politics/science of nuclear winter or global climate change, the tension between science and religion over a particular idea or technology, a leading scientist or technologist like Einstein, Ford, Pavlov, Curie.
Feb. 4Topic 2:New Ideas in an Emerging Europe TE – Ch. 24 (See Online LearningCenter)
RGH - #5, 6
Longitude, pp. 88-175
Alan Wolfe, “The Final Freedom”
Paper suggestions: a public intellectual like Francis Fukuyama or Lester Thurow, some new idea like “the final freedom,” or euthanasia, tracking an 18th c. idea like democracy and examining its impact in a particular society today, or examining the impact of a piece of writing like Tom Paine’s Common Sense—something like Rachel Carson’s Silent Spring comes to mind, or even how Karl Marx’s Communist Manifesto played a role in 20th century revolutions.
Feb. 11Topic 3:“Shots Heard Round the World” – Political Revolutions in America and France
TE – Ch.30 (See Online Learning Center)
RGH - # 7, 12
Ourika, entire book including introduction.
Paper suggestions: an aspect of any political revolutionary movement of the 20th century like the independence movements of the 1960’s in Asia and Africa, or new developments in politics like exporting democracy to Iraq or Afghanistan, or comparing the U.S. Constitution/Declaration of Independence with the new Afghan one, or another country’s.
Feb. 18Topic 4:Revolution in Haiti
TE – Ch. 30 (See Online LearningCenter)
RGH #8, 9, 10
David Geggus, “The Haitian Revolution”
Thomas Bender, “Founding Fathers Dreamed of Uprisings, except in Haiti”
(Haitian History)
Mini-assignment 2: (Toussaint’s autobiography)
Paper suggestions: Aristide in Haiti today, the Mau Mau in Kenya, mujahadin in Afghanistan, Zapatistas in Mexico, other racial identity and revolutionary movements/leaders, a revolutionary social movement like negritude.
Research Topic– Submit first ideas and references; schedule first conference with instructor
Feb. 25Topic 5:“We are all women workers:” Industrialism in Europe
TE – Ch. 31 (See Online LearningCenter)
RGH - #11, 16, 18, 19, 21
Paper suggestions: contemporary “sweatshops” in Asia, Africa and Latin America, pros/cons of globalization, the impact of a specific technology like the internet or computers on an industry, immigration and industry, child labor in the world today, issues relating to women workers, displaced workers, the role of resources in the modern world like oil, an event like the Arab Oil Embargo.
Mar. 3Topic 6:Meiji Civilization and Enlightenment in Japan
TE – pp.742-749, 865, 924-929, 953-954
RGH - #45-51
Inventing Japan, pp. 2-62
Film: The Meiji Revolution
Paper suggestions: an aspect of westernization like baseball, fashion, film or McDonald’s, or the popularity of sushi, anime, Toyotas in the West, Japan as a role model, racial/nationalistic views of others, the tension between modernization and westernization in countries that are developing today, the Tokyo Olympics (or a “breakthrough Olympics” in other countries.
Mar. 10First Summary Essay Due
Roundtable Discussion on essays and research papers.
Mar. 15-Mar. 19Spring Break
PART II: THE REVOLUTIONARY TWENTIETH CENTURY
Mar. 24Topic 7:World Revolution of Westernization – Africa and India
TE – Ch.26, 34(See Online Learning Center)
RGH - #14, 15, 22, 23, 24, 25, 26, 28, 31, 52, 54, 55, 56, 59
Paper suggestions: a contemporary event in Africa like the AIDS pandemic, Kashmir conflict, untouchability in India today, laborers like women textile workers, outsourced labor in India, Bollywood, the legacy of apartheid, ethnic tension, tracking a particular example of imperialism to the present, looking at the role of nationalism in a developing country.
Research Project Outline and References Due
Mar. 31Topic 8:“Pipe Dream:” Opium and China
TE – pp.724-742, 917-924
RGH - #32-44
Mini-assignment 3 Debate: England/China on the Opium Trade
Film: The Opium War
Paper suggestions: current drug wars/issues like crop eradication in Bolivia/Colombia, global cigarette industry, an aspect of China today, an event like Mao’s Long March, the sparrow eradication campaign in the 1950’s, the Red Guards, a technology that is playing an important role in China today, whether China and the West will be friend or foe, how communism succeeded in China in 1949.