World Civilizations 2

World Civilizations 2

HIS 102Summer 2007

Times:M-F 9:35 to 11:00

Location: LAB 101

Kevin Dougherty

The University of Southern Mississippi

Phone: 601-266-4455 (please do not leave a voice message)

Email:

Website

Office: Rm 404LiberalArtsBuilding (College of Arts and Letters)

OBJECTIVE: This course is designed to examine some of the most important events and trends in the second half of World History and will be thematic in nature. As travel, communications, technology, trade, and populations expand, societies and civilizations exchange a variety of entities. The overall phenomenon is called “globalization” which some perceive as positive, others negative. Those who favor globalization point to greater mobility, opportunity, and exchange. Those against globalization fear exploitation and the increased irrelevance of their own societal, national, and cultural identity. Many who fear globalization base their fear on the rise of the West and its world dominance. In a controversial paper called “The Clash of Civilizations?” Samuel Huntington hypothesizes that “The great divisions among humankind and the dominating source of conflict will be cultural… The fault lines between civilizations will be the battle lines of the future.” Huntington predicts the result will be “The West versus the Rest.” (See Samuel Huntington, “Clash of Civilizations?” Foreign Affairs, Summer 1993) The course will analyze this broad topic of globalization using four basic blocks that address specific themes. These themes are economics, trade, and technology; government; war and empire through World War II; and war and empire after World War II.

TEXTS: Upshur, Terry, Holoka, Goff, and Cassar, World History, Compact Fourth Edition

History Dept, University of Southern Mississippi, Envisioning World Civilizations

GRADING:

90 to 100A

80 to 89B

70 to 79C

60 to 69D

Below 60F

Mid-term Exam150 points

Map Quizzes (2 at 20 points each)40 points

Objective Quizzes (16 at 10 points each)160 points

Subjective Quiz100 points

Writing Assignment First Paragraph50 points

Writing Assignment300 points

Final Exam200 points

The mid-term exam will be a combination of Identify and State the Significance (ID & SIG) Terms, Short Answers, and Essay. The map quizzes will require the student to identify the location of selected places and ID & SIGs on a blank world map. The objective quizzes will focus on ID & SIGs. The subjective quiz will include ID & SIGs and Short Answers. The writing assignment first paragraph is due at the beginning of Lsn 9 and the completed paper is due at the beginning of Lsn 19. Except in cases of truly extraordinary circumstances in which a substantial amount of preparation time was unavoidably lost to reasons beyond the student’s control, papers will not be accepted late. If the student cannot make it to class for an excused reason the period the paper is due, he will email it to the instructor’s account to ensure it arrives prior to the beginning of class. The paper will be 700 to 1000 words--- typed, doublespaced, and stapled--- defending a thesis built around one of the following topics:

In your text Upshur says that “Nationalism may be defined as an emotional loyalty of a people to a given state” (643). Expand on this definition and use at least three examples from the following articles in Envisioning World Civilizations and the ideas they represent about nationalism to prove your point: Declaration of Independence (383), National Songs (419), Rudyard Kipling (457), Charter of the United Nations (525), Jawaharlal Nehru (541), Ethnic Cleansing (575), and Declaration of Israel’s Independence (579).

In your text Upshur says that “stunning advances in transportation and communications technology have tied the world together as never before” (948). Explain this statement and use at least three examples from the following articles in Envisioning World Civilizations and the ideas they represent about the increasing connectivity of the world to prove your point: Christopher Columbus (295), Francis Xavier (321), Paulo Guilherme Martins (553), President Kennedy (555), and European Union (567).

In your text Upshur says “Broadly defined, total war required a belligerent nation to mobilize all its resources, both human and material, for the purpose of waging war” (718). Expand on this definition and use at least three examples from the following articles in Envisioning World Civilizations and the ideas they represent about total war to prove your point: Edmund Burke (403), A Mississippi Resolution (425), The Nanking Massacre (517), Visiting Hiroshima (523), and Osama bin Laden (587).

Papers will be graded based on the rubric at the end of the syllabus. At least five sources are required, of which no more than two can be from the internet. Students may use the text books and class slides if properly cited, but they will not count as one of the five required sources. Use the MLA format. Students are encouraged to seek help from the History Writing Lab.

The final exam will be comprehensive and will be a combination of ID & SIGs, Short Answer, and Essay

SCHEDULE:

Introduction.

Lsn 1: During this lesson we will go over the syllabus and the course requirements, identify the learning objectives, and outline the semester.

Lsn 2: (Upshur, pages 948-950 and “Clash of Civilizations?”)

Part 1: What is globalization? ID & SIG: globalization

Part 2: Debate: Is globalization good or bad?

Block 1

Trade, Technology, and Economics. During this block we will gain an understanding of how trade, technology, and economics have advanced globalization. As people began to explore the world, often motivated by the desire to trade, various societies began to interact and exchange. Improvements in technology allowed societies to efficiently transform the raw materials they gained by trade into finished products. This new technology also radically altered ways of life, in many cases threatening traditional standards. Some people embraced these changes and others viewed them as threats. Various approaches to economic development reflected these diverging views. Today, we have a truly global economy which again creates opportunity as well as tension among the world’s traditional ways of life.

Lsn 3: (Upshur, 489-505, 514-523)

European ExplorationID & SIG: Columbian Exchange, conquistadors, de Gama, global trade, joint-stock companies, motives for European explorations, Seven Years’ War, smallpox, trading posts, volta do mar

Lsn 4: (Upshur, 593-603)

Science and Enlightenment ID & SIG: Copernicus, Enlightenment, Galileo, Kepler, Locke, Montesquieu,Newton,philosophes, scientific revolution, Smith, Voltaire

Lsn 5:(Upshur, 490-496)

Atlantic Slave Trade ID & SIG: African diaspora, Emancipation Proclamation, Equiano, impact of slave trade in Africa, middle passage, Saint Dominique revolt, slavery in North America, triangular trade, Wesley, Wilberforce

Lsn 6:(Upshur, 601-602, 633-636, 689-693)

Part 1: Capitalism

Part 2: Industrialization

ID & SIG:assembly lines, capitalism, factories, guild system, impact of industrialization on society, interchangeable parts, mass production, mechanization of the cotton industry, monopolies, putting-out system, Watt

Lsn 7: (Upshur, 694-702, 775-777)

Part 1:Socialism

Part 2: Global Depression ID & SIG: Black Thursday, causes of the Great Depression, communism, Crash of 1929, Engels, Keynes, Marx, New Deal, proletariat, Smoot-Hawley Tariff, socialism, trade unions, utopians

Lsn 8: (Upshur, 977-988)

Part 1:Economic Globalization and Travel

Part 2: Media

ID & SIG: CNN effect, EU, free trade, global corporations, “McDonaldization,” NAFTA, OPEC, WTO

Lsn 9: Writing Workshop. Turn in typed introductory paragraph. Also turn in three blank blue books (do not put your name on them).

Block 2

Government. During this block, we will examine how people have organized themselves into governments and what motivated them to select the governments they did. We will see that often times these decisions have a basis in global events, such as the influence of the Enlightenment on the American Revolution, the influence of the American Revolution on the French Revolution, and the influence of capitalism and the Great Depression on the Russian Revolution, fascism, and National Socialism. Finally we will explore how globalization affects our traditional concept of nation-state government by the rise of international and nongovernmental organizations.

Lsn 10: (Upshur, 621-627, 646-664)

Democracy: American and French Revolutions ID & SIG: American Revolution, ancien regime, Bastille, Bill of Rights, Civil Code, Concordat, Convention, Declaration of Independence, Declaration of the Rights of Man and the Citizen, Directory, Estates General, French Revolution, guillotine, levee en masse, Napoleon, National Assembly, no taxation without representation, Robespierre, Rousseau, Waterloo

Hand out mid-term exam study guide.

Lsn 11: (Upshur, 814-824, 854-859)

Part 1: Russian Revolution and Communism

Part 2: Fascism and National Socialism

ID & SIG: anti-Semitism, Bolsheviks, communism, fascism, Five-Year Plan, Great Purge, Hitler, Lenin, Mussolini, National Socialist Party (Nazis), Russian Revolution, Stalin

Lsn 12: Map Quiz #1 (Upshur, 643-645)

Part 1: Map Quiz Brazil, Cape Horn, Cape of Good Hope, Cape Verde Islands, Caribbean Sea, Dahomey, France, Germany, Gran Colombia, Indian Ocean, Indonesia, Italy, Mexico, Peru, Philippines, Portugal, Russia, Saint Dominique (Haiti), Sao Tome, United Nations Headquarters

Part 2: Nationalism

Part 3: International and Non-governmental Organizations

ID & SIG: international organizations, nation states, nongovernmental organizations, Peace of Westphalia, United Nations

Lsn 13: Mid-term Exam

Block 3

War and Empire through World War II. An empire is a political unit having an extensive territory or comprising a number of territories or nations and ruled by a single supreme authority. Comparative Essay 4 on pages 219-222 of the Upshur text notes that empires “have a natural life span like individuals.” They are born, they grow, they suffer setbacks, and they ultimately pass away. Empires compete against each other just as individuals do. This competition may take a variety of forms including diplomatic, informational, military, and economic. Nationalism and militarism fueled this competition in the 19th Century and manifested themselves in the two world wars in the 20th Century. As Comparative Essay 10 notes on pages 718-719, World War I and World War II elevated war to a new level involving the great increase in the power of the state to exercise control over all aspects of national life. They were total wars requiring the belligerents to mobilize all their resources, both human and material, for the purpose of waging war. World War II would leave the world divided into two armed camps—one communist and one democratic—and initiate a new type of war characterized as the Cold War.

Lsn 14: (Upshur, 439-443, 452-463, 791-793)

Islamic Empires ID & SIG: capitulation, ghazi, Iran-Iraq War, Iranian Revolution, Mahmud II, Mustafa Kemal (Ataturk), Ottoman decline, Ottoman Empire, Safavid Empire, “Sick Man of Europe,” tanzimat, Young Turks

Lsn 15: (Upshur, 625-627, 668-671, 681-684, 797-800)

Building of American States ID & SIG: Bolivar, caudillos, Dominion of Canada, French and British Canadians, Indian Removal, La Reforma, Latin American foreign dependence, Manifest Destiny, Mexican Revolution, Mexican (-American) War, Transcontinental railroads (US and Canada), US Civil War

Lsn 16:(Upshur, 524-570, 861-864)

China and Japan ID & SIG: Boxer Rebellion, Great Wall, Meiji (Motsuhito), Ming Dynasty, Opium War, Perry, Rape of Nanjing, Russo-Japanese War, Qing Dynasty, Tokugawa Shogunate, Twenty-one Demands, unequal treaties

Lsn 17: (Upshur, 720-748, 852-853)

Imperialism ID & SIG: Berlin Conference, Boer War, British in India, concessionary companies, Congo Free State, direct rule, French Indochina, Imperial Japan, imperialism, indirect rule, Monroe Doctrine, Panama Canal, Rhodes, Roosevelt Corollary to the Monroe Doctrine, Spanish-American War, White Man’s Burden

Lsn 18:(Upshur, 749-775)

World War IID & SIG: Archduke Ferdinand, causes of World War I, Fourteen Points, League of Nations, Schlieffen Plan, Treaty Entende, Treaty of Versailles,trench warfare, TripleAlliance, unrestricted submarine warfare

Lsn 19: (Upshur, 864-887 for Lessons 19-21)

World War II (Blitzkrieg, North Africa, Eastern Front) ID & SIG: appeasement, Ardennes Forest, blitzkrieg, Casablanca Conference, Dunkirk, Maginot Line, North African Campaign, Operation Barbarossa, Rommel, “soft underbelly”

Writing Assignments Due

Lsn 20:

World War II (Italy and Normandy)ID & SIG: Anzio, bocage, Eisenhower, German plan to defend Normandy, Gustav Line, Italian Campaign, LSTs, Normandy (Operation Overlord), Salerno (Operation Avalanche), “second front,” Sicily (Operation Husky), Ultra

Lsn 21:

World War II (The Pacific and the War’s Legacy)ID & SIG: “Germany First,” Hiroshima and Nagasaki, holocaust, island hopping, MacArthur, Midway, Pearl Harbor, Philippines, post-war impact of the atomic bomb, roles of women during and after WWII, twin drives

Lsn 22: Subjective Quiz

Block 4:

War and Empire after World War II. The prospect of nuclear war made a direct superpower confrontation too catastrophic to risk so the US and the USSR waged the military aspect of the Cold War largely through proxies. Nonetheless, the Cold War dominated nearly all aspects of the bipolar world. Eventually, the capitalist economy of the US prevailed over the communist one of the USSR, and the Cold War ended with the collapse of the Soviet Union and its empire. For a brief interlude, international cooperation appeared possible as a coalition force repulsed Iraqi aggression in Kuwait. Quickly, however, nationalism and ethnic tension that had been restrained by the Cold War erupted anew and overwhelmed international efforts to contain it. With the US as the world’s only superpower, the impact of America on global society became more pronounced—a development viewed as a threat to some. The predictable Cold War threat gave way to the volatile and unstable threat of global terrorism and the prospect of a “clash of civilizations.”

Lsn 23: (Upshur, 867-896, 916-918)

Early Cold War ID & SIG: Berlin Airlift, Berlin Wall, Chaing Kai-Shek, Cold War, Communist China, containment, Greek Civil War, Iron Curtain, Kennan, Mao Zedong, Marshall Plan, NATO, Red Scare/McCarthyism, space race, Sputnik, Truman Doctrine, Warsaw Pact

Lsn 24: Map Quiz #2(Upshur, 918-920, 924, 929-933)

Part 1: Map Quiz Berlin, Boer War, Congo Free State, Cuba, Greece, Hiroshima, India, Italy, Korea, Libya, Normandy, Panama Canal, Pearl Harbor, Philippines, Russia, Sicily, Taiwan, Tunisia, Turkey, Vietnam

Part 2: Korea and Cuba ID & SIG: Bay of Pigs, Castro, Chinese intervention in Korea, Cuban Missile Crisis, Executive Order 9981, hollow Army, Inchon, Korean War, relief of MacArthur, Task Force Smith

Lsn 25: (Upshur, 920-922)

Vietnam ID & SIG: attrition warfare, Cronkite, Diem, Dien Bien Phu, domino theory, Ho Chi Minh, Ho Chi Minh Trail, Kent State, Mao’s phases of guerrilla war warfare, limited war, pacification, Tet Offensive, Viet Cong (National Liberation Front), Vietnam syndrome

Hand out final exam study guide

Lsn 26: (Upshur, 937-938, 951-969)

Part 1: The End of the Cold War Desert Storm and the New World Order ID & SIG: collapse of the Soviet Empire, coalition warfare, Desert Storm, ethnic conflicts and humanitarian crises in the 1990s, glasnost, Gorbachev, post-Cold War environment, Reagan, UN peacekeeping operations, UN Resolution 678

Part 2: Islamic Resurgence and Global Terrorism ID & SIG: al-Qaeda, bin Laden, jihad, Operation Enduring Freedom, Operation Iraqi Freedom, preemptive action, September 11, terrorism, weapons of mass destruction

Lsn 27/28: Final Exam Review

Final Exam. The final exam will be comprehensive and will focus on the four themes presented throughout the course.

OFFICE HOURS: Except on rare occasions, I will be in my office on Tuesdays and Thursdays from 1:00 to 2:00 for walk-ins and would be happy to meet with you by appointment at other times.

ACADEMIC HONESTY: Refer to the Student Handbook and Undergraduate Bulletin for specific guidance on academic honesty and plagiarism. Suffice it to say that any representation of another’s work as your own or other form of cheating will not be tolerated and may result in getting an F for the work involved or in the course as well as other disciplinary action to include probation, suspension, and/or expulsion. Papers will be documented using MLA parenthetical documentation. Students will turn in a paper and disc copy of the paper, and the instructor reserves the right to use plagiarism detection software on any product a student submits for a grade.

CLASSROOM CONDUCT: The goal is to have an environment that facilitates learning, respects both students and the instructor, and fosters an atmosphere of civility and proper decorum. Students who create disturbances by arriving late, talking, having cell phones ring, engaging in activities unrelated to the academic subject matter, interrupting, distracting other students, being rude, or any other conduct inappropriate for a learning environment will be told to leave the classroom and will receive an F for that day’s grade.

AMERICAN WITH DISABILITIES ACT (ADA): If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies.

Address:

The University of Southern Mississippi

Office for Disability Accommodations

118 College Drive # 8586

Hattiesburg, MS 39406-0001

Voice Telephone: (601) 266-5024 or (228) 214-3232 Fax: (601) 266-6035

Individuals with hearing impairments can contact ODA using the Mississippi Relay Service at 1-800-582-2233 (TTY) or email Suzy Hebert at .

World Civilization First Paragraph Writing Assignment

Grading Rubric (100 points total)

Introductory sentence (thesis)10 points

First proof10 points

Second proof10 points

Third proof10 points

Concluding sentence5 points

Overall readability5 points

World Civilization Writing Assignment

Grading Rubric (300 points total)

Introduction

___/10pts. Thesis: Articulation of clear, coherent, and forceful thesis statement. Thesis is related to one of the subjects assigned in the syllabus. Thesis is first sentence.

___/10pts. Proofs: Paragraph clearly states three proofs that best prove the thesis.