World Civilization from the 16 th Century

HIS 1060 Office Location: Wooten Hall 267B Office Hours: Monday, Wednesday, Friday: 11:00-11:50 AM Prerequisites: None. World Civilization from the 16 th Century Ms. Kristin Bocchine kristinbocchine@my.unt.edu Course Description: HIS 1060, World Civilization from the Sixteenth Century, is a study of world civilizations from the sixteenth century to the present including the major political, social, economic, and intellectual factors shaping various world cultural traditions and their interconnections. The Nature of the Course: This course is designed to introduce students to the development of various world cultures and their respective histories from the sixteenth century to the present. Through this introduction, students will gain a greater appreciation and understanding of today s society. Students will learn to read for comprehension and demonstrate the ability to fashion individual interpretations of historical data. Objectives: By the end of the class, students should be able to synthesize and analyze historical events, individuals, societies, issues, and theories in world civilization from 1500 to the present; integrate important and relevant current events into the context of world civilization; state factually based opinions, identify major political, religious, and social figures in world civilization; explain causes, results, and implication of major events in world civilization; learn to question the past, the present, and the future of world civilization; and state an opinion about the reasons why the forces of events and individuals make history through participation in group discussions, synthesizing and analyzing a variety of historical maps, reading primary documents, and defining and using historical terms. 1. Course Goal: Students will demonstrate an understanding of the facts and chronology of World History from 1500 to the present. 1.1. Students will understand major states, nations, cultures, and institutions around the world from 1500 to the present. 1.1.1. Demonstrate knowledge of various national and transnational cultures. 1.1.1.1. Pinpoint major cultural developments. 1.1.1.2. Identify pertinent cultural figures around the world. 1.1.2. Know the characteristics and contributions of major nation-states and trans-national institutions. 1.1.2.1. Define the development and criteria of the nation-state. 1.1.2.2. Describe the characteristics and contributions of major nation-states. 1.1.2.3. Discuss differences between various nations and transnational institutions. 2.1. Evaluate the shift from regional to global connections between 1500 and 1800. 2.1.1. Understand and describe patterns of global exploration and the emergence of global empires from 1500 to 1800. 2.1.2. Explain the outbreak and effect of religious conflict in Europe between 1500 and 1648. 1

2.1.3. Define successful and unsuccessful aspects of East Asia s search for stability between 1500 and 1800. 2.1.4. Explain the effect of the global shift in wealth and power on Southern Asia between 1500 and 1800. 2.1.5. Understand and describe the development of the Atlantic slave trade. 2.1.6. Explain the development of new forms of governance in Europe between 1600 and 1763. 2.1.7. Understand the impact of the Scientific Revolution and the Enlightenment. 2.1.8. Describe the development of Russia s Eurasian empire between 1500 and 1800. 3.1. Know the global effect of revolutions, industry, ideology, and empire between 1750 and 1914. 3.1.1. Understand the causes, course, and consequences of the North Atlantic Revolutions from 1750 to 1830, with particular attention paid to the French Revolution. 3.1.2. Describe the expansion of Napoleon s Empire and account for its collapse. 3.1.3. Explain the origins of the Industrial Revolution and identify the characteristics of its major phases. 3.1.4. Explain how industry and ideology changed human societies between 1750 and 1914. 3.1.5. Understand how the various peoples of North and South America responded to major changes between 1750 and 1914. 3.1.6. Discuss the spread of nationalism and imperialism to Eastern and Southern Asia, the Middle East, and Africa between 1750 and 1914. 4.1. Understand major changes resulting from global upheaval and globalization between 1914 and the present. 4.1.1. Explain the outbreak, course, and outcome of the First World War. 4.1.2. Explain the outbreak, course, and outcome of the Russian Revolution. 4.1.3. Describe the anxieties and ideological change of the Interwar Years. 4.1.4. Explain the outbreak, course, and outcome of the Second World War. 4.1.5. Understand the human costs of the Second World War, with particular attention paid to the Holocaust. 4.1.6. Discuss the course of the Cold War and its global effect. 4.1.7. Describe major political and economic changes in Asia from 1945 to the present. 4.1.8. Identify various efforts at reform and revolution in Latin America since 1914. 4.1.9. Explain challenges of post-colonialism in Africa and the Middle East since the Second World War. Attendance: Attendance will not be taken after the period needed for financial aid verification, but the exam material is taken from in-class notes, so attendance is highly recommended in order to do well in the course. Required Textbooks: Judge, Edward H. and John W. Langdon. Connections: A World History. 3 rd ed. New York: Pearson, 2016. ISBN 13: 978-0-13-384274-6 ISBN 10: 0-13-384274-6 Method of Instruction: A variety of instructional techniques will be used throughout the class. These include lecture, audio-visual materials, and class discussion. Class discussions will be centered on the academic material and students should make sure all comments are academic and respectful. Disrespect and inappropriate behavior will not be tolerated! 2

Plagiarism: Any form of cheating or plagiarism is not permitted. Plagiarism is defined as the use of another s ideas, writing, or work without giving proper credit through citation. The copying of another s work is grounds for immediate failure. Disability Statement: The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. Students are strongly encouraged to deliver letters of accommodation during faculty office hours or by appointment. Faculty members have the authority to ask students to discuss such letters during their designated office hours to protect the privacy of the student. For additional information see the Office of Disability Accommodation website at http://www.unt.edu/oda. You may also contact them by phone at 940.565.4323. Requirements: The student will be evaluated on the lectures and required reading by three examinations. These examinations will consist of multiple choice, short answer, and short essay questions. In addition to the exams, students are required to write 3 papers. The papers are discussed in detail below. The students are also required to take two quizzes. Grade Calculation: Exam 1 20% Exam 2 20% Exam 3 20% Paper #1 10% Paper #2 10% Paper #3 10% Quiz 1 5% Quiz 2 5% Grading System: 90-100 A 80-89 B 70-79 C 60-69 D Less than 60 F Papers: The papers are meant to introduce the student to primary texts on some of the world civilizations discussed in class. Since the contents of the specific documents are not always discussed in class, make sure to read the information provided below for each document and note the civilization/date of the derived material. Use what you have learned in class or in the textbook to understand the document. Use the document to answer the questions to the best of your ability. 3

Students are required to write three papers. For each paper, you will choose one of the documents listed below under each paper (Paper # 1, etc.). You are required to write a 2 or 3 paragraph summary of the document you choose for each paper. In addition to the summary, you are required to answer the specific questions for the document you choose to discuss. Make sure to demonstrate in your writing that you read the material by including details from the reading. Making a paper too vague puts you in danger of not receiving full credit. Also, make sure that your paper focuses on the document you need to read. It is okay to include other material, but as a whole it should be clear from reading your paper that you read and thought about the primary document. Your papers should each be between 650 and 900 words in length. (Points are deducted if the word count is not met!!!) They should be double spaced and have one inch margins and 12 pt. Times New Roman font. Do not quote from the reading, but paraphrase what you would like to say in your papers. You do not need to cite the reading itself, but if you use any outside source you have to cite it formally using either MLA, APA, or Chicago/Turabian. Make sure to format your paper correctly. Points will be taken off if the paper does not follow the guidelines. Papers are due online in Blackboard via a Turn It In link by 11:00 PM on the date listed in the syllabus. To locate each of the documents a link is listed below or the document and the link is available on Blackboard. Make sure to read the specific assignment (italicized below) since only excerpts are required in some of the readings. Paper # 1 Due September 14 Excerpt from The Prince by Machiavelli -Written by Machiavelli, this work discusses the behavior of political officials in sixteenth-century Europe. http://www.constitution.org/mac/prince16.htm How does this document describe how rulers of the sixteenth century behaved? Do these rules still apply in modern society? Excerpts from Hagakure (In the Shadow of Leaves) -This brief excerpt discusses the code of behavior for samurai during the Tokugawa Shogunate. http://afe.easia.columbia.edu/ps/japan/hakagure_wilson_version.pdf What is the main expectation of samurai? How do you think this idea permeated Western ideas about Japan in later history and Japanese selfidentity in later history? Excerpt from Chronicles by Pedro de Cieza de Leon -This is an account written by a Spanish conquistador about the Inca Empire in the sixteenth century. http://www.thenagain.info/classes/sources/deleon.html Describe the Incan empire based on this source. As a European author, what biases do you notice in his writing about the Incas? Excerpt from The Jahangirnama -This is an account of the reign of the Mughal emperor Jahangir from 1618. (Available on Blackboard) (read pages 122-132) How do you think this account compares to other seventeenth century rulers in places like Europe? What elements of the document demonstrate Islamic culture? Are there any elements that reflect other religious traditions? 4

The Trial of Diogo Henriques before the Portuguese Inquisition -This is a part of the trial proceedings from the Portuguese Inquisition at the beginning of the seventeenth century. (Available on Blackboard) Why do you think the genealogy was a part of the trial record? What did Diogo Henriques lose as a result of being labeled a heretic and what does he gain by countering this decision and declaring his belief in Christianity? Paper #2 Due October 14 Declaration of the Rights of Man and Citizen -From the beginning of the French Revolution in 1789, this document attempts to make France a democracy and get rid of the royal system. http://chnm.gmu.edu/revolution/d/295/ During this time, France had an absolute monarchy which means it had one ruler who dictated everything. What changes does this document make to this system? Do you see any similarities to the type of government founded in the United States with the Declaration of Independence in 1776? Institutes of the Christian Religion by John Calvin (1536) -Emerging from the Protestant Reformation, Calvinism was another avenue of Christian belief begun in the sixteenth century after Martin Luther s protest in 1517. This text deals with the Calvinist idea of church discipline. http://www.thenagain.info/classes/sources/calvin.html How do these ideas differ from those normally associated with the Catholic Church? What long-term effects would this type of discipline have on later Christian societies (try to think of some famous Calvinist groups in later history)? Excerpt of the Meiji Constitution -This is an excerpt of the Meiji Constitution which highlights the modern trend of state building in Japan at the end of the nineteenth century. (read pages 3-10) http://afe.easia.columbia.edu/ps/japan/meiji_constitution.pdf How is this constitution similar to other constitutions which emerge in the modern era (United States, Great Britain, Germany, France, Italy, etc.)? According to the document, who has the primary power in Japan and how do you think this effected later Japanese history in the twentieth century? Letters to the King of Portugal by Nzinga Mbemba (1526) -These are excerpts from the king of Kongo to the King of Portugal about some of the issues facing the Kongo kingdom as a result of European involvement in the region. (Available on Blackboard) What are some of the problems that the king identifies in his kingdom as the result of European infiltration? How do you think this letter reflects on the future relationship between the Congo and other Europeans? 5

Report on Sanitary Conditions by Edwin Chadwick -This document comments on the conditions of industrial workers in England in 1842. http://www.victorianweb.org/history/chadwick2.html Why do you think this document was written? Outside of the physical effects of industrial work, what ways do these conditions affect society as a whole and what do you think would happen if they were never fixed? Paper #3 Due November 18 Excerpt from Journey into the Whirlwind by Eugenia Semyonovna Ginzburg -It is an account of a member of the communist party who was imprisoned during the Great Purge and her experiences as a political prisoner during the High Stalinist Period of the Soviet Union. Available on Blackboard. What does this excerpt reveal about the condition of political prisoners in the USSR (Russia)? At the end of the chapter, the writer almost forgets her own name. What do you think this and the other comments made demonstrate about how the regime sought to strip prisoners of their humanity? Oral Histories of the Colonial Era -This is an excerpt from oral histories collected in Korea after Japanese occupation from 1910 to 1945. (read pages 2-4) http://afe.easia.columbia.edu/ps/korea/colonial_experiences.pdf What kind of details about wartime occupation (during WWII) of Korea do you learn from the document? How do you think the conditions of occupation affected life in Korea after the end of the Second World War? M. K. Gandhi, Excerpt from An Autobiography or The story of my experiments with truth, Part 2 Chapter 13 What It Is to Be a Coolie -This excerpt deals with the time Gandhi spent in South Africa and reflects the conditions of Indians working in South Africa during the late nineteenth century. http://www.columbia.edu/itc/mealac/pritchett/00litlinks/gandhi/part2/213chapter.html As someone who grew up in India during the British colonial period, how do you think Gandhi is responding to colonial regulations in South Africa? How do you think these laws mentioned in the text feed into later racial ideas predominate in postcolonial South Africa? Auto-Emancipation by Leon Pinsker (1882) -This is a document written by a Russian Jew in order to deal with what Europeans at the time called the Jewish Problem. https://www.jewishvirtuallibrary.org/jsource/zionism/pinsker.html What are some of the issues facing Jews according to this document and what is the only solution to them according to the author? How do you think this document related to the overall Zionist movement and to the current situation in the Middle East today? 6

International Criminal Tribunal against Miroslav Bralo -This is an international court case against one of the leaders in the Yugoslavian Civil War in the 1990s. Available on Blackboard. ***WARNING*** This case is very graphic and deals with rape.*** Before you read this, what was your definition of a war crime? Do you think this case supports the general belief that many people in the former Yugoslavia committed crimes against humanity, e.g. genocide, during this conflict? How do you think cases like this redefined war crimes globally? Quiz #1 September 9 This is a map quiz. Each student will be given a blank map and will be asked to identify 15 places on it. A copy of a completed map is available on Blackboard in addition to a blank map for the students to practice. Quiz #2 November 7 This is a date quiz. A list of 15 events will be put in random order on the quiz and each student must identify their corresponding dates. The events and dates are listed on Blackboard. Assignment Schedule: Reading Assignments are italicized. August 29 What is History? 31 Ming/Qing China Connections p. 421-434 21.3: The Search for Stability in China 21.4: The Qing Empire 21.5: Chinese Culture and Society in the Ming and Qing Eras September 2 Tokugawa Japan/ Chosǒn (Yi) Korea Connections p. 415-421 21.1: The Search for Stability in Japan and Korea 21.2: Japan Under Tokugawa Rule 5 Labor Day No Class!! 7 Islamic Empires Connections p.437-440; 447-454; 619-626 22.1: Confrontation: Europe and Islam in Southern Asia 22.3: Muslims and Europeans in Southeast Asia 22.4: The End of Safavid Persia 22.5: The Ottoman Response to Europe's Challenge 30.1: New Connections and Challenges in West Asia and North Africa 7

9 India Quiz #1 Connections p. 441-447 22.2: Transformation of the Indian Subcontinent 12 Africa and Latin America Connections p.458-460 23.1: Africa's Diverse Societies 14 Renaissance Paper #1 Due by 11:00 PM on Blackboard 16 Renaissance 19 Reformation Connections p.392-401 20.1: The Protestant Reformation 20.2: The Catholic Counterreformation 21 Religious Conflict in Europe Connections p. 401-404; 407-411 20.3: Religious and Political Strife in Europe 20.5: Western Society in an Age of Religious and Economic Change 23 Russia to 1682 Connections p. 500-511 25.1: Russia's Eastern Orientation 26 Exam #1 28 Age of Exploration/ Globalization Connections p.370-389; 405-407; 460-476 19.1: The Iberian Impulse 19.2: The Portuguese Seaborne Empire 19.3: The Spanish and Portuguese Empires in America 19.4: Amerinds and Europeans in North America 19.5: The Columbian Exchange 20.4: The Globalization of Western Christianity and Commerce 23.2: Slavery and the Slave Trade in Africa 23.3: The Atlantic Slave Trade 23.4: The Transformation of Africa 23.5: The Impact on Africa of the Atlantic Slave Trade 30 Age of Exploration/ Globalization 8

October 3 Scientific Revolution Connections p. 487-489 24.2: Europe's Intellectual Revolution 5 The Enlightenment and Absolutism Connections p. 479-487; 489-496; 511-517 24.1: The Age of Absolutism 24.2: Europe's Intellectual Revolution 24.3: Absolutism and Enlightenment 25.2: Russia's Western Reorientation 7 The Enlightenment and Absolutism 10 Industrial Revolution Connections p. 545-555 27.1: The Industrial Revolution in Britain 27.2: Industry's Early Spread and Social Impact 27.3: New Ideas and Ideologies 12 Revolutions and State Building Connections p.520-541; 573-595; 607-609; 642-646; 656-660 26.1: The Background of the North Atlantic Revolutions 26.2: The American Revolution 26.3: The French Revolution 26.4: The Haitian Revolution 26.5: The Napoleonic Empire 26.6: Restoration and Rebellion 28.1: The Revolutions of Latin America 28.2: Mexico from Santa Anna to Díaz 28.3: Argentina and Chile: Contrasts in the Southern Cone 28.4: Brazil's Experiment with Empire 28.5: The Trials and Triumphs of the United States 28.6: The Consolidation and Expansion of Canada 29.3: Challenges and Adaptations in Japan 31.1: The Path to War and Revolution 31.3: Year of Revolution, 1917 14 Revolutions and State Building Paper #2 Due by 11:00 PM on Blackboard 17 Imperialism and Colonization Connections p.565-570; 598-607; 609-616; 626-639 27.5: Industry, Ideology, and Growing Global Connections 29.1: Instability and Endurance in China 29.2: Subordination and Resistance in India 29.4: The Impact of Imperialism in Asia 29.5: The Chinese and Japanese Response 9

30.2: New Connections and Challenges in Sub-Saharan Africa 30.3: The Age of Imperialism in Africa 30.4: The Impact of Empire on Africa 19 Imperialism and Colonization 21 Nationalism Connections p.555-564 27.3: New Ideas and Ideologies 27.4: The European Impact of Industry and Ideology 24 Nationalism 26 Exam #2 28 World War I Connections p.642-656; 661-663 31.1: The Path to War and Revolution 31.2: Deadlock and Devastation, 1914-1916 31.4: Year of Decision, 1918 31 World War I November 2 Interwar Years Connections p.667-680; 692-696 32.1: Western Society and Culture in an Age of Anxiety 32.2: Democracy, Depression, and Dictatorship 33.1: The Road to War 4 World War II Connections p.696-715 33.2: Hitler's War, 1939-1941 33.3: East Asia and the Pacific, 1937-1942 33.4: North Africa and Europe, 1942-1943 33.5: Nazi Mass Murder 33.6: The Defeat of Germany, 1944-1945 33.7: The Defeat of Japan 33.8: The Legacy of World War II 7 World War II Quiz #2 9 Post World War II Connections p.748-750 35.2: Revival and Resurgence of Japan 10

11 Decolonization Connections p.680-689; 793-806 32.3: New Varieties of Nationalism in Africa and Asia 37.1: The Context of African Decolonization 37.2: The Transformation of Africa After 1945 37.3: Challenges Facing Independent Africa 14 Communism and the Cold War Connections p. 676-678; 686-688; 718-735; 750-763 32.2: Democracy, Depression, and Dictatorship 32.3: New Varieties of Nationalism in Africa and Asia 34.1: Origins of the Cold War 34.2: The Global Confrontation 34.3: The West in the Cold War Era 34.4: The Soviet Bloc 35.3: Conflict and Division in China and Korea 35.4: Radicalism and Pragmatism in Communist China 35.5: The Agonies of Southeast Asia and Indonesia 16 Communism and the Cold War 18 Independence Movements Paper #3 Due by 11:00 PM on Blackboard Connections p.682-689; 744-748; 768-787 32.3: New Varieties of Nationalism in Africa and Asia 35.1: Independence and Conflict in India and Pakistan 36.1: Latin America and the World Since 1914 36.2: Democracy and Dictatorship in Latin America 21 Modern Middle East Connections p.806-815 37.4: The Transformation of the Middle East 23 Global Civil Rights Connections p.787-790 36.3: Six Regional Transitions 25 Thanksgiving Break No Class 28 Post Cold War and European Union Connections p. 735-741; 763-765 34.5: The End of the Cold War Era 35.6: Changes in Asian Societies 30 Post Cold War and European Union 11

December 2 Terrorism and the Twenty-first Century 5 Terrorism and the Twenty-first Century 7 Pre-Final Day No Class 9 Reading Day No Class 14 Final Exam Wednesday, December 14 10:30-12:30 AM 12