Introduction to World History

History 101

Fall, 1997

Instructors:

Professor Robert                                           Marks Professor José Orozco

207 Hoover                                                112 Hoover

907-4966                                                   907-4200 ext 4312

e-mail: rmarks@whittier.edu                               jorozco@whittier.edu

Web Page: http://whittier.edu/history                      http://whittier.edu/history

Course Description

The two main purposes of this course are (1) to enable students to understand the main outline of the written history of the world from earliest times to the present, and (2) to provide students with the tools to understand, interpret, and create, historical knowledge. Clearly, no one semester course could possibly cover all topics in world history (or even in the text that we will be using): we have to be selective. Thus we have chosen materials which will help students understand several major themes in the written history of the world:

€the connection between the invention of agriculture and the rise of civilization;

€the ancient empires and the ways empires worked;

€the different fates of Europe and Asia after the nearly coincidental fall of the Roman empire and the Han Chinese empire;

€the civilizations of Africa and pre-Columbian America;

€the rise of Islam;

€the rise to dominance after 1500 of the European modern world system of capitalism and nation-states;

€the reaction of the rest of the world to European (and then U.S. and Japanese too) imperialism;

€the impact of human action on the environment over the millenia;

€the contingent nature of the world we live in.

Required Readings

€Craig, et al. The Heritage of World Civilizations

€Stull, History on the Internet

€CoursePak of additional readings.

Course Requirements

€Notebook: all students are required to have a looseleaf notebook devoted to this class. You will use the notebook for exercises based on the readings, most of which will be handed in and returned to you, and for class notes, based either on the instructors' lectures, or other in-class exercises.

€Examinations 50%

Two Mid-terms 30% (15% each)

One Final 20%

€Short Papers 20%

1. Compare and contrast the Roman and Chinese empires 10%

2. Draft of essay that will contribute to your Web Page 10%

€Daily assignments 10%

€Maps

€Short written assignments

€Web Page 10%

Students will work in teams of three to design and create a Web Page on a world history topic. This World History Web Page will become a permanent feature of History 101, and students' work will be available on the Web for others around the world to use.

€Class participation and discussion 10%

Expectations of Students

To successfully complete this course, students should plan on two to three hours preparation time for each class meeting. Students will be expected to do some writing for each class period, either in preparation for class, or in class.

Schedule of Class Meetings and Requirements

NOTE: €Bulleted items (eg. €Read, or €Write) are required for that class meeting, and are to be completed before coming to class. The written work will be collected periodically.ÞÞItems in bold indicate either an examination, or work that is due that day in class.ÞÞ#Items with the pound sign (#) indicate questions you should be thinking about to guide your reading. Read these questions, and the "Review Questions" at the end of each chapter, BEFORE you begin your reading. As you find passages relevant to addressing these questions, mark them in your book and write in the margins comments that will help you remember why that passage is important.

Schedule of Class Meetings

Sept 5 -Introduction: What is an "introduction to world history"?Þ-Population history of the world Þ-Periodizations of written world historyÞ-An overview of the major issues to be addressed in the course.Þ-The Web Page and list of topicsÞ-An introduction to the first reading, chapter 1.

Week One

Sept 8 Topic: Africa: Cradle of Humanity

Theme(s): environment; technology; migrations

€Read (both in CoursePak)ÞRobert Lee Holtz, Is the Concept of Race a Relic?

Stephen Jay Gould, chapter ch 10., ³Piltdown revisited² in The Panda¹s Thumb.

Questions:

#How important do you think the term race is in our society?

#What ramifications does the reality of humanity beginning in Africa have for the way we view the world?

#What role did migration play in the evolution of humanity from hominid to homo sapien?

#What role did climatic changes have in aiding this evolution?

€Write two paragraphs on why you think many scientist (notorious for their objectivity) were so willing to believe that the discovery of the piltdown man was legitimate? Honest mistake or nefarious plot?

Sept 10 Topic: The Beginnings of Civilizations

Theme(s): social hierarchy; cities; empiresÞ

€Read The Heritage of World Civilizations (HWC), chapter 1: The Birth of Civilization, and pp. 34-37Þ€Read Keywords, "Civilization"Þ

Questions:

#How is the term class defined by the author?

#What is meant by the extraction of surplus²

#How important a factor is the extraction of surplus to the development of class hierarchies?

#How is the creation of class hierarchies related to technological developments?

#How is the creation of class hierarchies related to the development of cities?

#What was the relationship between agriculture and the creation of class hierarchies?

€Write. Choose one of the classes that formed the basis of ancient civilizations (military leader, religious leader, merchant, peasant, slave). Compare and contrast the living conditions of this particular social class in the different civilizations written about in this chapter. Write three paragraphy discussing issues such as: In what society where slaves the least/most constrained? Where did religious leaders have the least/most political/social power? Etc., Þ

Sept 12 Topics: Philosophical and Religious Thought in the Classical Age; Using the InternetÞTheme: civilizations; technology; environment Þ

€Read HWC ch. 2Þ€Read History on the Internet, preface, introduction, chs. 1-2 (pp. vii-19)Þ

€Write a one-two paragraph summary of the major ideas that Confucius, the Buddha, Jews, or the Greeks (select one) held, and relate those ideas to political conditions in their societies. Why, do you think, those ideas arose at those times in each of those civilizations? And how is it that they are still important today? How do ideas get passed on from one generation to the next (about 75 since the time Confucius lived, for example)?Þ

€In class, we will use the Internet to find more about these ancient philosophies and religions.

1. Go to http://prenhall.com/~bookbind/pubbooks/craig/

Go to Chapter 2

Do Fact Finder exercise (one question per group)

Go to Web Tracker; explore the links to various topics

2. Go to http://altavista.digital.com/ Use AltaVista search engine to find sites on one the religion/philosophy you wrote on. Write down the addresses of any interesting sites you visit.

3. Go to Whittier Home Page; find the History Department, and follow the links to Student Projects/Meiji Japan

4. Go to saul.snu.edu/syllabi/history/hist1003/index.html; explore two of the student projects. Take notes on what was good about the Web Page, and what was not so good. Þ

NOTE: Class meets in SC102

Week Two

Sept 15 Topic: Greek and Hellenistic CivilizationÞTheme(s): civilization; empires; social hierarchyÞ

€Read HWC ch. 3Þ€Read Keywords, "city"Þ

Questions:

#What is the Greek concept of a polis? Þ#How did the Athenian empire come into existence? How did the Athenians reconcile their democracy with their empire? Are the two compatible? To what extent was the empire the basis for Athenian achievement in the fifth century bce, and the basis for decline?Þ#How was it that the Greeks wound up "using up" the resources in their environment? Would you describe Greece as having experienced an environmental crisis? What was their solution to the environmental problems that they caused?Þ

€Write ÞMake a list of the chief characteristics of Hellenistic civilization.Þ

Sept 17 Topic: The Roman EmpireÞTheme(s): empires; social hierarchyÞ

€Read HWC ch. 5Þ€Read "Empires and their Size," selection from Mark Elvin, The Pattern of the Chinese PastÞ

Questions

#What is an empire? Why did Rome become an empire? Greece? What are the similarities and differences between the Greek and Roman empires?Þ#What explanations do historians give for the fall of the Roman empire? What do you think best accounts for its decline and fall?Þ#Why was Rome not a democracy? What's the difference between a democracy and a republic? What is an aristocracy?Þ#What kind of agrarian problems did Rome face? How do they compare with the agrarian problems the Greeks faced?Þ

€Make a list of the defining characteristics of an empire. How does an empire differ from a tribal society? A city state?

Sept 19 Topic: After the fall of Rome: Europe to 1000 ce

Theme(s): empires; migrations; social hierarchy; turning points

€Read HWC ch. 12

€Read Random House Handbook, sect 3h (pp. 67-76) on a thesis

€Search the internet to find information on one of the topics below; start with HWC Web Page and follow the links. Þ

€Write a thesis statement about the topic; bring the information and the thesis statement to class:

Attila the Hun

Vandals

The Byzantine empire

the prophet Muhammad (check variant spellings)

monasteries and monastic culture

the origin of the Roman Catholic church

Charlemagne

Vikings

feudalism/ feudal society

serfdom and manorialism

NOTE: This class will meet in SC102

Week Three

Sept 22 Topic: The Early Chinese EmpireÞTheme(s): empires; social hierarchyÞ

€Read HWC ch. 7, and pp. 218-21Þ€Read Ts'ai Yen, "From 18 Verses to a Tatar Reed Whistle"Þ€Read Ssu-ma Ch'ien, "The Account of the Hsiung-nu."Þ€Read Random House Handbook, sect 2f (pp. 42-45) on comparing and constrasting. Þ

Questions

#How did the First Emperor of Ch'in (Ch'in Shih Huang-ti) go about unifying and ruling China? Why was the Ch'in dynasty overthrown?Þ#What were the major internal problems facing the Han rulers?Þ#What were the major external challenges facing the Han rulers?Þ#How does what happened to China after the fall of the Han dynasty compare with what happened to Europe and the Mediterranean world after the fall of the Roman empire?Þ#Why did Buddhism appeal to Chinese after the fall of the Han dynasty? What was it in the message of Buddhism that became meaningful after the fall, where it wasn't meaningful during the glory of the Han?Þ

€Construct a grid with the Roman and Han Chinese empires at the top, and on the left side possible causes for their collapse, such as nomadic invasions, failings of rulers, and social and economic conditions. Fill in each box in the grid with information from the text. Þ€In-class debate about whether the causes of decline were more similar than different.

Sept 24 Topic: The Chinese Empire Re-establishedÞTheme(s): migrations; empires; communication; technologyÞ

€Read HWC ch. 8Þ€Read Keywords "Bureaucracy"Þ

€Map exercise

1. Using different colored pen or pencil, outline the maximum extent of the T'ang empire, the Northern Sung, and the Mongol empire.

2. Identify the Yellow River, Yangtze (Yangzi) River, Yellow Sea, South China Sea, Grand Canal, Great Wall, Peking (Beijing), Chang'an (current day Xi'an, Sian), Loyang, Kaifeng, Hangchow, Canton, Hanoi, Moscow, Samarkand

ÞQuestions

#Where did the people who founded the Sui dynasty come from?Þ#Why could China recreate its empire--400 years after the fall of the Han--but Rome could not?Þ#Why is the Grand Canal important to the unity of the empire?Þ#What was the civil service examination system? How, when, and why was it developed?Þ#In what ways did the commercial revolution of the Sung contribute to the internal strength of the Chinese empire?Þ#How and why was the aristocracy destroyed? Why is this important?Þ#What was the attitude of Sung governmental bureaucrats toward the military? How does this attitude differ from the Romans? Þ#Why did the Chinese empire not fragment when attacked and the conquered by nomadic invaders from the north, including the Mongols?Þ

Sept 26 €Short Paper (1000 words) due: Compare and contrast the Roman and Han Chinese empires and their legacies in Europe and China to about 1000 ce. Why do think an empire was re-established in China, but not in Europe? To write this short essay, you must go beyond what the authors of HWC write on pp. 216-17, 339-40, and include material from chs. 5, 7, 8, and 12.Þ

€Read History on the Internet, pp. 31-37Þ

€Review Web Page Topics for History 101, and select three that you might be interested in pursuing; the other members of your group will do the same, and the group will have to decide on a topic by the end of the class period.Þ-Selecting a topic and building a Web PageÞ

NOTE: This class meets in SC102

Week Four

Sept 29 Topic: Africa to 1000 ce

Theme(s): civilizations; environment Þ

€Read HWC ch. 6, and pp. 222-25Þ€Read Keyword "civilization"

€Read John G Thompson, Ideology and Modern Culture, pp 124-127.

€Read Lewis Henry Morgan ³The Lines of Human Progress² in The Advent of Civilization ed. Wayne M. Bledsoe.

Questions:

--What is a civilization?

--What is the relationship between civilization and culture? How are they the same? How are they different?

--How has the term changed over time?

--What may account for these changes?

--Why are some societies civilized and other not?

--What does the term civilization have to do with the Western concept of progress?

Writing Assignment: Come up with a criteria for defining civilization and what constitutes a civil society. Monuments? Great achievements in Art? Social equality? etc., Have them discuss the cultural/imperialist use of the word as endowing certain societies higher status on a historical/cultural hierarchy than others. Three paragraphs.

Oct 1 Topic: The Middle East and India; the Rise of Islam ÞTheme(s): civilizations; empiresÞ

€Read HWC, pp. 278-79, chs. 10-11Þ

Questions:

--What is an ideology?

--Are religions ideologies?

--What is the relationship between what humans do and what they think?

--What is the relationship between Islam as religion and Islam as a way of living?

--In the expansion of the Islamic empire in the 7th, 8th and 9th centuries, what role did religion play? Was this expansion nothing but a religious movement?

--What about the Islamic religion facilitated the empire and its incorporation of such a large space and diverse population?

Writing Assignment: Compare and contrast Roman, Chinese, and Islamic empire with ideology at the center of your discussion. Is religion subservient to the economic needs of the ruling classes?

Oct 3 Topic: European Middle Ages, 1000-1300 ceÞTheme(s): social hierarchy; technology; citiesÞ

€Read HWC ch. 13Þ€Read Keywords "elite"

Questions

#What was the political purpose (or unintended effect) of the Crusades within Europe? (not the external purpose of recapturing the "Holy Land.")

#How does the struggle for power between popes and Holy Roman Emperors effect the long-term future of the HRE? (Can see 2 stages of this, first positive [Otto I], then long-term negative [Hohenstaufens].)

#Why are the Emperors linked to the Popes in a way that the French and English kings are not? [they may not be able to answer]

#How does the rise of towns effect medieval society socially? how politically?

#What paths do English and French rulers follow to consolidate their power? How do these differ?

#What is the importance of the Magna Carta (1215)?

Write in class: In teams of 2-3, create a schema of European society in the middle ages that depicts social hierarchies and indicates occupational status. Which social groups are dependent on other groups for protection, livelihood, or daily food supply? Draw arrows to indicate the flow of wealth. For each social group, indicate by a symbol (a sheaf of grain for agriculture, perhaps?) the source of their livelihood.

Week Five

Oct 6 Topic: Islamic Heartlands, 1000-1500 ceÞTheme(s): Þ

€Read HWC ch. 14

Concentrate on Islam and Spain. Give additional readings on this to tie in with the reconquista and the expansion of Spain into the Americas. Again focus on ideology but this time the ideology of Christianity.

Questions

€Write

Oct 8 €Exam 1

Oct 10 Mid-semester Break

Week Six

Oct 13 €Building a Web PageÞ€Make teams and select a topic from the list in the CoursePakÞNOTE: This class meets in SC102

Oct 15 Topic: The Pre-Columbian Americas, to 1492ÞTheme(s): empiresÞ

€Read HWC ch. 15

Give students more readings on Aztec and Inca empires. Concentrate on analyzing the empires with an eye towards making students understand (in later discussions) how they organized their empires. This facilitates further discussion comparing and contrasting who each fared vs. the Spaniards in the 15th century. What accounts for their (rather quick structural demise) but the lengthy cultural resistance of the peoples of America to European expansion.

Questions

--How did the Aztec empire differ from the Incan empire?

--What do you think the term ³extractive empire² means when used to describe the Aztec empire?

--Was the Incan empire an extractive one?

--Why do you think the Incas cared about spreading their religion and culture to the peoples they conquered while the Aztecs did not?

--How did this make their empires different?

Writing Assignment: Compare and contrast the Aztec and Incan empire by listing similarities and differences. Write one paragraph about which empire you believe was the most ³Civilized² and why.

Oct 17 Topic: Conquest of the Americas

Theme(s): empires; migrations; environment

€Read HWC ch. 19Þ

Concentrate on the economic organization of the Spanish empire (slavery, mita, mines,agriculture). Discuss different ways in which the crown attempted to control its empire and make it productive. Have students see and discuss how the Spaniards often used the superstructure of the existing empires for their own benefit. Discuss the role of the church as handmaiden of empire but also as inhibitor of many excesses. Discuss single world trading system and the movement of peoples, ideas, products and diseases. Maybe include Charles Gibson chapter on Aztecs or chapter from Crosby, The Columbian Exchange??

Or present different perspectives on the conquest (accounts from Spaniards and from Indians) as a way of stimulating conversation on perspective and historical truth.

Questions:

--What is mercantilism?

--What is the connection between mercantilism and imperialism in the context of 15th century Europe?

--Why do you think the Aztec and Incan empires were conquered with such relative ease?

--What role did technology play in the conquest of the Americas? What technological advantages did the Spaniards have?

--What role did Catholicism and the missionaries play in the conquest of the Americas?

--What do you perceive as being the different expectation of Spanish missionaries, soldiers, and bureaucrats?

--Did Aztec religious beliefs hasten their downfall or sustain their resistance?

-- Did Incan religious beliefs hasten their downfall or sustain their resistance?

--What role did popular resentment by the subjugated peoples of the respective empires play in the success the Spaniards had in conquering the Aztec and Incan empires?

Writing Assignment: Which factors do you believe were the most critical in tipping the scales of war in favor of the Spaniards during the conquests? Make two lists? Which was the most important? Write one paragraph

Map Assignment: Copy map on p. 451. List the voyages and state why each was (or was not) important to the Expansion of Europe.

Þ

Week Seven

Oct 20 Topic: The East Asian World System to 1850

Theme(s): empires; technology; turning pointsÞ

€Read HWC ch. 20Þ€Read "Voices: the Chinese Emperor and King Geoge III"Þ

Questions

ChinaÞ#What stimulated the Chinese economy in its "Third Commerical Revolution"?Þ#How was the political system organized? Þ#What was the Chinese conception of foreign policy and its world order?Þ#Who was Cheng Ho, and why is he important?Þ#How did Japan, Korea, and Vietnam fit into the Chinese world order?

JapanÞ#What distinguished Japan in its Warring States period (1467-1600) from the Tokugawa period (1600-1867)?Þ#Why did Japan isolate itself from the rest of the world?Þ

€Write: In your own words, summarize the Chinese view of the world order as expressed in the Ch'ien Lung emperor's letter to King George IIIÞ#What does this letter say about the Chinese view of the world order? About the relative strengths of China and Britain ca. 1800?Þ

Oct 22 Topic: Africa ca. 1000-1800 ce

Theme(s): slavery Þ

€Read HWC ch. 18, and pp. 535-542Þ

Questions:

--Can you characterize Islam¹s expansion into sub-Saharan Africa as ³imperialistic²?

--Did Islam radically change the societies it expanded into in sub-Saharan Africa. How? How did it not?

--How was the Islamic influence on the Eastern Coast of Africa different/ the same from its influence on the West Coast of Africa?

--How did this period of increasing contact between Africa and the rest of the world facilitate the European slave trade?

Writing Assignment: Make a list enumerating the differences between slavery as an institution in West Coast African societies, East Coast Muslim society, and the United States. Which (if any) was the mildest form of slavery?

€Write: In a couple of paragraphs, compare and contrast the population histories of equatorial Africa with Mexico from 1500 to 1800 ce. What accounts for the differences and similarities?

Oct 24 Topic: The Islamic EmpiresÞTheme(s): empires; ethnic groups; migrationsÞ

€Read HWC ch. 23Þ

€Write a paragraph or two addressing the questions raised about the documents on either p. 639, 644, or 647.Þ€In class Web Page workÞ€Outline for the Web Page, plus assignments of who in the group will be responsible for what. Paper #2 will be based on this work.Þ

€Search: Find information on the Web, relevant to today's reading, about the following:Þ-Ottoman empireÞ-IstanbulÞ-Süleyman (the Magnificent)Þ-the shahs of (Safavid) IranÞ-Akbar "the Great"Þ-Taj MahalÞ€Assess the reasons Ismail was able to create the Safavid empire. What was the basis of his legitimacy? What was his attitude toward Sufi, Shi'i, and Sunni forms of Islam?Þ€List Akbar's methods for creating harmony among the various groups he ruled? How do his strategies compare with the way the Ottoman empire treated minorities?Þ

NOTE: This class meets in SC102

Week Eight

Oct 27 Topic: Renaissance in Europe

Theme(s): migrations; nation-states, disease,civilizationÞ

€Read HWC ch. 16Þ€Read Keywords "bourgeois", "capitalism"

€Analyze population graphs in CoursePak

Questions Þ#Why does the first section, discussing the Hundred Years War, include in its subtitle, "Rise of National Sentiment?" [Hint: Joan of Arc is today still seen as a national hero of France.]

#Think about connections between economic and biological conditions: How did the plaque arrive in Europe? Why did the plague strike so devastatingly? What economic consequences did it have? What political consequences?

#What is Humanism?

#What is new in the Renaissance? what rediscovered?

#How could Humanism and Renaissance art, intellectual and artistic movements, pose a challenge to political and social norms?

€Write: In a few paragraphs, compare and contrast the population histories of France, Germany, Italy, and China between 1000-1500 ce. What explains the similarities or differences?Þ

€Map Using the population statistics provided, study the dip in population that occurred ca. 1350. Create a map that describes the population changes throughout Europe as a result of the bubonic plague. Use different colored pencil to shade or crosshatch the areas that had the highest deaths in raw numbers. Map the regions of Europe that belonged to the English monarchy, the French monarchy, and various Italian states. Include on your map the principal cities struck by plague. (see pp. 427, 431, 436)

Oct 29 Topic: Reformation in EuropeÞTheme(s): civilization; nation stateÞ

€Read HWC ch. 17

€Read Twelve Articles, Rothenburg Peasant Revolt [CoursePak]

Questions

#What challenges did the Reformation offer to the established Church?

#Could the Ref. be connected to political and social changes following the Black Death? Why or how?

#What were the motives for religious reform?

#How did religious and political motivations work together to bring about the wars of religion in Germany? in France? (How did political unrest make Protestantism attractive? to what groups?)

#How did the English reformation differ from continental religious movements?

#Define "social contract" as Hobbes and Locke discuss it. What implications does the idea of a state of nature and/or natural law have for the traditional relationship between politics and religion?

€Write. List the grievances Luther (and others) had against the Church. List the grievances the peasants had against the Lords & society. How do these come together in the Peasant Revolt at Rothenberg? [extra thinking: compare the xeroxed version of the Twelve Articles to that in the text. What differences of translation and editing do you see? Do these create significant differences of interpretation for the historian?

Oct 31 Topic: European State Building

Theme(s): nation state formation; social hierarchyÞ

€Read HWC ch. 21Þ€Read Keywords "Nationalist"Þ

Questions

#What are the main differences between the English and French states?Þ#Why, do you think, the English form became more successful? Successful at what?Þ#Why did the European monarchs and states need revenue? How and where did they get revenue?Þ#Why was there so much warfare, both internal and external, in Europe from about 1500 to the late 1700s?Þ#Why were there religious wars and persecutions within England and France?Þ#What distinguishes a "nation state" (which the authors of HWC say European states were becoming), and an empire?Þ

€Write: In a paragraph or two, describe the relationship of the nobility to the monarch in either England, France, Russia, the Austrian Habsburg empire, or Prussia. This will be handed in.Þ

€Write: In your notebook, under two columns, make a list of what you think are the defining characteristics of nation states.

Week Nine

Nov 3 European Enlightenment

Theme(s): civilization, nation-stateÞ

€Read HWC ch. 24, pp. 684-87Þ€Read Keywords "Modern"

€Read: Voltaire, Letters on England, Diderot, ³Selections² from The Encyclopedie (CoursePak)

Questions

#What are the values of the Enlightenment? Why `do the authors call it "the most important European cultural export to the rest of the world?" [661]

#What is the importance of nature in the Scientific Revolution and the Enlightenment?

#The philosophes (Voltaire & Montesequieu) looked to England as a model for society -- why? What did they desire to emulate?

#What does Mary Wollstonecraft recommend for women? How is her text typically "enlightened?"

€Write. Read the primary sources carefully. In a paragraph or two, analyze the actions, attitudes or beliefs Diderot and Voltaire suggest in order to understand what it is they don¹t like about their society as it is currently. Bring your paragraph to class, as well as a list of Enlightenment values, culled from these sources and from the textbook.ÞÞ€In class use of population data ca. 1450-1750 to create pop density maps; or have them prepeared to give to students to hypothesize from. Why did the number and density of people throughout the world change so much during this period? See Bring History Alive pp. 196-97; book ref. Tertius Chandler, 3000 Years of Urban Growth. rank-order listing of 20 major cities in the world ca. 1450 and 1750.Þ

Nov 5 Topic: The American and French Revolutions, 1776- 1815

Theme(s): social hierarchy; nation states; migrations Þ

€Read HWC ch. 25Þ€Read Keywords "Revolution"

€Read Sièyes, "What is the Third Estate?"

€Read Robespierre, "Make Terror the Order of the Day."

Questions

#What background cause lie behind all these revolutions?

#What is the basis for full citizenship in the new French nation created by the declaration of rights of man and the Constitution of 1790?

#How does the ³Reconstruction of France² (696) reflect Enlightenment ideas?

#What do the sans-culottes want and how do they attempt to achieve their goal?

#What is the Terror? Was it democratic or not?

#How does Napoleon come to power?

#Were the Latin American independence movements ³radical²? Who led and benefitted from these revolutions?

#In what ways was Brazil a special case?

€Write. List the motives and ideals behind ³What is the Third Estate?² Do the same for the motives of the people creating the Terror. Be prepared to argue in class whether the second flows from the first.

Nov 7 €Exam 2

Week Ten

Nov 10 Topic: Reaction and Revolution in Europe, 1815-1850

Theme(s): social hierarchy; state making; capitalismÞ

€Read HWC ch. 26Þ€Read Keywords "bourgeois", "capitalism","liberal", "nationalist", "socialist"Þ€Read selection from the Communist ManifestoÞ

Questions

#Why did the French and American revolutions frighten monarchs, landed aristocracies, and the church?Þ#How are conservative groups new? What did they want to conserve?Þ#What is "nationalism," and why did it emerge in the early 19th century? Why was nationalism a threat to conservative forces?Þ#What was "liberalism?" Why was it a threat to conservatives? Why did liberals not unite with the new urban working class?Þ#Why, do you think, did the industrial mode of production expand from one country to the next?Þ#What was Marx's critique of industrial capitalism?Þ#Why did the "liberal" revolutions of 1848 fail?Þ

€Write a few paragraphs about the ways industrial wage labor affected women, the family, and "family values." This will be turned in. Þ€Web Page work; putting the Web Page together.

Nov 12 Topic: European and American Imperialism ÞTheme(s): nation states; technology; empire; migration/interaction Þ

€Read HWC pp. 740-43, ch. 27, 768-71Þ€Read Keyword "Imperialism" Þ€Read Jules Ferry and Joseph Chamberlain (CoursePak)

Questions

#Why is the unification of Italy and Germany important in European history?Þ#Why was the unification of the Habsburg empire into a national state not possible?Þ#Why did Russia's czar Alexander II abolish serfdom?Þ#What is meant by the "new imperialism?"Þ#What propelled the European nations (and then the U.S. and Japan) to seek control over all other parts of the world?Þ#How did these strong states control these other parts of the world?Þ#What consequences did this imperialism have for Africa? Asia? Latin America?Þ

€Write: Keeping in mind the discussion of ancient and modern imperialism (768-771) and the documents from Ferry and Chamberlain urging imperialism, make a list comparing and contrasting ancient empires (Roman, Han, Mongol, Safavid) with the ³new imperialism.²

Nov 14 Topic: European SocietyÞTheme(s): nation state; social hierarchy; citiesÞ

€Read HWC ch. 29Þ€Read Keyword "socialism"

Questions

#Why is this chapter called ³Building European Supremacy?² Is this a valid title?

#What is the ³Second Industrial Revolution?²

#What is socialism?

#How did Russian socialism differ from other continental forms?

#What new opportunities or freedoms are available for women in this period? How are these linked to the economy? How are women still limited?

#How does urbanization change society?

€Write 2-3 paragraphs comparing reform socialism to the socialism described in Karl Marx¹s Communist Manifesto. Which type do you think is more likely to succeed? Why? (And at what would they succeed?)

€Draft of Web Page essay (3-4 pp.) due.

Week Eleven

Nov 17 Topic: Latin America to the 1940sÞTheme(s): nation states (theories of underdevelopment)Þ

€Read HWC ch. 31

Use chapter to discuss economic and cultural dependency. Give small chapter from Stein and Stein The Colonial Heritage of Latin America to stimulate conversation. In class have students write out lists of factors that made Latin America in this period (1815-1940) dependent on the economies and intellectual constructs of the United States and Europe and discuss different facets of dependency.

Questions:

--What is meant by the term ³economic dependency²?

--What characterizes an economy that is dependent?

--When did Latin America become dependent?

--How did technological developments in Europe and the United States affect the economies of Latin America?

--How did the Great Depression manifest itself in Latin America?

--What is meant by ³intellectual dependency² and how was it manifest in Latin America during this period?

--How critical has race and racial divisions been in shaping Latin American social structures?

--Why do you believe that most of the ruling classes in Latin America are phenotypically white (they look white)?

€Writing Assignment: Which do you believe has been more harmful to Latin Americans: Intellectual or economic dependency? What is the relationship between the two? (This is a ³which came first the chicken or the egg²).

Nov 19 Topic: India, Islamic Heartlands, Africa, 1800-1945

Theme(s): colonialism; images of Africa in EuropeÞ

€Read HWC ch. 32

€Read ch.5 ³The Conquest of Africa² in Bill Freund, The Making of Contemporary Africa. Pp. 83-89, in CoursePak

Questions:

--What is Lenin¹s theory of imperialism?

--How does it differ from Hobson¹s theory?

--What role did ³scientific racism² play in the European conquest of Africa?

--What is meant by the term ³Scramble for Africa²?

--What is the significance of the trade depression in European markets during the 1870s to the Scramble for Africa?

--What countries benefited the most from the acquisition of African colonies?

€Writing Assignment: Choose one and write three paragraph: 1) Some observers believe that Europe accrued no economic benefit from their colonies, what do you think? List some of the benefits European societies got from having colonies. What, if any, were some of the draw backs of having colonies? 2) List some of the damaging consequences of the Scramble for Africa from the perspective of the African colonies. What do you believe were the most severe.

€Map Assignment: Use the map on p. 885 (Partition of Africa) and color in your own map using different colors for the different European powers. Choose four colonies and state what benefit (economic, political, social) the colonial power accrued from its occupation. Þ

Nov 21 Topic: Modern East Asia to 1950

Theme(s): modern world system; technology; imperialism; developmentÞ

€Read HWC ch. 33Þ

Questions

#What challenge did the West pose to the existence of China and Japan as sovereign states?Þ#How did China and Japan respond to that challenge?Þ#What was the Opium War about? Þ#Why is the Treaty of Nanking considered the first of the "unequal treaties"?Þ#What happened to China in the "Scramble for Concessions?"Þ#How did the communists manage to come to power in China?Þ#How does Japan's history during the Meiji period (1868-1912) compare with China's during the same period?Þ

€Write: In your notebook, make two lists: (1) of the reasons China failed to modernize; (2) of the steps Japan took to modernize.Þ€Write: Read the document on p. 902, andwrite a paragraph answering the question posed.

[This class will build on the student' lists; what is important is for students to understand not just the different histories of China and Japan, but the differential impact of imperialism on China and Japan]

Week Twelve

Nov 24 Topic: Inter-imperialist Rivalries and WWIÞTheme(s): Þ

€Read HWC ch. 34

€Read Hunt, pp. 900-912 (CoursePak)

€Read: war poetry (CoursePak)

€Read excerpt from All Quiet on the Western Front (CoursePak)

Questions

#How did alliances ultimately lead nations into World War I?

#What problems were built into the Paris Peace Settlement, especially the Versailles Treaty?

#What is a "total war" and how did the "Home Front" aid the War Front?

# What began the Russian Revolution? How did Lenin gain support from the peasantry? workers? How did Lenin and Trotsky institute communism? How does this relate to what Marx discussed in the Communist Manifesto.

€Write two paragraphs comparing and contrasting the male and female experiences of total war as presented in the readings. How does total war change society? What changes do men and women share, which ones do they experience differently?Þ

€Web Pages due today

Nov 26 Topic: The Crises of Capitalism and Democracy, 1917-45ÞTheme(s): nation states; capitalism; social hierarchy; developmentÞ

€Read HWC ch. 35-36Þ€Analyze "Table 28 Annual Indices of Manufacturing Production, 1913-1938"Þ

Questions

#What was the Great Depression?Þ#How did it affect Europe? The U.S.? Japan?Þ#How did the Soviets manage to industrialize their country in the years from 1920-40 while the rest of the world was in the grips of the Depression?Þ#What were the major elements of Hitler's approach to the crises in Germany?Þ#What were the major elements of Roosevelt's approach to the crises in America?Þ

€Write: Prepare a table showing the ways in which the Great Depression of the late 1920s and 1930s affected the U.S., Germany, the Soviet Union (the USSR), and Japan. Show both the effects of the depression, and each country's approach to solving the problems of the Great Depression. Be sure to use data from "Table 28" in the CoursePak. Þ€In-class small-group debate about the virtues of each approach to solving the problems of the Great Depression.

THANKSGIVING

Week Thirteen

Dec 1 Topic: WWII and the Post-War World: A Bi-Polar World and the Cold War

Theme(s): modern world system; nation states; turning pointsÞ

€Read HWC ch. 37Þ€Read article on Rwanda in CoursePak.Þ

Questions

#What were the main elements of the Cold War between the US and the USSR?Þ#How did anti-communist revolutions break out in Eastern Europe in 1989?Þ#Why did the Soviet Union collapse in 1991?Þ#What happened to Yugoslavia after 1989?Þ

€Write: In a couple of paragraphs, apply the discussion of nationalism in ch. 26 (pp. 720-21, 722, 737) to the situation in Yugoslavia today, as discussed in the reading.

Dec 3 Review: What it all meansÞ

€Read HWC ch. 39Þ€Read our Web PagesÞ€Assess each Web Page (in a paragraph or so; these will be handed in on December 5)Þ

Dec 5 Review: What it all means

€Read HWC ch. 38Þ€Read our Web PagesÞ€Assess each Web Page (in a paragraph or so; these will be handed in on December 5)Þ€Course evaluations

Dec 10: 8 a.m. FINAL EXAMINATION