MONTGOMERY
COLLEGE
A North Harris Montgomery Community College
HIST 2322 / World Civilizations since 1500
Dr. J. Ross-Nazzal / Spring 2006
CATALOGUE DESCRIPTION
This class examines the history of human societies since East-West contact in 1492. Consideration is
given to all major cultural regions (West Europe, East Europe, Middle East, South Asia/India, East Asia,
Africa and Latin America). Emphasis is placed on comparative aspects of history, and upon interactions
among the major cultural regions.
CREDIT: 3.0 hours, transferable to any 4-year institution in the state of Texas
PREREQUISITES: College level reading and writing.
ADA STATEMENT: If you require reasonable accommodations because of a physical, mental, or
learning disability, please notify the instructor of this course within the first two weeks of the semester.
PURPOSE
History 2322 studies the connectivity of world societies and the causes and effects of economic, political,
and cultural activities throughout the world.
COURSE OUTCOMES
Upon successful completion of this course, you will need to address the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Politics: How were people governed and what were the relationships
between the governed and the government?
Ideas: How did intellectual history develop? How were intellectual
ideas transmitted from civilization to civilization?
Economics: Examine the various economic systems as well as their impact upon world history.
Gender: What were the roles, duties, obligations, and significances
of the family, children, men, and women in the modern era?
Society: Discuss the development and impact of the North-South split.
Culture: Examine the particular cultures of the major world
civilizations, how they changed over time, and how cultures were spread
from country to country or region to region.
Religion: Examine the impact of Judaism, Hinduism, Buddhism,
Christianity, and Islam upon the modern world stage.
Environment: How have the realities of modern life impacted the environment/
Migration: The world gets a lot smaller in the modern era. What are the results or impacts of
nearly constant migration?
“IF ALL ELSE FAILS, FOLLOW DIRECTIONS.” –My Dad
Science: Examine the developments in science; compare and contrast
scientific developments and usages among various societies.
11. Technology: Examine the developments in technology; How has
technology impacted civilizations? Compare and contrast technological
developments and usages among various civilizations
12. Individuals: History is more than trends or groups. History is
people and thus specific people must always be examined from the great
leaders and thinkers to the average person affected by the great leaders
and thinkers. People's actual words, whenever possible, must be examined
and analyzed, as opposed to talking about specific people.
10.
PLAGIARISM AND CHEATING
In the event of cheating or plagiarism you will receive an “F” in the course. Please complete the
plagiarism exercise (which is located on my website under your “Cyber Clubhouse”) by the second
Tuesday of the semester.
CONTACT
Instructor:
Office:
Office Hours:
Email:
Web page:
Required texts:
J. Ross-Nazzal, Ph.D.
A220L; 936-273-7057
MWF 11-12; TuTh 1-1:30; or by appointment
I will read and respond to my email during my office hours.
jrn@nhmccd.edu
http://ppl.nhmccd.edu/~jross-nazzal/
Duiker, World History (Comprehensive or Vol II), 4th edition.
Schlesinger, et al, Global Passages (Vol. II)
Kurlansky, 1968: The Year that Rocked the World
COURSE DESCRIPTION
This semester is an in-depth, intensive, over-arching survey of world civilizations from around 1500 CE
stressing and interpreting social, cultural, intellectual, religious, economic and political developments of
and among European, African, Middle Eastern, Asian, and Amerindian societies and their contributions to
humankind.
ATTENDANCE
Life is too short to repeat in lecture what is available to you in the textbooks, thus relentless attendance is
required. If you miss a few days you truly miss a lot because the lectures are tightly integrated. In other
words, you will have a harder time understanding later lectures if you miss the earlier ones.
While I lecture, please take copious and meaningful notes. Please do not just jot down the few words that
appear on the PowerPoint slides as those are merely the most generalized outline and I place them there
usually to keep me on track. Please do not sit there and stare at me, sleep, day dream or engage in any
other activity besides passive note taking or active discussions with me and your classmates.
“EVERYONE WANTS TO GO TO HEAVEN, BUT NO ONE WANTS TO DIE.”
–PETER TOSH
Please do not interrupt the class by arriving late or leaving early as neither will be tolerated. During
graded assignments (such as exams and quizzes) I will close the door when the assignments begin, thus
please do not enter the classroom as it is both rude and a distraction to those who arrived on time. In the
event a student misses class, she or he is still responsible for all material covered in class and all
announcements made in class.
Finally, no cell phones in class. Ringing phones are both rude and disruptive. If I see a cell phone I shall
ask you to leave.
GRADING - There are several different types of graded assignments this semester.
Response Projects. There are three RPs this semester. The first RP covers Chapters 18-21 and all other
assigned readings. The second RP covers chapters 22-25 and all other assigned readings. The third RP
covers chapters 26-29 and all other assigned readings. Each RP will consist of ten Identifications, two
non-cumulative essays, and one cumulative essay. You will receive your specific RP one week before it is
due, provided that you are in class when I hand them out. However, you can go to my web site and
download an RP study guide (I will create each specific RP from each Guide). Each RP is worth 100
points, or 30% of your final grade.
http://www.press.uchicago.edu/Misc/Chicago/cmosfaq/cmosfaq.html
http://webster.commnet.edu/mla/index.shtml
Essays. Using the Schlesinger text as your only resource, you will answer the monthly (due at the end of
January, February, March, and April) essay question in at least three full and complete pages. Staple a
cover sheet to each essay that contains the class, your name, and the title and number of the essay. None
of the information on the cover sheet will be found on the page(s) of typed answers. See schedule below
for the due dates. If you do not do the minimum required work you receive a failing grade. Each essay is
worth 75 points, thus essays are worth 300 points or 30% of your final grade. I do not accept late work.
Map Quizzes. You will take four map quizzes throughout the semester based on the readings between
each quiz (please use the textbook to best prepare for each map quiz, thus each quiz will vary as to
placenames, geographic locations, and other important points/areas/locations). Each map quiz is worth 25
points, thus the map quizzes are worth 100 points or 10% of your final grade.
Cultural Assignment. You will attend one (1) non-US cultural production (for example theatre, music,
dance, a festival, parade, art exhibit, foreign language movie) of your choice that is NOT within your own
cultural/social/religious belief system. There are plenty of free events on campus and throughout the
community so do not feel that you have to spend money. Draft a three-page (minimum)
response/critique/description to the cultural event to include how the event ties into the class. Attach a
cover sheet that has your name, the date and title of the event, as well as the location of the event. None of
the information on the cover sheet will be found on the response/critique/description. The written aspect
of the assignment is due no later than Tuesday, April 19th. You will then present your findings to the
class during your scheduled Final Exam for the remaining 5% of the assignment. This assignment is
worth 150 points, or 15% of your final grade.
“FAILURE IS NOT AN OPTION.” –GENE KRANZ
Book Review. 10% of your semester grade will come from your written analysis of the Kurlansky book.
This assignment is patterned after the book reviews that historians draft for professional journals such as
the Journal of American History and the American Historical Review. One of the goals is to introduce a
new topic, a different interpretation, or to allow you to examine more deeply a topic of your choice.
Another goal of this assignment is to develop your critical thinking and analytical means because unlike a
book report that merely discusses the book, a review is a critical examination of the author’s thesis,
evidence, and conclusion. Your review will be, at a minimum, three full pages in length. Any
submissions under three full pages in length will receive zero points. Remember, 3 pages is the minimum.
It will be double-spaced, using Times New Roman 12 font with margins no greater than 1.00”. No late
work will be accepted.
Grade: Your grade for this assignment will be based on form and content to include grammar, spelling,
analysis, and critical thinking. It must conform to the length requirements or else you will receive zero
points for this assignment.
I.
Heading. At the top of the first page only you need to place the proper citation. Please follow
this model precisely:
Title of Book. By Author (Place of Publication: Publisher, Year of Publication). Page
numbers. Reviewed by Your Name, Date of Review.
Homeward Bound: American Families in the Cold War Era. By Elaine Tyler May (New York:
Basic Books, 1988). vii + 284 pp. Reviewed by J. Ross-Nazzal, May 6, 2005.
II.
Body. The review itself is a critical examination of the author’s theses, evidence, and analysis.
A. One (1) to Two (2) Paragraph Introduction
1. Tell the reader about the author
2. Why is the author interested in the subject?
3. Why did the author write the book?
B. Two (2) to Three (3) Pages on the subject
1. What is/are the author’s thesis/theses?
2. What evidence does the author use?
3. Is the author’s argument(s) effective? Defend your answer.
C. Two (2) to Three (3) Paragraphs on what worked or did not work for you
1. What was interesting?
2. What did not work for you? Defend your answer.
D. One (1) Paragraph Conclusion
1. Who would be interested in reading this book?
2. What level (novice, secondary school, undergrads, grad students, etc.) of
expertise is this book written for?
3. End on a positive note.
Participation. I except that you will come to class having read the assigned material and prepared to
discuss the major themes with your colleagues and myself. ALWAYS bring your Schlesinger text with
you and be prepared to present to the class the one document that you selected to read for each day. Your
participation (or lack thereof) will be worth (or will cost you) 5% of your final grade.
“BLAME IS EASIER TO GIVE THAN TO RECEIVE.” –ANON
Grade Scale: Percentage
Points
100-90
1000-900
89-80
899-800
79-70
799-700
69-60
699-600
Grade
A
B
C
D
Extra Credit. Do not ask for extra credit. Complete all work in accordance with the specifications. Hand
in the assignments when they are due. Thus, you will not need “extra” credit. There will be one extra
credit assignment made available to you, however. Check my website for more information.
Grades. The grade of A reflects excellence. The A paper/work offers a well-focused and organized
discussion appropriate to the instructor's assignment, reflects critical use of relevant materials, and
demonstrates effective and formal writing requirements. Papers/work must demonstrate outstanding
efforts to identify varied pertinent sources, to employ those materials critically in the text of the papers,
and to provide error-free citations of those resources.
The grade of B represents an effort beyond satisfactory and indicates the paper/work was completed in an
appropriate and competent manner and, in general, demonstrates a strong attempt at original and critical
analysis, writing, and research. The B paper/work may contain a number of minor errors of grammar or
citation, and its thesis or its conclusions may be undeveloped or too weakly supported.
The grade of C indicates that the paper/work was done in a satisfactory or appropriate fashion and
represents the average work expected for university courses. The presentation is organized around a
central idea with arguments supported by relevant examples. The paper/work is structured into correctly
written paragraphs and sentences. Although fulfilling the assignment, the C paper/work may exhibit one
or more weaknesses including, but not limited to, errors of punctuation and grammar, imprecise or
incorrect word use, inaccurate or uncritical use of materials, occasional inconsistency of organization or
development, and lack of direct relevance of the selected research materials to the topic.
The grade of D indicates that the paper/work may have a poorly defined topic or thesis, lack clear focus or
organization, and contain unsupported generalizations or conclusions. Research support is inadequate, not
clearly relevant, or improperly documented. A less-than-minimal research effort is evident. The
paper/work may also suffer from numerous or major formal writing errors.
The grade of F indicates that the paper/work is not clearly relevant to the assignment and that its topic and
thesis are poorly focused or defined. The paper may display inadequate organization or development,
unsupported generalizations, and nonstandard formal features (including language usage, sentence
structure, paragraphing, and so on). Research support is absent, inadequate, or irrelevant to the
assignment.
A Final Thought on Grades. Getting good grades is easy. All you have to do is keep up with the readings,
attend class relentlessly, take proper notes in class, review your notes on a regular basis, and put forth
your most concerted efforts in regards to the out of class assignments. No one has more control over your
grades than yourselves. You will do well (i.e., pass) if you decide that studying is what is important and
thus you take the necessary steps to do well.
Students’ Choice. Please note that three lecture dates have been set aside. When you take the second exam
I will hand out a ballot of numerous subjects. You will vote on your favorite three. I will then tally the
votes and the top three subjects will be the ones that I present to you from 4/26 to 5/03. You will have
readings to do and the information that I present in the lectures as well as the readings will become fair
game for the third exam.
Date
01/18
01/20
01/25
Topic/Assignment
If All Else Fails, Follow Directions
The Enlightened West
Industrialization
01/27 Consequences of Industrialization
02/01 Imperialism
02/03 Imperialism in Asia
02/08 RP I
02/10 War and Revolution
1
Read/Due1
Take copious notes
Ch. 1 (S)2, Any 1 Document
Ch. 18 (D)3
Ch. 10 (S) “A Mexican Friar”
Ch. 10 (S) “Two Japanese Views”
Reading Quiz #1, Ch. 18
Writing Assignment #1
Ch. 19 (D)
Ch. 10 (S) “An American Novelist”
Ch. 10 (S) “An American Novelist”
Reading Quiz #2, Ch. 19
Ch. 20 (D)
Ch. 7 (S) “An American Archeologist”
Ch. 8 (S) “A Methodist Missionary”
Reading Quiz #3, Ch. 20
Writing Assignment #2
Response Project I Handed Out
Ch. 21 (D)
Ch. 6 (S) “An English Tourist”
Ch. 6 (S) “A British Author”
Reading Quiz #4, Ch. 21
Chs. 18-21
All assigned Documents
Ch. 22 (D)
Please complete all readings BEFORE coming to class.
Unless otherwise noted, you are required to read the assigned document(s)in the
Schlessinger (S) text.
3
Unless otherwise noted, you are required to read the entire chapter of the Duiker
(D) text.
2
Ch. 10 (S) “An American Author”
Ch. 23 (S) “A Chinese Doctor”
Reading Quiz #5, Ch. 22
02/15 Revolution and Influenza
02/17 Interwar Era
02/22 Interwar Era
02/24 The Great War
03/01 Collective Hope: The UN
03/03 The Cold War, Part I
03/08 The Cold War, Part II
03/10 RP II
03/22 Communism, Part I
03/24 Communism, Part II
03/29 East vs. West or North vs. South?
03/31 East vs. West or North vs. South?
Ch. 22 (D)
Reading Quiz #6 (Documents from 2/10)
Writing Assignment #3
Ch. 23 (D)
Ch. 14 (S) “A Mexican Muralist”
Ch. 13 (S) “A Black Labor Leader”
Ch. 13 (S) “A British Biologist”
Writing Assignment #4
Ch. 23 (D)
Reading Quiz #7, Ch. 23
Ch 24 (pp. 684-703)
Ch. 11 (S) “Geishas in Postwar Japan”
Ch. 12 (S) “An English Poet”
Ch. 24 (pp. 703-714)
Ch. 12 (S) “A Prominent Indian Novelist”
Ch. 13 (S) “An American College Student”
Reading Quiz #8, Ch. 24
Writing Assignment #5
Ch. 25
Ch. 14 (S) “An American Black”
Ch. 12 (S) “An American Educator”
Reading Quiz #9, Ch. 25
Pick Up Response Project II
Ch. 25
Ch. 15 (S) “An American Reporter”
Ch. 12 (S) “An American Wife and Mother”
Reading Quiz #10 (Documents 3/3 and 3/8)
Writing Assignment #6
Chs. 22-25
All assigned documents
Ch. 26 (pp. 744-761)
Ch. 15 (S) “A German Essayist”
Ch. 15 (S) “An Italian Correspondent”
Ch. 26 (pp. 761-778)
Ch. 11 (S) “A Swedish Traveler”
Ch. 11 (S) “An American Anthropologist”
Reading Quiz #11, Ch. 26
Writing Assignment #7
Ch. 27 (pp. 780-799)
Ch. 12 (S) “An American Writer”
Ch. 15 (S) “An Indian Civil Servant”
Ch. 27 (799-812)
Ch. 13 (S) “A Nigerian Novelist”
Ch. 13 (S) “Two Travel Writers”
Reading Quiz #12, Ch. 27
04/05 Africa: Pawn and King
04/07 Middle East: Promises, Promises
04/12 A Pacific Century?
04/14 Japan: More than Anime
04/19
04/21
04/26
04/28
05/03
05/05
Cultural Assignments
Cultural Assignments
Students’ Choice
Students’ Choice
Students’ Choice
Instructor’s Choice
05/xx RP III
Writing Assignment #8
Ch. 28 (pp. 814-830)
Ch. 13 (S) “An English Novelist”
Ch. 13 (S) “A Global Traveler”
Ch. 28 (pp. 830-846)
Ch. 12 (S) “A Swiss Travel Writer”
Ch. 12 (S) “A French Travel Writer”
Reading Quiz #13, Ch. 28
Writing Assignment #8
Ch. 29 (pp. 848-864)
Ch. 12 (S) “A Hindi Poet”
Ch. 12 (S) “A Correspondent from the BBC”
Writing Assignment #9
Ch. 29 (864-877)
Ch. 11 (S) “A Chinese Novelist”
Ch. 11 (S) “A Cretan Novelist”
Reading Quiz #14, Ch. 29
Writing Assignment #10
Reading Quiz #15 (Documents 4/7, 4/12 and 4/14)
Book Review/Outcomes Assessment Due
Handouts
Handouts
Handouts
Handouts
Pick Up Response Project III
Chs. 26-29
All assigned documents
All handouts