Completion deadline: April 27, 2013
Course:
A-HIST 3343 The Twentieth Century: Triumphs and Tragedies
Instructor: Dr. Joanne Sánchez
Office:
Holy Cross 203
E-mail:
joannes@stedwards.edu
Fax:
(512) 448-8767
Phone + Voice Mail: 448-8710
Course web site: http://sites.stedwards.edu/joannes-ahist3343/or linked in the course menu in
Blackboard
Office Hours:
Tues: 3:30-5:30 P.M.
Weds.: 3:45-4:45 P.M
Other times by special appointment.
1. Course Description: This course will begin with the optimism at the dawn of the twentieth
century, spurred by medical, scientific, and industrial advances. The growth of empires and the
resulting cultural, political, and economic globalization will be addressed. The course will take
students through the rapid transformations brought about by the two world wars, revolutions,
totalitarian dictatorships, and the demise of empires. The ensuing Cold War and the emergence
of new nation states in Africa and Asia will be explored, as well as more recent developments in
East Asia, Eastern Europe, the Middle East, and Latin America. Medical and scientific advances
in the second half of the 20th century will be incorporated. Ending with an overview of the global
economy, cultural globalization, and global problems, the course will examine the technological
revolution and the renewed optimism of the new millennium.
As with an on-campus college-level undergraduate course, The Twentieth Century: Triumphs
and Tragedies in this blended format will take approximately 135-150 hours to complete,
depending on the student.
How this course fulfills the New College Global Critical Issues requirement. This course meets the
standards for a New College Global Critical Issues designation since it requires students to demonstrate
knowledge and understanding of the increasingly global nature of the world; the social, cultural,
economic and political processes connecting the world community; the growth of globalization
throughout the twentieth century; and the specific global issues and problems that transcend national
boundaries and efforts to resolve them. Both a knowledge and understanding of globalization and
proficiency in critical thinking, research methods, documentation, writing, and basic values analysis will
be evidenced in the research paper in #3d. Global understanding and critical thinking skills will be
demonstrated in class discussions and the current and archival article review, as well as in all other
assignments.
2. Learning Outcomes: Upon successful completion of this course, the student will have
demonstrated the ability to:
a. Analyze how the forces "rapid scientific and technological innovation," " increasingly
global economy with persistent economic inequality," "continuing social and political
conflict," “aggression and reactions to it in international relations” and the “broad
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dissemination of conflicting philosophical ideas and cultural values,” including
secular vs. religious ideas in conflict, apply throughout the twentieth century.
b. Define globalization; and analyze how technological advances of the late 19th and
early 20th centuries spurned an early phase of globalization. Also, describe the main
characteristics of this phase of globalization.
c. Analyze what the Paris World's Fair in 1900 revealed about the world of the time, and
explain the reasons for optimism at the beginning of the century.
d. Explain the ideologies of Social Darwinism, imperialism, liberalism, nationalism,
conservatism, Marxist socialism, and neocolonialism as they were defined in the early
twentieth century.
e. Evaluate the effects of the following inventions/discoveries/accomplishments on
world history: the Brownie Camera, the first Trans-Atlantic radio signal, air
conditioning, the airplane, Quantum Theory of physics, Einstein's Theory of
Relativity, Freud's theories on sexuality, Henry Ford's use of the assembly line,
chemical warfare, tanks, and penicillin.
f. Examine the reasons for empire building in the late nineteenth and early twentieth
centuries, how this was an example of cultural and economic globalization, and how
Western nations used Social Darwinism to justify their empire building, cultural
imperialism, and wars.
g. Describe Germany, Britain, France, Russia, Austria- Hungary, Japan, the US, and the
Ottoman and Persian empires at the beginning of the century; and compare and
contrast the size and location of their colonies.
h. Examine the possible causes for World War I.
i. Analyze how World War I differed from previous wars.
j. Analyze the social, economic and political effects of World War I on the U.S.,
Europe, Russia, the Middle East, Africa, and Asia.
k. Assess why women in several industrial countries obtained increased social,
economic, and political power in the twentieth century.
l.
Evaluate the causes and effects of the March 1917 Revolution, the October 1917
Bolshevik Revolution, and of the Stalinist Revolution on the people and the economy
of the Soviet Union and the world.
m. Compare and contrast political, economic and social developments in China and
Japan.
n. Compare and contrast the Russian Revolution under Lenin and Stalin with the
Chinese Revolution under Sun Yat-sen, Chiang Kai-shek, and Mao.
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o.
Examine the causes and effects of the Great Depression, John Maynard Keynes's
theory on how to best deal with the Depression, as well as global trends toward a
welfare state.
p.
Analyze the reasons for the rise of fascism in Italy and Germany; describe the fascist
policies of Mussolini and Hitler. Also examine totalitarian rule in other parts of the
world at this time.
q.
Examine the characteristics of British rule in India, and trace how India became
independent. (Include the roles of Mohandas Gandhi and Jawaharlal Nehru.)
r. Assess the causes and results of the Mexican Revolution.
s.
Trace political, economic, and social developments in Sub-Sahara Africa, with
special emphasis on South Africa, including the role of Nelson Mandela in ending
apartheid.
t. Compare and contrast political, economic, and social developments in pre- 1945
Egypt, Palestine, Iran, and Turkey.
u. Analyze the causes of World War II, how it differed from World War I, the major
events /battles of this war, how globalization was manifested in this war, and both its
immediate and long-term effects.
v. Assess the reasons for the end of European global dominance.
w. Assess the social, economic, and political developments in post 1945 Europe, Eastern
Europe, the USSR, and the U.S.
x. Examine the causes and effects of the Cold War, how globalization was manifested
during the Cold War), the major events in the Cold War from 1945 - 1991, and
describe the U.S. policies of containment and détente.
y. Evaluate the effects of the following inventions/ discoveries/ accomplishments: DNA,
the creation of the UN, the computer, television networks, Polio vaccine, Sputnik, and
birth control pills; and examine to what extent the UN, the computer, television, and
space travel have fostered globalization.
z. Trace the social, economic, and political developments in post-1945 Latin America,
giving special attention to Mexico and Cuba.
aa. Apply the terms "non-aligned nation," "secularism," "ethnic cleansing," and "third
world."
bb. Trace the economic, social and political developments in post 1945 Middle East and
North Africa, giving special attention to Egypt, Iran, and Israel.
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cc. Evaluate the reasons for the move toward economic and political union in Western
and Central Europe since World War II.
dd. Analyze the effects of the disintegration of the Soviet Union and the end of the Cold
War on Eastern Europe, the former Soviet Union, and the U.S.
ee. Evaluate the effects of the following inventions /discoveries/accomplishments in the
later half of the twentieth century: organ transplants, Americans walk on the moon,
the Internet, synthetic genes, personal computers, birth of test tube babies, Cable
News Network, AIDS virus, and cloning; and analyze the extent to which some of
them have fostered globalization.
ff. Examine the challenges and opportunities that exist in the 21st century world, paying
special attention to arms proliferation, multinational companies, the global economy,
global oneness and citizenship, human development, human rights, traditional
religion vs. secular modernism, nationalism, environmental degradation, population
growth, mass migration, the demand for democratization, shortage of natural
resources, and the tension between globalization and different ethnic and national
groups.
2. Assigned Textbooks and Course Materials
a. The student will read the following, which are available at the SEU Bookstore:
1. Axelrod, Dr. Alan and Charles Phillips. What Everyone Should Know About
the 20th Century: 200 Events That Shaped the World. Holbrook, MA:
Adams Media Corp., 1998, xiii -xiv, 3-6, 9-10, 17-19, 24-25, 27-30, 4445, 51-52, 57-58, 64-67, 71-74, 111-112, 117-118, 131-135, 155, 159-162,
202-203, 208-209, 216-217, 254-256, 259-261, 272-274, 281-291, 296298. (Course pack at bookstore).
2. Ebadi, Shirin. Iran Awakening: One Woman’s Journey to Reclaim her Life
and Country. 1997. New York: Random House, 2007, 4-111.
3. Goff, Richard, et al. The Twentieth Century: A Brief Global History. 7th ed
Boston : Mc Graw-Hill, 2007. Print. 1-186, 188-575.
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b. The student will view the following documentary, available at the Scarborough Phillips
Library: People's Century: Age of Hope (the necessary segment of this will be shown in
class the 1st night,) plus 1 additional documentary, which can be chosen from:
1). Other segments of the People's Century series.
2). Fly Girls or Free a Man to Fight (both on the roles of US women in WW II)
3). Muslims, a PBS documentary broadcast after Sept. 11th OR Women and Islam:
Islam Unveiled, available through the Scarborough Phillips Library’s database,
Academic Video Online
4). Any documentary that relates to the 20th century in the Scarborough Phillips
Library’s databases, Films on Demand or Academic Video Online
3. Learning Activities and Course Requirements
The student will:
a. Actively participate (engage) in thirteen weekly discussions on the reading materials.
A study guide will be provided for each discussion on the course web site. To aid in
the learning process, the student should read over the study guide questions before
doing the reading assignment. Come to each campus class with a well developed
page or so on what you feel were the three most important ideas or concepts
from each chapter of Goff et al. Please come to class prepared to discuss answers
to the questions on the study guide, as well as any questions you have. Students
should read and think critically about the material, and synthesize it in his/her
words. For online weeks, please complete your reading and postings by 9 PM on
Tuesday nights, and comment on at least one classmate’s posting by midnight on
Thursday nights. If a student misses a campus class session, s/he must make up
the discussion either orally or in writing. Online discussions must be made up
within 24 hours of the due date. See attendance requirements below.
Oral and written engagement with the class and the reading: (3 pts ea class)
b. After viewing each of the two documentaries (See 2b), write a review which includes:
1) Your reaction to this documentary? Be sure to give the name of the documentary
you viewed.
2) A summary of at least six of the most important points the documentary maker is
trying to make.
3) How the documentary’s treatment compares/contrasts to what you read.
4) Your questions as a result of viewing this documentary.
Please include the correct MLA format bibliographic citation at the end of your
review. This is a formal writing assignment, which will be graded on format,
grammar, spelling, and content.
(4 pts ea.) (Due 1/29, 2/26)
c. Students will locate 1 current newspaper/magazine/journal article that includes a
conflict/controversy/characteristic that began or continued in the 20th century
and has global implications. In a page or so, the student will summarize the article,
trace the 20th century roots of the problem/concern/characteristic, explain its causes,
and state how or if this problem/ concern/characteristic is likely to be resolved/
disappear in the 21st century. Assess how this problem/concern/characteristic relates
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to globalization. Give the correct bibliographic citation for the article at the end of the
summary.
Paired with the current article, the student will find an “archival newspaper
article” from the 20th century that either dates from the inception of the
problem or characteristic, or in some way relates to this problem/ concern/
characteristic. This “archival article” should be summarized in one page or less, with
the correct bibliographic citation at the end and stapled to the current article and
summary to which it relates.
For example, a student may use a current article about the European Union/ Euro,
and couple this with a 1952 article about the creation of the European Coal and Steel
Community or a 1960s article about the European Economic Union. Another example
would be pairing a current article about the Arab-Israeli conflict with an “archival
newspaper article.” The “archival newspaper article” may deal with almost any aspect
of the conflict in the 20th century, such a 1948 article on the creation of Israel, a 1967
article about the Six Day War, and so forth. Another of many possibilities might be
the coupling of a current article about Iraq with one in 1979 when Saddam Hussein
came to power, or one from 1991 about Desert Storm. In a similar vein, students
could choose an article from the 1980s about Al Qaeda’s role in the Afghan-Soviet
War, and a current article about their role. *Students may choose articles on the same
subject as their Final Project and may count the “archival article” only as one of their
six background sources for the Final Project.
(10 pts) (Due 3/26)
d. 1. Working in groups of 2-3, students will submit a research project as a Microsoft
Word document or as a Wiki that deals in depth with an event, controversy,
characteristic, or personality of the twentieth century. The project will be in the form
of a “scholarly journal” about the event, controversy, cultural expression,
characteristic, or personality. The “journal” will include each student’s research paper
on some aspect of the topic. Each paper should be 8-10 pages, double-spaced. The
project will provide the background/ history of the event/ controversy/ personality, an
analysis of the primary values of the person, the various obligations that the person
had, and the consequences of his or her actions. In the case of an event or
controversy, the student will incorporate an analysis of the primary values of the
major parties that participated in this event or controversy, the obligations that they
had, and the consequences of their actions, as well as an overall analysis of the
importance of this person/event/controversy to the history of the twentieth century.
Students will also address how their topic relates to cultural, economic, or political
globalization. Each group member must submit their own Works Cited in correct
MLA format of at least six scholarly sources. In addition, the project should include
at least one of the following:
 An audio taped or video taped oral history of a person who was a
contemporary of the event/controversy/characteristic/inventor/personality (I
will provide a 1 1/2 hour training session for anyone interested in conducting
an oral history.)
 A graphic representation/copies of photographs/old advertisements of the time
period/ event/invention/ personality with appropriate MLA format citations;
 Music of the time period or from the event.
 Speeches of an individual or about the event
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 Other materials as decided by the group.
Each group member needs to submit a written proposal to the instructor by 2/19.
The proposal should include a table of contents of your “journal,” as well as who will
author each section, plus each group member needs to include a tentative bibliography of
six scholarly sources in correct MLA format. If your team decides to create a Wiki, you
will each need to create a separate posting within the Wiki, and submit a hard copy of
your Works Cited, as the MLA formatting is lost with the Wiki. Each research paper will
be graded separately, but students should collaborate on any other materials in the final
research project. They should also concur on the primary values of the personality or of
the major parties that participated in an event or characteristic. Each team is
encouraged to schedule a meeting with the instructor to discuss the group’s project
or to show progress on it. Such a meeting should occur on or before 3/26.
OR
2. Students may choose to do a pro-con research paper on a controversial international issue
that existed in the 20th century, but persists. Some possible topics are: Should the UN be
reformed? Should the UN intervene to stop ethnic cleansing? Should the UN/NATO
intervene to assist revolutionary movements to topple repressive dictators? Should the
UN abolish capital punishment worldwide? Should the UN limit nuclear proliferation?
Should countries ban the wearing of headscarves and other religious attire? Should the
US join the International Criminal Court? Should prostitution be legalized worldwide?
Should the US sign an international agreement to reduce global warming?
Working in pairs, each pair will submit a 16-20 page formal research paper, in which the
students describe the issue, trace the history/evolution of this issue, explain why it is an
important problem, describe the arguments of the proponents and opponents on the issue,
analyze the primary values, obligations, and consequences on each side, provide possible
solutions to the problem, and concur on a solution using Ruggiero’s moral reasoning method. In
addition, students should state how this issue is related to economic, cultural, or political
globalization. The first student on the team will write an introduction to the paper, describe the
issue, trace its history/evolution, explain why it is important, and present (in a neutral manner) at
least three well-reasoned arguments of the “proponents,” (those that support the affirmative
answer to the research question). The student should report the arguments of the proponents, but
not try to persuade one way or the other at this point. Neutrality can be maintained by using such
phrases as: “proponents state that,” “proponents content that,” “proponents argue that,”
“according to proponents” or similar phrases. The student will then use elements of Ruggiero’s
moral reasoning method by discussing the primary values that the proponents are trying to
uphold, as well as the obligations and consequences involved in following the proponents’
solution to the issue.
The second student will begin his/her section by presenting at least three well-reasoned
arguments for the opposing side (opponents), also in a neutral manner. The student will then use
Ruggiero’s moral reasoning method by discussing the primary values that the opponents are
trying to uphold, as well as the obligations and consequences involved in following the
opponents’ solution to the issue. (If possible, students should research the position that they
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do not currently support). Both students will agree on the solution to the problem (the
answer to the research question) using Ruggiero’s moral reasoning method, but the second
student will do the actual writing of the solution and paper conclusion.
Both students will agree on and edit the introduction and the solution and
conclusion of the paper, but only the first student will do the actual writing of the
introduction, and only the second student will do the actual writing of the
conclusion. Each member of the pair will submit a “Works Cited” with no less than six
scholarly / authoritative sources. Ordinarily, these should be six sources that are different
than your partner’s, unless otherwise approved by instructor. Students must use MLA
format. All sources in the Works Cited must be cited in the text of the paper. Sources
must be cited not only for direct quotes, but also when you use unique ideas or statistics
from an author. One composite paper will be submitted from each pair. However, each
student will label the section(s) s/he authored. Each group member needs to submit
a written proposal to the instructor by 2/19. The proposal should include who will
author each section, plus each group member needs to include a tentative bibliography of
six scholarly sources in correct MLA format.
All students: Along with the research paper/project and Works Cited of six
scholarly/authoritative sources, all students must submit a sealed “participation
rubric” on the performance of each team member. Collaborative effort will count
three points of each student’s grade, but in no case will a student be penalized for
the work or lack thereof of a teammate. In addition, each student must submit both a
two-page draft and the final version of their section of the research paper to
Turnitin via Blackboard at least four hours before each is due. Turnitin will be used
as a teaching tool, so that students can make the required changes (if any) before
submitting the final research paper to the instructor. If your paper is more than 20% direct
quotations, you must attach a hard copy of the Turnitin report to your paper,
indicating how you addressed all highlighted sections.
(Proposal-5pts) (Due 2/19)
(Final Research Project -25 pts.) (Due 4/23)
e. Students will do an in class peer critique of the first two pages and tentative Works
Cited of the research partner’s paper. Critiques should include comments on
content, spelling/typos/grammar, MLA format, documentation, and both the
sources and format of the Works Cited. Students should not rewrite anything for his
or her partner.
(3 pts.) (Due 4/9)
f. Complete a take- home final quiz (essay and short answer). (10 pts.) (Due 4/27 by 4 PM)
4. Evaluation
a. Letter grade will be determined as follows:
-Written and oral class engagement (For seven on campus meetings, includes
1.5 pts for “main ideas page/s” plus 1.5 pts for class engagement; six
online meetings=blackboard postings & comments=3 pts total ea wk). 39 points
-Analyses of archival and current newspaper articles (Due 3/26)
10 points
-Documentary reviews (Due 1/29,2/26)
8 points
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-Project proposal with tentative bibliography (Due 2/19)
-Peer critique of first two pages and tentative Works Cited (due 4/9)
-Research Project (Due 4/23)
-Final quiz (Due 4/27 by 4 PM)
5 points
3 points
25 points
10 points
b. A = 90-100 points - The student's papers and oral participation are outstanding in
meeting assignment guidelines and demonstrate exceptional understanding of 20th
century world.
B = 80-89 points - The student's papers and oral participation are very good in
meeting assignment guidelines and demonstrate an above average understanding of
20th century world history. (Some short assignments may be missing as long as the
student has earned at least 80 points).
C = 70-79 points - The student's papers and oral participation are adequate in meeting
assignment guidelines and demonstrate an average understanding of 20th century
world history. (Some assignments may be missing, but the student must complete the
research paper and final, as well as all discussion assignments).
D = 60-69 points - The student's papers and oral participation are inadequate in
meeting assignment guidelines and demonstrate a below average understanding of
20th century history.
F = Below 60% - The student's papers and oral participation are poor in meeting
assignment guidelines and demonstrate little understanding of 20th century history.
5. Course Policies
a. Academic Integrity
The New College Bulletin states:
St. Edward’s University expects academic honesty from all members of the
community, and it is the university’s policy that academic integrity be fostered to
the highest degree possible. Consequently, all work submitted for grading in a
course must be created as a result of each student’s own thought and effort. When
a student represents work as his/her own that is not a result of such thought and
effort, this is a violation of the university’s code of academic integrity. Whenever
it is established that academic dishonesty has occurred, the course instructor shall
impose a penalty on the offending individual (s). . . The maximum penalty for
the first offense is failure in the course, and if that penalty is imposed, the
student does not have the option of withdrawing from the course. (26-27)
Refer to the Bulletin for further information.
In an effort to help students avoid inadvertent plagiarism through the use of inadequate
paraphrasing or the failure to cite incorporated source material, each student will submit
her/his final project to Turnitin via Blackboard AT LEAST 4 HOURS BEFORE the due time.
If the paper consists of more than 20 % quotations, a hard copy of the Turnitin report must
accompany the student’s project when turned in to the instructor. Students should
indicate how he or she handled each quote the Turnitin service highlighted.
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The
b. Promptness, Attendance, and Late Work
Promptness: Tardiness is occasionally unavoidable because of traffic or work obligations, but
please try to be on time. Tardiness is very disruptive for classmates and for the instructor. Unless
there are extenuating circumstances, excessive tardiness (more than 15 minutes) will count as
an absence.
Attendance/Absences: If possible, students should inform me by phone or e-mail before class time
about unavoidable schedule conflicts or illness. If it is not possible to contact me before class, then I
should be contacted the following day. In such cases, a student will be allowed to make up two
discussions orally or in writing. Failure to participate in an online discussion by the due date also
counts as an absence; online discussions must be made up within 24 hours of the original due
date. If these are not made up, 3 points are deducted for each absence. Unless there are
extreme extenuating circumstances, a third absence will result in a 3-point deduction from the
final grade; and four or more absences will result in an F for the course.
Assignments/Late Work: All reading should be done before class time. There is no grace period
on required reading. Written assignments should be submitted on time. If it is unavoidable, you may
have a one- day grace period on longer written assignments, but not on the main ideas pages.
Otherwise, there will be a 1 pt. deduction for each day after the one-day grace period. In case of
illness which is discussed with me, assignments must be submitted by mail, e-mail, fax, or in my drop
box outside my door within 6 days of the original due date.
c. Tutoring Center, Writing Center, Collaborative Work, and reuse of paper written for another
class.
You may use the Tutoring Center, the Writing Center, or the Online Writing Center (OWL) for help
with the weekly main ideas pages and online postings, and for the final research project. You are
expected to do some collaboration on the final project, but the written work you submit for the
final project must be your own. You may not collaborate or use the Tutoring or Writing
Centers to complete your final quiz. Please note that you may not submit a paper written for
another class. The same or a similar topic used in another class is not permissible unless the new
paper is at least 75% different from the original one, in wording, content, and sources used.
d. SPECIAL CIRCUMSTANCES
If you have a medical, psychiatric or learning disability and require accommodations in this
class, please let me know early in the semester or as soon as you are eligible for
accommodations. You will first need to provide documentation of your disability to the
Disability Coordinator, located in Academic Planning and Support in room #155 of Moody
Hall.
6. Class Meetings and Assignment Schedule
A study guide will be provided for each class period. Three asterisks precede online Blackboard
discussions. The following is a tentative break down of what will be covered during each
meeting:
(1/22) First Class Meeting: ON CAMPUS
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Review of syllabus and course requirements. The required segment (about 40 minutes)
of the documentary Age of Hope from series The People's Century will be shown. If desired,
students may review this video segment in the library on reserve. A streaming slide lecture on
The Paris World’s Fair will also be shown. Our oral discussion will focus on the twentieth
century’s place in world history, background to the twentieth century, an overview of the 20th
century, the technological explosion and its significance, ideologies of the 20th century, life in
1900, general political and cultural trends of the twentieth century, an overview of the great
European powers (Great Britain, France, Germany, and Russia), as well as the meaning of
globalization and its rapid development in the 20th century. You should have attained learning
objectives a-d, and part of e and f.
For the 1/22 class, please read: Goff et al, Chapter 1-3, pages 1-40 (6th and 7thed), as
well as the following articles from Axelrod and Phillips: Introduction, Quantum Theory (3-4),
Brownie camera (4-6), Trans-Atlantic radio signal (9-10), air conditioning (17-19), airplane (2425), Freudian Theory (27-29), Theory of Relativity (29-30), modern plastic (44-45), the Titanic
(51-52), and Ford's assembly line (57-58). Read the articles, and be prepared to discuss the
significance of each of these inventions/events and how they affected our society/the world.
*Submit “main ideas page/s” that include what you feel were the three main ideas from each
Goff et al chapter. * Because of the short timeframe before this first class, “main ideas
page/s” are optional for this meeting. The oral class participation will count the full three
points for those who do not submit them.
Estimated time: reading- 4 hours; formulating main ideas pages - 1 hr; class time-3
hrs. Total= 8 hours
***(1/29) 2nd Class Meeting; ONLINE BLACKBOARD
Discussion will focus on the empires and empire building in the early twentieth century, the
major colonies of each country, and the effects of imperialism. You should have attained
learning objective # g.
By 1/29 @ 9 PM, read Goff et al text, chapters 4-6, pages 42-95 (7th ed), pages 42-92 (6t ed.),
and answer one question from each chapter on the study guide; and submit your review of
The People's Century: Age of Hope under “Assignments” in Blackboard (See #3b of
syllabus). By 1/31 at midnight, comment on another student’s posting. Comments should be
substantive, helpful, and polite. Please treat fellow classmates as you would like them to treat
you. We are all trying to help each other better understand the twentieth century.
Estimated time: reading- 6 hours; writing documentary review-1 hour; formulating answers and
reviewing other students’ postings and formulating comment/s- 2.5 hours. Total=9.5 hrs.
(2/5) 3rd Class Meeting: ON CAMPUS
Discussion will focus on of the causes of World War I, World War I, and its effects, the
Spanish flu, the Versailles Treaty, and Europe in the 1920s. You should have attained learning
objectives # h-k.
For class, please read Goff et al, chapters 7-8, 11, pages 96-120, 154-172 (7thed);
pages 94-115, 149-165 (6thed); Axelrod: 64-67, 74-75. Submit “main ideas page/s” that
include what you feel were the three main ideas from each Goff et al chapter. Please review
syllabus #3d before class, do some basic preliminary research, and choose a couple of
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possible topics. Format for research proposal will be explained in class. Research teams
will be chosen in class.
Estimated time: reading- 6 hours; formulating main ideas page/s - 1 hr; preliminary research –l
hr; class time-3 hrs. Total= 10 hours
***(2/12) 4th Class Meeting: ONLINE BLACKBOARD
Discussion of general trends between the wars and the three Russian Revolutions. You should
have attained learning objective # l
By 2/12 @ 9 PM, read Goff et al, Chapters 9-10, pages 121-153 (7thed.); 118-148 (6thed.);
Axelrod: 111-112 (First Liquid Fuel Rocket), 117-118 (Penicillin); read my online lecture 3
on the Russian Revolution, as well as my PowerPoint posted under “Course Documents” in
Blackboard. For a visual representation, you might want to view The People’s Revolution in
our library’s database, Films on Demand. If you are interested in Stalin’s collectivization/famine,
view the powerful documentary, The Harvest of Despair, available on reserve at the
Scarborough-Phillips Library.
By 2/12 @ 9 PM, post answer to one question from each chapter and one question from
Axelrod. By 2/14 @ midnight, comment on someone else’s posting.
Estimated time: reading- 6 hours; view PowerPoint-.5 hour; formulating answers and reviewing
other students’ postings and formulating comment/s- 2.5 hours. Total= 8 hrs.
(2/19) 5thClass Meeting: ON CAMPUS
Discussion will focus on the United States in the interwar years, the Mexican Revolution,
the early years of the Chinese Revolution, and Japan in the 1920s. Topics will also include the
theory of John Maynard Keynes, the Depression, and FDR. You should have attained learning
objectives #m-n.
For class, read Goff et al, part of chapter 12, and 13, pages 173-186, 188-203 (7thed.);
167-177, 180-181, and 182-194 (6thed.) Submit “main ideas page/s” that include what you
feel were the three main ideas from each Goff et al chapter. Research proposal is due. (See
Syllabus #3d).
Estimated time: reading- 6 hours; formulating main ideas page/s - 1 hr; researching and writing
paper proposal- 3 hours; class time-3 hrs. Total= 13 hours
***(2/26) 6th Meeting: ONLINE BLACKBOARD
Discussion of, Nationalist struggles in India and Southeast Asia, as well as anti-colonialism in
the Middle East and Africa. Begin discussion of dictatorships and democracies in Europe in the
1930s. You should have attained learning objectives # p, q, part of t, v.
By 2/26, Read Goff et al, Chapters 14-16, pages 204-240 (7thed.); 194-229 (6thed.). By 2/26 @ 9
PM, post an answer to one question from each chapter. By 2/28 @ midnight, respond to
someone else’s posting. Please submit review of documentary # 2 under “Assignments” in
Blackboard (See syllabus #3b).
Estimated time: reading- 5 hours; Viewing documentary and writing review-2 hours;
formulating answers and reviewing other students’ postings and formulating comment/s- 2.5
hours.Total= 9.5 hrs.
(3/5) 7th Meeting: ON CAMPUS
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Discussion of causes of World War II, including important battles/developments, the
leaders of the major combatants and their policies, total war, and the Holocaust. We will view
web sites and maps of WWII, as well as part of an oral history. Lecture and Power Point on
Women in the Home Front in the USSR, Great Britain, Italy, Japan, and Germany. Slide
presentation on Hiroshima. You should have attained learning objectives # u, v.
Assignments for 3/5: Read Goff et al, chapters, 17-18, pages 241-276 (7thed.); 230th
263 (6 ed.); Axelrod 155, 159-162. Submit “main ideas page/s” that include what you feel
were the three main ideas from each Goff et al chapter. You are strongly encouraged to
schedule a research team conference with instructor on or before 3/26.
Estimated time: reading- 5 hours; formulating main ideas pages - 1 hr; continue research and
writing paper- 2 hrs.:class time-3 hrs. Total= 11 hours
Spring Break is March 9-17. Enjoy!
***(3/19)–8th Meeting: ONLINE BLACKBOARD
Discussion of general trends in the postwar period and the early years of the Cold War,
decolonization, globalization, as well as inventions in the post war era. You should have attained
learning objectives part of w, and part of x, y, and aa.
By 3/19: Read Goff et al, chapters 19-20, pages 277-325 (7thed.); 266-311(6thed.);
Axelrod, 202-203, 208-209, 216-217. By 3/19 @ 9 PM, post answers to two questions, one
from each chapter. By 3/21 @ midnight, post a comment on a classmate’s posting. You are
strongly encouraged to schedule a research team conference with instructor on or before
3/26.
Estimated time: reading- 5 hours; formulating answers and reviewing other students’ postings
and formulating comment/s- 2.5 hours; continue research and writing paper- 4 hrs. Total= 11.5
hrs.
(3/26) 9th Meeting: ON CAMPUS
Discussion of the US, and Latin America in the early post war period, including US
social legislation of the 1960’s, plus US social discord, and the Cuban Revolution; Asia after
World War II, including reconstruction in Japan, China under Mao, India and Pakistan, the
Korean War and its aftermath. You should have achieved learning objective m, part of n, part of
w, and z.
For this class, read Goff et al, chapters 21- 22, pages 326-369 (7thed.); 313-353 (6thed.),
Ebadi, 1-56. Submit “main ideas page/s” that include what you feel were the three main
ideas from each Goff et al chapter. Current and archival articles and summaries are due
(See syllabus 3c).
Estimated time: reading- 6 hours; formulating main ideas page/s - 1 hr; Research and write
current and archival newspaper summaries- 2.5 hrs; class time-3 hrs. Total= 12.5 hours.
Easter break is 3/28-3/31. Enjoy!
***(4/2) 10th Meeting; ONLINE BLACKBOARD
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Discussion of African struggles for independence, including South Africa and Nelson Mandela,
and problems that continue to confront Africa. In addition, we will discuss the Middle Eastern
Conflict, and the Iranian Revolution. You should have attained learning objectives # s, bb.
By 4/2 @ 9 PM read Goff et al text, Chapters 23-25, pages 370-409 (7thed.); 354 -392 (6thed.);
Ebadi, 56-114, and post answers to one question from each Goff et al chapter. We will continue
to discuss the Ebadi book next week. By 4/4 @ midnight, comment on someone else’s posting.
Estimated time: reading- 6 hours; formulating answers and reviewing other students’ postings
and formulating comment/s- 2 hours; continue researching and writing paper - 3 hours. Total=
11 hrs.
(4/9) 11th Meeting- ON CAMPUS
Continue discussion of Iranian Revolution and Ebadi’s book. Discussion of Europe,
1963-1984, and Détente; the US and Latin America in the late Cold War; and South and
Southeast Asia in the late Cold War, including the Vietnam War. Lecture and PowerPoint on
Vietnam. You should have attained learning objectives # z, cc, and part of ee. Take home quiz
will be distributed.
For 4/9 class: Read Goff et al text, Chapters 26-28, pages 410-462 (7thed.); 393-442 (6thed.),
Axelrod, pages, 254-256, 259-261,272-274, 281-291, 296-298.Sorry this is an extra long
assignment. Main ideas page is optional this week. If you do not submit one, you will be
graded on your oral participation only. Bring in two copies of first two pages of research
project, outline of your entire project, and tentative Works Cited for peer review.
Estimated time: reading- 6 hours; continue researching and writing research paper and Works
Cited draft- 5 hours; class time-3 hrs. Total= 14 hours.
***(4/16) 12th Meeting- ONLINE BLACKBOARD
Discussion of China, Taiwan, South Korea, and Japan, in the late Cold War; Africa in the late
Cold War, as well as Gorbachev’s reforms, the Eastern European Revolutions of 1989, and the
disintegration of the Soviet Union, and the end of the Cold War. You should have attained
learning objective # dd.
By 4/16 @ 9 PM, please read Goff et al, chapters 29-31, pages 463-516 (7thed.); 444- 497
(6thed.), and post three answers, one from each chapter.
Estimated time: reading- 6 hours; formulating answers and reviewing other students’ postings
and formulating comment/s- 2 hours; continue researching and writing paper draft- 4 hours.
Total= 12 hrs.
(4/23) 13th Meeting-- ON CAMPUS
Discussion of the post Cold War period worldwide, as well as the end of the century trends in
science and technology, the economy, science and politics, as well as cultural and religious
trends. We will discuss of problems and issues we have inherited from the twentieth century.
You should have attained learning objective # ff.
Assignments for 4/23: Read chapters 32-33, pages 517-575 (7thed.). 500-542(6thed.),
plus photocopy of Chapter 32, pages 520-532 from 7th ed. 517-575 (7thed.). Main ideas page is
optional this week. If you do not submit one, you will be graded on your oral class participation.
Research teams who wish, may have five minutes per team member to give an oral presentation
on their work. Oral reports may earn up to one bonus point. Research project is due. Submit it
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to Turnitin via Blackboard. Also bring a hard copy to class, in addition to the completed Pair
Participation Rubric. (This should be in a sealed envelope with your research project). If you
paper is more than 20% direct quotations, you will also need a hard copy of your Turnitin report,
with written comments on how you addressed any quotes that are highlighted.
Take home quiz is due by 4:00 P.M. on Saturday, April 27th. You may drop it off to
my office, Holy Cross #203, or place it in the mail by the 27th: St. Edward’s University,
3001 S. Congress Ave, Campus Box 860. Austin, TX 78704-6489. Sorry, but I cannot accept
emailed or faxed copies. No assignments can be accepted after this.
Estimated time: reading- 7 hours; formulating main ideas page/s - 1 hr; Complete writing and
editing research paper and Works Cited – 4 hours; class time-3 hrs. ; study and complete quiz- 4
hours. Total= 19 hours.
Total estimated time to complete course: 149.5 hrs.
Revised: 1/18/13
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