Columbia College Online Campus Page |1 HIST 112 B World History since 1500 Winter Session 15-53 Monday, January 11, 2016 - Saturday, March 5, 2016 Course Description This course surveys the major developments that have shaped the human experience since 1500 CE. The course will examine overall patterns of global history, characteristics of the world’s major modern civilizations, and the relationships and exchanges among these societies. Major themes include humans and their environment, culture, politics and government, economics, and social structures. Students will also gain insight into the historical roots of many of the world’s major cultural traditions. Prerequisite: None Proctored Exams: -- Final exam Textbooks Required: Robert W. Strayer, Ways of the World: A Brief Global History, with Sources, 2 nd Ed., Vol. 2, 2013. (Bedford Books): ISBN: 978-0-312-58349-1. Recommended: Mary Lynn Rampolla, A Pocket Guide to Writing in History, 8th ed., 2015. (Bedford Books): ISBN: 978-1-4576-9088-4. Textbooks for the course may be ordered from MBS Direct. You can order: online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education rather than your home campus before selecting your class) by phone at 800-325-3252 For additional information about the bookstore, visit http://www.mbsbooks.com. Course Overview HIST 112 approaches the history of the world from 1500 CE to the most recent era by dividing the material covered into three periods: o Part 1, “The Early Modern World, 1450 - 1750” examines the world during a period when global interconnections accelerated under the impact of empire-building and exploration, new trade connections, and a myriad of developments in culture and science. o Part 2, “The European Moment in World History, 1750 – 1914,” explores the impact of European expansion in particular upon other cultures, during a period in which the West extended forms of dominance across virtually the entire planet. Political and industrial revolutions meant that new ideas and technologies had revolutionary effects worldwide, for better and worse. o Part 3, “The Most Recent Century, 1914-2010,” examines the 20th century and the first years Columbia College Online Campus Page |2 of the 21st as a period in which non-Western societies attained a new prominence worldwide. The weakening of European power in the aftermath of World Wars 1 and 2 were part of this—so too were new processes of worldwide interaction that came to be known as globalization. The course emphasizes social, religious, intellectual, scientific, artistic, economic, and political developments within particular civilizations, encounters between civilizations, and the effects of such encounters. Technology Requirements Participation in this course will require the basic technology for all online classes at Columbia College: A computer with reliable Internet access, a web browser, Acrobat Reader, Microsoft Office or another word processor such as Open Office (papers must be submitted in *.doc or *docx file formats). You can find more details about standard technical requirements for our courses on our site. Course Objectives Analyze and interpret primary sources and use them as evidence to support historical arguments. Identify and describe the context and significance of major figures, ideas, and events of world history. To construct an historical essay based on primary source documents. Analyze historical periods and civilizations with awareness of ethnocentrism or modern bias. Measurable Learning Outcomes Grading Identify individuals and groups that have contributed to the development of world civilizations since 1500. Evaluate the formation of social, political, and economic institutions and their influence on social organization and control. Analyze several major world religions and philosophies and compare their implications for cultural development. Explain the central technological contributions to world development. Construct an historical essay based on primary documents. Evaluate the process of cultural exchange and interaction. Express an understanding of the chronology of major civilizations in world history since 1500. Describe the geographical locations of early modern and modern civilizations. Identify and locate evidence used to create and support an argument in historical analysis and writing. Columbia College Online Campus Grading Scale GRADE POINTS PERCENT A 900-1,000 90-100 Page |3 Grade Weights ASSIGNMENT POINTS PERCENT Discussion (16) 200 20 300 30 B 800-899 80-89 Essays (3) C 700-799 70-79 Quizzes (3) 300 30 D 600-699 60-69 Final Exam 200 20 F 0-599 0-59 Total 1,000 100 Schedule of Due Dates WEEK 1 ASSIGNMENT Discussions 1 Thursday/Sunday 25 Thursday/Sunday Quiz 1 100 Sunday Proctor Information -- Sunday 25 Thursday/Sunday 100 Sunday 25 Thursday/Sunday 100 Sunday 25 Thursday/Sunday 100 Sunday 25 Thursday/Sunday 100 Sunday 25 Thursday/Sunday Essay 3 100 Sunday Discussion 15 25 Thursday/Saturday Discussion 4 Discussion 5 3 Discussion 6 Essay 1 Discussion 7 4 Discussion 8 Quiz 2 Discussion 9 5 Discussion 10 Essay 2 Discussion 11 6 Discussion 12 Quiz 3 Discussion 13 7 8 DUE 25 Discussions 2 Discussion 3 2 POINTS Discussion 14 Columbia College Online Campus Page |4 Discussion 16 Final Exam 200 Saturday Assignment Overview Discussions: Your discussion posts are a core part of this course. To that end, your instructor has posted two “Discussion Questions” for you to answer each week with a total of four brief posts as follows: First, you should write two substantive, Initial Posts, as your answers to each of the two weekly Discussion Questions. Both Initial Posts should be posted before Thursday midnight. Each Initial Post should consist of at least 200-300 words of thoughtful prose and should include a properly written “Works Cited” statement. (The latter almost always is nothing more than a simple, properly written, footnote citing the textbook, its author, and page numbers you refer to in your initial post.) Second, you need to write two Response Posts each week. One should be in response to a fellow student’s Initial Post in one of the two Discussion Questions and a second Response Post should be directed to a fellow student’s Initial Post in the second Discussion Question. (In other words, avoid writing two Response Posts in one Discussion Question.) Response Posts to each question should be between 200 – 300 words and should include a “Works Cited” statement. (Please avoid minimal “Good Post!” type responses! Engage! Discuss!) Third, you need to plan on following the progress of the discussions at least three times each week so that you can participate in ongoing discussions. Remember, both Initial Posts are due by midnight Thursday. Response Posts are due before Sunday midnight (with the exception of Week 8, when response postings are due on the final Saturday). Fourth, you need to carefully read the “Grading Criteria, Discussion Rubric” on Page 11 of this syllabus to understand how your Discussion Posts will be graded. May I add that you will likely find our weekly conversations fascinating as we discuss the two questions at hand, and consequently, you may wish to make more than the four required posts. You are certainly encouraged to do that. (Response Posts beyond the two required need not be 200 – 300 words.) Let me go on to say a bit more about these required Discussion Posts since they are central to the success of this course. Additional guidelines: discussions postings should respond to the relevant questions I have provided. Please do not use long quotations. Effective discussion posts will present ideas in your own words. Those that merely copy in text from the textbook or some other source will be much less effective and will not receive high scores. Learn to paraphrase and summarize, and always cite the source from which you are paraphrasing/summarizing. Paraphrasing--as opposed to mere copying-shows me that you have understanding of the material. Each response to your classmates should add to the discussion in a meaningful way by bringing up an original and relevant point. It is not your job to tell other students that they have not addressed parts of the discussion topics, although you are encouraged to express a different interpretation or ask for additional information from other students on particular topics. Aim to support each other, stay respectful, and be aware that electronic communication can be read in ways you may not have intended. Note: in a college history course, all institutions and traditions are held up to light for examination and discussion. This may include institutions and beliefs to which you or your classmates are deeply attached. Please respect that others may hold different perspectives. This course examines traditions and institutions from a historical standpoint. Columbia College Online Campus Page |5 Be aware that each chapter is followed by a set of primary sources (sources from the actual period), including art. I will be especially impressed by discussion postings that aim to bring in some of those primary source materials. (Note that your textbook has a section on “Working with Primary Sources”; see p. xlv.) I will also be impressed with postings that use materials and resources found on the textbook's website or other reliable sources (do not use Wikipedia). If you do use any source other that the textbook, please note within the text of your discussion posting where you got the information. Essays: You will write three essays in this course, due in Weeks 3, 5, and 7. All essays are responses to questions based on your reading of primary source documents, but will require that you understand the background material presented in the required textbook. The essays must be between 700-900 words in length, double-spaced, completed in either MS Word (or saved in Rich Text Format) and submitted to the Dropbox. (Note that MS Word has a word-count function.) See “Writing Guidelines and Grading Standards” for advice on essay composition. Be aware also that your textbook has a section on “Working with Primary Sources” (pp. xlv-xlix). Be sure that your essay actually points to evidence from the documents. Show me, don’t just tell me. In responding to the questions in the discussions and on the essay, you may want to use resources in addition—not as a replacement--to your textbook. This is encouraged, as it allows you to explore areas of interest in more detail. I do caution you, however, to be aware of any biases that some authors might have in dealing with the subject matter. Remember that Wikipedia is not an acceptable resource, as it is not refereed, and therefore not reliable. I recommend the sources found in the databases available through the Columbia College library. Be sure to document your sources properly using the Turabian (Chicago Manual of Style) format, which is also covered by the Rampolla text. Please see the plagiarism tutorial within the course website; essays that have any plagiarized material will receive zero points. Quizzes: There will be three quizzes in this course in Weeks 2, 4, and 6. Quizzes will open on Monday of each week, and must be completed before midnight Sunday of that week. The quizzes will consist of 30 multiple-choice questions covering the assigned reading material. The time limit for each quiz is 90 minutes. Final Exam: The final exam will be comprehensive and will consist of two main parts of roughly equal weight. The first section will consist of approximately 50 multiple-choice and true-false questions, and the second part will consist of a single essay. The final exam must be taken in a proctored setting. (Please see the Proctor Policy for more information.)You will have two hours to take the exam. This will be a closed-book exam. You will not be able to use your text or other references or notes during the exam. You can post questions about the final in the discussion forum that will open in Week 4. Course Schedule Part 1: The Early Modern World, 1450-1750 Week 1 – Encounters through empire, 1450-1750 Readings: Strayer, “Big Picture” (pp. 611-615), Chap. 13 “Political Transformations: Empires and Encounters 1450-1750,” pp. 617-667. Columbia College Online Campus Page |6 Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 1: In the "Introductions" discussion, introduce yourself to your fellow students. Please tell us a little about yourself, including your name and your major, and discuss any special interests you may have in history. If you don't think you have any interest in history (and this course aims to change that), think about any books or movies you have read or seen that are set any time in the past. What intrigues you about the book or movie's setting? Discussion 2: Why did the European empires in the Americas have such an enormously greater impact on the conquered people than did the Russian, Chinese, Mughal and Ottoman empires? Week 2– Commerce and culture, 1450-1750 Readings: Strayer, Chaps. 14, “Economic Transformations: Commerce and Consequences 14501750,” pp. 669- 717 and Chapter 15, “Cultural Transformations: Religion and Science 1450-1750, pp. 719-771. Proctor Information: Please submit your proctor’s information to the correct folder in the Dropbox area by midnight Sunday. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 3: What lasting legacies of early modern globalization are evidence in the early 21st century? Pay particular attention to the legacies of the slave trade. Discussion 4: In what ways was the missionary message of Christianity shaped by the cultures of Asian and American peoples? Quiz 1: Covers material from Chapters 13, 14, & 15. Please complete in the Quizzes area by midnight Sunday. Part 2: The European Moment in World History, 1750-1914 Week 3– Political and industrial revolutions, 1750-1914 Readings: Strayer, “The Big Picture,” pp. 773-779, and Chaps. 16 “Atlantic Revolutions, Global Echoes, 1750-1914,” pp. 781-825 and Chapter 17, “Revolutions of Industrialization,” pp. 827-877. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 5: In what ways did the Atlantic Revolutions and their echoes give a new and distinctive shape to the emerging societies of nineteenth-century Europe and the Americas? Discussion 6: In what ways may the Industrial Revolution be understood as a global rather than simply a European phenomenon? Essay 1: Submit to the Dropbox by midnight Sunday. Consider at least three of the four documents in the section entitled “Claiming Rights,” (pp. 812-819). In a 700-900 word essay that addresses the following questions: In what different ways does the idea of “rights” find expression in these documents? Which documents speak more about individual rights, and which focus attention on collective rights? What common understandings among them can you identify? As you plan your essay, be sure to pay attention to the guide document on essays, located under the Student Resources Columbia College Online Campus Page |7 module in the Content area. Week 4 – Threats and reactions in an era of European expansion, 17501914 Readings: Strayer Chaps. 18, “Colonial Encounters in Asia and Africa,” pp. 879-929 and Chapter 19, “Empires in Collision: Europe, the Middle East, and East Asia 1800-1914,” pp. 931-979. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 7: What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences? Discussion 8: Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument? Quiz 2: Covers material from Chapters 16, 17, 18 & 19. Please complete in the Quizzes area by midnight Sunday. Part 3: The Most Recent Century, 1914-2010 Week 5 – Europe’s collapse and recovery, 1914-1970s Readings: Strayer, “The Big Picture,” pp. 973-979, and Chap. 20, “Collapse at the Center: World War, Depression, and the Rebalancing of Global Power, 1914-1970s,” pp. 981-1033. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 9: What explains the disasters that befell Europe in the first half of the twentieth century? Discussion 10: In what ways did Europe’s internal conflicts between 1914 and 1945 have global implications? Essay 2: Submit to the Dropbox by midnight Sunday. You may choose either one of the two options below: Option 1: Read carefully the two documents in the section “Ideologies of the Axis Powers” (pp. 1018-1024). Write a 700-900 word essay addressing the following questions: From what concrete conditions did the ideas expressed in these documents arise? Why did they achieve such widespread popularity? To what extent might persons even in the western democracies find such ideas persuasive in the 1930s? Option 2: Consider the images and the accompanying text offered in the section “Propaganda and Critique in World War I” (pp. 1025-1033). Write a 700-900 word essay addressing the following questions: based upon these visual sources, how would you define the new or distinctive features of World War I compared with earlier European conflicts? Be sure to base your essay upon your actual interpretation of the images. As you plan your essay, be sure to pay attention to the guide document on essays, located under the Student Resources module in the Content area. Columbia College Online Campus Page |8 Week 6 – The rise and decline of world communism, 1917-present Readings: Strayer, Chap. 21, “Revolution, Socialism, and Global Conflict: The Rise and Fall of World Communism 1917 – Present,” pp.1035-1085. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 11: Why did the communist experiment, which was committed to equality and a humane socialism, generate such oppressive, brutal, and totalitarian regimes? (Please base your response on evidence from course readings.) Discussion 12: In what different ways did the Soviet Union and China experience communism during the twentieth century? Quiz 3: Covers material from Chapters 21-22. Please complete in the Quizzes area by midnight Sunday. Course Evaluations: Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out. Week 7 – A new era for the global south, 1914-present Readings: Strayer, Chap. 22, “The End of Empire: The Global South on the Global Stage 1914Present,” pp. 1087-1135. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Sunday. Please note that in order to receive full credit, you must post on three separate days. Discussion 13: In what ways did the colonial experience and the struggle for independence shape the agenda of developing countries in the second half of the twentieth century? Discussion 14: From the viewpoint of the early 21st century, to what extent had the goals of nationalist of independence movements been achieved? Essay 3: Submit to the Dropbox by midnight Sunday. Examine all four documents in the section “Considering the Evidence: Contending for Islam,” (pp.1120-1128). Write a 700-900 word essay addressing the following questions: Based on these documents, is a secular state consistent with the teachings of Islam? Are women’s rights compatible with the teachings of Islam? As you plan your essay, be sure to pay attention to the guide document on essays, located under the Student Resources module in the Content area. Week 8 – A globalizing planet, 1945-present Readings: Strayer, Chap. 23, “Capitalism and Culture: A New Phase of Global Interaction Since 1945,” pp. 1137-1187. Discussion Assignments: Please post your initial post by midnight Thursday and your responses to at least two classmates by midnight Saturday. Please note that in order to receive full credit, you must post on three separate days. Discussion 15: To what extent did the processes discussed in this chapter (economic globalization, feminism, fundamentalism, environmentalism) represent something new in the twentieth century? In what respects did they have roots in the more distant past? Columbia College Online Campus Page |9 Discussion 16: Consider this statement: “the twentieth century marks the end of western dominance in world history. “ What evidence from course readings might support this statement? What evidence might contradict it? Final Exam: The exam may be taken any time during Week 8. You will have two hours to complete the exam. No notes or textbooks are allowed at the proctored final exam. You can post questions about the final in the General Questions discussion forum. Course Policies Student Conduct All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette. Plagiarism Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College. Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful. All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site. Non-Discrimination There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status. Disability Services Students with documented disabilities who may need academic services for this course are required to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been cleared through the disability services office, accommodations do not have to be granted. If you are a Columbia College Online Campus P a g e | 10 student who has a documented disability, it is important for you to read the entire syllabus before enrolling in the course. The structure or the content of the course may make an accommodation not feasible. Online Participation Work done in a previous course, in whole or in part, will not be accepted. You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible. Attendance Policy Attendance for a week will be counted as having submitted a course assignment for which points have been earned during that week of the session or if the proctoring information has been submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is defined as the period of time between Monday and Sunday (except for Week 8, when the week and the course will end on Saturday at midnight). The course and system deadlines are all based on the Central Time Zone. Cougar E-mail All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring e-mail from that account for important messages from the College and from your instructor. You may forward your Cougar e-mail account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other e-mail providers. Students should use e-mail for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond. Late Assignment Policy An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class. Course Evaluation You will have the opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted. Proctor Policy Columbia College Online Campus P a g e | 11 Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of Proctor U services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable. Additional Resources Orientation for New Students This course is offered online, using course management software provided by Desire2Learn and Columbia College. The Student Manual provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens. Technical Support If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment. CCHelpDesk@ccis.edu helpdesk@desire2learn.com 800-231-2391 ex. 4357 877-325-7778 Online Tutoring Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college. Access Smarthinking through CougarTrack under Students->Academics->Academic Resources. Grading Criteria Discussion Rubric Criteria Description Points Content: Response to the Question You are to write two Initial Posts each week, one post for each of the two weekly Discussion Questions. Your Initial Posts should be substantive (200-300 words), containing either an impressive, accurate summary of information or an in-depth, accurate analysis of any part of the discussion topic. You are encouraged to explore the topic by accessing reliable web sites, reading scholarly articles or books, or analyzing topics of interest. 10 Content: You are to write two Response Posts each week, one Response Post for 5 Columbia College Online Campus P a g e | 12 Response Posts each of the two weekly questions. Response comments are helpful and informative additions to the discussions. Raise questions, expand the topic, or debate points raised by other students (in a constructive, polite way). At least one of those responses should be substantive (200-300 words). Level of Participation You have submitted at least four significant postings, including two Initial Posts and two Response Posts as follows: (a) one initial post before the Thursday midnight and another before Sunday midnight, and (b) at least two response posts. Response Posts are due Sunday at midnight except during Week 8 when all posts are due Saturday at midnight. (See “Assignment Overview,” pp. 5 & 6 for posting details.) 5 Style basics Postings are written in clear, concise English, with rare spelling or grammatical errors. All sources are properly referenced. 5 25 Total Essay Rubric Criteria Description Focus A well-developed, specific, defensible, and relevant thesis is articulated. The thesis statement thoroughly and completely addresses the question posed. The thesis statement is highlighted in bold or italicized lettering. 20 Support Details in support of the thesis are well-chosen, explained, and connected to the argument. They are presented in a wellorganized and lucid argument. 30 Subject Knowledge Student demonstrates an understanding of the primary source document and its place in the history of Western civilization. 20 Format A brief introduction and conclusion offer helpful summaries of the argument. 10 Mechanics Essay is the appropriate length (700-900 words), double spaced, and submitted in Word or Rich Text Format. 10 Style basics Grammar, spelling and writing style is appropriate to college level work. 10 Total Points 100 Columbia College Online Campus P a g e | 13