World Civilizations 2
HIS 102 Summer 2008
Times: M-F 11:10-12:35
Location: LAB 101
Kevin Dougherty
The University of Southern Mississippi
Phone: 601-266-4455 (please do not leave a voice message)
Email: kevin.dougherty@usm.edu
Website http://ocean.otr.usm.edu/~w416373
Office: Rm 449 Liberal Arts Building (College of Arts and Letters)
OBJECTIVE: This course is designed to examine some of the most important events
and trends in the second half of World History and will be thematic in nature. As travel,
communications, technology, trade, and populations expand, societies and civilizations
exchange a variety of entities. The overall phenomenon is called “globalization” which
some perceive as positive, others negative. Those who favor globalization point to
greater mobility, opportunity, and exchange. Those against globalization fear
exploitation and the increased irrelevance of their own societal, national, and cultural
identity. The course will analyze this broad topic of globalization using four basic blocks
that address specific themes. These themes are economics, trade, and technology;
government; war and empire through World War II; and war and empire after World War
II.
TEXTS: Upshur, Terry, Holoka, Goff, and Cassar, World History, Compact Fourth
Edition
History Dept, University of Southern Mississippi, Envisioning World Civilizations
GRADING:
90 to 100
80 to 89
70 to 79
60 to 69
Below 60
A
B
C
D
F
Mid-term Exam
Map Quizzes (2 at 20 points each)
Objective Quizzes (16 at 10 points each)
Writing Assignment First Paragraph
Writing Assignment
Final Exam
200 points
40 points
160 points
100 points
300 points
200 points
The mid-term exam will be a combination of Identify and State the Significance (ID &
SIG) Terms, Short Answers, and Essay. The map quizzes will require the student to
identify the location of selected places and ID & SIGs on a blank world map. The
objective quizzes will focus on ID & SIGs. The writing assignment first paragraph is
due at the beginning of class on July 3, and the completed paper is due at the beginning
of class on July 18. Except in cases of truly extraordinary circumstances in which a
substantial amount of preparation time was unavoidably lost to reasons beyond the
student’s control, papers will not be accepted late. If the student cannot make it to class
for an excused reason the period the paper is due, he will email it to the instructor’s
account to ensure it arrives prior to the beginning of class. It remains the student’s
responsibility to ensure any work emailed to the instructor is actually received by the
instructor. The paper will be 700 to 1000 words--- typed, doublespaced, and stapled--defending a thesis built around one of the following topics:
In your text Upshur says that “Nationalism may be defined as an emotional
loyalty of a people to a given state” (643). Expand on this definition and use at least
three examples from the following articles in Envisioning World Civilizations and the
ideas they represent about nationalism to prove your point: Declaration of Independence
(383), National Songs (419), Rudyard Kipling (457), Charter of the United Nations (525),
Jawaharlal Nehru (541), Ethnic Cleansing (575), and Declaration of Israel’s
Independence (579).
In your text Upshur says that “stunning advances in transportation and
communications technology have tied the world together as never before” (948). Explain
this statement and use at least three examples from the following articles in Envisioning
World Civilizations and the ideas they represent about the increasing connectivity of the
world to prove your point: Christopher Columbus (295), Francis Xavier (321), Paulo
Guilherme Martins (553), President Kennedy (555), and European Union (567).
In your text Upshur says “Broadly defined, total war required a belligerent nation
to mobilize all its resources, both human and material, for the purpose of waging war”
(718). Expand on this definition and use at least three examples from the following
articles in Envisioning World Civilizations and the ideas they represent about total war to
prove your point: Edmund Burke (403), A Mississippi Resolution (425), The Nanking
Massacre (517), Visiting Hiroshima (523), and Osama bin Laden (587).
Papers will be graded based on the rubric at the end of the syllabus. At least five sources
are required, of which no more than two can be from the internet. Students may use the
text books and class slides if properly cited, but they will not count as one of the five
required sources. Use the MLA format. Students are encouraged to seek help from the
History Writing Lab.
The final exam will be comprehensive and will be a combination of ID & SIGs, Short
Answer, and Essay
SCHEDULE:
Introduction.
Lsn 1 June 25: During this lesson we will go over the syllabus and the course
requirements, identify the learning objectives, and outline the semester.
Block 1
Trade, Technology, and Economics. During this block we will gain an understanding of
how trade, technology, and economics have advanced globalization. As people began to
explore the world, often motivated by the desire to trade, various societies began to
interact and exchange. Improvements in technology allowed societies to efficiently
transform the raw materials they gained by trade into finished products. This new
technology also radically altered ways of life, in many cases threatening traditional
standards. Some people embraced these changes and others viewed them as threats.
Various approaches to economic development reflected these diverging views. Today,
we have a truly global economy which again creates opportunity as well as tension
among the world’s traditional ways of life.
Lsn 2 June 26: (Upshur, 489-505, 514-523)
European Exploration ID & SIG: Columbian Exchange, conquistadors, de Gama,
global trade, joint-stock companies, motives for European explorations, Seven Years’
War, smallpox, trading posts, volta do mar
Lsn 3 June 27: (Upshur, 593-603)
Science and Enlightenment ID & SIG: Copernicus, Enlightenment, Galileo, Kepler,
Locke, Montesquieu, Newton, philosophes, scientific revolution, Smith, Voltaire
Lsn 4 June 30: (Upshur, 490-496)
Atlantic Slave Trade ID & SIG: African diaspora, Emancipation Proclamation,
Equiano, impact of slave trade in Africa, middle passage, Saint Dominique revolt, slavery
in North America, triangular trade, Wesley, Wilberforce
Lsn 5 July 1: (Upshur, 601-602, 633-636, 689-693)
Part 1: Capitalism
Part 2: Industrialization
ID & SIG: assembly lines, capitalism, factories, guild system, impact of industrialization
on society, interchangeable parts, mass production, mechanization of the cotton industry,
monopolies, putting-out system, Watt
Lsn 6 July 2: (Upshur, 694-702, 775-777)
Part 1: Socialism
Part 2: Global Depression ID & SIG: Black Thursday, causes of the Great Depression,
communism, Crash of 1929, Engels, Keynes, Marx, New Deal, proletariat, SmootHawley Tariff, socialism, trade unions, utopians
Lsn 7 July 3: Writing Workshop. Turn in typed introductory paragraph. Also turn
in three blank blue books (do not put your name on them).
Block 2
Government. During this block, we will examine how people have organized
themselves into governments and what motivated them to select the governments they
did. We will see that often times these decisions have a basis in global events, such as
the influence of the Enlightenment on the American Revolution, the influence of the
American Revolution on the French Revolution, and the influence of capitalism and the
Great Depression on the Russian Revolution, fascism, and National Socialism. Finally
we will explore how globalization affects our traditional concept of nation-state
government by the rise of international and nongovernmental organizations.
Lsn 8 July 7: (Upshur, 621-627, 646-664)
Democracy: American and French Revolutions ID & SIG: American Revolution,
ancien regime, Bastille, Bill of Rights, Civil Code, Concordat, Convention, Declaration
of Independence, Declaration of the Rights of Man and the Citizen, Directory, Estates
General, French Revolution, guillotine, levee en masse, Napoleon, National Assembly, no
taxation without representation, Robespierre, Rousseau, Waterloo
Hand out mid-term exam study guide.
Lsn 9 July 8: (Upshur, 814-824, 854-859)
Part 1: Russian Revolution and Communism
Part 2: Fascism and National Socialism
ID & SIG: anti-Semitism, Bolsheviks, communism, fascism, Five-Year Plan, Great
Purge, Hitler, Lenin, Mussolini, National Socialist Party (Nazis), Russian Revolution,
Stalin
Lsn 10 July 9: Map Quiz #1 (Upshur, 643-645)
Part 1: Map Quiz Brazil, Cape Horn, Cape of Good Hope, Cape Verde Islands,
Caribbean Sea, Dahomey, France, Germany, Gran Colombia, Indian Ocean, Indonesia,
Italy, Mexico, Peru, Philippines, Portugal, Russia, Saint Dominique (Haiti), Sao Tome,
United Nations Headquarters
Part 2: Nationalism
Part 3: International and Non-governmental Organizations
ID & SIG: international organizations, nation states, nongovernmental organizations,
Peace of Westphalia, United Nations
Lsn 11 July 10: Mid-term Exam
Block 3
War and Empire through World War II. An empire is a political unit having an
extensive territory or comprising a number of territories or nations and ruled by a single
supreme authority. Comparative Essay 4 on pages 219-222 of the Upshur text notes that
empires “have a natural life span like individuals.” They are born, they grow, they suffer
setbacks, and they ultimately pass away. Empires compete against each other just as
individuals do. This competition may take a variety of forms including diplomatic,
informational, military, and economic. Nationalism and militarism fueled this
competition in the 19th Century and manifested themselves in the two world wars in the
20th Century. As Comparative Essay 10 notes on pages 718-719, World War I and World
War II elevated war to a new level involving the great increase in the power of the state
to exercise control over all aspects of national life. They were total wars requiring the
belligerents to mobilize all their resources, both human and material, for the purpose of
waging war. World War II would leave the world divided into two armed camps—one
communist and one democratic—and initiate a new type of war characterized as the Cold
War.
Lsn 12 July 11: (Upshur, 439-443, 452-463, 791-793)
Islamic Empires ID & SIG: capitulation, ghazi, Iran-Iraq War, Iranian Revolution,
Mahmud II, Mustafa Kemal (Ataturk), Ottoman decline, Ottoman Empire, Safavid
Empire, “Sick Man of Europe,” tanzimat, Young Turks
Lsn 13 July 14: (Upshur, 625-627, 668-671, 681-684, 797-800)
Building of American States ID & SIG: Bolivar, caudillos, Dominion of Canada,
French and British Canadians, Indian Removal, La Reforma, Latin American foreign
dependence, Manifest Destiny, Mexican Revolution, Mexican (-American) War,
Transcontinental railroads (US and Canada), US Civil War
Lsn 14 July 15: (Upshur, 524-570, 861-864)
China and Japan ID & SIG: Boxer Rebellion, Great Wall, Meiji (Motsuhito), Ming
Dynasty, Opium War, Perry, Rape of Nanjing, Russo-Japanese War, Qing Dynasty,
Tokugawa Shogunate, Twenty-one Demands, unequal treaties
Lsn 15 July 16: (Upshur, 720-748, 852-853)
Imperialism ID & SIG: Berlin Conference, Boer War, British in India, concessionary
companies, Congo Free State, direct rule, French Indochina, Imperial Japan, imperialism,
indirect rule, Monroe Doctrine, Panama Canal, Rhodes, Roosevelt Corollary to the
Monroe Doctrine, Spanish-American War, White Man’s Burden
Lsn 16 July 17 : (Upshur, 749-775)
World War I ID & SIG: Archduke Ferdinand, causes of World War I, Fourteen Points,
League of Nations, Schlieffen Plan, Triple Entende, Treaty of Versailles, trench warfare,
Triple Alliance, unrestricted submarine warfare
Lsn 17 July 18: (Upshur, 864-887)
World War II (Blitzkrieg, North Africa, Eastern Front) ID & SIG: appeasement,
blitzkrieg, Casablanca Conference, Dunkirk, Maginot Line, Operation Barbarossa, , “soft
underbelly”, Eisenhower, Italian Campaign, Normandy (Operation Overlord), Ultra,
“Germany First,” Hiroshima and Nagasaki, holocaust, MacArthur, Pearl Harbor, postwar impact of the atomic bomb, roles of women during and after WWII
Writing Assignments Due
Block 4:
War and Empire after World War II. The prospect of nuclear war made a direct
superpower confrontation too catastrophic to risk so the US and the USSR waged the
military aspect of the Cold War largely through proxies. Nonetheless, the Cold War
dominated nearly all aspects of the bipolar world. Eventually, the capitalist economy of
the US prevailed over the communist one of the USSR, and the Cold War ended with the
collapse of the Soviet Union and its empire. For a brief interlude, international
cooperation appeared possible as a coalition force repulsed Iraqi aggression in Kuwait.
Quickly, however, nationalism and ethnic tension that had been restrained by the Cold
War erupted anew and overwhelmed international efforts to contain it. With the US as
the world’s only superpower, the impact of America on global society became more
pronounced—a development viewed as a threat to some. The predictable Cold War
threat gave way to the volatile and unstable threat of global terrorism and the prospect of
a “clash of civilizations.”
Lsn 18 July 21: (Upshur, 867-896, 916-918)
Early Cold War ID & SIG: Berlin Airlift, Berlin Wall, Chaing Kai-Shek, Cold War,
Communist China, containment, Greek Civil War, Iron Curtain, Kennan, Mao Zedong,
Marshall Plan, NATO, Red Scare/McCarthyism, space race, Sputnik, Truman Doctrine,
Warsaw Pact
Hand out final exam study guide
Lsn 19 July 22: Map Quiz #2 (Upshur, 918-920, 924, 929-933)
Part 1: Map Quiz Berlin, Boer War, Congo Free State, Cuba, Greece, Hiroshima, India,
Italy, Korea, Libya, Normandy, Panama Canal, Pearl Harbor, Philippines, Russia, Sicily,
Taiwan, Tunisia, Turkey, Vietnam
Part 2: Korea and Cuba ID & SIG: Bay of Pigs, Castro, Chinese intervention in Korea,
Cuban Missile Crisis, Executive Order 9981, hollow Army, Inchon, Korean War, relief of
MacArthur, Task Force Smith
Lsn 20 July 23: (Upshur, 920-922)
Vietnam ID & SIG: attrition warfare, Cronkite, Diem, Dien Bien Phu, domino theory,
Ho Chi Minh, Ho Chi Minh Trail, Kent State, Mao’s phases of guerrilla war warfare,
limited war, pacification, Tet Offensive, Viet Cong (National Liberation Front), Vietnam
syndrome
Lsn 21 July 24: Final Exam Review
Lsn 22 July 25: Final Exam. The final exam will be comprehensive and will focus on
the four themes presented throughout the course.
OFFICE HOURS: Except on rare occasions, I will be in my office daily from 9:45 until
10:45 for walk-ins and would be happy to meet with you by appointment at other times.
ACADEMIC HONESTY: Refer to the Student Handbook and Undergraduate Bulletin
for specific guidance on academic honesty and plagiarism. Suffice it to say that any
representation of another’s work as your own or other form of cheating will not be
tolerated and may result in getting an F for the work involved or in the course as well as
other disciplinary action to include probation, suspension, and/or expulsion. Papers will
be documented using MLA parenthetical documentation. Students will turn in a paper
and disc copy of the paper, and the instructor reserves the right to use plagiarism
detection software on any product a student submits for a grade.
CLASSROOM CONDUCT: The goal is to have an environment that facilitates
learning, respects both students and the instructor, and fosters an atmosphere of civility
and proper decorum. Students who create disturbances by arriving late, talking, having
cell phones ring, engaging in activities unrelated to the academic subject matter,
interrupting, distracting other students, being rude, or any other conduct inappropriate for
a learning environment will be told to leave the classroom and will receive an F for that
day’s grade.
AMERICAN WITH DISABILITIES ACT (ADA): If a student has a disability that
qualifies under the American with Disabilities Act (ADA) and requires accommodations,
he/she should contact the Office for Disability Accommodations (ODA) for information
on appropriate policies and procedures. Disabilities covered by ADA may include
learning, psychiatric, physical disabilities, or chronic health disorders. Students can
contact ODA if they are not certain whether a medical condition/disability qualifies.
Address:
The University of Southern Mississippi
Office for Disability Accommodations
118 College Drive # 8586
Hattiesburg, MS 39406-0001
Voice Telephone: (601) 266-5024 or (228) 214-3232
Fax: (601) 266-6035
Individuals with hearing impairments can contact ODA using the Mississippi
Relay Service at 1-800-582-2233 (TTY) or email Suzy Hebert at
Suzanne.Hebert@usm.edu.
Paper Outline
Write your first sentence of your introduction which is your thesis statement
(something you can argue and prove). Then write a sentence about your first proof.
Then write a sentence about your second proof. Then write a sentence about your third
proof. Write a concluding sentence for the paragraph that combines your thesis and
proofs.
Write a topic sentence for the paragraph about your first proof. Then write five or
so sentences that explain that proof and provide specific details about it. The idea is to
show cause and effect and explain how this proof supports your thesis. Write a
concluding sentence that summarizes this paragraph.
Write a topic sentence for the paragraph about your second proof. Then write five
or so sentences that explain that proof and provide specific details about it. Remember
that each paragraph represents one main idea. If you want to start a new idea, start a new
paragraph. When you have said everything you want to say about that idea, write a
concluding sentence that summarizes this paragraph.
Write a topic sentence about your third proof. Then write five or so sentences that
explain that proof and provide specific details about it. Remember to document anything
that is not an original thought of yours using the MLA style. Our library has a good
MLA tutorial at http://www.lib.usm.edu/legacy/tutorials/mlatutorial/tutorialindex.php.
Be sure you have met the guidelines for sources in the syllabus. Write a concluding
sentence that summarizes this paragraph.
Write a topic sentence for your concluding paragraph. The conclusion
summarizes the paper without being redundant or introducing new material. As a starting
point, consider rewriting your introduction using different words. Then supplement that
with key points you made in the body.
World Civilization First Paragraph Writing Assignment
Grading Rubric (100 points total)
Introductory sentence (thesis)
First proof
Second proof
Third proof
Concluding sentence
Overall readability
20 points
20 points
20 points
20 points
10 points
10 points
World Civilization Writing Assignment
Grading Rubric (300 points total)
Introduction
___/10pts. Thesis: Articulation of clear, coherent, and forceful thesis statement. Thesis is
related to one of the subjects assigned in the syllabus. Thesis is first sentence.
___/10pts. Proofs: Paragraph clearly states three proofs that best prove the thesis.
___/5pts. Conclusion: Concluding sentence summarizes introductory paragraph.
Body
___/50pts. Cause and Effect: Discussion of proofs demonstrates cause and effect.
___/25pts. Factually Correct: Paper is historically correct, includes necessary relevant
facts, and does not become an editorial or opinion piece.
___/25pts. Vocabulary and Development: Paper shows familiarity with the vocabulary
associated with the subject. Uses ID & SIGS as appropriate. Student demonstrates ability
to put thoughts in his own words. Sufficiently develops the subject. Conforms to length
requirement in syllabus.
Conclusion
___/25pts. Conclusion: Concluding paragraph is a restatement of thesis/argument
without sounding redundant or introducing new material beyond the scope of the paper.
Writing
___/25pts. Grammar: Punctuation, capitalization, spelling, verb tense, sentence structure,
voice, etc conform to rules of standard English.
___/50pts. Structure/Organization: Ideas flow logically from one another and all point
back to the thesis statement. Paper can be read in a single rapid reading. Each paragraph
has a topic sentence that reflects the main idea of the paragraph. Bottom line up front
(BLUF).
___/25pts. Citations and Format: Proper formatting and use of citations IAW MLA
format.
___/50pts. Sources: Reliable, college level, and expert sources. No overreliance on a
single source. Not a simple regurgitation of material presented in class. Reflective of
significant outside research. Conforms to requirement for sources in the syllabus.