Assessment of World History Sequence (HIS 101-102)
History Department, Salem State College
February 25, 2010
Prepared by Chris Mauriello, History Department Chair
The World History Sequence and the Core Curriculum:
The history department is responsible for teaching a six-credit required world history sequence in the core curriculum (HIS 101: World History I and HIS 102: World History II). Every Salem
State College student is required to take the sequence or transfer its equivalency from another college or university. Each semester, approximately 1500-1700 students enroll in sections of either HIS 101 or HIS 102. This includes up to seven sections or approximately 200 students for specially-designated sections for the Developmental Skills Program (DSP) and the Language
Intensive International Program (LIIP). In addition to the full-time day program, the department teaches sections of world history to approximately 200 students each semester in the evening program.
The department relies on a combination of full-time, tenure-track/tenured, one-year temporary and adjunct faculty to teach the world history sequence in both the day and evening programs.
Assessment of the World History Sequence:
Assessment Feedback Loop: 2005-2010 (Diagram Below)

May 2010 (Planned): Using data from pilot, make recommendations for HIS
101-102 sequence to committees reviewing and assessing the core curriculum
Fall 2005: History Program
Review- Survey students in
HIS 101 and HIS 102 for program review
Spring 2006: Based on recommendations from program review, develop common goals and objectives for HIS 101-102
April 2010 (Planned): Use use
2008 student survey data to assess pilot topical sections against traditional sections
Fall 2008: History Program
Review. Assess common goals and objectives for HIS 101 and
102 with student survey
Spring 2009: Based on survey and recommendations of
Department Program Review, create pilot sections of
"topical" world history courses
Over the past decade, the department has assessed and revised the world history sequence. Most recently, as part of our 2005-2006 History Program Review, we surveyed our students in the sequence and analyzed the results. As a result of that assessment, we revised the title of the course from World Civilizations to World History, developed common goals and instructional objectives for the two courses in the sequence (Appendix 1).
Beginning at the May 2007 history department retreat, the department agreed to assess the newly established goals and objectives in the HIS 101 and 102 World History sequence. From that retreat, assessment and review of this sequence became a main goal in our 2008-2009 History
Program Review (coordinated by Professor Avi Chomsky). As part of that review, the department conducted a more thorough assessment of the world history sequence. In January
2008, the department used the college’s available SurveyMonkey tool to develop a survey based on the established common goals and objectives for HIS 101 and 102. During the spring 2008 semester, the Web-based survey was made available to 1573 students enrolled in all sections of

HIS 101 and 102. We had 216 responses (13% response rate). The results of this survey were put into table and graph form for analysis (Appendix 2) and included in the 2009 History
Department Program Review.
The department revisited and analyzed the data from this survey at our annual retreat in May
2009. In an effort to create a more pedagogically sound courses that met our stated learning goals and objectives, the department proposed creating and teaching a limited number of “Topics in
World History” courses as a pilot program for the spring 2010 semester (Appendix 3). These courses would be developed and taught by full-time history faculty in their areas of expertise considered in a global context. They would have the HIS 101 or HIS 102 course number with a topic attached to the specific section. A second round of surveys (same survey as spring 2008) would be administered to ALL sections of HIS 101 and HIS 102, including pilot topical sections, to compare the difference between the topical sections and traditional sections of HIS 101 and
HIS 102. The department would then analyze the data to determine if the topical sections of the course better met the learning goals and objectives than traditional sections of HIS 101 and 102.
The administration of these surveys in the spring 2010 is being prepared as this report is written.
Analysis of the data for pilot program will inform department discussions at our May 2010 retreat. At that retreat, the department will make recommendations for the World History sequence to the committees reviewing and assessing the core curriculum for NEASC and
Academic Planning.
While clearly not a rigorously scientific assessment, it was a measurement of students’ perceptions about common goals and objectives of the course. Analysis of the data led the department to implement a pilot to change the pedagogy, content, assignments and style of the course. We are awaiting the second round of surveys this spring to determine the effectiveness of the redesigned topical courses. This will inform our curriculum revisions of HIS 101 and 102 and potentially the larger review of the core curriculum.

Course Description
HIS 101 World History I 3 cr. DIII V
A systematic study of the major patterns of global history from its origins through the early modern period.
Analyzes the distinguishing characteristics of the world’s major pre-modern civilizations and the relationships and points of cultural exchange among them. Examines the historical roots of many of the world’s diverse cultural traditions. This course develops critical thinking, writing and analytical skills. Three lecture hours per week.
Course Prerequisites:
None
Suggested Texts
Over 50 sections of this class are taught every year, by more than 20 faculty members. The History Department feels it is important that each professor be allowed to select their texts. Having said that, typically, a professor might assign a text book and a reader such as:
Richard Bulliet, et al, The Earth and Its Peoples a Global History, Volume I . Fourth Edition. Boston: Houghton
Mifflin, 2006.
Merry Weisner, et al, Discovering the Global Past: A Look at the Evidence, Volume I . Third Edition.
Boston: Houghton Mifflin, 2007.
Goals
1. Students will develop an understanding of the historical origins of many of the world’s diverse cultural and intellectual traditions and the relationships and points of exchange among them.
2. Students will gain awareness of prejudice, discrimination and oppression, as experienced by minority groups in the past, and how those issues relate to the modern world.
3. Students will acquire and develop critical thinking and analytical skills.
4. Students will develop effective written and oral communication skills.
Instructional Objectives
1. Through lectures, discussions and readings in world history, students will develop an understanding of the dynamic of cause and effect and historical change over time.
2. Through class discussions and other critical assessments of readings students will demonstrate analytical skills necessary to navigate different interpretations of world historical events.

History Department 2005-2006 Annual Report 2
3. Through written assignments and discussion students will learn to analyze primary source documents using historical techniques and insights.
4. Through class discussions, readings, and writing assignments students will examine and question the historical construction of civilization, culture, class, religion, gender, race and ethnicity. This will include the examination of issues of diversity, discrimination, and oppression of minority groups.
5. Through written assignments, discussions and presentations, students will strengthen communication and comprehension skills.
6. Through written assignments and discussion students will learn, compare and contrast important characteristics of various pre-modern cultures and civilizations.
7. Through course assignments, students will learn to critique, evaluate, and cite print, electronic and multimedia sources.
Testing and Grading Policy for World History I
Grades will include evaluation of:
A mid-semester exam
A Final Exam
8-10 pages of written work
Class attendance and participation
Rehabilitation Act Implementation :
Salem State College is committed to non-discrimination of handicapped students as specified in Section
504 of the Rehabilitation Act of 1973. Students who qualify as handicapped under the provisions of this act should notify the instructor at the beginning of the course so that reasonable modifications in course requirements may be made when necessary.
World History I Sample Topics Agenda
I. Introduction to the Course a. Defining world history: themes and patterns b. Approaches to writing and studying history
II. Human Beginnings a. b.
Hominid Evolution
Paleolithic and Neolithic societies c. Rise of Agriculture d. The spread of human societies around the world
III. Civilization a. b. c.
The urban revolution and the nature of civilization
The first civilizations in Mesopotamia, China, Egypt, and India
Cultural Contact and Trade d. Class structures: slavery, hierarchies and oppression of minorities

History Department 2005-2006 Annual Report 3
IV. The Classical Era a.
“Classical” civilizations in China and India b. “Classical” civilizations in the Mediterranean: Greece, and Rome c.
“Classical” religions d. e.
Empires: expansion, conflict, conquest and oppression in the classical period.
The fall of Rome and Han China
V.
Outside the “Classical” world a. b. c.
The Americas
Africa
Southeast Asia
VI. The Post-Classical Era: The emergence of an interconnected world a. b.
Byzantine Empire
The birth and spread of Islam c. d. e.
The Mongols
Europe and Asia
Africa and the Americas
VII. Western Europe and Asia a. Medieval Europe b. c.
Religious Interaction and Conflict
European Renaissance d. Overseas adventures: China and Europe e. Emergence of feudal systems and class hierarchies
Course Description
HIS 101 World History I 3 cr. DIII V
A systematic study of the major patterns of global history in the modern period. Analyzes the distinguishing characteristics of the world’s major civilizations, and the gradual integration of the diverse cultures of the world into an interconnected system. This course develops critical thinking, writing, and analytical skills. Three lecture hours per week.
Course Prerequisites
None
Suggested Texts
Over 50 sections of this class are taught every year, by more than 20 faculty members. The History Department feels it is important that each professor be allowed to select their texts. Having said that, typically, a professor might assign a text book and a reader such as:

History Department 2005-2006 Annual Report 4
Richard Bulliet, et al, The Earth and Its Peoples a Global History, Volume II . Fourth Edition. Boston: Houghton
Mifflin, 2006.
Merry Weisner, et al, Discovering the Global Past: A Look at the Evidence, Volume II . Third Edition.
Boston: Houghton Mifflin, 2007.
Goals
1. Students will develop an understanding of the history of the modern world’s diverse cultural traditions and the gradual integration of those cultures into an interconnected world.
2. Students will develop an understanding of the challenges to dominant systems by various resistance movements and marginalized groups.
3. Students will acquire and develop critical thinking and analytical skills.
4. Students will develop effective written and oral communication skills.
Instructional Objectives
1. Through lectures, discussions and readings in world history, students will develop an understanding of the dynamic of cause and effect and historical change over time.
2. Through class discussions and other critical assessments of readings students will demonstrate analytical skills necessary to navigate different interpretations of world historical events.
3. Through written assignments and discussion students will learn to analyze primary source documents using historical techniques and insights.
4. Through class discussions, readings, and writing assignments students will examine and question the historical construction of civilization, culture, class, religion, nation, gender, race, ethnicity and globalization.
5. Through written assignments, discussions and presentations, students will strengthen communication and comprehension skills.
6. Through written assignments and discussion students will learn, compare and contrast important characteristics of the modern world’s diverse cultural traditions and the gradual integration of those cultures into an interconnected world, including resistance movements and marginalized groups.
7. Through course assignments, students will learn to critique, evaluate, and cite print, electronic and multimedia sources.
Testing and Grading Policy for World History II
Grades will include evaluation of:
A mid-semester exam
A Final Exam
8-10 pages of written work
Class attendance and participation

History Department 2005-2006 Annual Report 5
Rehabilitation Act Implementation :
Salem State College is committed to non-discrimination of handicapped students as specified in Section
504 of the Rehabilitation Act of 1973. Students who qualify as handicapped under the provisions of this act should notify the instructor at the beginning of the course so that reasonable modifications in course requirements may be made when necessary.
World History II Sample Topics Agenda
I.
Atlantic World a.
Patterns of Conquest and Settlement b.
Atlantic Slave Trade and Atlantic System
II.
Shifting Ideas a.
Reformation and Counter-Reformation b.
Scientific Revolution & Enlightenment
III.
Asian Empires
IV.
The Industrial Revolution
V.
The Long Nineteenth Century a.
Imperialism b.
Abolition of Serfdom and Slavery c.
Nationalism and Citizenship
VI.
World War I a.
Nationalism and Militarism b.
Russian Revolution c.
Post-War Peace Treaties
VII.
Interwar Period a.
Depression b.
Anti-Colonial Nationalist Movements c.
Fascism
VIII.
World War II a.
Atlantic War b.
Pacific War c.
Genocide
IX.
The Cold War Period a.
Decolonization and National-building b.
Superpower Conflict c.
States without Nations d.
Cultural and Social Movements
X.
Globalization

APPENDIX 2
2008 Salem State College
A. Department survey of world history students n=216
Grade Level
First Year
Sophmore
Junior
Senior
Uncl.
n %
111 51.4
61 28.3
32 14.9
5 2.4
7 3.3
216 q. 1 q.2
How important is the World History requirement?
Very important
Somewhat important
Not Very Important
Not important at all
49
94
48
22.7
43.6
22.3
4
3
2
196
282
96
25 11.6
216
1 25 avg= 2.773148
66% Agree course is somewhat to very important
Did your experience in World History make you more likely or less likely to take another history course?
More likely
Less likely
The Same
69
67
80
216
32
31.1
37.1
100
90
80
70
60
50
40
30
20
10
0 very importance somewhat not very question 1 not at all

q3.
q4.
Did the course achieve its goal of providing students with an understanding of the worlds's diverse cultural and intellectual traditions?
Met goal very well
Met goal somewhat
Met goal slightly
Did not meet goal
Not sure
89
65 30.1
24 11.2
25
10
41.3
11.6
4.7
100
90
80
70
60
50
40
30
20
10
0
Very well met goal somewhat
30.1
slightly
11.2
number percentage didn't
11.6
not sure
4.7
How much has the World History sequence helped to improve your critical thinking and analytical skills?
n
A lot
A little
Not at all
%
52 24.1
94
64
210
43.6
29.7
rank
2
1
0
104
94
0
198 avg= 0.942857
100
90
80
70
60
50
40
30
20
10
0 a lot
1=a lot, 2=a little, 3=not at all a little not at all
Question 5 question 4 q.5
How much has the World History sequence helped to improve your written and oral communication skills?
n % rank a lot 43 20.3
2 86 a little
Not at all
92
77
212
43.4
36.4
1
0
92
0
178 avg= 0.839623
:

:
This sample, while not entirely scientific, reveals that the world history courses at Salem State College are meeting their primary goal as part of the core curriculum in exposing students to the diverse cultures of the world. As As the responses to querstion 3 indicate, a significant number of students felt that the course had met that goal "very well." In terms of the secondary goals of imporving students writing, oral communication and analytical skills, as might be expected, the data produced more or less normal curves, with the majority of the students responding that their skills had improved "a little" (the medial choice). This is reflected in the responses to the overall question 1, "How important is the world History requirement?," which nearly half of the student rated as "somewhat important" with nearly identical percentages thinking it was "very important" and "not very important:" again, this data produced a nearly normal data distribution.
Given that this is a required course for every student in the college, one should expect a fairly normal pattern of responses in the evaluative data .
The nearly 45 pages of comments that accompanied these statistical results only serve to reinforce the patterns in the raw data: students love the course, hate the course, and think it is just about right. More than the raw data, numerous specific comments do indicate that the course is meeting its goals, but these are so diverse as to be nearly impossible to categorize. What becomes clear from the comments is that the instructional content and quality are extrememly varied.
Not only that, but the rationale for the course is barely appreciated. Most troubling to me is the notion that this is merely a repetition of high school subject matter. If that is all we are doing, then we are not presenting the material at a level that is at all consistent with the scholarship in the field; maybe we shouldn't be doing it, if we can't develop a course with more sophistication than a high school teacher does.

Dr. J. Wilson
110 E Sullivan Building jamie.wilson@salemstate.edu
978.542.7420
Spring 2010
Office Hours
T/R 9:45-10:45; 3:30-4pm
History 102, Section 54
World History II: History, Politics, and Culture of the African Diaspora
Through an investigation of primary and secondary sources, this course will provide a survey of the transnational, social, economic, political, and cultural origins of the African Diaspora as well as the multiple ways in which Pan African identities have been formulated across time and space.
Particular attention will be paid to the origins and effects of the transAtlantic slave trade as well as historical and contemporary cultural formations among African descendant peoples in Africa, the Caribbean, and North America.
Instructional Objectives
1. Through lectures, discussions and readings, students will develop an understanding of the dynamic of cause and effect and historical change over time.
2. Through class discussions and other critical assessments of readings students will demonstrate analytical skills necessary to navigate different interpretations of historical events.
3. Through written assignments and discussion students will learn to analyze primary source documents using historical techniques and insights.
4. Through class discussions, readings, and writing assignments students will examine and question the historical construction of culture, class, religion, gender, race and ethnicity.
5. Through written assignments, discussions and presentations, students will strengthen communication and comprehension skills.
Goals
1 Students will develop an understanding of the challenges to dominant systems by various resistance movements and marginalized groups.
2 Students will acquire and develop critical thinking and analytical skills.
3 Students will develop effective written and oral communication skills.
Information and services for students with disabilities
“Salem State College is committed to providing students with disabilities with a living and learning experience at the College which assures them equal access to all programs and facilities of the College, which makes all reasonable academic accommodations for their disabilities and provides them with maximum independence and the full range of participation in all areas of college life. All students with disabilities should identify themselves and provide requested and appropriate written documentation to the Director, Office for Students with Disabilities, (978)
542-6217, as soon as possible after acceptance to assure accommodation of their disability and smooth coordination of available services.”
From the Salem State College Catalog 2008-2010, p. 348

Statement of Academic Integrity
“Salem State College assumes that all students come to the College with serious educational intent and expects them to be mature, responsible individuals who will exhibit high standards of honesty and personal conduct in their academic life. All members of the Salem State College academic community have a responsibility to insure that scholastic honesty and academic integrity are safeguarded and maintained. Cheating and plagiarism are unfair, demoralizing, and demeaning to all of us. Cheating, plagiarism, and collusion in dishonest activities are serious acts which erode the College's educational role and cheapen and diminish the learning experience not only for the perpetrators, but also for the entire community. It is expected that Salem State
College students will understand and subscribe to the ideal of academic integrity and that they will be willing to bear individual responsibility for their work. Materials (written or otherwise) submitted to fulfill academic requirements must represent a student's own efforts.” (From the
Salem State College Catalog 2008-2010. Students should consult pages 337-339 of the catalog for further details on Academic Integrity Regulations and in particular, the College’s definition of Academic Dishonesty).
Requirements
Participation 34%
Midterm 33%
Final 33%
Schedule
January 21—Introduction to the Course
January 26
Mario Azevedo, “African Studies and the State of the Art,” in
Africana Studies, 5-32
January 28
Russell Adams, “African American Studies and the State of the Art,” in
Africana Studies, 33-52
February 2
M. Alpha Bah, “Legitimate Trade, Diplomacy, and the Slave Trade,” in
Africana Studies, 71-90
February 4
Raymond Gavins, “
Diaspora Africans and Slavery,” in
Africana Studies, 91-107
February 9
Screening Africans in America: The Terrible Transformation
February 11
Screening Africans in America: The Terrible Transformation
February 16
Discussion of Africans in America: The Terrible Transformation

February 18
In Class Primary Documents
February 23
Marsha Jean Darling, Civil War to Civil Rights: The Quest for Freedom and Equality, in
Africana Studies, 123-148
February 25
Nikongo Ba’ Nikongo, “The Caribbean: From Emancipation to Independence,” in
Africana
Studies, 151-162
March 2
Julius E. Nyang’oro, “Africa’s Road to Independence (1945-1960), in Africana Studies, 163-172
March 4
Michael Williams, “The Pan African Movement,” in Africana Studies, 173-186.
March 9: Exam
March 11: Conference Day
March 16—Spring Break
March 18—Spring Break
March 23
Screening: Marcus Garvey: Look for Me in the Whirlwind
March 25
Screening: Marcus Garvey: Look for Me in the Whirlwind
March 30
Marcus Garvey: Look for Me in the Whirlwind
F. Ugboaja Ohaegbulum, “Continental Africans and Africans in America: The Progression of a
Relationship,” in
Africana Studies, 225-249.
April 1
Roderic Knight, “Music in Africa and the Caribbean,” in
Africana Studies, 253-283
April 6
Eddie Meadows, “African American Music,” in Africana Studies, 285-306
April 8
Screening: Rebel Music: The Bob Marley Story
April 13
Screening: Rebel Music: The Bob Marley Story

April 15
Mario Azevedo, “Religion in Africa,” in
Africana Studies, 399-420
April 20
Mario Azevedo and Gregory Davis, in Religion in the Diaspora, Africana Studies, 421-441
April 22
Trudier Harris, African American Literature: A Survey, in Africana Studies, 339-350
April 27
In Class Reading: The Piano Lesson
April 29
In Class Reading: The Piano Lesson
May 4
In Class Reading and Discussion: The Piano Lesson
Final Examination
Section 54, Tuesday and Thursday, 12:30-1:45—May 7, 2010, 11am to 1pm
Section 55, Tuesday and Thursday, 2-3:15—May 7, 2010, 2pm to 4pm

Other important issues
College life is fundamentally different from other environments. Consequently, some of the behaviors and habits exhibited and performed elsewhere are not applicable to and will not be suitable for this environment.
Addressing the Instructor I prefer to be called Dr. Wilson, Dr. J., or Professor Wilson.
Food If you do not bring enough food for everyone in the class, you may not eat in class.
Drinks and small snacks excepted.
Phones and text messaging.
Please turn off your cellular phone and refrain from texting while in class.
Preparation As this class will be discussion-based, you are expected to complete the day’s reading before class. To be prepared is to have completed the day’s readings, have taken notes based on the readings, and have the readings and any other assignment necessary for class present with you in class.
Attendance Given the intensive nature of this course, you are to attend class everyday that class is scheduled. Chronic Absenteeism will be penalized.
Tardiness There are no grace periods. Class will start on time and you are expected to be here on time. On time means the time the class is scheduled in the Master Schedule.
Sleeping in class Do not sleep in my class. I will wake you up and you may get embarrassed.
Incompletes, extensions, and excuses Assignments are to be submitted on their due dates. Exams are to be completed on their exam dates. I do not accept late assignments of any kind for any reason. I do not grant extensions, give incompletes, or allow for “make ups.”
Expletives, abrasive language, side conversations, excessive noise, and nonsense If you cannot speak without using curse words, then do not speak. This course is not the environment for b-boy colloquialism, hip-hop slang, or valley girl lingo. Our language in this class should approximate standard spoken English. Side conversations should be kept to a minimum. If I am speaking to the class or a classmate is speaking to the class, you should be listening.
Extra Credit I do not give extra credit for any reason.

Spring 2010
HIS101-06
2 sections: MWF 12:30-1:20, Sullivan 206 / 2:30-3:20 Sullivan 109
Instructor: Erik Jensen
Office: Sullivan 102G
E-mail: ejensen@salemstate.edu
Phone: 978-352-2574
Mobile: 978-228-9572
Office hours: Tuesday 2:30-4:30; Wednesday and Friday 11:30-12:30; Monday, Wednesday,
Friday 3:30 by request; other times by appointment
W Jan 20
Introduction
-
F Jan 22
Art and power
M Jan 25
Ancient Mesopotamia
Reading: Stokstad Ch. 2, 25-42
W Jan 27
Ancient Mesopotamia
F Jan 29
Ancient Egypt
Reading: Stokstad, Ch. 3
-
M Feb 1
Ancient Egypt
W Feb 3
Ancient Egypt
Mesopotamian/Egyptian objects due
F Feb 5
The Persian Empire
Reading: Stokstad, Ch. 2, 42-46
-

M Feb 8
The Persian Empire
W Feb 10
Classical Greece
Reading: Stokstad, Ch. 4
F Feb 12
Classical Greece
Reading: Stokstad, Ch. 5
-
W Feb 17
Classical Greece
-
F Feb 19
Classical Greece
M Feb 22
Etruscans
Reading: Stokstad, Ch. 6, 169-178
W Feb 24
Etruscans
F Feb 26
Rome
Reading: Stokstad, Ch. 6, 178-230
-
M Mar 1
Rome
W Mar 3
Rome
F Mar 5
Rome
Persian/Greek/Etruscan/Roman objects due
-
M Mar 8
Early Christianity

Reading: Stokstad, Ch. 7, 233-254
W Mar 10
Early Christianity
Ancient art analysis due
F Mar 12
-
Midterm
Spring break
-
M Mar 22
Byzantine empire
Reading: Stokstad, Ch. 7, 254-280
Last date to turn in late ancient art analysis papers
W Mar 24
Byzantine empire
F Mar 26
Early Medieval west
Reading: Stokstad, Ch. 14
Contemporary art analysis proposals due
-
M Mar 29
Early Medieval west
W Mar 31
Early Medieval west
-
F Apr 2
Islamic world
Reading: Stokstad, Ch. 8
M Apr 5
Islamic world
W Apr 7
Islamic world
F Apr 9

-
Islamic world
Byzantine/early Medieval/Islamic objects due
M Apr 12
High medieval Europe
Reading: Stokstad, Ch. 15-16
W Apr 14
High medieval Europe
-
F Apr 16
High medieval Europe
W Apr 21
The European renaissance
Reading: Stokstad, Ch. 17
F Apr 23
The European renaissance
Contemporary art analysis due
-
M Apr 26
Dance
W Apr 28
Dance
-
F Apr 30
Dance
M May 3
The European Renaissance
Medieval/Renaissance objects due
W May 5
Final thoughts
Attendance
Your attendance is required at all class sessions. Attendance will be taken at the beginning of class; if

you are not present when attendance is taken, you will be marked as absent for that class. If you arrive after attendance has been taken, you may see me at the end of class to ask that your mark of “absent” be changed to a mark of “late.” Two “late”s will be counted as one absence. More than two unexcused absences in the semester will affect your attendance and participation grade. An absence or late arrival may be excused at my discretion; my decision on whether to excuse your absence is final.
Reading assignments
You are expected to read the assigned texts, fully and thoughtfully, before the class session for which they are assigned. Come to class prepared to discuss the text.
Class participation
You should come to class prepared to discuss the texts you have read, both in the specific details and in the general themes. Discussion of these texts will be an important part of the class and you should contribute whatever thoughts, questions, discoveries, or ideas you may have about the text. Don’t feel that you need to know a great deal about the ent history to contribute; many times the best thing you can contribute to the discussion is a good question, and many of the best questions come from your own knowledge and experience.
Always remember to show respect to your classmates. The history we are studying ranges across the world through many regions, cultures, and religions. All of us will at times feel strongly invested in the history we are discussing. Be prepared to share your own thoughts, but also to listen with respect to the thoughts of others.
Quizzes
Quizzes: Quizzes may be given to make sure that you have done the reading. Quizzes may be given at any time and will not be announced in advance. If any quizzes are given, they will be factored into the attendance and participation portion of your grade.
Plagiarism
Plagiarism will not be tolerated in this class. Any time you use the work, words, or ideas of another person unfairly or without giving proper credit is plagiarism. A first case of plagiarism will result in a grade of 0 for that assignment. A second case will result in a grade of 0 for the entire course .
If you have any uncertainty or questions about when and how to properly give credit in your writing, please raise your questions in class or see me in my office hours.
Course Description
A systematic study of the major patterns of global history from its origins through the early modern period. Analyzes the distinguishing characteristics of the world’s major pre-modern civilizations and

the relationships and points of cultural exchange among them. Examines the historical roots of many of the world’s diverse cultural traditions. This course develops critical thinking, writing and analytical skills. Three lecture hours per week.
Course Prerequisites:
None
Required Texts
Marilyn Stokstad. Art History. Third ed. Vols. 1-2. Pearson, 2009.
Goals
1. Students will develop an understanding of the historical origins of many of the world’s diverse cultural and intellectual traditions and the relationships and points of exchange among them.
2. Students will gain awareness of prejudice, discrimination and oppression, as experienced by minority groups in the past, and how those issues relate to the modern world.
3. Students will acquire and develop critical thinking and analytical skills.
4. Students will develop effective written and oral communication skills.
Rehabilitation Act Implementation :
Salem State College is committed to non-discrimination of handicapped students as specified in
Section 504 of the Rehabilitation Act of 1973. Students who qualify as handicapped under the provisions of this act should notify the instructor at the beginning of the course so that reasonable modifications in course requirements may be made when necessary.
Instructional Objectives

1. Through lectures, discussions and readings in world history, students will develop an understanding of the dynamic of cause and effect and historical change over time.
2. Through class discussions and other critical assessments of readings students will demonstrate analytical skills necessary to navigate different interpretations of world historical events.
3. Through discussion students will learn to analyze primary source documents and elements of visual and material culture using historical techniques and insights.
4. Through class discussions, readings, and writing assignments students will examine and question the historical construction of civilization, culture, class, religion, gender, race and ethnicity. This will include the examination of issues of diversity, discrimination, and oppression of minority groups.
5. Through written assignments, discussions and presentations, students will strengthen communication and comprehension skills.
6. Through written assignments and discussion students will learn, compare and contrast important characteristics of various pre-modern cultures and civilizations.
Grading Policy for World History I
Grades will include evaluation of:
Two analytical papers 30% (15% each)
4 creative assignments 40% (10% each)
Midterm exam 10%
Final exam 10%
Attendance and participation 10%

HIS102-04
World History II:
Colonialism and the Making of the Third World
Salem State College
Spring 2010
MWF 9-9:50, SB 301
MWF 10-10:50, SB 301
Professor Avi Chomsky
Sullivan Building 109B
542-6389 achomsky@salemstate.edu
http://www.salemstate.edu/~achomsky/
Through film, fiction, history, and reporting, this course will look at how colonialism shaped the divided world we live in today. We will discuss political, economic, cultural, and environmental impacts of colonialism and the development of underdevelopment.
Chinua Achebe, Things Fall Apart
Jamaica Kincaid, A Small Place
Fred Pearce, Confessions of an Eco-Sinner: Tracking Down the Sources of My Stuff
Richard Tucker, Insatiable Appetite: The United States and the Ecological Degradation of the
Tropical World
Herve Kempf, How the Rich Are Destroying the Earth
A daily newspaper of your choice.
Films (will be shown in class): Sugar Cane Alley (103 mins.), Crude (104 mins.)
Course requirements: Attendance and participation, including mini-paper, in-class presentations, writing assignments, and quizzes (40%). Five short papers (2-3 pages, 50%). Final exam (10%).
ALL ASSIGNMENTS MUST BE COMPLETED IN ORDER TO PASS THE COURSE.
PLAGIARISM WILL RESULT IN AN AUTOMATIC “F” FOR THE COURSE AND
POSSIBLE DISCIPLINARY ACTION.
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PART I: PERSPECTIVES
Jan 20 Introductions
Heroes, history, and colonialism, Part I Jan 22
Jan 25 Heroes, history, and colonialism, Part II
Loewen, Intro, chap. 1 (on WebCt)
Jan 27 Avatar: A colonial parable?
See Avatar, and read and bring to class at least one article/review that relates the film to colonialism.
Jan 29 Colonialism in the news: introduction
Bring in a current news article that can be related to colonialism.
PART II: COLONIZATION
Feb 1 Lecture: Colonialism and World History
Feb 3 Achebe chaps. 1-7, discussion.
I will not be in class. Use the discussion guide (on WebCT) to organize a class discussion. Notetaker(s) should turn in summary and questions to my mailbox.
Feb 5
Feb 8
Feb 10
Feb 12
Achebe chaps. 8-13, discussion
Achebe chaps 14-20, discussion
Achebe chaps. 20-25, discussion
Sugar Cane Alley (103 mins.)
Short paper on Achebe due.
Feb 17 Sugar Cane Alley
Feb 19 Sugar Cane Alley, and discussion
PART III: THE LONG LEGACY OF COLONIALISM
Feb 22
Feb 24
Feb 26
Kincaid
Kincaid
Kincaid
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Mar 1 Kincaid
Short paper on “Sugar Cane Alley” and Kincaid due.
PART IV: LOCATING OURSELVES
Mar 3 Lecture: Colonialism and Commodities
Pearce, Part One
Pearce, Part Two Mar 5
Mar 8 Pearce, Part Three
Mar 10 Pearce, Part Four
Mar 12 Pearce, Part Five
MAR 15-19 SPRING BREAK
Mar 22 Pearce, Part Six
Apr 2
Apr 5
Apr 7
Apr 9
Apr 12
Apr 14
Apr 16
Mar 24 Pearce, Part Seven
Short paper on Pearce due.
PART IV: COLONIALISM AND THE ENVIRONMENT
Lecture: Colonialism and the Environment Mar 26
Mar 29 Tucker, Chap. 1
Mar 31 Tucker, Chap. 2
Tucker, Chap. 3
Tucker, Chap. 4
Tucker, Chap. 5
Tucker, Chap. 6
Crude (104 mins.)
Crude
Crude, and discussion
Short paper on Tucker and “Crude” due.
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PART V: WHERE DO WE GO FROM HERE?
Apr 21 Kempf, chaps. 1-2
Apr 23
Apr 26
Kempf, chaps. 3-4
Apr 28
Kempf, chaps 5-6
Kempf, epilogue
Short paper on Kempf due.
Apr 30
May 3
May 5
Presentations on newspaper assignment: finding colonialism in today’s world
Presentations on newspaper assignment
Presentations/Conclusion
Final Exam: For MWF 9-9:50: Friday May 7, 8-10 am
For MWF 10-10:50: Monday May 10, 2-4 pm
Salem State College is committed to providing equal access to the educational experience for all students in compliance with Section 504 of The Rehabilitation Act and The Americans with Disabilities Act and to providing all reasonable academic accommodations, aids and adjustments. Any student who has a documented disability requiring an accommodation, aid or adjustment should speak with the instructor immediately. Students with Disabilities who have not previously done so should provide documentation to and schedule an appointment with the Office for Students with Disabilities and obtain appropriate services.
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Style Guide for History Papers
6.
7.
Avi Chomsky
Note: These are only the most basic guidelines. For more detailed information on writing history papers, see Kate Turabian, A Manual for Writers of Term Papers, Theses, and
Dissertations .
1. Title. Your paper needs a title, and the title should be substantive and meaningful, giving the reader a sense of what your paper will be about.
2. Number your pages.
3. Format. Paper should be typed, double-spaced, using a 12-point font (no fancy fonts, please), with 1-inch margins on all sides. Your name and the paper’s title should be at the top of the first page. (No title page is necessary.) Staple in upper left-hand corner.
No binders, please.
4. Introduction. Your introductory paragraph should introduce the argument of your paper.
Making general statements about your topic is not an adequate introduction.
5. Argument. Your paper needs an argument or thesis develop, and back up in the body of your paper.
: a main point that you will illustrate,
Evidence.
Source citation. BE VERY CAREFUL TO UNDERSTAND WHAT PLAGIARISM IS,
AND TO AVOID IT. Any time you paraphrase ideas or take information from a source, you must ATTRIBUTE it to the source in the text (e.g., “According to Turabian,...”) and
CITE it with a page number. Any time you use actual words or phrases from a source, you must use quotation marks (as well as citing and attributing).
PLAGIARISM IS A VIOLATION OF ACADEMIC HONESTY. IF YOU TURN IN A
PLAGIARIZED PAPER, YOU WILL RECEIVE AN “F” IN THE CLASS AND BE
SUBJECT TO POSSIBLE DISCIPLINARY PROCEDURES.
8. Conclusion. Your conclusion should draw conclusions about the issues you have raised in the paper. It should grow directly out of what you have shown in your paper. Don’t bring in new issues, or make general moral statements, in your conclusion.
9. You must submit your paper in a hard copy. I do not have facilities for printing student papers.
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Course policies
Attendance : You are allowed two unexcused absences. Any additional absences must be justified with a doctor’s note or other written justification. Any unexcused absence after the first two will result in the loss of ½ of a letter grade off your final course grade.
Papers : You are expected to turn in all assignments, in a hard copy, on the day that they are due. For every assignment missing as of the last day of class, your final course grade will be reduced by 1 full letter grade. I do not accept papers via email.
If you are dissatisfied with a grade on a paper, you may submit a rewritten version (along with original) any time up to the last day of class and the new grade will replace your old grade.
Late papers : Paper grades will be reduced by ½ letter grade for each day (24 hours) late.
Absence from class does not excuse a late paper, unless it is an excused absence. If you know you are going to be absent on the day a paper is due, turn it in early.
Plagiarism : It is your responsibility to understand what plagiarism is, and to correctly cite all of your work. In order to understand that you understand proper citation rules, please take the following on-line quizzes by the end of the first week of class. (If you did this last semester you don’t need to do it again.) http://education.indiana.edu/~frick/plagiarism/index2.html http://www.lib.usm.edu/research/plag/plagiarismtutorial.php
If you turn in work that is plagiarized, you will receive an automatic F in the class and be subject to possible disciplinary procedures.
Use of the internet as a source : The papers assigned for this class ask you to reflect and comment on films, books, lectures, and discussions that are held in class. It is not appropriate to use the internet as a source.
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Goals for World Civilization II
1. Students will develop an understanding of the history of the modern world’s diverse cultural traditions and the gradual integration of those cultures into an interconnected world.
2. Students will develop an understanding of the challenges to dominant systems by various resistance movements and marginalized groups.
3. Students will acquire and develop critical thinking and analytical skills.
4. Students will develop effective written and oral communication skills.
Instructional Objectives for World Civilization II
1. Through lectures, discussions and readings in world history, students will develop an understanding of the dynamic of cause and effect and historical change over time.
2. Through class discussions and other critical assessments of readings students will demonstrate analytical skills necessary to navigate different interpretations of world historical events.
3. Through written assignments and discussion students will learn to analyze primary source documents using historical techniques and insights.
4. Through class discussions, readings, and writing assignments students will examine and question the historical construction of civilization, culture, class, religion, nation, gender, race, ethnicity and globalization.
5. Through written assignments, discussions and presentations, students will strengthen communication and comprehension skills.
6. Through written assignments and discussion students will learn, compare and contrast important characteristics of the modern world’s diverse cultural traditions and the gradual integration of those cultures into an interconnected world, including resistance movements and marginalized groups.
7. Through course assignments, students will learn to critique, evaluate, and cite print, electronic and multimedia sources.
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