1
World History, 1500-1800
HIS 102, Winter 2007
Daily 10-10:50
CC 3357
Instructor: Scott Rausch
Office: IB 2324 A
Office Hours:
Daily 1:30-2:30pm
And by appointment
E-mail: srausch@sccd.ctc.edu
Office Ph: 206 526-7013
Description:
This course examines the history of many different parts of the world during the
“early modern” period, from roughly 1500 to roughly 1800, when it is possible to begin
to speak of history on a global scale. This course will take us on a whirlwind tour across
North and South America, Africa, Asia, and Europe (not necessarily in that order). This
very broad class will focus on, among other things, three main themes: 1) the interactions
and reactions created when cultures come into contact; 2) the role of ideas, ideology, and
technology in historical change; 3) the role of war, power relations, and empire in
shaping the modern world.
Required Readings:
Bentley and Ziegler, Traditions and Encounters: A Global Perspective on the Past,
Volume II: From 1500 to the Present, Third Edition (Boston: McGraw-Hill, 2000).
[Bentley]
Sherman, et al, World Civilizations: Sources, Images, and Interpretations, Volume 2,
Fourth Edition (Boston: McGraw-Hill, 2007). [Sherman] [Available from the NSCC
bookstore in late January]
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Learning Outcomes Addressed:
This course counts as an “Individual and Society” course. It contributes to the following
educational goals outlined in the North Seattle mission statement:
Think critically in reading and writing
Communicate creative and critical ideas in writing
Access, evaluate, and apply information from a variety of sources
Deal constructively with diversity issues and conflict
Understand ideas that shape human history and cultures
Understand the individual and his/her relationship to community
Understand the United States as a multicultural society
Understand the elements of a global society
Assignments:
Class Participation (20%)
Unless stated otherwise in the syllabus, students are expected to have completed
the week's readings by Wednesday's class and to be prepared to discuss the readings on
Wednesday, Thursday, and Friday of each week. This means students are expected to
take notes on the readings and lectures, and are expected to have something to say in
class discussions. Class participation may also require brief writing assignments, work in
small groups, small research projects, or practice exams.
Paper #1 (20%)
A 4-5 page academic paper, double-spaced with reasonable margins, driven by a
historical thesis and properly cited evidence. The first paper will draw strictly from class
materials and will not require any outside research. Students will have a choice from a
pre-selected set of topics. (See this syllabus for more details.)
Paper #2 (20%)
A 4-5 page academic paper, double-spaced with reasonable margins, driven by a
historical thesis and properly cited evidence. Students will have a choice from a preselected set of topics. The second paper may require additional outside research by the
student. (See this syllabus for more details.)
Midterm Exam (20%)
In-class essay exam, closed book, open notes, based on study questions listed in
syllabus. The midterm will cover material from Weeks 1-5. All questions on the midterm
and final will come from study sheets, so that students can gear their reading, note-taking,
and studying towards preparing precisely for the most important questions of the course –
those found on the exams.
Final Exam (20%)
In-class essay exam, closed book, open notes, based on study questions for Weeks
6-11, listed in this syllabus.
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**** NOTE: You must complete ALL assignments to receive a passing grade. ****
**** NOTE: A final course grade of Incomplete (I) will only be available for
students who maintain at least a C (2.0) average through Week 10 of the quarter,
and only for those who complete every assignment except the final exam. ****
My Philosophy of Teaching History:
For the idealist: Studying history is the way to understand not only the past, but
more importantly to understand yourself and therefore to make informed judgments in the
present. A history class does this in two opposite ways. First, studying historical events
shows us how the present came to be the way it is. Everything existing today, people,
places, things, and even ideas, has a history which explains why things are the way they
are. If you wish to fully understand yourself, you must understand events that happened
even before you were born. Second, and in contrast to the first, history reveals how things
could be different, and how much can change in any given period of time. History
teaches an appreciation for other ways of seeing the world, and an appreciation of how
diverse experience can be even within a collection of people who all define themselves as
“American.” In terms of morality, ignorance or misinformation about the past is
frequently a precondition for committing the greatest of evils.
For the realist: In practical terms, studying history is about power. Societies,
governments, private institutions, and cultures all influence people in part through their
interpretations of historical events. You cannot exert power without using the same skills
that historians use all the time. History develops the powerful ability to understand,
evaluate, and present arguments in light of valid evidence and then to persuade the
audience to see things your way. Anyone who does not have the ability to analyze
evidence, find relevant information, and present a persuasive, logical argument will
always be at the mercy of someone who does. Future advancement in the “information
age” relies on your ability to present your reasoned judgment in a persuasive way.
Grading Principles:
Grading for class assignments are based solely upon the quality of the final
product and on no other outside factors. Grading will not be curved, and I try to help
everyone earn a good grade – if everyone writes A-quality papers, everyone receives an
A. Extra credit assignments will NOT be available, and there will be NO MAKE-UP
EXAMS except in emergency situations. Emergency situations are any problems that no
amount of planning or effort could have foreseen or prevented. All students in all
circumstances are responsible for getting all the information available in class and are all
responsible for giving the instructor very early notice if they anticipate problems
completing the assignments.
The Elastic Clause:
This syllabus is an organic document subject to correction and revision. The instructor
reserves to right to alter any part of the syllabus and course requirements at any time, on
an individual or collective basis, to do whatever is necessary and proper to meet
professional, educational, student accountability, and other objectives. Individual results
may vary.
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Grading Scale:
95-100%
4.0
93-4
3.8-3.9
90-92
3.5-3.7
87-89
3.2-3.4
84-86
2.9-3.1
80-83
2.5-2.8
A+
A
AB+
B
B-
77-79%
74-76
70-73
65-69
60-64
0-59
2.2-2.4
1.9-2.1
1.5-1.8
1.0-1.4
0.7-0.9
0.0-0.6
C+
C
CD
DF
Expectations and Policies:
Workload – University-level courses such as this one generally call for 2 hours of work
outside the classroom for every hour in the classroom. That translates into roughly 10
hours a week of homework on average for this course.
Student Responsibility – Getting the knowledge and information from the course is
primarily the student’s responsibility. If you miss a class, it is your responsibility to find
out what you missed. The instructor will not track you down to make sure that you have
the information or assignments you missed. The instructor will supply any handouts you
missed, but you will need to get class notes and lecture outlines from other students. The
instructor will not repeat lecture material for those who missed the lecture. Students are
expected to come to class prepared to learn, and on discussion days, prepared to
contribute to class discussion.
Attendance – I do not take roll and do not keep track of the number of absences. If you
truly have something better to do than be prepared for class or attend class, then you
should by all means do that. HOWEVER, the course is not designed as a distance
learning class but instead assumes that the student will attend every class period. Any
absence will result in missing valuable information, missing an important handout or
assignment, or missing an in-class writing assignment. Students are graded on their levels
of class participation, and if you are not in class then you cannot participate, and if you
cannot participate, then you will fail the class participation part.
No Late Assignments – Assignment deadlines are final and non-negotiable, and late
papers or other late assignments will not be accepted for any reason. Think of a due date
as “the last date to turn it in.” The only exception is for cases of legitimate emergency,
and I reserve the right to ask for written documentation in such cases. I encourage you to
turn in your work before the final deadline to make sure, and also to have the chance to
receive additional help. I encourage you to ask me any questions you have about the
assignments and how best to complete them.
Learning Environment – True learning requires a classroom environment that allows
people to express themselves in a productive, professional adult manner. Students are
required to pay attention and to treat other students as well as the instructor with respect.
Turn off all pagers, cell phones, headphones, etc., and put away outside coursework. If
you need to do homework for another class, do it somewhere else.
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Academic Honesty – All writing assignments for the course must be the product of your
own work and no one else’s. All papers for this class must be originally written for this
class. Do not turn in a paper from another class to meet an assignment for this class.
Plagiarism, which includes duplicating the work of other students, will result in a failing
grade for the assignment as well as the course. Be sure to cite all sources in your papers,
and consult with the instructor to make sure you know the best way to use citations. This
course’s plagiarism policy follows the guidelines set by the American Historical
Association, the Seattle Community College District, and the laws of the state of
Washington.
Class Schedule:
Week 1 – January 2-5 – Introduction
Bentley: Part V Intro
Week 2 – January 8-12 – Exploration and Interdependence
Bentley: Ch. 23
Week 3 – January 16-19 – Europe’s Reformation and Transformation
Bentley: Ch. 24
Week 4 – January 22-26 – Contact and Columbian Exchange
Bentley: Ch. 25
Sherman: Preface, “Using This Book”; Ch. 13: Intro, Azurara, Camargo, Laws of the
Burgos, Ulloa, all Visual Sources
Paper #1 due Tuesday, January 23
Week 5 – January 29-February 3 – Early Modern Africa
Bentley: Ch. 26
Sherman: Ch. 13: Afonso I; Ch. 20: Intro, all Primary and Visual Sources
Midterm Exam Friday, February 3
Week 6 – February 5-9 – Early Modern Asia
Bentley: Ch. 27
Sherman: Ch. 15: Intro, all Primary and Visual Sources
Week 7 – February 12-16 – Early Modern Islamic States
Bentley: Ch. 28
Sherman: Ch. 15: Busbecq, all Visual Sources
Week 8 – February 20-23 – Age of Revolution
Bentley: Ch. 29
Sherman: Ch. 17: Intro, Cahiers, Women of the Third Estate, Declaration of Rights of
Man, Robespierre, Metternich, all Visual Sources
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Week 9 – February 26-March 2 – Science, Enlightenment, and Technology
Bentley, pp. 655-59 (part of Ch. 24)
Sherman: Ch. 16: Intro, all Primary and Visual Sources
Week 10 – March 5-9 – Early Industrialization
Bentley: Ch. 30
Sherman: Ch. 18: all Primary Sources
Paper #2 due Tuesday, March 6
Week 11 – March 12-16 – Independent Americas
Bentley: Ch. 31
Sherman: Ch. 19: Intro, Declaration of Independence, Bolívar, Koster; maps, pp. 161-2
Final Exam Monday, March 19 at 10:30am in CC3357
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HIST 102 – Winter 2007
Paper Assignment #1
Essay Using Class Materials
You will write a short paper (4-5 pages) on ONE of the following two choices.
The paper should be typed or word-processed, double-spaced, with reasonable margins.
All the material you need can be found in the books required for the class, and you will
not need to do any outside research for this assignment, though you are welcome to do so.
You should use the textbook and reader as sources of information, and make sure you cite
all information you get from these sources. Be sure to address every part of the question.
It should be a thesis-driven essay, a product of your own work, using properly cited
sources for evidence. The thesis should appear in the introductory paragraph, and there
should be a concluding paragraph at the end. It would also be very helpful to pay
attention as you read and listen in class for any information that would help you in
writing your paper. As always, I am available in office hours, over e-mail, and by
appointment if you have any questions about the assignment or if you would like me to
read a rough draft.
1. Continuity and Change in a Relationship. Describe and explain one way in which
the interaction between two parts of the world (Africa and the Americas, Europe and
Asia, Europe and the Americas, etc.) evolved over the course of the period 1500-1800.
This paper is about the changes or continuity in a relationship between two different
peoples. What characterized the early period, what changed over time, and what were the
causes of this change over time? A good thesis would state that the interaction began as
[one way], and because of [one, two, or three reasons], changed in [one, two, or three]
ways.
Or
2. Cause and Effect. Describe and explain how contact between two different cultures
(Spanish and Meso-American, British and African, Native American and African) altered
or affected one of the two. What were the most important changes in the society’s
traditions, and what specifically created change to such a large degree? A good thesis
would state that because of [one or two reasons], contact caused [society 1] to [change in
one, two, or three ways].
Sample footnote.1 Another sample footnote.2 General guidelines for a book footnote.3
General guidelines for an article or chapter of an edited work.4
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Ekiken Kaibara, "Greater Learning for Women," in Dennis Sherman, et al, eds, World Civilizations:
Sources, Images, and Interpretations, Volume 2, Third Edition, (New York: MrGraw-Hill, 2002), p. 53.
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Jerry Bentley and Herbert Ziegler, Traditions and Encounters: A Global Perspective on the Past, Volume
II: From 1500 to the Present, Second Edition, (New York: McGraw-Hill, 2000), pp. 73-4.
3
Author, title, volume, edition, (place of publication: publisher, year), page number(s).
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Article author, article title, book editor(s), book title, volume, edition, (place of publication: publisher,
year), page number(s).
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Guidelines for paper writing:
1) Academic honesty is central to being a good student and good scholar. The
paper must be a product of your own effort, and must have proper citations for
paraphrases and quotations. Passing off other sources as your own constitutes plagiarism,
and at best is poor scholarship, and confirmed plagiarism will result in a grade of 0.0 for
the assignment and possibly expulsion and forfeiture of tuition. Footnotes and endnotes
are not simply there to avoid plagiarism, however. They show the interested reader where
to go for more information, and give credit where credit is due. When in doubt, err on the
side of footnoting too often with too much information (which is a very difficult mistake
to make, if it is even possible!)
2) Pay attention to content, style, and grammar. For example, verbs must agree in
number with subjects and pronouns with their antecedents. Avoid using passive voice,
first or second person constructions, and contractions in formal writing. I mark off for
grammatical, punctuation, and spelling mistakes as well as unclear writing. Please
proofread your paper at least once before turning it in. Grammar-checking and spellchecking tools are VERY POOR SUBSTITUTES for proofreading and can be quite
unreliable.
3) Use a style that is concise, positive, confident, and clear. Consider yourself an
historian with something to contribute to our understanding of your topic. Write with
authority backed up by evidence. The hearts of history instructors are extraordinarily
warmed by reading papers that show some thought on the part of the writer. Use your
own educated judgment when you make decisions, and make a direct statement of
argument. Make your thesis statement direct and to the point, without prediction or
vagueness or question-and answer. For example, do not write as your thesis "In this
paper I will show X happened" – instead, come right out and simply state, "X happened."
Consider your audience to be a peer who is not in the class. (For example, someone with
general knowledge of an event, but who has not read the same books you have.)
4) Start with an introduction which generally defines the topic, lets the reader
know what the paper will be about, and contains the thesis of the paper. Divide the paper
into logical units, with specific examples to support all the paper’s generalizations. All
the points in the paper should flow from the original thesis. Include a conclusion that
brings the paper back to the thesis and closes the paper for the reader.
5) The page limit refers to the typed or word-processed text only, and DOES NOT
COUNT a title page, illustrations, bibliography, endnotes page, etc. The paper must be
double-spaced, with reasonable margins and font, without extra “padding.”
6) In general, only quote primary sources, and do so sparingly, only when
absolutely necessary. Use bloc quotes for quotes over 4 lines long, and be sure that the
quote has a foot- or endnote.
7) Make use of rough draft opportunities and my office hours as much as possible.
Papers that have been reviewed and re-written are consistently better.
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HIS 102
Study Questions
Weeks 1-5
1. Define and describe the effects of the “Columbian exchange” on the peoples of
Europe, Africa, and the Americas. In what areas was the interaction balanced, and in
what areas was this exchange lopsided? How did contact with the New World transform
European societies, and how did the Columbian exchange also affect the peoples of Asia?
2. Explain how economic and strategic concerns drove European exploration and affected
European relationships with the rest of the world. How did trade and military power
influence the location and structure of Europe’s trade networks – those of Portugal,
Spain, England, France, and the Netherlands? What effects did foreign trade have on
Europe’s trading partners in Asia, Africa, and the Americas?
3. Describe and explain the evolution of European societies from a pre-modern to an
early modern period in three key areas – economics, the state, and religion. For example,
show how the European economic system evolved into something more similar to the
present, and what the origins of these changes were. What changed in Europe’s political
structure, and what were the effects of these changes? What effect did religious changes
and controversies have on the history of Europe during this period? How did all of these
changes affect the relationship of Europe to the rest of the world?
4. Historians use the term “Atlantic system” to describe the structure of European
colonization of the Americas. What were the parts of this structure – for example, what
made up the triangular trade? In what ways was the European part of the system
dependent upon the American and African parts? How did this system affect the lives of
people in Europe, Africa, and the Americas?
5. Compare and contrast the English, French, and Spanish presence in the Americas
during the colonial period. How did products, settlement patterns, and relations with
Native Americans differ in each case? The Bentley book describes the Spanish empire as
“multicultural.” What does that term mean in the context of the colonial period – how
much was this multiculturalism one of equality and toleration, and how much was it
something else?
6. Explain the distinct shapes that Christianity and Islam took in African societies in this
period. How did the spread of these religions influence African society and politics, and
how did the African context change the religions themselves? How did African peoples
shape their conversions to Christianity and Islam – what elements did they alter in
converting?
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7. Explain the role of slave trading in the history of Africa from 1500-1800. How did
trade in human beings affect the internal situation in Africa, and how did the trade affect
Africa’s relations with the rest of the world? What do the authors mean by an “African
Diaspora”? How did slavery, removal from Africa, and plantation work in the Americas
create a set of African-American cultures different from their African roots?
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HIS 102 – Winter 2007
Paper Assignment #2
Essay Using Class Materials #2
You will write a short paper (4-5 pages) on ONE of the following two choices.
The paper should be typed or word-processed, double-spaced, with reasonable margins.
All the material you need can be found in the books required for the class, and you will
not need to do any outside research for this assignment, though you are welcome to do so.
You should use the textbook and reader as sources of information, and make sure you cite
all information you get from these sources. Be sure to address every part of the question.
It should be a thesis-driven essay, a product of your own work, using properly cited
sources for evidence. The thesis should appear in the introductory paragraph, and there
should be a concluding paragraph at the end. It would also be very helpful to pay
attention as you read and listen in class for any information that would help you in
writing your paper. As always, I am available in office hours, over e-mail, and by
appointment if you have any questions about the assignment.
1. Analysis of Evidence and Argument. Analyze Bentley’s account of a particular
world culture on the basis of the documents in the Sherman book: Choose one or two
documents from the Sherman book World Civilizations and show how they relate to
descriptions and arguments put forward in the Bentley textbook. (These can be any
documents from the book, not just those assigned as weekly readings.) Do the readings
sources support Bentley’s interpretation, serve as good examples, add to it, question it, or
go in a different direction? Explain how the document(s) work(s) as evidence.
Or
2. Compare and Contrast. Compare and contrast the role of one set of ideas (religion,
philosophy, military traditions, political ideology) in two world societies in the early
modern period. Be sure to compare and contrast the two societies in the same areas for
both: the political system, culture, social relations, international relations, etc. What
forces does this set of ideas exert on these two societies – stabilizing or destabilizing,
conservative or radical, peaceful or warlike, expansionist or isolationist, etc. Explain to
what extent these patterns of thought serve as unifying factors or sources of division.
Sample footnote.5 Another sample footnote.6 General guidelines for a book footnote.7
General guidelines for an article or chapter of an edited work.8
5
Ekiken Kaibara, "Greater Learning for Women," in Dennis Sherman, et al, eds, World Civilizations:
Sources, Images, and Interpretations, Volume II, Third Edition, (New York: MrGraw-Hill, 2002), p. 53.
6
Jerry Bentley and Herbert Ziegler, Traditions and Encounters: A Global Perspective on the Past, Volume
II: From 1500 to the Present, (New York: McGraw-Hill, 2000), pp. 73-4.
7
Author, title, volume, edition, (place of publication: publisher, year), page number(s).
8
Article author, article title, book editor(s), book title, volume, edition, (place of publication: publisher,
year), page number(s).
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HIS 102 Study Questions
Weeks 6-11
1. In the Ming and Qing dynasties, what were the main issues involved with unification
and stability? Explain the motives and methods that Chinese people had for remaking
China. What did Chinese rulers want to see happen in China, and how was the political
landscape of China changing in these centuries?
2. What role did Islam play in the expansion and administration of the Ottoman, Safavid,
and Mughal empires? In each of the three cases, how did religious factors affect the
structure of the empire, for example, who had power, where authority came from, the
legal system, etc.? Was religion a unifying or divisive force in each case?
3. Describe how and why the three empires from Chapter 27 declined by the end of the
eighteenth century. Explain the roots of imperial decline for the three, and in each case,
whether internal or external factors were more important in bringing about decline. How
did contact or relations with other regions such as Europe factor into the decline of these
empires?
4. What were the ideological roots of revolution in Europe and the Americas? How did
notions of individual liberty, national independence, and popular sovereignty drive the
revolutions in the U.S., France, and Haiti? Explain how such ideas would lead to
revolution and violent struggle instead of gradual reform. In other words, why were such
ideas so radical and so conducive to revolution?
5. Revolutions and reform movements are seldom as radical as they could be, and are
always shaped by resistance to them. What were the conservative forces (international
opposition, racism, sexism, religion, social norms, traditional ideas, etc.) that held back or
overturned revolutionary change? How was the course of revolution in Europe and the
Americas shaped, limited, or scaled back by conservative forces? How did opposition and
resistance limit the promises of liberty and equality, and in what ways did the American
and French Revolution end conservatively?
6. What was the relationship between Enlightenment ideas and European political
thought? How did theories about the natural world relate to ideas about human societies,
and what role did scientists and philosophers have in early modern society?
7. Define industrialization and describe its effects on Europeans and Americans. How did
changes in the European and American economic systems influence the daily lives of
millions of people? What were the main differences between the way of life in a preindustrial society and an industrial one? What did industrialization mean for the lives of
farmers and workers? How have the effects of industrialization continued to shape the
lives of Americans today?
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8. How did European industrialization influence Europe’s relations with the outside
world? To what extent was industrialization in places like England dependent upon
contact and trade with the outside world? How were pre-industrial societies outside and
pre-industrial roots inside Europe crucial to the industrialization of Europe?
9. Compare and contrast the U.S. war for independence and the wars of liberation in
Latin America. What were the similar ideologies and forces motivating the revolutions in
each case, and how did the revolutions follow similar lines? In what ways did Latin
American independence movements develop differently from their U.S. predecessors?
How were the results of the Latin American independence struggles different?
10. Describe and explain the challenges and internal divisions that the nations of the
Western Hemisphere face at the beginning of the nineteenth century. What factors
threaten or hamper national independence, economic development, national unity, and
peaceful coexistence? How do territorial expansion, economic expansion, and border
issues affect inter-American relations and relations between the Americas and the rest of
the world? How do these factors affect the internal affairs of these countries (relations
with indigenous groups, the issue of slavery, etc.)?
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Scott Rausch
History
North Seattle Community College
How to Analyze a Primary Source – What Do I Ask My Sources?
These questions are generally in order from most concrete to most interpretive.
While these aspects are most applicable to written documents (books, letters, diaries,
treaties, tomb inscriptions), they may also be valuable in analyzing visual sources
(editorial cartoons, photographs, sculpture, murals), experiential sources (speeches, films,
television programs), and physical artifacts. Each question will be more or less useful
depending on the kind of source and what is known about it. Some sample answers to
these questions are listed below each question. Some of these sample answers demand
further, more specific answers. To answer many of these questions you would normally
have to look at other, related sources.
1. Immediate context – Why then and there?
A. Moment in time – what’s the occasion?
Inauguration Day; diplomatic negotiations; funeral oration
B. Immediate purpose – why does this exist?
Answer to a question; an attempt at persuasion; a legal ruling
C. Format – what is it?
Executive order; recommendation; artistic representation
2. Authorship – Who made this?
A. Basic background – who, when, what?
Hammurabi, Babylonian king, 1792-1750 B.C.E….
B. Relation to body of work – what else did the author say?
First novel; part of larger set; last will and testament
C. Biographical influences on source – what’s the deal with this author?
Position in society; level of authority; individual experiences
3. Argument – What’s the point?
A. Position – what is it trying to say?
General: a thesis; a story; factual information; a description
B. Intended effect on audience – what does it want?
Agreement; learning information; obedience; emotional response
C. Intended audience – who is this for?
Church congregation; consumers; a mid-level bureaucrat
D. Method – how does it get the point across?
General: examples used, evidence in the case, statistical processes
E. Assumptions – what does it assume and/or imply?
General: what’s assumed the audience knows or believes
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4. Form – Why is it like this?
A. Characterization of the form – what is the tone?
Cold, statistical; shocking; inspirational; authoritative
B. Language, symbolism, expression – what words does it use?
Bawdy poetry; academic jargon; body metaphors; visual puns
C. Characteristics of the medium – how does the medium affect the message?
Editorial cartoons vs. letters to editor; feature film vs. documentary
D. Interface – how does it reach its audience?
Public performance; private reading; confidential diary entry
5. Larger context – What does it say about other things?
A. Body of work, style, ideology – what is it an example of?
B. How representative is it? Is it typical?
C. Audience response, reaction, reception – how did people react?
D. Intertextuality – what does it say about other works?
E. Relationship to contemporary issues – a window into what?
F. Legacy, effects, outcomes – what effect did it have?
6. Historiography – What do I say about it?
A. History of the source – what happened to it from then to now?
B. Interpretations of the source – what has been said about it?
C. What thesis, argument, or perspective would this source agree with?
D. What interpretation(s) do you agree with, and why?
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Student Information Survey
Class: HIS 102
Name, First and Last: _________________________________________________
(What you prefer to be called. Also, any pronunciation guide you feel I might need.)
E-mail address: _________________________________________________
Academic position (check all that apply):
__ Running Start/High School
__ Returning to college after absence
__ Recent H.S. graduate
__ International student
__ Full-time C.C. student
__ Part-time C.C. student
__ Teacher/Teacher-in-training
__ Have Bachelor’s degree or higher
__ Other: _____________________________________________________________
Approximate number of college credits completed: _______
Are you taking this class to meet a specific requirement? ______
If yes, which one? (Mark all that apply):
__ Individual and Society
__ Running Start/High School requirement
__ Requirement for major
__ Requirement for professional program
__ World History/World Civ survey
__ Other: ________________________________________________________
How would you rate your interest in World History on a scale of 1 (none) to 10 (can’t get
enough of it)? _____
Reasons for taking class(es) at NSCC: ________________________________________
________________________________________________________________________
________________________________________________________________________
Special needs, disability accommodations, heavy extracurricular demands, etc. (Anything
you think the instructor needs to know about which may have an impact on your
performance on class assignments, or anything the instructor can do to help you learn
better. Use back of page if necessary):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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As of right now, any likelihood that you will drop this course? Yes / No
(If Yes, explain. Use back of page if necessary)