H101: Modern World History
Office: Arts & Letters 538
Fall 2013, T/Th. 12:30-1:45pm
Room: Little Theater 161
Grader: Mary Clipper
Professor: Dr. Edgerton-Tarpley
OH: Tues. 2-4pm; Thurs. 11am-12pm or by appt.
Phone: (619) 594-6985
Grader E-mail:
World History from 1450 to the Present
Course Description: This course explores important developments in world history over the
last five hundred years. It approaches the human story both chronologically and thematically. A
major theme will be the increasing interconnectedness of world regions through the movement of
people, goods, and ideas. History 101 addresses questions about important patterns of change in
the recent global past, and traces the emergence of nationalism, imperialism, colonialism,
communism, feminism, and other important “isms” that have impacted the modern world. This
course will also provide an introduction to the process of historical inquiry and analysis, and an
opportunity to develop critical skills. Through readings, discussions, and written analyses,
students will investigate major events in world history, discover common themes in the human
experience, and draw connections between current and past events.
Student Learning Outcomes: Both individually and as a class, students will:
1. Weave together a story of human history from 1450 to the present that emphasizes pattern and
context rather than isolated facts.
2. Analyze how political, intellectual, social, cultural, religious, gendered, economic,
technological, and ecological forces have shaped world history since 1450.
3. Recognize and explain cause and effect relationships important to modern world history.
4. Draw informed comparisons and contrasts between different societies and time periods.
5. Identify key ways that societies have changed and interacted in the early modern and modern
6. Employ historical empathy as a tool to interpret the actions of women and men in the past in
the context of their particular time period and culture.
7. Differentiate between primary and secondary sources and analyze both in the assigned short
8. Organize their thoughts and writing in order to make logical and informed arguments about
new information.
Course Requirements:
- Class Participation
- Reading Quizzes
- First Short Paper
- Midterm Examination
100 points/10% - Second Short Paper 150 points/15%
150 points/15% - Final Exam
250 points/25%
150 points/15%
200 points/20%
1. Class Participation (100 points/ 10% of total grade):
Your participation is welcomed in this class. Regular attendance is vital -- you cannot engage
benefit from lectures or engage in course discussions if you are not present. Please be aware that
the essay questions for the midterm and final are generally drawn from my lectures, so attending
class regularly is crucial if you want to do well in this course. Keeping up with the assigned
readings is another key to success in H101. To earn a high class participation score, see the
AWAY THOSE PHONES! Active class participation includes giving lectures, films, and
discussions your full attention and taking notes regularly during class. Once class has
started, please refrain from talking or text-messaging on your cell phone, surfing the
web, reading newspapers or other out-of-class materials, and walking in and out of the
room. **Texting or web-surfing during class will lower your class participation score
significantly. Please arrive on time and do not leave before the end of class unless you let
me know before class.
earn class participation credit by engaging with class lectures and readings. To
encourage active participation, I will call on each of you in class over the course of the
semester. I will ask you to respond to a particular point made in my lecture, or to
comment on one of the readings assigned for a Thursday discussion session. If you
e-mail me at least one hour before class time on a day when you are ill or for another
reason unable to attend class, I will take care not to call on you that day. We will devote
some class time on most Thursdays to discussion of the primary source readings assigned
that week. You can earn participation credit by contributing to these discussions. Please
be sure to bring the assigned readings to class for all Thursday discussion sessions.
will at times be asked to discuss an assigned reading or complete a short activity in a
small group. Each group will hand in a discussion sheet signed by each person present.
You will earn class participation points by participating in these discussions/activities.
2. Reading Quizzes (150 points/15% -- 30 points/ 3% per quiz):
- To encourage class discussions and help all of you to keep up with the assigned readings, there
will be 5 multiple choice/true false reading quizzes over the primary source readings (the Reilly
primary source reader, readings posted on Blackboard, and Wild Thorns) that are discussed each
- You must bring a red ParSCORE Test Form (small size) and a #2 pencil to each quiz. These
can be purchased at the campus book store.
- You must fill in your Red I.D. Number as well as your full name on the ParSCORE form.
Your quiz score will be lowered by 1 question (6 points) if you fail to fill out the form correctly.
- The date for each quiz is marked in the syllabus, so plan accordingly. No make-ups will be
given for missed or failed reading quizzes, but I will drop your lowest quiz score.
- I will also include 1 make-up/bonus question on each reading quiz. Those questions will
concern important national and international current events covered in the New York Times or
Los Angeles Times that week.
3. Midterm (200 points/20% total – 100 points/10% essay; 100 points/10% multiple
choice/true false):
The midterm exam is tentatively scheduled for Tuesday, October 8th. It will cover material
presented in class lectures, films, and discussions and material from Traditions and Encounters,
the sections from Equiano’s Travels posted on Blackboard, and the Reilly reader. The exam will
be part essay and part multiple choice. A study guide will be handed out in advance. There will
be no make-ups except in cases where you are ill and contact me before the exam. You will need
to present a doctor’s note in order to take a make-up exam at one prearranged time. Please bring
a small bluebook, a red ParSCORE test form, a #2 pencil, and a pen for the exam.
4. First Take-Home Paper (150 points/ 15%):
This 3-page primary source analysis paper is due by or before 12:15pm on Tuesday, October
29th. It will ask you to contextualize, compare, and analyze two of the primary source readings
posted on blackboard for week 9. The paper topic will be posted on blackboard two weeks
before the due date. You are required to submit your paper to through
Blackboard. Late papers and hard copies will not be accepted.
a. Format: Your paper should include the following components: a title page with your
name and the title of your paper typed on it; the 3 page body of the paper; and
parenthetical citations of all sources used. The paper must be double-spaced, and typed
in 11 or 12-point font with 1-inch margins. Be sure to number the pages of your paper.
b. Sources: Your paper must be based entirely on in-class sources. You will analyze in
detail two of the primary source readings posted on blackboard for this assignment, and
draw on Traditions and Encounters and lectures to contextualize those sources.
c. Documentation: In your paper you must include a citation after each paragraph or
substantial chunk of information in the main body of your paper and after every direct
quotation. As a general rule of thumb, you should have two or three citations per page.
Use parenthetical citations that give the author’s last name and the page number(s) cited.
For example: (Lin, as cited in Andrea and Overfield, 346) or (Fukuzawa, as cited in
Reilly, 320) or (Bentley and Ziegler, 644-647).
c. Proofreading: Papers will be graded down for poor grammar and spelling, so be sure to
proofread carefully.
d. Late Papers: Late papers will not be accepted without written documentation of a serious
illness or emergency.
5. Second Take-Home Paper (150 points/ 15%):
This 3 to 3.5 page primary source analysis paper must be uploaded to through
blackboard by or before 12:15pm on Thursday, December 5th. In it you will analyze and
contextualize the perspectives of different characters in the Palestinian novel Wild Thorns. The
paper topic will be posted 2 weeks prior to the due date. For formatting, documentation, and
submission rules, follow the specifications for the first take-home paper.
6. Final Exam (250 points/25% of grade – 100 points/10% essay; 150 points/15% multiple
choice): The final will be part essay and part multiple choice in format. It will be held in our
classroom from 10:30am-12:30pm on Thursday, December 12thth. Please bring a small
bluebook, a ParSCORE test form, a #2 pencil, and a pen.
Laptop use for note-taking is permitted, but students who are using laptops must sit within the
first 4 rows. This will help ensure that you use your laptop for class rather than for checking
facebook, playing games, or surfing the web. The use of all other electronic devices in the
classroom is prohibited. Please turn off your cell phones and do not text during class. This will
help remove distractions from other students and create a better learning environment.
PLAGIARISM POLICY: Students who cheat or plagiarize on any exam or paper will
receive a zero on that assignment, and I will formally document the incident in an
Academic Dishonesty Incident Report. Academic integrity is expected of every student.
Students must not plagiarize the work of others. This means that if you quote from any work
(including internet sites), you must put quotation marks around that material, and you must cite it
in full in a parenthetical citation. Plagiarism also includes using someone else’s phrases, strings
of words, special terms, or ideas and interpretations without citing your source, even if you have
not quoted directly from that source. In short, you must give credit where it is due. Please read
the SDSU Catalog’s definitions of cheating and plagiarism printed below. If you have doubts,
feel free to come and ask me. I also recommend that you take the 30 minute online plagiarism
tutorial titled “SDSU Plagiarism: The crime of intellectual property” by SDSU librarian Pamela
Jackson, at
TURNININ.COM: In this course you are required to upload your two take-home papers through, accessed through the Blackboard site for this course. In order to detect plagiarism, checks submitted papers against a large data-based of previously submitted student
papers, library databases and publications, and over 20 billion web pages. If you remain
registered in this class, you will be considered as having given your permission to have your
papers included as source documents in the reference database, solely for the
purpose of detecting plagiarism. You may remove your name and any other personally
identifying information from your paper prior to submitting it to via Blackboard.
Please use Mozilla Firefox to access Blackboard (NOT Internet explorer).
What file formats does Turnitin support? Turnitin supports Microsoft Word (.doc & .docx),
PDF, HTML, and WordPerfect. Files must be less than 20 MB. Note: Turnitin does not accept
PowerPoint files, media files, or a document with only images.
If you haven’t used Blackboard or, there is a good online tutorial available to students
at You’ll need to know how to upload your paper,
and how to view the Grade Report in order to see my comments on your essays. If you need more
instruction on Turnitin, consult the ITS Turnitin resource page at:,
visit the Student Computing Help Desk in Love Library 220, or call the Help Desk at 619-594-3189.
SDSU Academic Honesty Policy: Institutions of higher education are founded to impart knowledge,
seek truth, and encourage one’s development for the good of society. University students shall thus be
intellectually and morally obliged to pursue their course of studies with honesty and integrity. Therefore,
in preparing and submitting materials for academic courses and in taking examinations, a student shall not
yield to cheating or plagiarism, which not only violate academic standards but also make the offender
liable to penalties explicit in Title 5. Cheating shall be defined as the act of obtaining or attempting to
obtain credit for academic work by the use of dishonest, deceptive, or fraudulent means. Examples of
cheating include, but are not limited to (a) copying, in part or in whole, from another’s test or other
examination; (b) discussing answers or ideas relating to the answers on a test or other examination
without the permission of the instructor; (c) obtaining copies of a test, an examination, or other course
material without the permission of the instructor; (d) using notes, cheat sheets, or other devices
considered inappropriate under the prescribed testing condition; (e) collaborating with another or others in
work to be presented without the permission of the instructor; (f) falsifying records, laboratory work, or
other course data; (g) submitting work previously presented in another course, if contrary to the rules of
the course; (h) altering or interfering with the grading procedures; (i) plagiarizing, as defined; and (j)
knowingly and intentionally assisting another student in any of the above. Plagiarism shall be defined as
the act of incorporating ideas, words, or specific substance of another, whether purchased, borrowed, or
otherwise obtained, and submitting same to the University as one’s own work to fulfill academic
requirements without giving credit to the appropriate source. Plagiarism shall include but not be limited to
(a) submitting work, either in part or in whole, completed by another; (b) omitting footnotes for ideas,
statements, facts, or conclusions that belong to another; (c) omitting quotation marks when quoting
directly from another, whether it be a paragraph, sentence, or part thereof; (d) close and lengthy
paraphrasing of the writings of another; (e) submitting another person’s artistic works, such as musical
compositions, photographs, paintings, drawings, or sculptures; and (f) submitting as one’s own work
papers purchased from research companies.
Course Readings:
Required Books: The following required books are available at both KB Books at 5187 College
Avenue (Tel. 619-287-2665) and at Aztec Bookstore. I strongly encourage you to purchase all
of these books because it will be very useful to have your own copies to refer to for course
assignments and class discussions. If you are unable to purchase all of them, however, you
will find at least one copy of each book ON RESERVE at the SDSU library. Please take care
to purchase the correct volume and edition of the Bentley textbook and the Reilly reader.
Additional required readings will be posted on Blackboard.
1. Bentley, Jerry and Ziegler, Herbert, Traditions and Encounters: A Global Perspective on
the Past. Volume II: From 1500 to the Present, (New York, 5th edition, 2008). (T&E).
The 4th edition of Bentley is fine, too.
2. Reilly, Kevin, Worlds of History: A Comparative Reader. Volume 2: Since 1400 (Boston,
4th edition, 2010).
3. Khalifeh, Sahar, Wild Thorns, (London, 1985).
4. Seven red ParSCORE Test Forms (small size).
*Sources for Current Event make-up/bonus questions on Quizzes:
To encourage you to build connections between past and present events and processes, I will
include one make-up/extra credit current events question on each reading quiz, and on some
Thursdays we will discuss key current events. Becoming well informed about and interested in
the challenges facing our world today will serve you well for the rest of your life. If you do not
already do so, I encourage you to get into the habit of reading several leading articles from one
or more of the following sources each day:
1. The New York Times Online: The New York Times (NYT) is considered by many to
be the United States’ preeminent newspaper. Reading it regularly will give you a good
understanding of current affairs. Access it online at
2. The Los Angeles Times Online: The Los Angeles Times is a useful source for
international, national, and California news. Access it online at
2. The Christian Science Monitor is another excellent source for articles on international
affairs. You can find online articles from this publication by going to: www.
3. The Economist, a relatively conservative and well-respected British news magazine, is
another good source for articles on current affairs. Access Economist articles at:
Additional Recommended Materials:
1. The Hammond Concise Atlas of World History (5th edition).
2. The National Standards for World History.
Reading Assignment:
Week 1:
Tues. Aug. 27 Course introduction; What is World History and why should we care?
Aug. 29
Mapping World History; Primary source analysis activity
Week 2:
Sept. 3
Toward a New World History: Starting with Asia
The China Magnet
Traditions and Encounters (T&E)
Chapter 26 – East Asia (4th edition ch. 27)
Sept. 5
Zheng He and Ming China;
Week 3:
Sept. 10
Sixteenth-Century Superpowers: Islam in World History
The Expansion of Islam: The Islamic Empires T&E chapter 27 (4th ed. ch.28)
Video clip: Islam, Empire of Faith
Sept. 12
Diversity and Tolerance in the Islamic Empires
Reilly 644-648 (Mughals)
and 736-738 (Ottomans); Blackboard: “A European
Diplomat’s Impressions of Suleiman I,” pp. 46-49; “An
Insider’s View of Ottoman Decline,” pp. 205-210.
Discussion: The Appeal of Islam
(Mughal and Ottoman empires)
Blackboard, Zheng He documents,
pp. 5-12; Reilly pp. 671-682
Reading Quiz 1: Bring red ParSCORE Test Form and a #2 pencil.
Discussion: Ming China as Superpower?
(Chinese expansion;
Confucian family norms)
Week 4:
Sept. 17
“Nothing Succeeds Like Failure”: Europe’s Inner Transformation and
Emergence on the World Scene
Europe in Crisis: Religious Turmoil & Warfare T&E ch. 23 (4th ed. ch. 24)
Sept. 19
The Role of Science in the “Rise of the West”
Reading Quiz 2
Discussion: Putting Europe’s “rise”
in a global context
Reilly, 710-729, 738-746
(Scientific Rev.)
Week 5:
The “Columbian Exchange” and its Global Consequences: Biological, Social,
Cultural, and Demographic
Sept. 24
Oceanic Explorations and the “Columbian Exchange”
490; 522-531 (4th ed. pp. 597-609, 621-627; 665-673)
Sept. 26
Global Implications of the “Discovery” of the New World
Discussion: Why did the Spanish “discover” and
conquer the Aztec and Incan empires rather than vice-versa?
Week 6:
The Atlantic Slave Trade and Its Implications for Africa,
Europe, and the Americas
Africa in the Early Modern World;
T&E ch. 25 (4th ed. ch. 26);
Foundations of the Slave Trade
Reilly pp. 620-623 – Nzinga Mbemba; Start
Video clip: Amistad
Equiano’s Travels chapters on Blackboard
Oct. 1
T&E pp. 465-475; 486Reilly pp.
Oct. 3
Global Impact of the Atlantic Slave Trade
Blackboard, Equiano’s Travels
Reading Quiz 3
Discussion: Compare and contrast the
Chapters 1-3, 7, and 14
impact that the Atlantic slave trade had on
Africa, Europe, and the Americas
Week 7:
*Oct. 8
Enlightenment and Revolution in the Atlantic World
Midterm Exam. Bring a bluebook, a blank ParSCORE form, and a pen.
Oct. 10
Comparative Revolutions: American, French,
T&E ch. 28, pp. 620Haitian, and Latin American
640 (4th ed. ch. 29, pp. 781-805)
Week 8:
Oct. 15
Industrial Revolutions: Global Causes, Effects,
and Discontents
Video clip: Modern Times
T&E ch. 29 (4th ed. ch. 30)
(Industrial Society)
Oct. 17
The Impact of Revolutionary Ideas
Reilly pp. 752, 756-777
and Technologies
(revolutionary ideas); Reilly
Reading quiz 4
Discussion: The Wages of Revolution –
pp. 785-86, 792-802
Successes and Limitations
(Evaluating industrialization)
Week 9:
Oct. 22
Colonial Encounters
Ferry document on Blackboard
Modern Nationalism and Imperialism
(French defense of imperialism);
T&E 640-647 (nationalism); T&E ch. 32
Oct. 24
Experiencing Imperialism
Primary sources posted on Blackboard
*Discussion: Colonizer and Colonized (Required for your first take-home paper (Naoroji, Achebe, Lin, al-Bana, Fukuzawa, and Tanizaki)
Week 10:
*Oct. 29
Causes and Global Consequences of World War I
First Take-Home Paper due
T&E ch. 33 (The Great War)
World War I as a Global Conflict
(4th ed. ch. 34)
Oct. 31
Betrayal at Versailles: Seeds of Future Conflict
Reilly pp. 917-930,
Discussion: How did WWI lay the groundwork
for future conflicts in Europe, the Middle East,
(Posters, Owen,
and East Asia.
Senegalese soldiers, Wilson,
Syrian Congress)
Week 11:
Nov. 5
Competing Visions of Modernity
The Marxist-Leninist Critique and
Reilly pp. 802-809 (Marx),
The Bolshevik Revolution
Reilly pp. 931-934 (Lenin);
Video clip: Ten Days that Shook the World Blackboard: Mao Quotes
T&E 812-19 (4th ed. 1004-1012)
Nov. 7
Alternative Visions: Redefining “Civilization” Reilly 881-886 (Gandhi)
Reading Quiz 5
Discussion: Responses to Critiques of
Reilly 896-901 (Muslim
Capitalist Democracies
Blackboard: Rodo’s “Ariel,” 437-441)
Week 12:
Nov. 12
Mass Killings and the “Modern” World: The Second World War
The Global Origins and Course of T&E pp. 804-810 (fascism);
World War II
T&E ch. 36, pp. 834-853 (WWII)
(4th ed. pp. 994-1001; ch. 37)
Nov. 14
WWII Atrocities and their Aftermath
Discussion: Grappling with Genocide;
Hiroshima Debate
Reilly, 951-958 (Holocaust);
969-979 (Nanjing & Hiroshima)
Week 13:
Roots of Bitterness in the modern Middle East
Nov. 19
History through Film: The Women Next Door
Nov. 21
Week 14:
Nov. 26
Begin reading Wild Thorns for
2nd Take-Home paper
WWI and WWII Origins of
Israeli-Palestinian conflict
Blackboard: Herzl, Zionist and
Arab cases, pp. 422-427, 435-441);
Continue Wild Thorns
Mary Clipper guest lecture: The IsraeliPalestinian Conflict Today
*Small-group discussion: Wild Thorns –
Disparate perspectives on the conflict
Finish Wild Thorns;
(See T&E pp. 871-873, 882-883,
910-912 for background; 4th ed. pp.
1103-1106; 1115-1118; 1151-1154)
Nov. 28--Nov. 29: THANKSGIVING BREAK (Work on 2nd Take-Home Paper. )
Week 15:
Dec. 3
Contemporary Hotspots in Historical Perspective
Decolonization and the Cold War
Reilly pp. 993-995; Skim T&E pp. 853-861
and ch. 37 (4th ed. ch. 38-39)
*Dec. 5
China’s Rise and its Global Implications
Second Take-Home Paper Due
Week 16:
Dec. 10
Where Are We Now?
Environmental crises and
Debates on globalization
T&E 879 881; 897-899 (4th ed. 11121115; 1135-1137)
Reilly pp. 1019-1027, 1050-1083;
T&E 903-922 (4th ed. 1143-1165)
* The FINAL EXAM will be held in our classroom from 10:30am to 12:30pm on Thursday,
December 12th . Please bring a small bluebook, a red ParSCORE form, a #2 pencil, and a pen.
Here is a list of the most common errors I see in student writing assignments. Please avoid them.
a. Use of it’s instead of its (it’s = it is)
b. Incorrect use of their, there, and they’re
c. Confusion over when to use effect (noun) versus affect (verb)
d. Incorrect use of two, to, and too
e. Confusion over when to use an apostrophe
f. Incorrect use of commas versus semicolons versus colons
g. Oppressed pheasants instead of peasants
h. Sentence fragments and run-on sentences
i. Frequent changing of verb tense in the same paragraph or even the same sentence. In
general, use the past tense when discussing past events.
j. Incorrect use of citations or lack of sufficient citations.