Dr. Nancy Fitch
Spring 2012
Section 10, Schedule # 12155
TTH 2:30-3:45
H 110
Office: Humanities 820M
Office Phone: 657-278-2964
Office Hours: TTh 1:15-2:15, Tuesday 6-7, and by appointment or via email
E-mail: nfitch@fullerton.edu
My Web Site: http://faculty.fullerton.edu/nfitch/ [When you click on World
Civilizations since the 16th Century, it will get you to the class website. There is also a
Blackboard site for this class. You can access it through your student portal.]
HISTORY 110B
WORLD CIVILIZATIONS SINCE THE 16TH CENTURY
**[NOTE 1:
GRADING]
THIS CLASS WILL NOT USE PLUS/MINUS
REQUIRED READING: Available at the Little Professor Bookstore. A map to the
store will be provided.
--Robert Tignor, et .al, Worlds Together, Worlds Apart: A History of the World, 3rd
Edition, VOL. II (New York: W.W. Norton, 2011). [Available at Little Professor
Bookstore, Please note that this book is available as an Ebook or in looseleaf pages
without binding. I hope Little Professor will give you these options. Titan Shops has
chosen to carry only the full price edition. I know you can get the looseleaf pages via
Amazon for c. $50.00; the Ebook should be about $30.00. If you want it, you may
need to contact the publisher—W. W. Norton or check for it via various Ebook
options you might have.] NOTE: The documents listed under reading (D #) are
available on-line via Course Documents. They are in a big Word file called “World
History Documents.”
ASSIGNMENTS AND GRADES
There will be one mid-term and one-final exam. The mid-term will cover the first part of
the class; the final will cover the last part of the class. The exams will consist of broad
questions designed to get you to bring the course material together as well as some
identifications. I will give you study questions in advance so that you can structure your
studying around them. Both examinations will be in class exams. Except in
extraordinary circumstances, there will be no make-up examinations. Additionally, there
will be one 1-page paper worth 10% and there will be a Blackboard/InClass Discussion
worth 15% of the grade. Each post will be worth 5 points for a total of 15 points. NOTE:
You can make posts up until the time of the Final Exam. If you don’t do the posts, it
will drag your grade down.
Mid-Term: 35%
One-page paper 10%
Discussion: 15%
Final: 40%
Weekly Topics (See also Notes on the http://faculty.fullerton.edu/nfitch website
Tuesday, January 24
1. Introduction: Historical Perspectives on the Contemporary World
Thursday, January 26
2. Columbus’s World – The Significance of Southernization
A. Winds, Currents, and the Technologies of Early Trade
B. Xheng He and the Ming Treasure Ships
C. Arab and African Traders
D. Did Africans Discover the Americas?
E. Europe on the Periphery of the World Economy
F. The Ecological and Medical Impact of Global Encounters
Required Reading
Tignor, pp. 364-369, 373-374, 447-459
**Storylines: Becoming “the World,” p. 368
**Storylines: Contact, Commerce, and Colonization, p. 452
Tuesday, January 31
3. The Clash of Cultures: Europeans in the Americas
A. The Conquest of Mexico
B. The Conquest of Peru
C. Controlling the Conquered
Required Reading
http://faculty.fullerton.edu/nfitch/nehaha/index.htm
Tignor, pp. 459-470
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Thursday, February 2
4. Capitalism and Empires: New Economics/Old Politics: What is capitalism
and why is it important?
A. “Pyramid-Shaped” societies, dynasties, empires, diasporas, and nationstates
Required Reading
Tignor, 483-493
5. The Rise of Islamic Empires in the Middle East and India
A. The Rise of the Ottoman Empire (Centered in Modern Day Turkey)
B. The Safavid Empire (Persia/Iran)
C. State and Society in India
Required Reading
Tignor, (on Islam and the Ottoman Empire), 374-378, 417-423, 502-504, 528530
Tignor (on the Safavid Empire), 423-425, 530-531
Tignor (On India), 378-382, 425-428, 475-478, 504-506, 531-536
**Storylines: Cultures of Power and Splendor, p. 527
Tuesday, February 7
6. Pyramid Shaped Societies and Economic Development in France and
China
A. State and Society in Ming and Qing China
B. Chinese Economic Development: Harnessing Internal Resources,
Exporting Manufactured Goods
C. Comparing France and China
Required Reading
Tignor, (on China), 364-369, 382-385, 405-406, 436-444, 449, 478-480, 506511
Tignor, (on France and Europe), 471-475, 516-522, 536-539
D 16.5: “Letter to King George: China and Great Britain”
D 18.2: “The Ideal Absolute State (1697): Jean Domat”
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Thursday, February 9
7. Religion and the Scientific Revolution
A. The Scientific Revolution in Western Europe from Copernicus to Newton
B. Resistance to the New Learning in the Western and Non-Western Worlds
Required Reading
Tignor, 542-545
D 17.2: “’I Think, Therefore, I Am’: Discourse on Method (1637)”
D 17.4: “Isaac Newton”
D 17.5: “Francis Bacon”
Tuesday, February 14
8. Science and Technology in Europe, the Middle East, and China
Required Reading
http://faculty.fullerton.edu/nfitch/history110b/scitech.html
Thursday, February 16, Tuesday, February 21
9. Africa Before and After the Slave Trade
A. The Mali and Songhai Empires and the Trans-Sahara Trade
B. The Swahilli Trading States
C. Central African Kingdoms
D. The Impact of Slavery in Africa
Required Reading
Tignor, 369-374, 453-456, 495-501
D 14.1: “Kilwa, Mombasa, and the Portuguese: Realities of Empire”
D 15:2: “’Our Kingdom is Being Lost’: Nzinga Mbemba (Afonso I)”
Thursday, February 23
10. Slavery and the Formation of an Atlantic World
A. The Impact of Slavery in Saint Domingue (Haiti)
B. The Impact of Slavery in Brazil
C. The Impact of Slavery in the United States
Required Reading
Tignor, 549-552, 556-558
D 15.5: “Thomas Nelson, Slavery and the Slave Trade of Brazil”
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Tuesday, February 28
11. The European Intellectual Revolution: “The Enlightenment” (Review
on-line)
A. The Chinese Influence on the Enlightenment
B. Enlightenment and Politics
C. Enlightenment and Economics
D. Enlightenment and Slavery
E. Enlightenment and “The Woman Question”
Required Reading
Tignor, 545-549
D 17.6: “On Universal Toleration: Voltaire”
D 17.8: “An Inquiry into the Nature and Causes of the Wealth of Nations:
Adam Smith”
D 17.9: “What Is Enlightenment? (1784) Immanuel Kant”
12. The Enlightenment and the American Revolution
A. The Emergence of Democratic and Republican Ideas in the 13 Colonies
B. The U.S. Constitution and Its Influence
(1) The Idea of Representation and Protecting Interests
(2) The Idea of a “Bill of Rights” Protecting Individuals
C. Who Gained? Who Lost?
(1) Traditional Elites, the Middle Class, Urban Workers, and Farmers
(2) Native Americans; African-Americans, free and slaves
(3) Women
Required Reading
**Storylines: Reordering the World, p. 563
Tignor, 561-568
D 18.4: “Declaration of Independence: Revolutionary Declarations”
Thursday, March 1
13. The French Revolution and Its Impact
A. The Ideas of the French Revolution
B. The Terror
C. Napoleonic Reforms
D. Who Gained? Who Lost?
(1) The Aristocracy and Traditional Elites, The Middle Class
(2) Urban Workers
(3) Peasants
(4) Slaves, Jews, Protestants, and Actors
(5) Women
Required Reading
Tignor, 568-572
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D 18.7: “Declaration of the Rights of Man and Citizen”
Tuesday, March 6, Thursday, March 8
14. Latin American Independence Movements
A. The Haitian Revolution
B. Simón Bolivar Strikes from The North
C. José San Martin Strikes from The South
D. The Mexican Independence Movement
E. Latin American Independence Movements: Reform or Revolution?
F. Who Gained? Who Lost?
(1) Creoles and Peninsulares
(2) The Middle Class
(3) Mestizos
(4) Amerindians; Black Latin Americans, Free and Slave
(5) Women
Required Reading
Tignor, 572-580
Tuesday, March 13
**MID-TERM EXAMINATION**
Thursday, March 15
15. Industrialization and Its Discontents
A. What was the Industrial Revolution and Why Does it Matter?
B. How Industrialization reshaped the global economy
C. Reactions to industrialization and the rise of Communism and
Socialism
Required Reading
Tignor, 580-585, 589-592, 596-597, 614-618, 628-629
Primary Sources on the Industrial Revolution
D 19.1: “Sybil (1845) Benjamin Disraeli”
D 19.2: “Women Miners in the English Coal Pits”
D 19.3: “Sadler Report: Child Labor”
D 19.4: “A Defense of the Factory System (1835): Andrew Ure”
D 19.5: “The Chartist Demands (1838)”
D 19.6: “Luddism: An Assault on Technology”
D 19.7: “Utopian Socialism (1816): Robert Owen”
D 19.8: “Karl Marx and Friedrich Engels”
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Tuesday, March 20
16. Nationalism, Darwinism, Social Darwinism, and Neo-Colonialism
A. Darwinism and Social Darwinism
B. Racism and Darwinian Ideas in Europe and the United States
C. Japanese Social Darwinism
D. Imperialism and Neo-Colonialism in Asia, Africa, and Latin America
E. Imperialism and Neo-Colonialism: Who Gained? Who Lost?
(1) The Traditional Elites in Western and Non-Western Societies
(2) The Bourgeoisie, Peasants, and Urban Workers
(3) “Peoples of Color”
(4) Women in Western and Non-Western Cultures
(5) Western and Non-Western Values and Cultures
Required Reading
Tignor, 631-667, 669-678
**Storylines: Nations and Empires
Primary Sources on Nationalism and Imperialism
D 20.3 “Fustel de Coulanges, ‘What is a Nation?’ A Reply to Mr.
Mommsen, Professor in Berlin”
D 20.5: “The Scramble for Africa”
D 20.6: “Rudyard Kipling: ‘The White Man’s Burden’”
D 20.7: “Francisco Garcia Calderon, ‘The North American Peril’”
Thursday, March 22
**VIEW “THE GENIUS THAT WAS CHINA: THE THREAT FROM
JAPAN” (VIA BLACKBOARD AND YOU TUBE) – WRITE A ONE-PAGE
PAPER EXPLAINING THE DIFFERENCE BETWEEN JAPAN AND CHINA’S
RESPONSE TO INDUSTRIALIZATION AND IMPERIALISM –NO CLASS**
17. The Chinese and Japanese Responses to Western Imperialism
A. Chinese Resistance to Western Ideas
B. Western Companies Gain Control of Chinese Industry
C. British India, Opium, and the Opium Wars
D. Japanese Transformation and Industrialization
E. Japan Becomes an Imperialist Power in Korea, Taiwan, and China
Required Reading
Storylines: Of Masses and Visions of the Modern
Tignor, (on China), 591-597, 608-612, 678-681, 698-700
Tignor, (on Japan), 511-514, 539-542, 658-661
D 21.1 “Lin Tse-his [Lin Zexu] Letter of Moral Admonition to
Queen Victoria”
D 21.2 “Use the Barbarians to Fight the Barbarians” (1842):
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Wei Yuan”
D 21.3: “’Why Are Western Nations Small and Yet Strong?’:
Feng Guifen”
D 21.7: “President Fillmore, ‘Letter to the Emperor of Japan’”
**March 26-April 1 Spring Recess – No Class**
Tuesday, April 3
18. How Technology Changed the Face of War
A. Technology, Industry, and Warfare
B. Wartime Technology and the Rise of Interventionist States
C. Women’s Rights Movements and the War
D. Rethinking Race and Reimagining Nations
Required Reading
Tignor, 645-648, 669-674, 681-690, 695-698, 702-704, 707-715
D 22.1: “The Horror of Battle”
D 22.2: “Slaughter of the Somme”
D 22.3: “World War I: A Frenchman’s Recollections”
D 22.4: “The Perversion of Technology: War in ‘No-Man’s Land”
Thursday, April 5
19. The Russian Revolution and the Soviet Union as a 20th Century Power
A. Russian Backwardness
B. The Failures of the Czarist Regime
C. The Russian Revolution
D. The Formation of the Soviet Union
E. Lenin’s Plans for Russia’s Future
F. The Stalin Era
(1) The Great Famine
(2) The Great Terror
G. Who Gained? Who Lost?
(1) The Traditional Ruling Class
(2) The Middle Class and the “New Class” (Communist Party
Elite)
(3) Urban Workers
(4) Peasants
(5) Ethnic Minorities in the former Russian Empire
(6) Women
(7) The Revolutionary Ethos
H. The Commonwealth of Independent States (Russia) Today
Required Reading
Tignor, 585-586, 661-664, 723-726
D 23.1: “The Bolshevik Seizure of Power (November-December
1917)”
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D 23.2: “Nadezhda K. Krupskaya, ‘What a Communist Ought to
Be Like’” (Lenin’s wife)
D 23.4: “Nadezhda Mandelstam, Hope Against Hope”
(on the Great Terror)
Tuesday, April 10
20. The Consequences of the War in the 20th and 21st Century
A. Creating a Hostile Germany
B. The Making of Modern Eastern Europe
C. The Making of the Modern Middle East
Required Reading
Tignor, 715-717,734-743
D 22.5: “Sir Henry McMahon, Letter to Ali Ibn Husain”
D 22.6: “The Balfour Declaration”
D 22.7: “Woodrow Wilson, ‘Speech on the Fourteen Points’”
D 27.5: “Israel’s Proclamation of Independence”
D 27.6: “Palestinian Declaration of Independence
D 29.6: “Saddam's Invasion of Kuwait: Two Rationales”
D 29.7: "We Wage a War to Save Civilization Itself' (2001): George W.
Bush
Thursday, April 12
21. Cultural Modernism, Modernity and Mass Culture
Required Reading
Tignor, 690-695, 717-723, 732-739
Tuesday, April 17
22. Hitler and the Rise of Nazi Germany
A. Eugenics, Degeneration, and the Construction of a Race-Based
State
B. Why Men and Women Found Fascism Fascinating
C. The Holocaust
Required Reading
Tignor, 726-728
D 23.6: “Adolf Hitler”
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Thursday, April 19
23. Nazi and Japanese Expansion and the Outbreak of World War II
A. Hitler’s War Aims
B. The Munich Crisis and Appeasement
C. The Nazi-Soviet Pact
D. The Japanese Occupation of China
E. Hitler Conquers Much of Europe
F. Japanese Designs on Southeast Asia and the Philippines
G. The Betrayal of “Friends”: Hitler Invades the U.S.S.R.
H. Japan Moves into Southeast Asia
I. Japan Bombs Pearl Harbor
J. The U.S. Enters the War
Required Reading
Tignor, 728-731
D 24.1: “Kita Ikki, Outline for the Reconstruction of Japan”
D 24.2: “Japanese Imperialism”
D 25.5: “’Tojo Makes Plea of Self Defense’”
Tuesday, April 24
24. The Holocaust and Other 20th Century Genocides
Required Reading
D 25.1: “Adolf Hitler, The Obersalzberg Speech”
D 25.3: “The Rape of Nanjing”
D 28.1: “Roupen of Sassoun, Eyewitness to Armenia's Genocide”
D 28.5: Alain Destexhe, “Rwanda and Genocide in
the Twentieth Century”
D 28.6: “Declaration of Human Rights”
D 29.3: “Ethnic Cleansing in Northwestern Bosnia:
Three Witnesses”
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Thursday, April 26, Tuesday, May 1
24. Consequences of the War in Europe and Asia
A. How the End of the War Created the “Cold” War
B. The Development of Nuclear Weapons and the Arms Race
C. How the Cold War Transformed International Revolutions
(1) The Chinese Revolution
(2) The Korean Revolution
(3) The Vietnamese Revolution
(4) The Making of Modern India and Pakistan
(5) Independence Movements in the Middle East and Africa
Required Reading
Tignor, 745-783
**Storylines: Of Masses and Visions of the Modern
Primary Sources on the Chinese Civil War
D 24.3: “Mao Tse-Tung: Report of an Investigation into the
Peasant Movement in Hunan”
D 24.4: “’How to Be a Good Communist’ (1939): Li Shaoqi”
D 24.5: “The New Communist State (1940-1950)
D 24.6: “’From the Countryside to the City’ (May 1949):
Mao Zedong”
D 24.7: “The Failure of the Nationalist Government:
The American Assessment (1949)”
D 29.4: Deng Xiaoping, “A Market Economy for Socialist Goals”
Primary Sources on the Cold War
D 26.1: “The Soviet Victory: Capitalism versus Communism
(February 1946): Joseph Stalin”
D 26.2: “’An Iron Curtain Has Descended Across the Continent’
(March 1946): Sir Winston Churchill
D 26.3: “The Truman Doctrine (March 1947): Harry S. Truman”
D 25.4: “The Marshall Plan (June 1947): George C. Marshall”
D 26.5: “Korea: The Thirty-Eighth Parallel”
D 26.8: “’The Victory of Communism Is Inevitable!’”: Speech
To the 22nd Communist Party Congress (1962): Nikita
Krushchev
Thursday, May 3, Tuesday, May 8, Thursday, May 10
25. Historical Perspectives on the Contemporary World
a. Decolonization and the Cold War in Africa, Latin America, and India
b. Globalization: Why Some Countries are Rich and Others are Poor
i. Cities, Urbanization, Migration, and Population Growth and
Aging
ii. Trade and Its Discontents
iii. World Music, World Culture, and Revolution
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iv. Nationalism and Parochialism
c. Technology and the Future of the World” Soccer Balls, Satellites,
Water, Space Junk, Pollution, Social Networks, and ?????
Required Reading
Tignor, 785-843
**Storylines: Globalization, p. 787
D 27.3: Franz Fanon, “The Wretched of the Earth”
D 27.4: Kwame Nkrumah, “I Speak of Freedom: A Statement of
African Ideology”
D 28.2: "The Struggle Is My Life" (1961): Nelson Mandela
D 28.3: Martin Luther King, Jr.
Thursday, May 17
**FINAL EXAMINATION 2:30-4:20**
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Course Learning Goals and a Discussion of Why Study History?
Many students ask the question, “why do I have to take a world history course”? This is
a good question. There are many answers. The most important is that in order to
understand the world we live in today, one must understand how developments from the
very distant past have profoundly shaped our present world. The world history course is
also designed to provide you with a common intellectual experience by broadening your
understanding of ideas and values drawn from different strands of our own culture and to
increase your understanding and appreciation of cultural diversity and the process of
cultural interaction.
Other students often ask the question, “what is world history?” This is another good
question. When we study world history we want to look at the history of humanity—
human experience. We do this by examining specific events and processes, but not
necessarily all civilizations. Successful world histories will provide a big picture and
include ideas of comparison, syncretism, looking at alternative worldviews using primary
sources as well as themes that demonstrate common and divergent experiences.
In other words, I do not believe that history is simply the memorization of facts about the
past. For this reason, I do not give multiple-choice examinations. I want you to develop
the ability to see the big picture, to think about causation, and to understand that history is
not about “facts” because historians often disagree over what the “facts” are. To be a
good historian, you need to use geographic skills, write analytical historical essays,
employ problem solving, identify problems, and challenge history (that includes
challenging the text and me). Historical knowledge, like other kinds of knowledge, is not
a fixed, finite body of information but something that is in flux. As historians (and
students) ask new questions about the past, new insights are gained.
To help you better understand what skills and knowledge you should have by the end of
the course, we have developed learning goals for all General Education Courses.
GE Learning Goals for the “Development of World Civilizations”
The two semester “Development of World Civilizations” sequence (History 110A and
110B) are required for all undergraduate students as part of CSUF’s lower-division
General Education (GE) core curriculum. The philosophy behind the GE program is
outlined below:
General education is central to a university education, and should enhance
students’ awareness of themselves in a complex universe, drawing upon
multiple points of view. As a result of general education experience,
students should acquire knowledge of diverse disciplinary and cultural
perspectives and skill in comparing, contrasting, applying, and
communicating effectively these perspectives in tasks considered
appropriate to particular courses.
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In addition to these general objectives, students completing courses in Subarea D.2
shall:
a. Understand the origins and forces that shaped the modern world from 1500 and
the emerging factors that contribute to a multipolar world order.
b. Understand the recurring themes in the development of diverse cultures
and
societies since 1500, including the socio-economic, political, cultural
and
environmental impact of colonialism, industrialism, nationalism,
and globalization.
c. Recognize
and
understand
the
encounter,
interaction,
clash,
and accommodation of various political, religious, ethnic, and gender groups
and their contributions to past and present societies.
d. Critically engage with source material, including original records,
eyewitness accounts, memoirs, newspapers, surveys, statistics, film, and scientific
treatises.
HOW DO I KNOW WHAT MY GRADE MEANS?
Your grades on the exams and paper will be based on three major, closely related
criteria:
1. Use of relevant class material, including readings, lectures, discussions, and
films.(evidence)
2. Expression of ideas in a clear, concise, and engaging prose (style)
3. Development of an argument or point of view that is pertinent to the issue at hand and
that has breadth, coherence, and insight (interpretation)
These criteria will translate into grades as follows:
A: excellent in all three areas. Offers an insightful argument based on ample, sound
evidence.
B: good. Strong in all three areas or notable strengths in one balanced by weaknesses in
another.
C: average. Adequate performance in one or more areas offset by serious weakness in
others that leaves presentation fragmented, unclear, or narrow.
D: poor. Notable problems in all three areas. Remedial work needed to improve
substantive understanding or basic communication.
F: unacceptable. Serious flaws in all three areas.
No evident engagement in the assignment.
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If you do not understand the basis of the grade you received or if you disagree with the
assessment, please speak with the professor. Wait at least 24 hours after receiving the
grade to re-read professor comments and reflect on the evaluation. Please act within a
couple of weeks of the return of the exam.
COURSE POLICIES

Academic dishonesty: "Following procedures of due process established pursuant
to Section 41304 of Title 5 of the California Code of Regulations, any student of a
campus may be expelled, suspended, placed on probation or given a lesser sanction for
one or more of the following causes which must be campus related: a. Cheating or
plagiarism in connection with an academic program at a campus; (...) "Academic
dishonesty includes such things as cheating, inventing false information or citations,
plagiarism and helping someone else commit an act of academic dishonesty . . .
. Plagiarism is defined as the act of taking the work of another and offering it as one's
own without giving credit to that source. When sources are used in a paper,
acknowledgment of the original author or source must be made through appropriate
reference and, if directly quoted, quotation marks or indentations must be used."
(http://owaportal.fullerton.edu/exchweb/bin/redir.asp?URL=http://www.fullerton.edu/hand
book/policy/discipline.htm; accessed 3 February 2004).

Behavior: The following is not acceptable: arriving late for class, leaving class early,
eating in class, bringing beepers and phones that "go off" audibly during class meetings.
Such "not acceptable" behavior will affect your in-class participation grade.

Blackboard: Blackboard is a course management system which will be available for
this class. Course documents will be placed in respective Blackboard folders.

E-mail: You are encouraged to e-mail the instructor your questions and comments.
However, I will only check my email every other day. If your campus email is not your
primary account you should make sure that your campus email “points” to your
main account—e.g. hotmail, yahoo, etc. If you do not do this you will miss important
messages.

Exams: Under most circumstances, there will be no make-up examinations.
Special needs: If you have a special need that you would like for the instructor
to accommodate it is your obligation to contact Disabled Student Services as soon as
possible (UH-101; Phone: (714) 278-3117; E-mail: mailto:dsservices@fullerton.edu) and
obtain written verification of this special need and then present this verification to the
instructor.

Submitting assignments: Unless otherwise specified in class (and in writing), all
assignments are to be submitted as hard copies, i.e. on paper, and not via e-mail.

Syllabus Caveat: "Faculty shall not be bound to adhere to their course outlines on
a strict day-today basis, but should follow their outlines as much as is reasonably
possible. After distribution of course outlines to students, major assignment or course
requirement changes (e.g. additional term papers or examinations) must be announced
to students with reasonable timetable for completion." (UPS 300.004)

Technical problems: If you have technical problems (e.g. with the login to
Blackboard or with accessing the CSUF campus computer resources, including the
CSUF library computers), call (714) 278-7777. Please note that this hotline is not
available 24/7.
Emergency Information:
http://www.fullerton.edu/emergencypreparedness/ep_students.html
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