Dr. Nancy FitchSpring 2012Section 10, Schedule # 12155TTH 2:30-3:45H 110Office: Humanities 820MOffice Phone: 657-278-2964Office Hours: TTh 1:15-2:15, Tuesday 6-7, and by appointment or via emailE-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 110BWORLD CIVILIZATIONS SINCE THE 16TH CENTURY

**[NOTE 1: THIS CLASS WILL NOT USE PLUS/MINUS GRADING]

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 241. Introduction: Historical Perspectives on the Contemporary World

Thursday, January 26

2. Columbus’s World – The Significance of SouthernizationA. Winds, Currents, and the Technologies of Early TradeB. Xheng He and the Ming Treasure ShipsC. Arab and African TradersD. Did Africans Discover the Americas?E. Europe on the Periphery of the World EconomyF. The Ecological and Medical Impact of Global Encounters

Required ReadingTignor, pp. 364-369, 373-374, 447-459

**Storylines: Becoming “the World,” p. 368**Storylines: Contact, Commerce, and Colonization, p. 452

Tuesday, January 313. The Clash of Cultures: Europeans in the Americas

A. The Conquest of MexicoB. The Conquest of PeruC. Controlling the Conquered

Required Readinghttp://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 nation-states

Required ReadingTignor, 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, 528-

530 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 76. Pyramid Shaped Societies and Economic Development in France and

ChinaA. State and Society in Ming and Qing ChinaB. Chinese Economic Development: Harnessing Internal Resources,

Exporting Manufactured GoodsC. Comparing France and China

Required ReadingTignor, (on China), 364-369, 382-385, 405-406, 436-444, 449, 478-480, 506-

511Tignor, (on France and Europe), 471-475, 516-522, 536-539D 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 97. Religion and the Scientific Revolution

A. The Scientific Revolution in Western Europe from Copernicus to NewtonB. Resistance to the New Learning in the Western and Non-Western Worlds

Required ReadingTignor, 542-545D 17.2: “’I Think, Therefore, I Am’: Discourse on Method (1637)”D 17.4: “Isaac Newton”D 17.5: “Francis Bacon”

Tuesday, February 148. 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 219. Africa Before and After the Slave Trade

A. The Mali and Songhai Empires and the Trans-Sahara TradeB. The Swahilli Trading StatesC. Central African KingdomsD. 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 2310. Slavery and the Formation of an Atlantic World

A. The Impact of Slavery in Saint Domingue (Haiti)B. The Impact of Slavery in BrazilC. 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 2811. The European Intellectual Revolution: “The Enlightenment” (Review

on-line)A. The Chinese Influence on the EnlightenmentB. Enlightenment and PoliticsC. Enlightenment and EconomicsD. Enlightenment and SlaveryE. Enlightenment and “The Woman Question”

Required ReadingTignor, 545-549D 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 RevolutionA. The Emergence of Democratic and Republican Ideas in the 13 ColoniesB. 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 113. The French Revolution and Its Impact

A. The Ideas of the French RevolutionB. The TerrorC. Napoleonic ReformsD. 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 814. Latin American Independence Movements

A. The Haitian RevolutionB. Simón Bolivar Strikes from The NorthC. José San Martin Strikes from The SouthD. The Mexican Independence MovementE. 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 ReadingTignor, 572-580

Tuesday, March 13**MID-TERM EXAMINATION**

Thursday, March 1515. 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 2016. Nationalism, Darwinism, Social Darwinism, and Neo-Colonialism

A. Darwinism and Social DarwinismB. 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 ReadingTignor, 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 ImperialismA. Chinese Resistance to Western IdeasB. Western Companies Gain Control of Chinese IndustryC. British India, Opium, and the Opium WarsD. Japanese Transformation and IndustrializationE. Japan Becomes an Imperialist Power in Korea, Taiwan, and China

Required ReadingStorylines: 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 ReadingTignor, 645-648, 669-674, 681-690, 695-698, 702-704, 707-715D 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 BackwardnessB. The Failures of the Czarist RegimeC. The Russian RevolutionD. The Formation of the Soviet UnionE. Lenin’s Plans for Russia’s FutureF. 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 toBe 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 GermanyB. The Making of Modern Eastern EuropeC. The Making of the Modern Middle East

Required ReadingTignor, 715-717,734-743D 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 IndependenceD 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 1221. Cultural Modernism, Modernity and Mass Culture

Required ReadingTignor, 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 FascinatingC. The Holocaust

Required Reading Tignor, 726-728 D 23.6: “Adolf Hitler”

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Thursday, April 1923. Nazi and Japanese Expansion and the Outbreak of World War II

A. Hitler’s War AimsB. The Munich Crisis and AppeasementC. The Nazi-Soviet PactD. The Japanese Occupation of ChinaE. Hitler Conquers Much of EuropeF. Japanese Designs on Southeast Asia and the PhilippinesG. The Betrayal of “Friends”: Hitler Invades the U.S.S.R.H. Japan Moves into Southeast AsiaI. Japan Bombs Pearl HarborJ. The U.S. Enters the War

Required ReadingTignor, 728-731D 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 2424. 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 124. Consequences of the War in Europe and Asia

A. How the End of the War Created the “Cold” WarB. The Development of Nuclear Weapons and the Arms RaceC. 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 ReadingTignor, 745-783**Storylines: Of Masses and Visions of the Modern

Primary Sources on the Chinese Civil WarD 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 WarD 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 ChurchillD 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): NikitaKrushchev

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 Indiab. Globalization: Why Some Countries are Rich and Others are Poor

i. Cities, Urbanization, Migration, and Population Growth and Aging

ii. Trade and Its Discontentsiii. World Music, World Culture, and Revolution

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iv. Nationalism and Parochialismc. Technology and the Future of the World” Soccer Balls, Satellites,

Water, Space Junk, Pollution, Social Networks, and ?????

Required ReadingTignor, 785-843**Storylines: Globalization, p. 787D 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/handbook/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 instructorto 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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