course schedule week dates topics textbook some things...

Chesapeake College

Wye Mills, MD 21679-0008

Syllabus

G. Nevin Crouse, M.A., Assistant Professor, Office: S-117; (410) 822-5400, 228-4360, 758-1537,

x2317, [email protected]

HIS 132-101: World Civilization II; 8:30-9:45; T/Th; H-113, pumpkin

Course Schedule

Week Dates Topics Textbook reading assignments

Some things you should think about

1 8/25-31

Course Introduction

Dialectics,

Cosmic Question and Primary Documents Essays

Late Medieval to Early Modern China Why study the world?

Pages 286-287 and 479-491 of World History(WH)

and also pages 423-426 inSources of World History (SOWH)

Nice to Meet You

Early Modern China

What’s so good about Kangxi’s stuff?

2 9/1-7 Chinese arts, 1600-1700s

Japan under the Shoguns [with poetry, oh goody, goody]

Intro to Korea

Modern European science

The enlightenment

In WH, pages 491-516,

and also in SOWH read

394-397, 403-410,

413-415.

Chen Shu Religious violence, etc.

Your haiku

3 9/8-14 Arts Speak for their Civs

Modern European artistic traditions

Latin America under European empires

Quiz 1 on tuesday

In WH, pages 516-522

Broad land ownership

mailto:[email protected]

4 9/15-21

Enlightened despotism

French Revolution

Napoleon, and aftermath...about this Humpty Dumpty...

In WH, pages 522-538.

In SOWH, pages 434-437, 441-443, 452-461

“Let them eat…”

Despots

Good from the Napoleonic wars?

Jacobins

Winners?

5 9/22-28

Industrial Revolution

Where do modern politics come from?

Isms to deal with a changed world

Quiz 2 on thursday

In WH, read pages 538-562.

In SOWH read pages 461-464, 513-522.

Chartism

Industrial Revolution

No real change

Revs, revolts, & uprisings

Why N (Napoleon) the third?

6 9/29-10/5

Crimean [a river] War

Socialism, Marxism,

Feminism, Nationalism, Germany and Italy are born

In WH, read pages 562-575

In SOWH read pages 537-545 and 562-566.

State Socialism

How were Marx and Engels right?

7 10/6-12

Latin American revolutions and their outcomes, Viva la Mexican Revolution, sort of, America Empire

Modern physics, Darwin, Freud, Romanticism,

Impressionism

In WH, read pages 576-606

In SOWH read pages 543-554 [q 3 reading ends here]

Is America an empire?

Main ideas of…?

Italy & Germany become nations

Who’s right about the Palestinians?

8 10/13-19

Colonial and imperial isms

Quiz 3 on tuesday


In SOWH, read pages 558-563, 580-589.

British Empire’s main things

What’s your favorite Creole?

Why the Belgium Congo?

Why Indonesia?

Colonies and empires

9 10/20-26

Imperial and colonial isms in East Asia, China and Japan in the 1800s

Document Hunt/Ethics Find due on thursday


In SOWH, read pages 472-474, 564-569, 575-579, 616-619

A war to sell opium?

Cixi’s career

China’s failure to modernize / defend

Meiji government

Japan success at modernization

10 10/27-11/2

Causes & Effects of World War One

Russian Revolution, early Soviet Union,

Artist as rebel


In SOWH, read pages 605-614.

Balance powers pre WWI, and other causes

Effects of WWI

US contribution to WWII

What did Lenin say the problem with the world was?

11 11/3-9 Indian Independence

Mustafa Kemal and Turkey

Arabian independence, Zionism



Ghandi’s success & failure

Who was right: Ghandi or Iqdal

Does Turkey work?

12 11/10-16

Chinese “independence”

Japan between Wars

Latin American rulers, The Dependency Model,

& arts

W W 2 causes & effects

In WH, read pages 707-757, 834-839.


Why did the Japanese conquer Korea and China?

How’d Schicklegrubber & Nazi’s get power?

Outcomes of WW2?

13 11/17-23

Soviet Union after World War 2

Chinese “Communist” Revolution and birth-pangs

In WH, read pages 760-820, and

Prague Spring

Why did the US support so many dictators and overthrow

In SOWH, read pages 695-698, 636-648.

so many democratic governments?

14 11/24-25

Bride of feminism, book 2

Africa against Imperialism/Colonialism

Gobble!


In SOWH, read pages 650-654, 657-660, 703-706.

What was Simone de Beauvoir’s main point in The 2nd Sex?

Africans under foreign rule

15 12/1-7 Palestine,

Arabs and Israel,

Iran, Indonesia,

Cambodia, it’s enough to make you cry

In WH read 874-880, 908-909. In SOWH, read pages 710-716, Sizwe Bansi is Dead

Why would people follow Khomeini?

Indonesia - one of the next great powers?

What should have been done to Pol Pot?

16 12/8 8:30-10:30

Final Exam All readings assigned from WH for the semester, SOWH readings after Quiz 3 only.

EXPLANATION/WARNING/PAIN – From the Vietnam War on out, there’s a lot more reading to cover the same

amount of time than earlier in the course. This is because what we will now study is barely history. History is

when documents have been written and other evidence left which we then study, compare, analyze, and try to

make some sense of, to explain our world and how it works to ourselves. This is still happening for all time

periods, but especially for the recent past, so we don’t know as well what events or ideas or people will have

made a mark on the world such that we need to explain them to explain these times. It is all too newer, and

harder to summarize. We are looking from too close.

For this reason, our summary and analysis of some of this may later be found incorrect. It is also why you

should look for things from the course content list in the reading and blow the rest off. Anything after about

the 1960s is shakey...heck, we haven’t even found and read all the big Kahunas’ diaries from then yet. Some

of them haven’t croaked and left them for us to read, so if they’d all just kindly get with the program...

Attendance

Come to class on time. Class attendance is required. Each session is a workshop where information is

provided, assignments reviewed, and questions asked and answered. The more classes missed, the less

likely you will succeed. Absences will be excused for verifiable emergencies of health, court appearance, and

the like. The instructor is the sole authority on whether absence is excused.

Unexcused absence over three lowers the maximum grade you may earn by one letter, therefore, with four

unexcused absences your maximum grade possible is a B, five unexcused to a C, six unexcused to a D, seven

unexcused will result in failure. Do not leave class early without prior permission from the instructor. Do not

miss class.

Quizzes

Quizzes cover the major people, places, events, movements, etc. from the reading and lectures, and analysis

of the primary sources. Parts are sometimes taken in groups and thus may not be made up. Grades of those

with excused absences missing the quizzes will be averaged without responsibility for those points.

Make-up Policy

Any make-up work is at the discretion/convenience of the instructor, and will require verification of excusable

absence, preferably in writing. Quizzes are usually averaged without holding students responsible for those

points. Do not miss exams for social or recreational purposes. Do not go on vacation nor a cruise nor

hunting on exam day. These and others of there ilk are not excused absences.

Chronic Assignment

Students are expected to do a minimum of two hours of work outside of class for every hour in class. Some

assignments may require more time. Do the above reading to be prepared for each quiz or test, taking careful

notes on both the WH and the SOWH reading, and studying those notes thereafter. You will be tested on

major points from the reading that are not covered in class, and you will have to write essays on the meaning

behind the source documents without being able to refer to them during the quiz or test,

so…STUDY YOUR NOTES!!!! You are also responsible to learn [at minimum, identify and describe] the

terms and concepts listed in the titles, sub-titles, and sub-sub-titles of World History, and the things listed in the

specific content section of this syllabus. There is a certain amount of basic information necessary to discuss

any topic. With this information you will have the basis to understand the descriptions and discussions we will

undertake in our meetings. Come to class prepared to use these terms and concepts. Information on these

things may be found in your textbook, on the internet [be careful...use reputable academic sources! The LRC

will help you know the difference], in encyclopedia, in biographies and dictionaries of biography, in other history

books, in monographs [books on one subject], and texts on the countries and events listed. Take notes on

your research...the instructor hopes you will learn and enjoy, but in any case, the graded learning exercise is

coming! Other assignments are listed under evaluation.

Other brief readings may be made available for the students' information.

Students

Students are required to act respectfully toward themselves, each other, and the instructor. The rights of

others will be respected. The instructor reserves the right to require anyone engaging in disruptive behavior to

leave the classroom. CELL PHONES MUST BE TURNED OFF AND PLACED IN THE PROFESSOR’S

BASKET OR ON HIS DESK FOR YOUR RETRIEVAL AFTER CLASS. Those with emergency situations

impending may receive calls only through PRIOR arrangement with the instructor. Other calls ringing

through during class will be answered by the instructor.

Students should refer to the student handbook for additional student conduct requirements, noting especially

the section on plagiarism.

Students with disabilities are asked to disclose them, confidentially, to

Judy Gordon

Developmental Studies Case Manager/ADA Coordinator

Contact Info

[email protected]

Phone: (410) 822-5400 ext. 5805

(410) 758-1537

(410) 228-4360

Discretionary Clause

The instructor reserves the right to change the content and schedule herein, in which event reasonable effort

will be made to notify and accommodate students.

Method of Instruction

The primary methods of classroom instruction will be lecture/demonstration and discussion. Opportunities may

be given to experience the food, music, and other arts of the period.

Evaluation

Quizzes 3, each 0 points, traditional, dialectical, & primary document essays, and

cosmic question


Pop quizzes to be determined

Document Hunt/Ethics Find 1, for 100 points

Cumulative Final 1 @ 400 points, 100 for each type of essay

[1 cosmic, 1 dialectical, and 1 primary document, other traditional

essays]

Grades will be earned according to the following percentages of your score

90% = outstanding a

80% = exceeds expectations b

70% = acceptable c

60% = poor d

50% = f

40%= g

30%= h

20%= i

10%= j

0%= k

Instructor

The instructor will provide learning tools, information, answer questions, stimulate interest, and evaluate

attainment of course learning outcomes. Remember that the intent of this course is your learning and

growth. The sincere wish of the instructor is that you succeed. Try to come for help sooner, rather than later,

but by all means come.

The instructor may normally be reached from:

11:25am-12:50pm, in the honors lounge, and

3:55-4:30pm Tuesdays & Thursdays in S-117 [his office]

11-noon on Wednesdays, online on Canvas and at via email at [email protected]

If not reached in person, please leave voice-mail or e-mail, [email protected]. Please remain in the

classroom at least fifteen minutes in the unlikely event that the professor be tardy.

A Word about Dialectics

Some essay questions will illustrate the development of your abilities to analyze and synthesize through your

use of dialectics. We will attempt to understand and describe the processes of history through adapting, for

ourselves, our own specific variation and application of a dialectic. You may use Hegel’s --

thesis>antithesis>synthesis, or Marx & Engel’s – Slavery>Serfdom >Mercantilism>

Capitalism>Socialism>Communism, or Alce’s – Problem>Struggle >Change >Structure>Power>Corruption, or

your own. The quizzes and final exam will contain essay work on how history operates, which you will explain

using a dialectic.

And Now, for Something COMPLETELY Different...

What are dialectics?

Dialectics is the art of logical thinking through the use of structures – steps things often take as they move

through time, or descriptions of the processes that things go through. Many people have composed dialectics

to explain the world to us in general by showing us how some part of it works. Each of these descriptions is

called a dialectic.

Some essay questions you will write will illustrate the development of your abilities to analyze and synthesize

historical events through your use of dialectics. We will attempt to understand and describe the processes of

history through adapting, for ourselves, our own specific variation and application of a dialectic.

Composers, stages, and names of dialectics

You may use any dialectic for your essays. Hegel’s -- thesis>antithesis>synthesis [called dialectical idealism],

or Marx & Engel’s – Slavery>Serfdom >Mercantilism> Capitalism>Socialism>Communism [called dialectical

materialism], or Alce’s – Problem>Struggle >Change>Structure> Power>Corruption [called dialectical

problematics], or your own. The quizzes and final exam will contain essay work on how history operates,

which you will explain using a dialectic.

How dialectics work

Each dialectic comes from a different thoery about what humans are really up to...what makes us tick. What

are we really doing? Why? Each composer of a dialectic has had an idea about what people are trying to

accomplish, about how or what has made human history go.

Dialectical Idealism

Georg Wilhelm Friedrich Hegel said we’re all about ideas. It works like this – someone has a big idea. He

used the latin word for big idea, thesis. Most of the time when a society has a big idea, someone else will

eventually come up with a competing or contrasting idea [in latin, the antithesis]. There will be an arguement

over the ideas. Sometimes people discover a solution to the debate between the ideas. This solution often

has some points from the thesis and the antithesis. It often also has new factors that have been discovered

during the arguement. This is all put together in a new idea that resolves the debate. It is a synthesis, a

conclusion reached containing aspects of many competing ideas.

Here is an example from another class, the ideas behind the debate over the government of the British North

American Colonies:

Thesis – Unitary government. The British governed the colonies from their Parliament [kind of like a congress

with fancier outfits]. Their idea was that government needed to be unified. To vote or serve in the

government you had to belong to the state church. Rich landowners were in the House of Lords. Their

brothers were either bishops and archbishops of the church [also in the H of L] or high officers in the military, or

elected to the House of Commons. Judges were also from these same families. So the government of the

British Empire [and thus of British North America] was by a small group of very rich, powerful families.

Antithesis – Division of Powers geographically. The colonists of BNA thought that was too much power over

too many people by such a small group. So few people being soooooo rich and powerful had led to abuse of

power. Let’s have many little countries in a loose league, allow people with less property to vote, and have

our rulers rule a smaller territory. So people would rule a small area and be chosen and watched by a larger

group. This was American govt. when we got our independance. It was all spelled out in the Articles of

Confederation.

Synthesis – Powers shared between geographic units and a strong central unit.

The Confederation of American States was too weak a unit. It was broke. But the individual states were too

small to survive in a hostile world. And they didn’t get along. And the currency didn’t work. So with the

Constitution we decided to keep the power divided geographically in the states, but have them give up some

power to a more powerful national government with powers divided by function [legislative, executive, judicial]

to keep it from being abusive.

This is a true synthesis – a strong central government [a powerful unit, as in the thesis] with power divided to

prevent abuse, sharing power with geographic units [as in the antithesis] that each gave some power to the

unit to make it stronger.

Tahdah! Thesis>Antithesis>Synthesis

Meaning – People have trouble figuring out how to structure government, because it’s too easy for those given

power to misuse it, and impossible to tell the future so you’ve gotta just wait and see how your structure works

out. [this is only one example of many possible meanings gotten from these events]

Other kinds of examples can show you how GWF’s dialectic works. Remember, though, that we will be using

these dialectics to explain events in history, but...just so you can get the idea, here are examples of Hegel’s

dialectic applied to other aspects of life.

Thesis – guitar blues, songs telling personal stories of suffering with intense guitar solos crying out the

message [don’t fight the fellin, don’t fight it] is a great idea.

Antithesis – smooth French jazz, music that can say anything, with lightning fast guitar and violin solos are a

great idea.

Synthesis – hard guitar rock, a boy from Detroit heard all of the above growing up, combined it with the new

rock and roll, and became THE man, making hard guitar-showcasing rock a great idea.

Meaning – some parents play a variety of good music for their kids, and that works out well sometimes.

or...

Thesis – baseball, everyone who plays should bat

Antithesis – most pitchers are lousy hitters. Let somebody hit for them.

Synthesis – Each league can do as they wish, and they take turns in the world series and inter-league play [or

something like that...i don’t watch any more].

Meaning – baseball can’t make up its mind.

or...

Thesis – art should have structure, balance, be realistic, and show only approved subjects

Antithesis – art should express feeling whether it fits a structure and is of approved subjects or not

Synthesis – art can show the real better by suggesting feeling, and often do it within tight structure

Meaning – every generation struggles with how to express itself in art, and each is often very critical of artists

immediately before them.

or...

Thesis – pasta is good [Italian immigrants to the U.S. in the 1800s], but tomato sauce is only for some times of

the year, when tomatoes are cheap and fresh

Antithesis – tomatoes can be grown and canned to be available cheaply year-round, all over the country

[1800s eastern shore]

Synthesis – tomato sauces can be fun all year round!!!!!!!

Meaning – Italian cooking freaking rules and I’ll be heading to the kitchen now.

Dialectical Materialism

Karl Marx and Friedrich Engels said humans are all about material...who gets the money, and who gets the

stuff? They thought all of human history was a stuggle between the classes over who did the work and who

got the goodies. Some people invented systems to keep themselves and their families rich and powerful, and

to make everyone else work for them. The story of civilization was all about the gradual change in systems the

powerful used to keep people satisfied just enough to do all the work without getting much reward for it.

Systems based on slave labor led to systems based on promises [mainly between the rich, called feudal

contracts. The poor were just told they had to work for the rich who owned the land] which led to mercantilism

[control of trade with colonies to make the ruling class rich] which led to capitalism [people buying pieces of

companies in exchange for a piece of the profit] which led to socialism [a group, often of the workers, owning

the business and its stuff, sharing the work and sharing the profit] which will lead to communism [no

government, no economic “system,” just people running their own communities together, sharing the work and

sharing the stuff] some day.

So slavery>feudalism>mercantilism>capitalism>socialism>communism. No circle...a line of history. Where

it’s been. Where it’s going.

Should you choose to write using this dialectic, you will be responsible to go through at least three, but not

more, stages. See me for more detail and if you want to discuss examples. Warning – this one is hard.

Dialectical Problematics

Don [Sir] Miguel Ignacio Itzamna Alce de Barcelona [it’s Spanish. In English his first name would be Miguel

and his last name would be Alce.] says that humans don’t usually change, nothing normally develops

differently, without a problem that bothers someone enough to make them get off the couch/out of the easy

chair. If and only if something bothers someone they may choose to struggle with it.

This gives us a pattern for human endeavor. It goes like this; problems, if they bother someone enough, lead

some people to struggle with them. That struggle sometimes results in a change the someone wants to

make. When a change is made, it doesn’t stay in place, the change doesn’t stay changed, without structure,

because things tend to slip back to the way they were before. However, when something has structure it has

power. Something or things are helping it stay in place. Whatever it is, it is now stronger.

Funny thing about power. Power often leads to corruption. Power is hard to use unselfishly and well. Power

is hard, so corruption is usual. Frequent. Usually, frequently, soon. At any time in this sequence someone

can find a problem and start over, so Don Alce’s Dialectical Problematics [or the Alceian Dialectic] is kind of

eliptical...ovalish.

So that’s dialectics. Whattayathink?

Here’s How to Write a Dialectical Essay:

Name a dialectic [by title and/or author] and its stages

Describe how the dialectic works by explaining its stages

Tell me the story of an event or events in history that fit/s the stages of the dialectic

Show me how the event/s fit/s the stages, and how it doesn’t

Tell me what the event means.

"Cosmic" Question

On each quiz or exam is a question testing your knowledge and judgement of the material so far in an exercise

called the “cosmic question.” On it, students will be required to make a chart on a grid that shows the years

covered by our course. The chart should include the most important people, events, and movements we've

studied; such as major wars or battles, empires and their periods, rulers, issues, philosophical/ religious

movements, discoveries, etc. Only the most important subjects need be included. Deciding what is important

enough to include is your job. A sample of the question is included with this syllabus. You might want to

practice, showing them to the instructor for suggestion and correction.

Primary Document Essays

Primary documents are those we have from the people or groups involved in the events and ideas we

study. They are not interpretations of others, but rather, the words or other records of those who “did the deed”

as they did them. For example, an entry by George Washington in his diary about what he did that day is a

primary document. Someone else writing about what they saw George doing that day is also

primary. Somebody writing about what George did after reading George’s diary and someone else who saw

George’s actions is not.

You will read primary documents from each of the eras and areas of the world we study. You will then write an

essay on a document or set of documents from those assigned for each quiz or test. These questions will

require analysis [taking apart the ideas of the writers] and synthesis [putting the ideas together with other

information]. You may be asked to explain what a society’s most cherished, closely held beliefs and core

values are [those which are accepted by the society as necessary for its existence]. You may do this by

knowing what the documents say about their societies, and then thinking about what would have to be true [but

was unstated] for someone in the society to write/say such a thing.

Document Hunt & Ethics Find

Find two constitutions from civilizations and time periods we will study this semester that are NOT already in

your text books, World History and Sources of World History. Keep notes on your search for these

constitutions.

When you find them, write me an essay saying:

1. What constitutions you found, and where you found them

2. How you found the constitutions

3. Paste/copy/print out and attach the notes you took on at least 3 [three] pages of each code.

4. Print out or copy the first and last pages that you used of the document and attach them to your essay,

as evidence.

5. Describe what the society’s general values are – what topics are important enough to them to insist that

everyone follow the rules about them? What do their attitudes seem to be about those topics? What matters

to these people?

6. Compare and/or contrast the differing and/or shared values of the two civs whose constitutions you

found.

7. Turn it in, on time. I am on personal speaking terms with the deities of all these civs, and they, by and

large, like me, especially the Mayan ones, so you had better come through. Also, your constitutions and

especially your thoughts about them had better not be remarkably similar to anyone else's – any bunch of

people, such as the Maya, with a god named Bloody Diarrhia is not to be messed with.

8. [Don’t worry about length or any of that stuff – answer the questions well, briefly even, and all will be

swell.]

9. Include an APA bibliographic citation of each code you found as the last page of this assignment. Here

is a good APA source -- http://owl.english.purdue.edu/owl/resource/560/01/

Hints Here are the kinds of places and helps you might use to find these documents: academic law libraries

and their websites, graduate schools, intro to ancient law textbooks, research librarians, archeology journals

http://owl.english.purdue.edu/owl/resource/560/01/

and magazines, questia, advanced google search [but beware! – academic sites only! no wacko nut-

jobs!], legal journals, indices and data bases of history journals

Required Texts

Duiker, William J., Spielvogel, Jackson J., World History, Volume Two, Seventh Edition, Cengage, 2013.

Kishlansky, Mark A., Ed., Sources of World History, Vol. 2, Fifth Edition, Cengage, 2012.

SparkCharts World Map

Core Course Description

Examination of global progress in major civilizations from the late medieval period to the present; emphasizing

the economic, social, cultural, intellectual, and political trends motivating human beings.

Course Goals:

A. To acquaint the student with a basic survey of modern world civilizations

B. To equip the student and the community for civil social and political discourse.

Course Objectives:

Upon successful completion of this course, the student should be able to:

1. Demonstrate in an essay, analysis of the meaning and context of historical events and processes in

modern world history.

2. Through reading primary documents, interpret the meaning of those writings and advocate that view.

3. Describe important people, terms, events, and processes in modern world history.

Course Justification

HIS 132, World Civilization II, is included in the curriculum to help students gain an understanding of the

civilizations in which they live, and how they have become as they are. In the instructor's opinion, current

events and conditions cannot be understood without knowing what has transpired to bring them to us. Further,

problems and issues cannot be addressed or resolved successfully without knowledge of their

causes. Nothing exists to help us understand the present or the future but the past, and so it is a great benefit

to us to know the development of late medieval to current World Civilizations, which we will study in HIS 132.

Bibliography

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Annual editions: Western Civilization, Guilford, Conn.: Dushkin Pub. Group, 1985-ongoing.

Armstrong, Karen, Islam, Modern Library Paperback Ed., New York: Randon House, 2002.

Bach, Hans I., The German Jew: a synthesis of Judaism and Western civilization, 1730-1930.Oxford

[Oxfordshire]; New York: Published for the Littman Library by OxfordUniversity Press, 1984.

Beasley, W. G., The Japanese Experience: a short history of Japan, Berkeley; Los Angeles: University of

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Beck, L. Adams, The story of Oriental Philosophy, New York: Cosmopolitan Book Corp., 1928.

Boorstin, Daniel J., The Creators, New York: Random House, 1992.

Boorstin, Daniel J., The Discoverers, New York: Random House, 1983.

Boorstin, Daniel J., The Seekers, New York: Random House, 1998.

Breasted, James Henry, The Conquest of Civilization, New York & London: Harper, c1938.

Brebner, John Bartlet, The Explorers of North America, 1492-1806, Cleveland: World, 1964.

Cady, John Frank, Southeast Asia: its historical development, New York: McGraw-Hill, c1964.

The Cambridge History of Japan, Cambridge [Eng.]; New York: CambridgeUniv. Press, 1990.

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Copeland, Miles, The Game of Nations; the amorality of power politics, New York: Simon and Schuster, 1970.

Coquery-Vidrovitch, Catherine, Africa: endurance and change south of the Sahara, Berkeley: University of

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Diamond, Jared, Guns, Germs, & Steel, New York: W.W. Norton & Compant, 1999.

Dyer, Gwynne, War, New York: Crown Publishers, Inc., 1985.

Ebrey, Patricia Buckley, The Cambridge illustrated history of China, New York: Cambridge University Press,

1996.

Edmonds, Robin, The Big Three: Churchill, Roosevelt, and Stalin in peace & war, New York: Norton, 1990.

Elvin, Mark., The Pattern of the Chinese Past, Stanford: StanfordUniversity Press, 1973.

Encyclopedia of the North American Colonies, New York: Charles Scribner's Sons, 1993.

Encyclopedia of World Geography, Abingdon, England: Andromeda Oxford Ltd., 1993.

Fage, J. D., The History of Africa, 3rd ed., NY & London: Rutledge, 1995.

Fairbank, JohnKing, China: a new history, Cambridge, Mass.: Belknap Press of Harvard University Press,

1992.

Fitzgerald, C. P., A Concise History of East Asia, New York: Praeger, 1966.

Garfield, Robert, The Concise History of Africa, Acton, MA: Copley Publishing Group, 1994.

Grattan, Clinton Hartley, The Southwest Pacific since 1900, a modern history; Australia, New Zealand, the

islands, Antarctica, Ann Arbor: University of Michigan Press, 1963.

Haykal, Mu, The Cairo documents; the inside story of Nasser and his relationship with world leaders, rebels,

and statesmen, Garden City, N.Y.: Doubleday, 1973.

Hookham, Hilda, A Short History of China, New York: St. Martin's Press, c1970.

Hourani, Albert, A History of the Arab Peoples, Cambridge, Massachusetts: The Belknap Press of

HarvardUniversity Press, 1991.

Huang, Ray, China, a macro history, Armonk, New York: M.E. Sharpe, c1988.

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STUDENT HONOR CODE

Students of Chesapeake College agree to demonstrate academic and personal integrity.

• Chesapeake College students are persons of integrity: they stand for that which is right.

They tell the truth and ensure that the full necessary truth is known. They do not lie. *

• They embrace fairness in all actions. They ensure that work submitted as their own is

their own, and that assistance received from any source is authorized and properly

documented. They do not cheat.*

• They respect the material and intellectual property of others and ensure that others are

able to benefit from the use of their own property. They do not steal.*

Therefore, each student at Chesapeake College pledges to:

• Submit assignments that reflect his/her own thoughts and work.

• Cite and properly acknowledge the thoughts and work of others.

• Complete all test and other in class assignments using his/her own thoughts.

• Reject the use of materials acquired illegally.

• Respect the rights and property of others.

Those found to be in violation of this code agree to disciplinary sanctions and appeal

processes outlined within the Chesapeake College Student Code of Conduct.

* Adapted from the U.S. Naval Academy Code of Honor.

Academic Instruction Emergency Management Plan

In the event that Chesapeake College needs to close for an extended period of time due to a flu pandemic,

severe weather event, or other emergency situation, consideration will be given to the timing and duration of

the closure as follows:

1. Closure during the semester for up to one week – there will be an opportunity to make up work missed

without significant alteration to the semester calendar.

2. Closure extending beyond one week (or in situations where classes are cancelled on the same

days/evenings over multiple weeks) – the College may extend the length of the semester. Depending on

the timing of the closure, scheduled breaks, end of semester dates, and/or the processing of final grades

might be impacted.

Students can acquire information about closures on the College website or by calling 410-822-5400 or 410-

228-4360. Chesapeake College courses held at off campus sites will follow the protocol of the host facility.

3. If we can’t get together live, check Canvas for class materials as long as the power is on!

Gender-Based Misconduct Policy

Chesapeake College prohibits sexual misconduct and sex discrimination by or against all students, employees,

and campus guests. If you have any questions or concerns or if you need to make a complaint, contact

Chesapeake’s Title IX Coordinator, Human Resources Director Susan Cianchetta, by email

at [email protected] , or by phone at (410) 827-5811. Please note: If you choose to report

sexual misconduct or sex discrimination to a faculty member, that individual is required to report the

incident (including the names of alleged perpetrators, and all the facts surrounding the misconduct) to

our Title IX Coordinator. You may request that we keep your name confidential, but we may not be

able to do so. If you do not want this information reported, you may share the information

confidentially with counseling, advocacy, health, mental health, or sexual-assault related services. For

detailed information about policy, procedures, prevention education, and sources of counseling, advocacy and

support, please see Chesapeake’s Gender-Based Misconduct Policy

at http://www.chesapeake.edu/consumer/Gender-BasedMisconductPolicy.pdf.


http://www.chesapeake.edu/consumer/Gender-BasedMisconductPolicy.pdf