His 103-km world History: From 1500 to the Present Spring 2020



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HIS 103-KM World History: From 1500 to the Present

Spring 2020


BASIC INFORMATION


Course title: World History: From 1500 to the Present

Course number: HIS 103-KM

Number of credits: 4

Term and year: Spring 2020

Instructor's name: Dr. Kelly Palmer

Office location: 117 FO

Office hours: Monday 2-3:40 and Tuesday, 10:30-11:45 or by appointment

Contact Information


Email: kpalmer@ut.edu

Course prerequisites: None


Course Times and Location


Days of Week: MW

Time: 6-7:50 PM

Location: 282 SFB

COURSE DESCRIPTION


This course examines topics from the 16th through 20th centuries, including: state-building, commerce, and society in Eurasia and Africa; the creation of the Atlantic World; new ideologies; industrial revolutions; changing conceptions of gender, class, race, ethnicity, and nation; political revolutions, genocides, and wars; imperialism and decolonization; and the global impact of the Cold War. Equally importantly, the course engages students in the methods of the historian, involving critical thinking, the analysis of source texts, and the use of evidence to address historical questions.

COURSE LEARNING OUTCOMES


Upon the successful completion of this course each student will:

  • Students will demonstrate detailed, interconnected knowledge of what the documentary record evinces about World History Since 1500 by answering, without recourse to notes, specific, complex, detail-oriented questions covering a wide variety of selected topics in post-1500 World History outside of the United States. (HIS2015-1; BE 1,2,9)

  • Students will demonstrate a basic understanding of how primary sources are used to construct historical evidence and argument, by using primary sources to formulate and answer one or more questions about a selected topic in World History. (HIS2015-3; BE 1,2)

  • Students will demonstrate a nascent understanding of how historical research is situated within historiographical contexts by using one or more peer-reviewed scholarly articles (or top-quality journalism or popular history) to formulate and answer one or more questions about a selected primary source, using citations (MLA or Chicago) to substantiate and make transparent all factual claims. (HIS2015-4; BE 1,2)

TEXT AND MATERIALS


Textbook Titles:

  • Ways of the World: A Brief Global History, Volume 2: Since the Fifteenth Century, by Robert W. Strayer and Eric W. Nelson, Fourth Edition (ISBN: 978-1-319-11324-7)

  • Thinking Through Sources: Ways of the World: A Brief Global History with Sources, Volume 2 by Robert W. Strayer and Eric W. Nelson, Fourth Edition (ISBN: 978-319-17025-7)

The books are bundled together at the UT bookstore or you can purchase/rent them separately from an online vendor. The bundled version at the bookstore is $40.00. It may be less expensive to purchase the books there instead of separately through an online vendor.

Publisher: Bedford/St. Martin’s, 2019






Assessments & GRADING


Your grade will consist of the following graded items:

Participation: Regular and timely attendance with a copy of the day’s readings is required for this class. The participation grade is increased by active participation that contributes positively to the class. Negative contributions such as texting, obvious apathy, or digressive speech or disruptive behavior (e.g. tardiness) will reduce the participation grade. Please take care to respect the feelings and opinions of others, and to maintain a civil tone in the classroom, even when dealing with emotionally charged topics. Participation grades also include any in-class assignments including the preparation of discussion questions based on the reading.

Strong participation includes:

  • Responding to your classmates’ comments with questions

  • Responding to your classmates’ questions with comments

  • Asking questions about readings

  • Answering questions asked by the professor.

  • Referring to specific passages (and page numbers) in the reading when discussing the material.

  • Connecting the day’s readings to previous material in the course.

  • In-class assignments and/or quizzes reflect assigned reading and lecture material.

Class Attendance/Participation Grading:

  • A: you always come to class having done the reading and demonstrate this through active discussion of the assigned material on a consistent basis in small group and whole-class settings.

  • B: you generally come to class having done the reading and demonstrate this through active discussion of the assigned material on a consistent basis in small group and whole-class settings.

  • C: you do not clearly demonstrate your engagement with the reading material through participation in class nor do you come to class regularly. Missing more than two classes during the semester (unexcused) means that you do not attend class regularly.

  • D: you show little evidence of having done the reading and you do not participate in class discussion and rarely come to class and/or come to class late or leave early.

  • F: you show no regard for reading assignments or engagement with the class.

Reading: History is a process of reading written texts, books, articles, and documents. Independent reading is essential to success in this course. All reading should be completed prior to class at the beginning of each week. Bring the day’s readings to class. For example, all reading for a given week should be completed prior to Tuesday’s class. In the assignment’s sections, “Strayer” means the reading comes from the textbook. “Reader” is the shorter primary source book.

Primary Source Assignments

As noted in the syllabus, there will be a series of short answer essays to prepare from the primary source reading that will be submitted in class and used for discussion. The goal of these assignments is to prepare you for your primary source-based paper. These assignments will be due in the first half of the semester on Blackboard. Please also bring a copy of your assignment to class for discussion as designated in the syllabus.



Midterm and Final Exams

Exams will be a mix between short answer identifications and essay questions. Prior to the exams, we will have a review session.



Rough Draft and Paper Workshopping

A rough draft of your primary source-based paper will be due in class for peer workshopping. This is mandatory and worth 10% of your final grade. See paper assignment at the end of the syllabus for due dates and more information



Primary Source Analysis Paper: A short paper examining a document written outside of the United States (by a non-U.S. national) between 1500 and 1989, in light of research in secondary sources. See the end of this syllabus for details. Paper due on April 19 by 11:59 pm EST on Blackboard.

Attendance and Punctuality: Good attendance is necessary for success in this class; absence and tardiness will lead to missed material and hence poor understanding, as well as zeros for missed quizzes and poor grades for participation. More than two unexcused absences will result in a poor attendance grade.

Grade Weighting: All assignments will be graded on a 100% scale.

  • Primary Source Assignments: 15%

  • Participation and Attendance: 15%

  • Midterm Exam: 20%

  • Final Exam 20%

  • Rough draft and paper workshopping participation: 10%

  • Paper: 20%

Grading will be based on the following scale:

Grade

Percentages

A=

92% to 100%

A B=

89% to 91%

B=

82% to 88%

B C=

79% to 81%

C=

72% to 78%

C D=

68% to 71%

D=

60% to 67%

F=

59% and below

Table 1 Grading scale

FINAL EXAM


The final exam is Friday, May 8 from 6-8. No make-up exams.

Instructor’s and/or Department’s Policies


Missed or late work: missed exams, papers, and reading responses will receive a grade of zero (F). Exceptions will be granted according to the university attendance policy.

Use of electronic devices in the classroom: Please refrain from using your phone during the class period. You may use a laptop to take notes. However, if your laptop usage becomes distracting to other students, such usage may be restricted. Laptop usage during films is not allowed.

Keep Me Posted!

The bottom line is, please keep me posted. Let me know if you have any questions about the assignments or readings, or are experiencing any difficulties with the course. Let’s resolve problems before they become overwhelming.


University of Tampa Academic/Instructional Policies

Excused absences


There are two categories of excused absences for which accommodations will be made by the faculty: scheduled and unscheduled.  

Scheduled absences involve time conflicts that are known in advance, for which students have notified their instructors. Acceptable reasons for scheduled absences include:

Court-imposed legal obligations (e.g., jury duty and subpoenas),

Medical procedure,

Required participation in University-sponsored events (e.g., performances, athletic events, academic research presentations),

Observation of religious holy days,

Requirements of military service.

Unscheduled absences


Unscheduled absences involve unforeseen emergencies such as illness, injury, hospitalization, deaths in the immediate family, consequences of severe weather and other crises. Students should contact instructors as soon as possible in these cases. Instructors may require documentation or verification to excuse unscheduled absences.

Employment schedules, athletic conditioning and practice schedules and personal appointments are not valid reasons for scheduled absences. 

http://ut.smartcatalogiq.com/en/current/catalog/Academic-Policies-and-Procedures/General-Attendance

Reporting Sexual Violence/ Title IX


Sexual violence includes nonconsensual sexual contact and nonconsensual sexual intercourse (which is any type of sexual contact without your explicit consent, including rape), dating violence, sexual harassment, sexual exploitation, domestic violence, and stalking. You may reach out for confidential help (see contact info below) or report an incident for investigation.

If you choose to write or speak about an incident of sexual violence and disclose that this violence occurred while you were a UT student, the instructor is obligated to report the incident to the Title IX Deputy Coordinator for Students. The purpose of this report is to provide a safe and nondiscriminatory environment for all students. The Deputy Coordinator or his or her designee will contact you to let you know about the resources, accommodations, and support services at UT and possibilities for holding the perpetrator accountable. If you do not want the Title IX Coordinator notified, instead of disclosing this information to your instructor, you can speak confidentially with the individuals listed below. They can connect you with support services and discuss options for holding the perpetrator accountable.

There is an exception to this required reporting for preventative education programs and public awareness events or forums. While the instructor is not required to report disclosures during these instances, unless you make or initiate a complaint, during these programs or events, the instructor or another University official will ensure that the students are aware of the available resources at UT, such as counseling, health, and mental health services, and it will provide information about Title IX, how to file a Title IX complaint, how to make a confidential report, and the procedure for reporting sexual violence.

For more information, see The University of Tampa’s Title IX resources at http://www.ut.edu/uploadedFiles/Academics/Provost/Title%20IX.pdf and https://www.ut.edu/studentconduct/titleix/

To make a confidential report of sexual violence, please contact:
The Victim’s Advocacy Hotline: 813-257-3900
Dickey Health & Wellness Center (wellness@ut.edu), 813-257-1877
Health and Counseling Center (healthcenter@ut.edu), 813-253-6250

STUDENTS WITH DISABILITIES


If there is a student who requires accommodations because of any disability, please go to the Academic Success Center in North Walker Hall for information regarding registering as a student with a disability. You may also call (813) 257-5757 or email disability.services@ut.edu. Please feel free to discuss this issue with me, in private, if you need more information.

ACADEMIC INTEGRITY


Cheating, plagiarism, copying and any other behavior that is contrary to University standards of behavior will not be tolerated.

Students caught violating any aspect of the University of Tampa’s Academic Integrity Policy will be penalized in all cases. Penalty ranges from “0” on an assignment to “F” for the course without regard to a student’s accumulated points. Students may also face expulsion. It is the student’s responsibility to become familiar with the policies of the university regarding academic integrity and to avoid violating such policies. Policy information is found at:



http://ut.smartcatalogiq.com/en/current/catalog/Academic-Policies-and-Procedures/Academic-Integrity-Policy



DISRUPTION POLICY


Every student has the right to a comfortable learning environment where the open and honest exchange of ideas may freely occur. Each student is expected to do his or her part to ensure that the classroom (and anywhere else the class may meet) remains conducive to learning. This includes respectful and courteous treatment of all in the classroom. According to the terms of the University of Tampa Disruption Policy, the professor will take immediate action when inappropriate behavior occurs.

COURSE INTERRUPTION DUE TO ADVERSE CONDITIONS


In case of any adverse condition or situation which could interrupt the schedule of classes, each student is asked to access www.ut.edu for information about the status of the campus and class meetings. In addition, please refer to ut.blackboard.edu for announcements and other important information. You are responsible for accessing this information.

Frequently Asked Questions


Can I expect to use office hours to repeat content that was missed in class? No, if you miss class, ask a classmate for notes. You are responsible for all material covered in class whether you are present or not.

Can I use email to discuss a grade with you? The best way to discuss grades is one-on-one. Please see me in office hours.

Can I let you know by email if I have to miss class? Yes, but please attach a scanned copy of doctor’s note if you want the absence to be excused. Please be aware of the universities absence policies regarding what is excused and unexcused.

Can I use a laptop to take notes? Yes, but please shut it down if we are watching a film. The light is disruptive to your classmates.

If I’m confused about something, how should I approach it? Please ask me either after class, in office hours or by email if anything comes up.

Do you use Blackboard? Yes, your assignments will be posted there and I will notify you of any announcements through it. Please check it regularly.

How can I best reach you and how fast can I expect you to respond? Email is the best way to reach me. I will respond to you within 24 hours—typically sooner.

Will PowerPoint slides be posted on Blackboard? When? PowerPoint slides will be posted on Blackboard AFTER class. The reason is two-fold. One, I don’t know how much material we are going to cover in any given class and two, the slides in and of themselves should not be used in lieu of coming to class. Slides will be posted within 24 hours of the class period.

Do I need to take notes and how do I best take notes during class? I suggest using the PowerPoint slides as a framework to keep you focused during class. Pay attention to what I’m saying instead of focusing on copying the slide—it will be posted after class. It is up to you whether or not to take notes but it is typically beneficial since we cover a lot of material.

If anything is missing here that you are curious about, ask!


Course Schedule


The professor reserves the right to make changes to this syllabus as necessary.

Week

Date

Topics and Assignments

Week 1

January 22

Introduction and Fifteenth Century


  • “The Ancients and Liberty” from Niccolo Machiavelli’s Discourses II, 2 http://sourcebooks.fordham.edu/Halsall/source/machiavelli-disc2-2.asp

  • “Witchcraft Documents [15th Century],” Internet History Sourcebook, ed. Prof. Paul Halsall, Fordham University http://www.fordham.edu/halsall/source/witches1.html

Week 2

January 27

The Early Modern World
Reading: Strayer, chapters 12, 13; Primary Source Reader, chapter 13
Homework: Prepare #1 on p. 208 (of the reader) for class discussion. Also submit your answer on Blackboard under week 2 by 11:59 pm on Jan. 31.


Week 3

February 3

The Atlantic Slave Trade and Economic Transformations
Reading: Strayer, chapter 14; Primary Source Reader, chapter 14
Homework: For Wed, answer #1 on p. 226 (of the reader) using specific evidence. Bring your answer to class and submit to Blackboard by Feb. 7, 11:59 pm EST.


Week 4

February 10

Reformation, Enlightenment and State-Building
Reader: Strayer, chapter 15; 95 Theses, Martin Luther (1517) http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

Excerpts from The Social Contract, Jean-Jacques Rousseau (1763) http://sourcebooks.fordham.edu/Halsall/mod/rousseau-soccon.asp

Excerpts from The Spirit of the Laws, Baron de Montesquieu (1748)

http://sourcebooks.fordham.edu/Halsall/mod/montesquieu-spirit.asp


No assignment due this week


Week 5

February 17

Atlantic Revolutions
Reading: Strayer, chapter 16; “Declaration of the Rights of Man” (1789) http://avalon.law.yale.edu/18th_century/rightsof.asp

Olympe de Gouges. “Declaration of the Rights of Women, 1791.” Internet History Sourcebook. Ed. Prof. Paul Halsall, Fordham University. http://www.fordham.edu/halsall/mod/1791degouge1.html

“Message to the Congress of Angostura” (1819) http://sourcebooks.fordham.edu/Halsall/mod/1819bolivar.asp

Haitian Constitution of 1801, http://thelouvertureproject.org/index.php?title=Constitution_of_1801_(English)




Week 6

February 24

Industrialization and Mass Movements
Reading: Strayer, chapter 17, Primary Source Reader, chapter 17
Homework: For Wednesday, answer #4 (of the reader) using specific evidence. Bring your answer to class and submit to Blackboard by February 28, 11:59 pm EST.


Week 7

March 2

Midterm Week

Midterm review is March 2

Midterm Exam is March 4

Week 8

March 9

Spring break—no class


Week 9

March 16

New Imperialism and European Nationalism
Reading: Strayer, chapters 18 and 19; Primary Source Reader, chapter 18



Week 10

March 23

World War I and the Russian Revolution

Reading: Strayer, pp. 571-581; Primary Source Reader, chapter 20




Week 11

March 30

The World at War

Reading: Strayer, pp. 581-602; “The 25 Points” (1920) http://sourcebooks.fordham.edu/Halsall/mod/25points.asp

“What is Fascism” Benito Mussolini (1932) http://sourcebooks.fordham.edu/Halsall/mod/mussolini-fascism.asp

Spanish Revolution of 1936,

http://www.writing.upenn.edu/~afilreis/88/spain-overview.html



Week 12

April 6

The World at War, Part II
Reading: “On Tactics Against Japanese Imperialism” Mao Tse-tung (1935) https://www.marxists.org/reference/archive/mao/selected-works/volume-1/mswv1_11.htm

The Nanking Massacre, 1937

http://sourcebooks.fordham.edu/Halsall/mod/nanking.asp

Japanese Surrender Documents ending WWII, http://www.law.ou.edu/ushistory/japsurr.shtml





Week 13

April 13

Primary Source Paper Week
Reading: Strayer, chapter 22
Bring rough draft to class on April 13
Paper Consultations on April 15
Paper due on Blackboard on April 19. No late papers accepted

Week 14

April 20



The Cold War and The Path Toward Independence

Reading: Strayer, chapter 21; Primary source reader, chapter 21





Week 15

April 27

Conclusion and Final Exam Review

Table 2 Course schedule

THE PAPER:

Primary Source Analysis Paper: A short paper analyzing a historical document written outside of the United States (by a non-U.S. person) between 1500 and 1989, in light of research in secondary sources.

The paper should:



  1. Present a “research question” that this paper will answer, using evidence from the primary source in addition to other (secondary) research. Present this question, in question form, near the end of your introductory paragraph. Then, at the end of your introductory paragraph, state a summary of your answer in 1-3 sentences. This is called your “thesis statement.”

  2. Discuss the meaning, context, purpose and impact of the primary source (historical document). (What does it say? Why was it written? What was going on? What resulted?) In most cases, this is best done in one or more paragraphs just after the introductory paragraph.

  3. Analyze the primary source (historical document) and discuss how it provides evidence that helps to answer your research question.

  4. Discuss what other historians (besides yourself) have said about this document or this research question.

  5. Use at least 2 relevant and scholarly secondary sources to support your argument.

The paper should equally demonstrate learning from the primary document itself and learning about the document through research in secondary sources.

  1. Research to learn about the primary source. (Why was it written? What do particular sentences mean? What are the ideas, people, or events referred to in the document? What do we need to know in order to understand it? What effects did it have? )

  2. Learning from the primary source. What can this document contribute to our effort to answer the research question?


A “primary source” means a source created by one of the people you are studying. Choose a primary source from the reader or from one of the links on the syllabus. Choose a primary source from the reader or from one of the links on the syllabus. If you want to choose something else, you must discuss it with me first.

Technical Requirements:

  • Paper must be submitted via portal on Blackboard by deadline.

  • Paper must note which primary source is being used on Blackboard comments section.

  • 3-5 pages, not counting quotations, headings, citations or references.

  • Double-spaced, 12-point font

  • We will do peer workshopping on rough drafts in-class on April 13. Bring a hard-copy rough draft to class that day. This is mandatory and worth 10% of your final grade. Incomplete drafts or an absence will result in a 0. The paper is due on Blackboard on April 19. No late papers will be accepted.

HOW CAN I IMPROVE THE GRADE FOR MY PAPER?

1) Write clearly and simply with correct spelling and grammar.

2) Cite sources and use quotation marks correctly and rigorously.

3) The use of in-depth, high-quality journalism and / or scholarly journal articles is likely to improve the quality of your work, especially if you engage with the main ideas of the article author. These articles should be historical (written at least 20 years after the events they describe) and recent (written since 1970). High quality journalism might include articles from The New Yorker, Smithsonian, National Geographic, Foreign Affairs, History Today, or Atlantic Monthly. A “scholarly source” or “scholarly research article” means a secondary source written by a scholar for scholars, and subject to peer review rather than market forces. Signs of a scholarly research article include:

  • It is 15-35 pages long.

  • It is written by a scholar, such as a historian, literary critic, anthropologist, or political scientist.

  • The journal’s web page describes it as “peer reviewed” or “refereed”

  • The text of the article indicates the sources of information using parenthetical citations, footnotes, or endnotes—and NOT just where there is a quotation.

  • The article presents the results of the author’s original research (i.e. it is not a book review or a summary of known events)

  • It can be found in a library subscription database such as JSTOR, Project Muse, or Academic Search Complete.

Citations, Quotations and Works Cited List: Any fact that is not common knowledge or that you did not know before taking this course, or any idea that you did not think of yourself, needs a citation, with page or paragraph numbers. You may use MLA parenthetical citations or Chicago-style footnotes. You MUST ALSO put quotation marks “” around any phrase of two or more words in a row that you borrow from an author! [Except for block quotations—but see below.] You must ALSO include a “Works Cited List” in the proper format. See “Academic Honesty,” above.

Some Advice on Quotations: Quotations are useful in historical writing. It may be useful to have 10-20% of your text consist of quotations. (This is not the same as the percentage generated by Turnitin/Blackboard, which is mostly meaningless.) However, it is best to put most statements into your own words. As a rule of thumb, for every line taken up by a quotation, you should spend two lines explaining what the quotation means, and why it is important. Otherwise, it is just filler. Quotations longer than five lines should be formatted as “block quotations” (single-spaced, indented left and right, and without quotation marks.) Quotations do not count toward the length requirement.

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