| Short Cuts |
| Period | M | T | W | Th | F |
| II | 11:30-1:00 | 10:45-12:30 | 9:35-11 | 10:15-12:00 | 10:45-12:30 |
| III | 2:15-3:45 | 2:00-3:45 | 11:10-12:35 | 2:00-3:45 | 2:00-3:45 |
1. Read the assignments in order unless directed to do otherwise.
2. These assignments are subject to change. Consult this page every day.
3. In this course we will be working chiefly on good reading, good writing, good public speaking (presentations and discussions), and good research skills.
4. "Active Reading" and "Two-Column" Note Taking:
I expect you to practice "Active Reading" of assignments in the texts: underlining key points in the text and making marginal notes. Occasionally, I will ask to look at your texts to evaluate the extent to which you are practicing active reading. I also expect you to use the "Two-column" note taking technique when directed to do so and as demonstrated in class.
4. SNOW DAYS: If we miss a class due to weather, I expect you to automatically do the next reading assignment in the sequence and write a set of Reading Notes on it.
5. How to Write Responses to Readings.
7. Reading Notes: When assigned as an alternate to a reading response, write at least one page of notes including three WDYT? ("What do you think?") questions for class discussion. Choose one of the major sections in the reading to concentrate on (look at topic/section headings). As in your formal writing, concentrate on the major changes that are occurring. Be careful to note WHAT happened, WHEN it happened, WHERE it happened, WHO was involved, and WHY or HOW it happened. You may write these notes by hand. I will not collect them, but I will check to see that they have been done, and they do count.
Group Discussion Process Using Reading Notes in Groups, you will generally be expected to pursue the following tasks (others may be assigned as well): 1. Indicate areas of the reading where ALL group members had questions or problems (if any). 2. List the major changes documented in the reading assignment. 3. Discuss WDYTs and list what each group member had to say. |
Core Text
Robert Tignor, et. al., Worlds Together, Worlds Apart: A History of the Modern World From the Mongol Empire to the Present (New York: Norton, 2002)
| Supplemental Resource:
Paul Halsall (Fordham University), Internet Modern History Sourcebook |
Major Themes
As we read Worlds Together, Worlds Apart, keep in mind the following themes about the relationships between various regions of the world that run through all the chapters:
1. Exchange and migration. 2. Conflict and resistance. 3. Alterations in the balance of power. |
**The most important question to ask yourself as you read and write is, WHAT HAS CHANGED?
WTWA, Chapter 1: THE WORLDS OF 1300
Chapter Objectives:
-
To describe the world's major cultures and their interactions prior to the Mongol conquests.
-
To identify how the Mongol conquests accelerated contacts between peoples.
| 1. Read pp. 3-13 (to "The Four Major Cultural Areas of Eurasia"). Resource on Islam. History of the Middle East Database. Other resources at Islamic Middle East course site.
Write Response 1A. 2. Read pp. 13-26 (to "The Middle Kingdom"). Resource: Internet East Asian History Sourcebook. Political History of China. Write Response 1B. 3. Read pp. 26-40 (end of chapter). Resource on Confucius. Excerpts from Tao Te Ching. Write Response 1C. |
| In-Class Research and Discussion
Read Jared Diamond's article from Science, "Location, Location, Location." You must be working through the NMH Virtual Desktop in order to have access to this article. Click here to retrieve the article. Read the article and then write a Response to it. To access the piece through the ProQuest search engine: 1. Click on the link to the NMH Library Electronics Resources page. 2. Under "Magazine and Newspaper Databases" click on ProQuest-Direct. 3. Type the following into the Search window: "jared diamond AND science AND location, location, location." TIP: To minimize typing, just copy/paste the search terms into the search window: jared diamond AND science AND location, location, location 4. Click SEARCH or hit ENTER key. 5. Note that this data base has a "printer friendly" option. For more on Jared Diamond, see also the PBS page on his book, Guns, Germs, and Steel. The World Feature (from PBS GGS site) Other Resources: |
WTWA, Chapter 2: CRISES AND RECOVERY IN EURASIA, 1300s - 1500s
Chapter Objectives:
-
To identify and trace the rise of major new powers in Eurasia after the Mongol invasions and Black Death decimated existing polities.
-
To explain the growth of trade between these new empires or kingdoms and the rise of their cultural prominence.
| 1. Read pp. 43-54 (to "The Emergence of the Safavid Empire in Iran"). Resource: Internet Medieval History Sourcebook. Boccacio on the Plague (from his Decameron).
Write Reading Notes 2A. 2. Read pp. 54-66 (to "Western Christendom"). Resource: Internet East Asian History Sourcebook. Political History of China.
Write Reading Notes 2B. Resource: Muslim Era India (Halsall) 3. Read pp. 66-76 (end of chapter). Write Reading Notes 2C. Resource: The Renaissance (from Internet Medieval History Sourcebook |
| In-Class Research and Discussion
The Renaissance 1. Giovanni Pico della Mirandola (1463-1494), Italian humanist and philosopher. See his "Oration on the Dignity of Man (1486)" One of the key passages is the following: "I have placed you at the very center of the world, so that from that vantage point you may with greater ease glance round about you on all that the world contains. We have made you a creature neither of heaven nor of earth, neither mortal nor immortal, in order that you may, as the free and proud shaper of your own being, fashion yourself in the form you may prefer. It will be in your power to descend to the lower, brutish forms of life; you will be able, through your own decision, to rise again to the superior orders whose life is divine." Read the entire piece and write a summary, including key quotations, to report to the class. 2. Niccolò Machiavelli (1469-1527), Italian political theorist. Read Excerpts from The Prince (written ca. 1513, but not published until 1532). The principal argument is that maintaining political power and order is a higher aim than adhering to moral principles. Machiavelli's thought influenced the political philosophies of rulers down to modern times (for example, Russian Communist leader Vladimir Lenin). Read the entire piece and write a summary, including key quotations, to report to the class. |
| Major Essay (print copy) due Class time Friday, December 16 ---
Using Chapters 1 and 2 in the textbook, write a polished essay of two pages or more on the following question: Choosing ONE of the "four major cultural areas of Eurasia" - Islam, India, Christian Europe, or the Middle Kingdom (China), discuss the most significant changes that occurred in your chosen cultural area from roughly the 1300s to the 1500s (the time period covered in chapters 1 and 2 of WTWA). If your chosen cultural area interacted with one or more of the others, then make sure you say how. Look for changes in polity, culture, society, religion, and economic activity. For extra credit, you may include descriptions of specific events (the Plague, for example, or the voyages of Zheng He), but your chief mission is to demonstrate the changes that occurred in your cultural area. Which historical force or forces (trade, warfare, disease, migration, etc.) were the chief agents of change in the area you examined? A good way to proceed would be to find ways to link your specific topic with the larger changes that are going on. You will have to work at striking the right balance between highlighting changes on the one hand and the need for descriptive, supporting details on the other hand. Be careful: it is easy to lose your way in the details. Sources: I am looking in particular for how well you can use WTWA. However, you may supplement your research using sources from the Library's databases (available only through the Virtual Desktop), or from the links provided in the assignments for chapter 1 and chapter 2. Support your ideas with references to the book and document them with footnotes constructed in the Chicago Manual style. (see the page on Major Essays for more on expectations and on documentation). No quotations are permitted. Instead, paraphrase the material (write it in your own words), then add a footnote. Remember: Only the first footnote needs to carry the full bibliographical information. Subsequent footnotes can all be done in the abbreviated format: Example: 1. Robert Tignor, et. al., Worlds Together, Worlds Apart: A History of the Modern World From the Mongol Empire to the Present (New York: Norton, 2002), 10. 2. Tignor, et. al., 22-23. If you use references from the films, footnote them as follows: 3. Film: "India: Empire of the Spirit" 4. Film: "China: The Mandate of Heaven" If you use references from sources over the Web, footnote them as follows: 5. <author name>, <title of article>, <website>, <web address (URL)>, <date you accessed the site> (The easiest way to transfer a web address is: 1. click your cursor in the Browser's Address window. This will highlight the address. 2. Push Ctrl-C to copy it. 3. In your footnote, push Ctrl-V to paste the address.) A Bibliography ("Works Cited") is also required. Click here for details. |
World History/World Religions Colloquium: Caste and Class Friday, December 16, 2005, Periods 2 and 3 Articles (via ProQuest on the NMH Virtual Desktop) 1. Gopal Guru, "India's Hidden Apartheid," The Unesco Courier, Sept. 2001, vol. 54, issue 9, 27ff. 2. Read in Fisher-Bailey, Gandhi on 'Untouchability' (83-85); Savarkar on 'Hindu-ness' (85-86); Paradigm Shift (86-88). 3. New York Times series "Class in America," Spring, 2005: For those of you who are interested in the problems of multicultural societies, we recommend reading the pieces by Gandhi, Savarkar (a Hindu nationalist - you will recall that Gandhi was assassinated by a Hindu nationalist in 1948), and Swami Agnivesh in Fisher-Bailey, pp. 83-88. Discussion As an activity after our viewing of excerpts from the film "Gandhi," we will ask you to break up into groups to discuss the following question: Can a nation remain unified and at the same time honor religious and political diversity? If so, how can this be accomplished? If not, what is the outcome likely to be? |
WTWA, Chapter 3: CONTACT, COMMERCE, AND COLONIZATION, 1450s - 1600
Chapter Objectives:
-
To explain the growth of contact between different parts of the globe in an age of exploration, mercantile trade, and colonization.
-
To identify the impact of the discovery of the New World.
-
To maintain that the Islamic and East Asian empires remained dominant, even as European ties to Asia began to strengthen.
| 1. Read pp. 79-93 (to "Military Development and European Expansion").
Write Reading Notes 3A. 2. Read pp. 93-104 (to "Portugal's New World Colony"). Halsall Internet History Sourcebook Write Reading Notes 3B. 3. Read pp. 104-116 (end of chapter). Write one page of Reading Notes 3C. |
| In-Class Research and Discussion
The Debate Between Las Casas and Sepúlveda In August or September of 1550, Bartolmé de Las Casas and Juan Ginés de Sepúlveda participated in a famous debate in Spain essentially on the question of whether the Indians the Spaniards were subjugating in the Americas were human beings or not. See also the links provided for chp. 3 in the online Resource for Worlds Together, Worlds Apart.) Resource 1 -- Read, write a summary, including key quotations, to report to the class. Resource 2 -- Start reading at the part that begins with the phrase, "By reason of Aristotle's immense prestige," and then continue to the end. Write a summary including key quotations to report to the class. Take special note of the passages describing the thought of Francisco de Vitoria, whom some consider to be the father of international law. Additional Resource on Las Casas Additional Resources on the Conquista de America: 1. An Aztec Account of the Conquest of Mexico -- Read, write a summary, including key quotations, to report to the class. 2. On Pizarro's conquest of the Incas, see Jared Diamond, Guns, Germs, and Steel: The Fates of Human Societies (New York: Norton, 1999), chapter 3, "Collision at Cajamarca." Diamond includes a lengthy excerpt from two eyewitnesses to this event in 1532: Pizarro's two brothers, Hernando and Pedro, who accompanied him on the campaign. In summary, Diamond writes: "Immediate reasons for Pizarro's success included military technology based on guns, steel weapons, and horses; infectious diseases endemic in Eurasia; European maritime technology; the centralized political organization of European states; and writing." (80) |
| In-Class Research and Discussion
The Protestant Reformations Letter from Luther to the Archbishop of Mainz, 1517 Read, write a summary, including key quotations, to report to the class. John Knox's "A Godly Letter of Warning or Admonition" (1553) John Knox (1505?-1572) was a Scottish reformer. Some regard the following passage from Knox's "A Godly Letter of Warning or Admonition to the Faithful in London, Newcastle, and Berwick" (1553) as a justification for regicide should a monarch be deemed to have strayed from God's ways: "For all those that would draw us from God (be they kings or queens), being of the devil's nature, are enemies unto God, and therefore God wills that in such cases we declare ourselves enemies unto them; because he would that we should understand how odious is idolatry in his presence, and how that we cannot keep the league betwixt him and us inviolate if we favour, follow, or spare idolaters." Read the entire piece and write a summary, including key quotations, to report to the class. |
WTWA, Chapter 4: WORLDS ENTANGLED, 1600 - 1750
We will not read this chapter straight through as a class. Instead, we will divide it into sections to be covered in class by groups as assigned. Everyone should read pp. 119-121. Then, you are expected to read and take Reading Notes only on the section you are assigned. A short amount of time in class will be given for groups to organize who will cover which topic(s) and the order of presentation. Presentations should be about ten minutes in length and should emphasize the changes that took place during the period under consideration.. All members of each group must share in the reporting. Students listening to reports should take notes and file them with their class notes.
Chapter Objectives:
-
To note the dramatic changes in Europe as a result of new wealth and increasing economic integration.
-
To illuminate difficulties faced by other cultures at the same time.
| SECTIONS FOR GROUP COVERAGE
1. Economic Integration (including mercantilism) (121-124). 2. New Colonies in the Americas (124-131). 3. The Slave Trade (131-136). 4. Asia (136-148). 5. Europe (148-159). Online Resource for Worlds Together, Worlds Apart. |
WTWA, Chapter 5: CULTURES OF SPLENDOR AND POWER, 1600 - 1780
Chapter Objectives:
-
To identify how borrowing and economic development led to the proliferation of culture throughout the globe.
-
To show how European quests for "objective" knowledge translated into power.
| 1. Read pp. 163-179 (to "The Enlightenment in Europe").
Write Reading Notes 5A. 2. Read pp. 179-186 (to "Hybrid Cultures in the Americas"). Write Reading Notes 5B. 3. Read pp. 186-194 (end of chapter). Write Reading Notes 5C. |
| In-Class Research and Discussion
Trade and Culture Throughout the World, 1600-1780 As assigned, use your Reading Notes to research key terms and cultural achievements in the regions below either in the resources from the text web site or the Halsall Internet History Sourcebooks:
|
| In-Class Research and Discussion
1. Charles Louis de Secondat Montesquieu (1689-1755): Spirit of the Laws (1748) Montesquieu, building on a concept dating back to John Calvin's "civic reform" (1543), advanced the idea of the "separation of powers." He was motivated by his fear of the concentration of power in the monarch (which he witnessed during the reign of Louis XIV) at the expense of other segments of society, most notably the nobility. Louis, who had become king at the age of five in 1643, was ten when the rebellion known as "The Fronde" ("sling") broke out in 1648. The nobility played a large role in the insurrection. Determined never again to allow the nobles to become strong enough to mount a threat against him, Louis ordered them all to live with him under his watchful eye in the restored villa southwest of Paris known as Versailles. Read the entire excerpt and write a summary, including key quotations, to report to the class. 2. Voltaire (1694-1778): Letters on the English (1778 - read Letter IX, On the Government) While Voltaire, like Montesquieu, admired the way England was governed, unlike Montesquieu he put his complete faith in the monarchy and was uneasy with the way the nobility and the religious authorities strove to accumulate power at the expense of the monarch. Read only Letter IX and write a summary, including key quotations, to report to the class. 3. Jean Jacques Rousseau (1712-1778): The Social Contract (1763) Rousseau is famous for his doctrine of the "General Will": the individual's complete submission to that which rational people would choose for the common good. According to this understanding, freedom means not the absence of limits, but instead obedience to a self-imposed law of reason (self-imposed, Rousseau thought, because it is the product of natural law). The purpose of government is to bring about a union of the general will and the wishes of the people. In this fashion, Rousseau constructed a political paradox: his claim that true freedom comes only with coercion. As he said in The Social Contract, "Whoever refuses to obey the general will shall be forced to obey it by the whole body politic, which means nothing else but that he will be forced to be free." (see also The Social Contract and Discourse on the Origin of Inequality, Lester Crocker, ed., New York: Pocket Books, 1967, p. 22) This idea came to hold great sway in the French Revolution and in revolutionary thought that followed, especially Leninism in Russia (later the Soviet Union), Maoism in China, and in the revolutionary thought of Pol Pot's Khmer Rouge movement in Cambodia: a testimonial to how far flung and how influential French political thought became. Read the entire excerpt and write a summary, including key quotations, to report to the class. Concluding Note: Rousseau (1712-1778) dedicated his book Discourse on the Origin of Inequality to his birthplace, the city of Geneva, in 1754. Rousseau was ambiguous when it came to religion. However, in his dedication, he celebrates the Puritan ideal that everyone in the community should know everyone else very, very well: “...a State in which its individuals might be so well known to each other, that neither the secret machinations of vice, nor the modesty of virtue should be able to escape the notice and judgment of the public; and in which the agreeable custom of seeing and knowing each other, should occasion the love of their country to be rather an affection for its inhabitants than for its soil.” The Puritan tendency toward surveillance is evident here, a practice embraced fully by the French Revolution during the Terror, and later by twentieth century totalitarian regimes. Jean-Jacques Rousseau, Discourse on the Origin of Inequality, Lester G. Crocker, ed., (New York: Pocket Books, 1967), 154. 4. Discussion, The Encyclopedia (1751): The Encyclopedia was edited by Denis Diderot and Jean de Rond d'Alembert. On the laptops, browse The Encyclopedia and write a page of notes (saved to your Virtual Desktop, to be printed later) in which you demonstrate the variety (the breadth and depth) of the knowledge you find there (i.e. what different kinds of knowledge did the "encyclopedists" attempt to collect?). Also answer the following: If you were to publish a new edition for the 21st century, which categories of knowledge would you include? Which would you delete? Would your new edition make judgments as to which products, ways, customs, or ideas were better than others (see text, 185)? Why or why not? 5. In-Class Writing and Discussion, "Race": Is race a meaningful way to classify human beings (text, 191-192)? Why or why not? |
WTWA, Chapter 6: REORDERING THE WORLD, 1750 - 1850
Chapter Objectives:
-
To describe the spread of revolutionary ideas and models around the globe.
-
To describe how economics changed, particularly in Europe and Africa.
-
To demonstrate how some cultures began to decline while others began to expand.
| 1. Read pp. 197-207 (to "Napoleon's Empire").
Write Reading Notes 6A. 2. Read pp. 207-222 (to "Persistence and Change in Eurasia"). Write Reading Notes 6B. 3. Read pp. 222-236 (end of chapter). Write Reading Notes 6C. |
| In-Class Research and Discussion
Reordering the World, 1750-1850 1. Goethe (1749-1832): Prometheus (1773) Read and discuss.
Paradox: How do we explain Napoleon crowning himself emperor at the end of events whose stated purpose was "liberty, equality, and fraternity?" Take one page of Reading Notes on the links in Section 2 noting major events, transitions, and main ideas to bring to class for discussion. The notes should bear the title "French Revolution Links Notes." 3. Liberation and Reform Movements Throughout the World
We will hear brief reviews of events in each of these areas. |
| Biography Project: Library Reference Room Training
You will select a person in history from the period 1500-1850 to research in the library (the period covered in chapters 3-7 in WTWA). A librarian will offer training in the use of materials in the reference room and in other parts of the library the first two days. A Major Paper of two pages or more will be due on Friday, January 27, 2006 along with an oral presentation in class. There will not be sufficient time in this oral presentation for Powerpoint slides or any other visual material. Plan for two rounds of oral presentations. For Parents Day, plan to speak for only two to three minutes during the first round so we will have time to hear from everyone. For the second round, plan for a presentation of about six minutes. There should be time on Friday for at least a couple of these extended presentations. Rehearse both presentations until you are sure that yours will be within the time limits. Essential points in both presentations should include 1. your thesis; 2. why your person is remembered in history; 3. what major changes that person went through; and 4. what major changes the person' region and the world at large went through during his or her lifetime. In both your paper and your oral presentation, keep in mind our working definition of history as "the study of change over time." Also keep working at navigating your way through the historian's "Scylla and Charybdis" by striking the right balance between the need to highlight changes and the need to provide necessary supporting descriptions and other details. You must be sensitive to change from a variety of angles: the changes your subject went through in his or her lifetime (examples may include: health, wealth, experiences, social status, education, occupation, etc.), the changes that occurred in the region where the person lived, and the changes that occurred in the world at large during the person's lifetime. Other interesting questions to ask are: How did your person change the world? How did the world change him or her? In this essay, you must formulate and defend a clear thesis. Your footnotes and bibliography should indicate at least one source from each of the following categories: reference works (encyclopedias, for example), books from "off the shelf" (by or about your subject - works by your person are called "primary sources" and works about your person are called "secondary sources"), and journal or magazine articles. Remember to check your work with a fellow student or by yourself using the Guidelines for Peer Editing. |
WTWA, Chapter 7: ALTERNATIVE VISIONS OF THE NINETEENTH CENTURY,
We will not read this chapter straight through as a class. Instead, we will divide it into sections to be covered in class by groups as assigned. You are expected to read and take Reading Notes on the section you are assigned. A short amount of time in class will be given for groups to organize who will cover which topic(s) and the order of presentation. Presentations should be about ten minutes in length and should emphasize the changes that took place during the period under consideration.. All members of each group must share in the reporting. Students listening to reports should take notes and file them with their class notes.
Chapter Objectives:
-
To depict the global rise of prophets and to describe their alternative visions to secular modernity.
-
To portray popular movements resistant to colonizing and centralizing states.
| SECTIONS FOR GROUP COVERAGE
1. Reform Movements in the Middle East, Africa, and China: Wahhabism, the Dan Fodio (Fulani) Jihad, Abi al-Qasim and Zaynab, Shaka (King of the Zulus), Taiping Rebellion (China), (239-251). 2. European Radicalism: Nationalist Movements, Marxism: Socialist and Communist Movements, the Revolutions of 1848 (251-257). 3. Insurgencies in the Americas and India: Shawnee Prophet Tenskwatawa, Delaware Shaman Neolin, Tecumseh, Caste War in the Yucatan, Sepoy Mutiny in India (1857) (257-269). Resource on Native Americans. Discussion: Romanticism (as a reaction against the Enlightenment): Wordsworth, Tintern Abbey. Can reality be reduced to a single universal force (Nature, for example)? Background Summary: The Enlightenment argued that human beings use reason (to answer questions and solve problems). Romanticism argued the reverse: that human beings are used by reason, nature, God, or some other singular force. In other words, contrary to what the Enlightenment claimed, we human beings have relatively little or no control over our lives or history. For the German Romanticist philosopher Hegel, reason, in the form of "World Spirit," as he called it, uses us to push history forward, to achieve progress. Hegel was a heavy influence on the thinking of Karl Marx (Communism). What are the implications of such thinking for the concept of liberty? (Excerpts from Hegel.) |
WTWA, Chapter 8: NATIONS AND EMPIRES, 1850 - 1914
Chapter Objectives:
-
To describe various nation-building efforts in Europe and the Americas.
-
To explain the spread of imperialist empires around the globe and how industry, science, and technology helped enhance imperialist might.
-
To describe the reformist and expansionist impulses of Japan, Russia, and China as a result of a perceived imperialist threat.
| 1. Read pp. 271-280 (to "Consolidation of Nation-States in Europe"). More on "Manifest Destiny" ; Resource on Nationalism.
Write Response 8A. 2. Read pp. 280-293 (to "Colonial Administrations"). Colonialism in Africa and the Middle East; European Imperialism in Africa (Halsall Africa Internet Sourcebook); Excerpts from Joseph Conrad, Heart of Darkness. Write Reading Notes 8B. 3. Read pp. 293-306 (end of chapter). Lord Cromer's administrative rule of Egypt; Lord Curzon's "Great Game" (297, 302). Write Reading Notes 8C. |
Group Discussion of Response 8A Read or summarize the main points from your responses:
|
| In-Class Writing and Discussion
1. What is a Nation? Reread the box on p. 282 along with the last paragraph at the bottom of the first column on p. 280 and write about what constitutes a nation from your point of view. 2. Nations, Colonies, and Empires Write about the relationship between nations, colonies, and empires. What forces tend to push nations to colonize or to become empires? Resources: |
WTWA, Chapter 9: AN UNSETTLED WORLD, 1890 - 1914
Chapter Objectives:
-
To explain the rise of anti-imperialist sentiment and the development of cultural tensions in Europe and North America.
-
To describe cultural "modernism" as a global historical phenomenon.
-
To illuminate the construction of various visions of "nation" and how "race" was used in these visions.
| 1. Read pp. 309-321 (to "Urbanization and its Discontents"). Resource on China,
Write Response 9A. 2. Read pp. 321-333 (to "Rethinking Race and Reimagining Nations"). Internet Women's History Sourcebook; Examples of Feminist Thought in Egypt: Qasim Amin and Amina al-Said. Write Reading Notes 9B. 3. Read pp. 333-344 (end of chapter). See also Jamal al-Din al-Afghani, Muhammad Abduh. Write Reading Notes 9C. |
| In-Class Writing and Discussion
Equality, Individuality, and Race How do we explain the heightened emphasis on race and racial identity throughout much of the world in the last half of the nineteenth century? Do you see any connections with the concurrent new emphasis on equality and individuality in some areas? Do you think the new Darwinism played a role? What about nationalism? Why or why not? |
WTWA, Chapter 10: OF MASSES AND VISIONS OF THE MODERN, 1910 - 1939
Chapter Objectives:
-
To describe the Great War and the postwar order.
-
To explain the rise of mass-based culture, production, and consumption.
-
To describe the different visions of mass-based modernity driving postwar political movements.
| 1. Read pp. 347-357 (to "Mass Culture"). Also, please review pages 317-320 and page 343. Resources on World War I; Internet Modern History Sourcebook; World War I Remembered (BBC); University of Pittsburgh Resources on West European Studies; The Russian Revolution; Excerpts from Lenin: What is to be Done? (1902) and State and Revolution (1918); Woodrow Wilson's Message to Congress (April 2, 1917)- "The world must be made safe for democracy."; Woodrow Wilson's Fourteen Points Speech (January 8, 1918). Poetry: John McCrae, In Flanders Fields, Wilfrid Owen, Dulce et Decorum est.
Write Reading Notes 10A. 2. Read pp. 357-372 (to "The Hybrid Nature of Latin American Corporatism"). Resources: Excerpt from Oswald Spengler, The Decline of the West (1922); Totalitarianism in Four Countries; Christian Persecution of Jews; Excerpt from Hitler's Mein Kampf ; Excerpt from Mussolini's What is Fascism?; The Twenty-Five Points (Nazi program, 1920). Write Reading Notes 10B. Page 372 is as far as we will go in Chapter 10. |
| In-Class Research and Discussion
World War I General Resource on World War I; Internet Modern History Sourcebook 1. Parable of the Old Men and the Young (Wilfrid Owen -- see also Genesis 22). 2. Gallipoli Campaign (BBC); Battle of Gallipoli (Wikipedia).
|
WTWA, Chapter 11: THE THREE-WORLD ORDER, 1940 - 1975
Chapter Objectives:
-
To outline the general features of World War II and how it precipitated the cold war.
-
To describe the cold war's "three-world" order and the process of decolonization.
-
To explain various tensions in each of the "three worlds."
| 1. Read pp. 385-397 (to "Decolonization"). Resource: Internet Modern History Sourcebook;
Write Reading Notes 11A. 2. Read pp. 397-412 (to "The Second World"). Theodor Herzl and the rise of Zionism; Revolution in China (Paul Halsall, Internet East Asian History Sourcebook); Mao Zedong, Report on an Investigation of the Peasant Movement in Hunan (March, 1927). Write Directed Response 11B on Zionism and the Arab-Israeli Conflict. 3. Read pp. 412-423 (end of chapter). Write Reading Notes 11C. |
| In-Class Research and Discussion
World War II Resource: Internet Modern History Sourcebook Europe: Himmler's speech to the SS at Posen (1943) East Asia: The 1946 Japanese Constitution Documents from the Consulate General of Japan in San Francisco Post War: The "Cold War" Winston Churchill's "Iron Curtain" speech (March 5, 1946) The "Truman Doctrine" (March 12, 1947) We will hear brief reviews of events and materials related to each of these areas. |
| In-Class Debate
The Arab-Israeli Conflict: In class I will assign each of you to a debate team and give you the resolution you will debate. To prepare, click on this link and follow links to the various time periods and topics including sub links. Also review the text, pp. 406-407. Divide up the material among your teammates. Save material to your Virtual Desktop. Use the folder on SWIS to communicate with your teammates. Key Task for Both Teams: You must determine why, historically, each side has believed that it has the strongest claim to the land in geographical Palestine. |
WTWA, Chapter 12: GLOBALIZATION -- To Be Read During Final Week
Chapter Objectives:
-
To explain how the cold war order gradually fell apart and how the obstacles to globalization were removed.
-
To identify various themes that define globalization today.
| Monday evening: Read pp. 425-439 (to "Culture").
Write Reading Notes 12A. Tuesday evening: Read pp. 439-450 (to "Production and Consumption in the Global Economy"). Write Reading Notes 12B. Wednesday evening: Read pp. 450-461 (end of chapter). Write Reading Notes 12C. Thursday evening: Write Directed Response Chapter 12 on this question: What evidence can you present from Chapter 12 to support the argument that globalization has both brought the world closer together and heightened tensions between competing groups? What do you think the world will look like seventy years from now (i.e. the upper end of your life expectancy)? Explain. Provide footnotes (since the only source you are using is WTWA, no bibliography is required). This paper is due Friday, the last day of class. |
Reference: Chapter Objectives drawn from Text website, http://www.wwnorton.com/worlds/index/index.htm.