California State University, San Bernardino s1

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO

History 144: World Civilization III Robert Blackey VA-101, T&Th, 12:00-1:50 pm Office & Phone: SB-343; 537-5550 Fall, 2010 Off. Hrs.: T&Th, 10:00-11:45 am [History Dept.: SB-327; 537-5524] e-mail: [email protected]

class web page: http://history.csusb.edu/facultyStaff/blackey.htm web page includes: • syllabus • lecture notes • 5 sample papers • sample multiple-choice questions • lists of names/terms for each exam • Multiple-Choice Tips

“Awareness of the need for a universal view of history--for a history which transcends national & regional boundaries & comprehends the entire globe--is one of the marks of the present....Our civilization is the first to have for its past the past of the world, our history is the first to be world history....And since 1945 the world has moved into a new phase of global integration, the demand for a history which reflects this new situation has become more insistent.” Geoffrey Barraclough, British historian

“World history is no more difficult than national history. What one needs is a clear & distinct idea that will define what is relevant.” William H. McNeill, U.S. historian

“Whether we consider the position of the rock layers that envelop the earth, the arrangement of the forms of life that inhabit it, [or] the variety of civilizations to which it has given birth...we are forced to the same conclusion: that everything is the sum of the past, & that nothing is comprehensive, except through its history.” Pierre Teilhard de Chardin, French philosopher

TEXT: J. Bentley & H. Ziegler, Traditions & Encounters, vol. II: From 1500 to the Present, 4th ed. (2008)

ADDITIONAL REQUIRED READING:

K. Wolf, Problems & Personalities, vol. II (3d ed., 2005) J.D. Spence, The Question of Hu C. Achebe, Things Fall Apart

“To read without reflecting is like eating without digesting.” Edmund Burke (1729-97), British conservative politician 1 ASSIGNMENTS:

Sept 23 & 28 Introduction to Modern World History (Thur & Tues) Music: Ode to Joy (Beethoven)

Part I: Global Expansion & Encounter, 1450-1750 Lecture: “Introduction & Overview, 1450-1750” Music: New World Symphony (Anton Dvorak) •Bentley, pp. 594-95

Sept 30 & Oct 5 World Explorations & Encounters (Thur & Tues) Lecture: “Explorations & the Columbian Exchange” Video clip: Chinese & European ships compared (NOVA) Music: 1492: Music from the Age of Discovery; Peru •Bentley, chs. 23, 25 •Wolf, ch. 1

Europe: State Building, Society, Culture Lecture: “Transformations within Europe” Music: The Pleasures of the Royal Courts: Spanish Court in the Early 16th Century •Bentley, ch. 24 (pp. 631-44, 647-54) •Wolf, ch. 4

Oct 7 & 12 States & Societies in Asia & Eastern Europe (Thur & Tues) Lecture: “Gunpowder Empires of Eurasia” Music: Young Osman (Janissary March); Raga Chandranandan; Russian Orthodox Church songs •Bentley, chs. 28, 24 (pp. 645-47) •Wolf, chs. 2, 3

Africa, Europe, the Americas: Interactions & Interrelations Lecture: “Africa & the Slave Trade” Music: Toolongjong (Griot song); ceremonial music from Dahomey (W. Africa); Slave Shout Song Film clips: Amistad; Europa, Europa Video clip: Wonders of Africa (visit to slave fort) •Bentley, ch. 26 •Spence Review for First Exam (Tuesday, October 12)

Oct 14 & 19 China & Japan (Thur & Tues) Lecture: “Asia’s Response to Europe’s Challenges” 2 Music: Spirit & Wisdom; Song of the Plum; Yachiyo Jishi •Bentley, ch. 27

***First Exam: Tuesday, October 19 Music: Music of Vietnam (“Imperial Court Music”)

“The past is never dead; it’s not even past.” William Faulkner

Oct 21 & 26 Part II: Age of Revolutions, 1750-1914 (Thur & Tues) Lecture: “Introduction & Overview, 1750-1914” Music: Inuit ritual music, lullabies, & prayers; Always Look on the Bright Side of Life (Monty Python) •Bentley, pp. 778-79

Industrial Revolution: Britain, Europe, the World Lecture: “Industrial Revolution” Music: Music of Cambodia; Four Pence a Day Film clip: Modern Times (Charlie Chaplin) •Bentley, ch. 30

Oct 28 & Nov 2 Europe & Latin America (Thur & Tues) Lecture: “Political Revolutions & the Growth of ‘Isms’” Music: Malkuri: Traditional Music from the Andes; Eroica (Beethoven’s Symphony #3) Film Clip: Danton •Bentley, chs. 24 (pp. 654-61), 29, 31 •Wolf, chs. 5, 6

Imperialism: Europe & the World Lecture: “Imperialism: Nature, Causes, in Africa” Music: Music of the BaBenzéle Pygmies; He is an Englishman (Gilbert & Sullivan); Atsiagbeko (“Great Oaths War Dance”) Film Clip: The African Queen •Bentley, ch. 33 •Wolf, chs. 7, 8 •Achebe Review for Second Exam (Tuesday, November 2)

Nov 4 & 9 Asian Transformations (Thur & Tues) Lecture: “Asian & Islamic Responses to the West” Music: Tibetan Inspirations •Bentley, ch. 32

***Second Exam: Tuesday, November 9 3 Music: Japanese Kabuki & Other Traditional Music

“Can you love anyone without making him work harder? Can you do your best for anyone without educating him?” Confucius, Analects, Book XIII

Nov 11 & 16 Part III: The 20 th Century (Thur & Tues) Lecture: “Introduction & Overview, 1900-present” Music: Namibia (Himba & Bushman tribes) •Bentley, pp. 942-43 *Note: Thurs., 11/11, Veterans Day, no classes

Revolution, Nationalism, Dependence Lecture: “Key Events on the Eve of World War I” Music: Music of Islam; La Marseillaise •Bentley, chs. 32 (pp. 891-92), 33 (pp. 929-30), 34 (pp. 946-49, 956-58, 963-65)

Nov 18 & 23 World War I (Thur & Tues) Lecture: “World War I: Grand Plans to Trench Warfare” Music: Balkan Voices; Over There (George M. Cohan) Video clip: The Great War •Bentley, ch. 34 •Wolf, ch. 9

Between the Wars: Europe, Africa, Asia, Middle East Lecture: “The Great Depression; Changing Roles for Women in the 20th Century” Music: Depression-era songs; I Ain’t Got No Home in This World Any More (Woody Guthrie); Handful of Keys (Fats Waller) •Bentley, chs. 35, 36 •Wolf, ch. 12 ***Paper due: Tuesday, November 23

Nov 30 & Dec 2 World War II (Tues & Thurs) Lecture: “The Atomic Bomb & the End of World War II” Music: Songs from WWII; Threnody for the Victims of Hiroshima; Madame Butterfly; Who’s Next & Werner von Braun (Tom Lehrer) Film clips: Hiroshima; Rain of Ruin •Bentley, ch. 37 •Wolf, ch. 10 Review for Final Exam (Tuesday, November 30)

4 The Cold War & End of the 20 th Century Lecture: “Toward the End of the 20th Century” Music: Koyaanisqatsi (Philip Glass);Ballad for Americans (Paul Robeson); National Brotherhood Week (Tom Lehrer); Ride of the Valkyries (Richard Wagner) Film clip: The Great Dictator (Charlie Chaplin) •Bentley, chs. 38, 39, 40 •Wolf, chs. 11, 13, 14

December 8 ***Final Exam: Tuesday, December 7, 12:00-1:50 PM

“The old term ‘Western civilization’ no longer holds. World events and the common needs of all humanity are joining the culture of Asia with the culture of Europe and the Americas, to form for the first time a world civilization.” Franklin D. Roosevelt, U.S. President

COURSE OBJECTIVES:

1. To learn to appreciate world history, not from an American perspective, or a Western perspective, or from a Eurocentric perspective, but from a “humanocentric” and global perspective, and to understand what the differences & implications of each are, including interactions between and among different parts of the world and the growth of global interdependence. (“A humanocentric history can and must...recognize our historical and contemporary unity in and through diversity beyond our ideological affirmations of cultural self.” Andre Gunder Frank, “A Plea for World System History,” Journal of World History [1991], p. 3.)

2. To become aware of the forces of modernity and globalization that have developed during the last 550 years—the idea of change and continuity over time—and of how they have interacted to create the world of today.

3. To compare and contrast select and important aspects of the major civilizations of the last 550 years in order to understand the extent to which they are unique and how they have influenced, and grown dependent upon, one another.

4. To become aware of the impact and different effects history has had on various social classes, on different races, and on gender roles.

5. To understand the causes and nature of the rise of the West, along with its relative decline in the 20th and early-21st centuries, and the reactions of the peoples in the rest of the world. (In this regard, it would be instructive to note that much of the turmoil in our contemporary world has come from a clash between modern technology—which is uniting the globe as never before—and the awakening of peoples who refuse to allow their pasts to be cast aside.)

5 6. To gain an appreciation for the different cultures of the peoples in Africa, Asia, Europe, Latin America, North America, and the Pacific Islands, and the extent to which— along with the reasons—they have changed over time. (That is, selections from art, music, and poetry will be included throughout the course.)

7. To increase understanding of world geography and its significance for a history of the globe.

Thus the purpose of this world history course is not just to introduce you to a select number of “foreign cultures,” because the history of humankind is far more than the sum of the histories of individual nations or civilizations. Instead, it is to identify and explore the large- scale dynamic forces that have shaped the human community in the last 550 years or so. Increasingly, from about 1450 on, an event or development in one place has been likely to have an impact upon other locations around the world. Political boundaries and cultural boundaries often mean nothing to global change. Just as a meteorological event in one part of the globe can reorder the weather around the planet, so human society has been in a continuous process of restructuring itself in response to forces that may originate anywhere. Thus, to help yourself to do well in this course you will need to learn to think globally.

The remarkable role of the West in modern world history will be prominently featured, because of the growing impact the West has had since 1450. But even if the Western tradition shaped most of us, the rise of that tradition occurred within a world context that shaped much of it. This course, then, will develop a number of themes, stressing the interrelations of societies and cultures and comparing the experiences of peoples and civilizations with one another.

“The throes of the contemporary world are those of a birth. And what is being born with such great pain is a universal human society....What characterizes the events we witness, what distinguishes them from all preceding events back to the origins of history is...their global character.” Etienne Gilson, French historian

WRITTEN ASSIGNMENT: Each student will write a paper of no more than 2 typed pages (standard double space and font size [12], with one-inch margins all around); include a cover page on which you should note the title of the paper, your name, the date, and the course number. [Please do not place your paper in a plastic binder.] Choose an event or episode (but not a person) in world history (within the period 1450 to 1990) and do two things: first, don’t just describe your event or episode, instead explicitly explain its importance for world history (to the extent, for example, that it added to or relieved human misery; or that it promoted world peace and understanding; or that it changed the nature of warfare; or that it promoted or impeded human progress; or that it promoted human well being or comfort); & second, explain the significance of the event or episode insofar as it has affected you personally (be sure to support generalizations with examples). Again, do not merely describe the event or episode. Instead, intertwine information about the event 6 or episode, as viewed in a world history context, with some specific aspect of your life and experiences in order to make it clear why you—individually and personally—believe that event or episode is important (i.e., about half the paper should be devoted to the event or episode itself, the other half to you and your connection to it). The paper should be a reflection of who you are, what you believe in and value, and how the event or episode figures into this. Since this is not a research paper, you are not required to do any additional reading; but if you decide to do extra reading, do not include any references in the form of footnotes or bibliography (i.e., impress the instructor with your insights and writing, not with any sources you might use).

The purpose of this assignment is to have you write and think critically without your necessarily having to do additional reading. An additional purpose is to encourage you to identify with an historical event or episode so you can develop and/or improve your appreciation of the value and utility of history. Still another purpose is to encourage you to be introspective, to have you examine your life in relation to history. As such, do not hesitate to write, at least in part, in the first person.

Further, this assignment provides you with an opportunity to be evaluated on something you have thought and written about, which is in contrast to the nature of the examinations. You will be graded on the basis of how successfully you have conveyed an understanding of your choice of historical events or episodes as explained above. The paper is due on November 23 (please do not send your paper by e-mail). Because the instructor does not appreciate it when papers are turned in late, for every school day (i.e., Monday through Friday) the paper is late there will be a letter grade deduction from the grade you would have received. Please feel free to discuss the paper with the instructor before completing it so as to make certain you understand the assignment. Also, on Reserve in the Library are 5 sample papers to help guide you in your work; you would be wise to read some. The sample papers can also be read on the class web page.

On Written English: Your written assignment will not be downgraded because of a few comparatively unimportant errors or lapses in grammar or a misspelled word or two. Your work will be graded essentially on the quality of your ideas and how effectively they are presented (but that includes written English). The instructor will not be able to read first drafts (although you should allow enough time to re-read your paper a number of times and write several drafts as well, just as professional writers do), but he will talk with you about your paper as often as you need or he will read an outline if you wish. [Note: Good writing is one of the keys to success in school, and one of the reasons for this is the link between good writing and good thinking: that is, each helps to improve the other. If you haven’t yet taken English 101, do so as soon as possible. If you are required to take other courses prior to English 101, do so immediately. If you have completed English 101 and still have difficulty, consider electing to take English 300. You should also enroll in one of the required upper-division writing courses as soon into your junior year as possible. Further, don’t hesitate to take advantage of the free help from tutors, for your written assignments, offered by the Writing Center in UH-387.]

7 On Plagiarism and Cheating: As per the University catalog: “Plagiarism is the presentation as one’s own, the ideas and writing of another. Plagiarism is academically dishonest and subjects the offending student to penalties up to and including expulsion. Students must make appropriate acknowledgments of the original source where material written or compiled by another is used.” I take this seriously; you should too, both because of reasons relating to being honest and true to yourself and because I want you to improve and grow.

“The use of history is to give value to the present hour.” Ralph Waldo Emerson, U.S. essayist & poet

EXAMS: The nature and scope of the exams (multiple-choice) will be discussed in class about a week before they are given. Be sure to consult “Multiple-Choice Tips” on class web page. Be aware, however, that each exam—while only covering the part of the course that precedes it (i.e., no exam will be comprehensive for more than one-third of the material)—will include questions from every class lecture, from each of the required chapters in the textbook, and from the additional required reading.

Ordinarily, there will be no make-up exams for the two midterms. If you have a valid excuse (with validity determined by the instructor and best supported with a doctor’s note— for illness—or a copy of a police report—for an accident) and have been attending class regularly, a make-up exam will be given. But you must take all exams and complete the paper; if you fail to take one of the exams or do not submit the paper, you will NOT pass the course. (At exam time be prepared to show your student ID or another picture ID.)

HOW TO READ THE TEXTBOOK: For the reading each week, first skim the appropriate chapters or pages in order to identify the main points, events, and individuals. Then re- read those chapters or pages in order to determine how examples are used to support those points, events, and individuals. Pay attention to chapter titles and subheadings to help guide you. As you read (just as when you listen in class), do so with pen or marker in hand so you can note or highlight those key points, events, ideas, themes, patterns, and individuals in the margins. Do not underline or highlight everything. Teach yourself to discriminate between important information (including analyses and conclusions) from unimportant information; practice determining why something is important, in the short run, in the long run, and on other places, people, and events. Note causes, effects, and results. Review these notations regularly as you read the assigned pages. Reviewing in this fashion should enable you to see the direction a chapter (or lecture) is taking; it should also help to improve your concentration. With practice you should improve. If, however, when you review, you are unable to summarize what you have read, this is probably a sign you that are not understanding. And that means it is time to re-read the material. Summarizing and reviewing in this fashion should help you to maintain your concentration, to process information more deeply, and to remember it longer. If after all this you still can’t figure it out, then bring the problem to me either in class or in my office. It also might be helpful for groups of two to four students to form study groups so as to assist one another in understanding the material. [For more general assistance in the way you study and learn, seek free help from the Learning Center, in UH-353.]

8 HOW TO READ THE ADDITIONAL REQUIRED READING: These three books should be read more quickly than the textbook, as if you were reading a novel for pleasure without having to retain all the names and every little intricacy of plot and narrative. Try to extract solid impressions and understandings. More specifically, for Wolf’s Problems & Personalities, pay attention to the questions that start each chapter (and be able, in your head and for the exams, to answer them briefly); also, be able to identify the main idea or theme of each chapter. For the books by Spence and Achebe, focus on the main points of the story, on the interactions between peoples from different civilizations, and on what can be learned from such experiences. More specifically, for the first midterm, in reading and reviewing The Question of Hu, pay special attention to: (1) the reasons behind Hu’s decision to go to Europe; (2) what lay behind the problems between Hu and his French hosts; (3) the reason for restraints being placed on Hu during his last two years in France; (4) what the question of Hu actually was. For the second midterm, in reading and reviewing Things Fall Apart, pay special attention to: (1) the nature of Umuofia family structure and life; (2) the purpose of the transition rites experienced by men in the village; (3) why Christianity took hold among the Ibo people; (4) how the villagers reacted to the first among their people who converted; (5) why things fell apart; (6) what author Achebe hoped to achieve in writing the book.

ATTENDANCE: While attendance will not be taken in class, your being there will not only be appreciated but it will also increase your chances of learning and of doing well. That is, there will most definitely be material that is covered in class that is not covered in the required reading, and there is a great deal in the reading that will not be covered in class. For exams, you will be responsible both for what goes on in class and for what is in each of those readings; thus, the more you miss of one or the other the greater are the odds of your doing less well on the exams. If you miss a class, be sure to get the notes from the class web page; but even these notes will not take the place of your being there to listen, to see all the visual material, to think, and to participate yourself—and not everything covered in class is in the web site notes.

In addition, keep in mind that each class session is part of a continuing story. When you miss a class, you miss key parts of that story and can more easily become confused. You may also miss the introduction of certain concepts and terms that you will need to make use of as the course develops.

PUNCTUALITY: You are expected to arrive in class on time and to stay until the session is over; arriving late and/or leaving early is not polite to the instructor or to fellow students. If, however, you know in advance that you will have to arrive late or depart early, please let me know beforehand, and then take a seat quietly or make sure to take a seat near the exit so as not to disturb any more people than necessary. But do join the class, even if you are late. Your cooperation will be appreciated by one and all.

9 PAGERS, BEEPERS, CELL PHONES, I-PODS: Please turn them off before class begins.

LAPTOPS IN CLASS: Laptops (as well as other electronic devices) may NOT be used in class; if, however, you have a special need in this regard, please see the instructor.

STUDENTS WITH DISABILITIES: If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909) 537-5238.

DROPPING OR WITHDRAWING: Before you decide to drop or withdraw from any course, see University regulations and procedures in this quarter’s printed Class Schedule. If you simply stop attending any course, you will receive a grade of F.

NOTE TAKING & LISTENING IN CLASS: I “give” a lot of notes; that is, students tell me they take a lot of notes in my classes. To help you to pay attention in class and avoid feeling the need to actually take a lot of notes, I have prepared notes on most, but not all, aspects of each lecture. You can access them on the web page listed above (p. 1). But these notes are not word-for-word transcriptions of what I will say: in some cases they will be brief summaries or key words; these notes do not include the commentary on the many projected images or on the film clips and music. Having these notes will help, especially if you have to miss class, but they are not a substitute for being there. If you wish to tape record lectures (for your course-related use only), you may. I do not give permission for the use of cell phone cameras.

THE IMPORTANCE OF DATES: Some dates are very important, most hardly at all, and many primarily in relation to critical events. Important dates—such as 1492 (as being symbolic for the age of exploration), 1929 (for the Great Depression), and July 16, 1945 (when the Atomic Age was launched with the detonation of the first A-bomb)—are important because they mark the more or less precise boundaries of great historical movements. You should try to develop a sense of time and of the movement of events through time. More important than any date is having a sense of chronology, of the correct ordering of events over time. Events are interconnected in exact ways, depending on their order; some events cause or influence others. Being aware of chronology, then, will help you to analyze the connections between and among events.

THE ROLE OF MEMORIZATION: There is a lot you will have to remember—that’s part of learning—but that’s not the same thing as memorization. Understanding the material is far more important than trying to memorize it. If you understand the issues and problems of historical events, you should find it easier to remember people and “facts.” Memorization without understanding meaning is tedious, difficult, and not worth very much, because no 10 real learning takes place and nothing of any significance will be retained. If you ask yourself why something happened and how something or someone affected something else or others, along with other similarly analytical questions, you will be getting to the heart of historical understanding and you will make remembering easier and more worthwhile.

“I’m nobody! Who are you? Are you nobody, too? Then there’s a pair of us—don’t tell! They’d banish us, you know.” Emily Dickinson, Life

EXPECTATIONS: A. My expectations of you: Although I do not expect this class to occupy all your time, I do expect you to give it serious and regular attention (i.e., several hours and days each week—including your reading the assigned material each week—and not just on the eve of exams or when the paper is due). If you have difficulty with any aspect of the course, please inform me immediately either just before or after class or during my office hours; in fact, talk to me (or e-mail me) before a problem becomes serious (i.e., talking to me afterwards will inevitably make resolution more difficult). Doing well in this class, as in all the courses you take, will contribute to your success in college; and at this early stage it might help to keep in mind the following: according to the US Bureau of Labor Statistics, people with college degrees typically earn 54% more on average than those who attended college but did not graduate. Remember, too, that the instructor before you is a real person just like you; he is not an image on a TV screen. Just as you can see him, he can—and does—see you. B. Your expectations of me: You can expect me (1) to do my best to challenge you intellectually and to make this course interesting, informative, educationally profitable, and, I hope, enjoyable; (2) to grade exams and papers fairly and to return them promptly (i.e., my goal is always to make exam scores available to you and papers back to you within a week); (3) to be available to you during my office hours and at other times I agree to; (4) to help you to improve your thinking and analytical skills and to add to your appreciation of the importance of history; (5) to be demanding and fair.

FINAL GRADE: First Exam 25% Second Exam 25% Written Assignment 25% Final Exam 25% Extra Credit None

….Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire; Hands, that the rod of empire might have swayed, Or waked to ecstasy the living lyre…. 11 Full many a gem of purest ray serene, The dark unfathomed caves of ocean bear: Full many a flower is born to blush unseen, And waste its sweetness on the desert air.

Some village-Hampden, that with dauntless breast, The little Tyrant of his fields withstood; Some mute inglorious Milton here may rest, Some Cromwell guiltless of his country’s blood….

Thomas Gray, Elegy Written in a Country Church-Yard

Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul.

In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed.

Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years Finds, and shall find, me unafraid.

It matters not how strait the gate, How charged with punishment the scroll. I am the master of my fate; I am the captain of my soul.

William Ernest Henley, Invictus

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All undergraduates who are enrolled in a teacher credential preparation major, such as History Track A, should see a faculty advisor for assistance in choosing courses from the most up-to-date version of the program and to make sure no unnecessary courses are taken.

12 Actually, seeing a faculty advisor in your major at least once a year is something every student should do.