Revised Version

World Civilizations 2 HIS 102 Spring 2009 Times: MWF 1:00 to 1:50 Location: WSH B

Kevin Dougherty The University of Southern Mississippi Phone: 601-266-4455 (better to email than leave a message) Email: [email protected] Website http://ocean.otr.usm.edu/~w416373 Office: Rm 449 Liberal Arts Building (College of Arts and Letters)

OBJECTIVE: This course is designed to examine some of the most important events and trends in the second half of World History and will be thematic in nature. As travel, communications, technology, trade, and populations expand, societies and civilizations exchange a variety of entities. The overall phenomenon is called “globalization” which some perceive as positive, others negative. Those who favor globalization point to greater mobility, opportunity, and exchange. Those against globalization fear exploitation and the increased irrelevance of their own societal, national, and cultural identity. The course will analyze this broad topic of globalization using four basic blocks that address specific themes. These themes are economics, trade, and technology; government; war and empire through World War II; and war and empire after World War II.

TEXTS: Upshur, Terry, Holoka, Goff, and Cassar, World History, Compact Fourth Edition and Envisioning World Civilizations

GRADING:

90 to 100 A 80 to 89 B 70 to 79 C 60 to 69 D Below 60 F

Mid-term Exam (Mar 8) 150 points Map Quizzes (2 at 20 points each) (Mar 3 and Apr 21) 40 points Objective Quizzes (6 at 10 points each) 60 points In-class Writing Exercise (4 at 50 points each) 200 points (Feb 1, Feb 8, Mar 1, Mar 31) First Paragraph Feb 17 50 points Writing Assignment Apr 5 300 points Final Exam 200 points The mid-term exam will be a combination of Identify and State the Significance (ID & SIG) Terms, Short Answers, and Essay. The map quizzes will require the student to identify the location of selected places and ID & SIGs on a blank world map. The objective quizzes will focus on ID & SIGs. The subjective quiz will include ID & SIGs and Short Answers. The in-class writing exercises will be timed exercises based on selections from Envisioning World Civilizations. The first para and the writing assignment are due at the beginning of the assigned classes and will be graded according to the rubrics in the syllabus. Turn in your first para with your final paper. Except in cases of truly extraordinary circumstances in which a substantial amount of preparation time was unavoidably lost to reasons beyond the student’s control, papers will not be accepted late. If the student cannot make it to class for an excused reason the period the paper is due, he will email it to the instructor to ensure it arrives prior to the beginning of class. The paper will be 700 to 1000 words--- typed, doublespaced, and stapled--- defending a thesis built around one of the following topics:

On pages 720 to 726, Upshur discusses diverse motivations for imperialism including economic, nationalist, cultural, strategic, and adventuresome reasons. Define imperialism and describe it in terms of these varied motivations. Three of the examples must be those represented in the following documents in Envisioning World Civilizations: “Rudyard Kipling, White Man’s Burden” (457), “Frederick Lugard, The Scramble for Africa” (459), and “Paulo Guilherme Martins, A Day in the Life of a Brazilian” (553). Make sure your discussion uses at least three direct quotations from these documents and includes examples of at least four separate motivations for imperialism.

Upshur says the Cold War involved “economic, diplomatic, and military competition between the superpowers and their allies” (888). Define the Cold War and describe it in terms of this competition citing five examples. Three of the examples must be those represented in the following documents in Envisioning World Civilizations: “John F. Kennedy and the Division of Berlin” (533), “President Kennedy Explains the Cuban Missile Crisis” (555), and “Ronald Reagan, Remarks at the Brandenburg Gate” (571). Make sure your discussion uses at least three direct quotations from these documents and includes examples of economic, diplomatic, and military competitions.

At least four sources are required, of which no more than two can be from the internet. Students may use the text books and class slides if properly cited, but they will not count as one of the four required sources. Use Turabian format. Students are encouraged to seek help from the Writing Lab.

Students can earn extra credit points by attending a movie shown at the World Civ Film Series and writing a one page, typed, doublespaced paper answering the question “What was the movie’s message?” Do not merely do a plot summary. In the first sentence answer the question and then use examples from the plot to prove it. No outside references such as movie reviews are authorized for use, even if documented. Papers are due the class period after the movie is shown. Up to 10 extra credit points per movie. The final exam will be comprehensive and will be a combination of ID & SIGs, Short Answer, and Essay

SCHEDULE:

Introduction.

Lsn 1 and 2 Jan 20 and 22: During this lesson we will go over the syllabus and the course requirements, identify the learning objectives, and outline the semester.

Block 1

Trade, Technology, and Economics. During this block we will gain an understanding of how trade, technology, and economics have advanced globalization. As people began to explore the world, often motivated by the desire to trade, various societies began to interact and exchange. Improvements in technology allowed societies to efficiently transform the raw materials they gained by trade into finished products. This new technology also radically altered ways of life, in many cases threatening traditional standards. Some people embraced these changes and others viewed them as threats. Various approaches to economic development reflected these diverging views. Today, we have a truly global economy which again creates opportunity as well as tension among the world’s traditional ways of life.

Lsn 3 Jan 25: (Upshur, 489-505, 514-523) European Exploration ID & SIG: Columbian Exchange, conquistadors, de Gama, global trade, joint-stock companies, motives for European explorations, Seven Years’ War, smallpox, trading posts, volta do mar

Lsn 4 Jan 27: Early European Colonization of the New World (Upshur, 673-689) ID & SIG: audiencias, engenho, fur trade, hacienda, indentured servant, Jamestown, mestizo, Portuguese colonial administration, Potosi, repartimiento, slavery in the New World, Spanish colonial administration, Treaty of Tordesillas, viceroys

Lsn 5 and 6 Jan 29 and Feb 1: (Upshur, 593-603) Science and Enlightenment ID & SIG: Copernicus, Enlightenment, Galileo, Kepler, Locke, Montesquieu, Newton, philosophes, scientific revolution, Smith, Voltaire In-class Writing Exercise: Bring Envisioning World Civilizations

Lsn 7 Feb 3: (Upshur, 490-496) Atlantic Slave Trade ID & SIG: African diaspora, Emancipation Proclamation, Equiano, impact of slave trade in Africa, middle passage, Saint Dominique revolt, slavery in North America, triangular trade, Wesley, Wilberforce Turn in three blank blue books (do not put your name on them)

Lsn 8 and 9 Feb 5 and Feb 8: (Upshur, 601-602, 633-636, 689-693) Part 1: Capitalism Part 2: Industrialization ID & SIG: assembly lines, capitalism, factories, guild system, impact of industrialization on society, interchangeable parts, mass production, mechanization of the cotton industry, monopolies, putting-out system, Watt In-class Writing Exercise: Bring Envisioning World Civilizations

Feb 10 No Class

Lsn 10 Feb 12 (Upshur, 694-702, 775-777) Part 1: Socialism Part 2: Global Depression ID & SIG: Black Thursday, causes of the Great Depression, communism, Crash of 1929, Engels, Keynes, Marx, New Deal, proletariat, Smoot- Hawley Tariff, socialism, trade unions, utopians

Lsn 11 and 12 Feb 17: (Upshur, 977-988) Part 1: Economic Globalization and Travel Part 2: Media Part 3: Writing Workshop. Turn in typed introductory paragraph. ID & SIG: CNN effect, EU, free trade, global corporations, “McDonaldization,” NAFTA, OPEC, WTO

Mardi Gras Feb 15-16

Lsn 13 and 14 Feb 19 and Feb 22: No Class: Writing Days.

Block 2

Government. During this block, we will examine how people have organized themselves into governments and what motivated them to select the governments they did. We will see that often times these decisions have a basis in global events, such as the influence of the Enlightenment on the American Revolution, the influence of the American Revolution on the French Revolution, and the influence of capitalism and the Great Depression on the Russian Revolution, fascism, and National Socialism. Finally we will explore how globalization affects our traditional concept of nation-state government by the rise of international and nongovernmental organizations.

Lsn 15 Feb 24: (Upshur, 621-627, 646-664) Democracy: American and French Revolutions ID & SIG: American Revolution, ancien regime, Bastille, Bill of Rights, Civil Code, Concordat, Convention, Declaration of Independence, Declaration of the Rights of Man and the Citizen, Directory, Estates General, French Revolution, guillotine, levee en masse, Napoleon, National Assembly, no taxation without representation, Robespierre, Rousseau, Waterloo Hand out mid-term exam study guide.

Lsn 16 and 17 Feb 26 and Mar 1: (Upshur, 814-824, 854-859) Part 1: Russian Revolution and Communism Part 2: Fascism and National Socialism ID & SIG: anti-Semitism, Bolsheviks, communism, fascism, Five-Year Plan, Great Purge, Hitler, Lenin, Mussolini, National Socialist Party (Nazis), Russian Revolution, Stalin Bring Envisioning World Civilizations

Lsn 18 Mar 3: Map Quiz #1 (Upshur, 643-645) Part 1: Map Quiz Brazil, Cape Horn, Cape of Good Hope, Cape Verde Islands, Caribbean Sea, Dahomey, France, Germany, Gran Colombia, Indian Ocean, Indonesia, Italy, Mexico, Peru, Philippines, Portugal, Russia, Saint Dominique (Haiti), Sao Tome, United Nations Headquarters Part 2: Nationalism Part 3: International and Non-governmental Organizations ID & SIG: international organizations, nation states, nongovernmental organizations, Peace of Westphalia, United Nations

Lsn 19 Mar 5: Review for Mid-term

Lsn 20 Mar 8: Mid-term Exam

Lsn 21 Mar 10: No Class

Block 3

War and Empire through World War II. An empire is a political unit having an extensive territory or comprising a number of territories or nations and ruled by a single supreme authority. Comparative Essay 4 on pages 219-222 of the Upshur text notes that empires “have a natural life span like individuals.” They are born, they grow, they suffer setbacks, and they ultimately pass away. Empires compete against each other just as individuals do. This competition may take a variety of forms including diplomatic, informational, military, and economic. Nationalism and militarism fueled this competition in the 19th Century and manifested themselves in the two world wars in the 20th Century. As Comparative Essay 10 notes on pages 718-719, World War I and World War II elevated war to a new level involving the great increase in the power of the state to exercise control over all aspects of national life. They were total wars requiring the belligerents to mobilize all their resources, both human and material, for the purpose of waging war. World War II would leave the world divided into two armed camps—one communist and one democratic—and initiate a new type of war characterized as the Cold War.

Lsn 22 Mar 12: (Upshur, 439-443, 452-463, 791-793) Islamic Empires ID & SIG: capitulation, ghazi, Iran-Iraq War, Iranian Revolution, Mahmud II, Mustafa Kemal (Ataturk), Ottoman decline, Ottoman Empire, Safavid Empire, “Sick Man of Europe,” tanzimat, Young Turks Spring Break Mar 15-19

Lsn 23 and 24 Mar 22 and Mar 24: (Upshur, 625-627, 668-671, 681-684, 797-800) Building of American States ID & SIG: Bolivar, caudillos, Dominion of Canada, French and British Canadians, Indian Removal, La Reforma, Latin American foreign dependence, Manifest Destiny, Mexican Revolution, Mexican (-American) War, Transcontinental railroads (US and Canada), US Civil War In-class Writing Exercise: Bring Envisioning World Civilizations

Lsn 25 Mar 26: (Upshur, 524-570, 861-864) China and Japan ID & SIG: Boxer Rebellion, Great Wall, Meiji (Motsuhito), Ming Dynasty, Opium War, Perry, Rape of Nanjing, Russo-Japanese War, Qing Dynasty, Tokugawa Shogunate, Twenty-one Demands, unequal treaties

Lsn 26 and 27 Mar 29 and Mar 31: (Upshur, 720-748, 852-853) Imperialism ID & SIG: Berlin Conference, Boer War, British in India, concessionary companies, Congo Free State, direct rule, French Indochina, Imperial Japan, imperialism, indirect rule, Monroe Doctrine, Panama Canal, Rhodes, Roosevelt Corollary to the Monroe Doctrine, Spanish-American War, White Man’s Burden In-class Writing Exercise: Bring Envisioning World Civilizations

Good Friday Apr 2

Lsn 28 Apr 5: (Upshur, 749-775) World War I ID & SIG: Archduke Ferdinand, causes of World War I, Fourteen Points, League of Nations, Schlieffen Plan, Treaty Entende, Treaty of Versailles, trench warfare, TripleAlliance, unrestricted submarine warfare Writing Assignments Due

Lsn 29 and 30 Apr 7 and Apr 9 No Class

Lsn 31 Apr 12: (Upshur, 864-887 for Lessons 26-28) World War II (Blitzkrieg, North Africa, Eastern Front) ID & SIG: appeasement, Ardennes Forest, blitzkrieg, Casablanca Conference, Dunkirk, Maginot Line, North African Campaign, Operation Barbarossa, Rommel, “soft underbelly”

Lsn 32 Apr 14: World War II (Italy and Normandy) ID & SIG: Anzio, bocage, Eisenhower, German plan to defend Normandy, Gustav Line, Italian Campaign, LSTs, Normandy (Operation Overlord), Salerno (Operation Avalanche), “second front,” Sicily (Operation Husky), Ultra

Lsn 33 Apr 16: World War II (The Pacific and the War’s Legacy) ID & SIG: “Germany First,” Hiroshima and Nagasaki, holocaust, island hopping, MacArthur, Midway, Pearl Harbor, Philippines, post-war impact of the atomic bomb, roles of women during and after WWII, twin drives

Block 4:

War and Empire after World War II. The prospect of nuclear war made a direct superpower confrontation too catastrophic to risk so the US and the USSR waged the military aspect of the Cold War largely through proxies. Nonetheless, the Cold War dominated nearly all aspects of the bipolar world. Eventually, the capitalist economy of the US prevailed over the communist one of the USSR, and the Cold War ended with the collapse of the Soviet Union and its empire. For a brief interlude, international cooperation appeared possible as a coalition force repulsed Iraqi aggression in Kuwait. Quickly, however, nationalism and ethnic tension that had been restrained by the Cold War erupted anew and overwhelmed international efforts to contain it. With the US as the world’s only superpower, the impact of America on global society became more pronounced—a development viewed as a threat to some. The predictable Cold War threat gave way to the volatile and unstable threat of global terrorism and the prospect of a “clash of civilizations.”

Lsn 34 Apr 19: (Upshur, 867-896, 916-918) Early Cold War ID & SIG: Berlin Airlift, Berlin Wall, Chaing Kai-Shek, Cold War, Communist China, containment, Greek Civil War, Iron Curtain, Kennan, Mao Zedong, Marshall Plan, NATO, Red Scare/McCarthyism, space race, Sputnik, Truman Doctrine, Warsaw Pact

Lsn 35 Apr 21: Map Quiz #2 (Upshur, 918-920, 924, 929-933) Part 1: Map Quiz Berlin, Boer War, Congo Free State, Cuba, Greece, Hiroshima, India, Italy, Korea, Libya, Normandy, Panama Canal, Pearl Harbor, Philippines, Russia, Sicily, Taiwan, Tunisia, Turkey, Vietnam Part 2: Korea and Cuba ID & SIG: Bay of Pigs, Castro, Chinese intervention in Korea, Cuban Missile Crisis, Executive Order 9981, hollow Army, Inchon, Korean War, relief of MacArthur, Task Force Smith

Lsn 36 Apr 23: (Upshur, 920-922) Vietnam ID & SIG: attrition warfare, Cronkite, Diem, Dien Bien Phu, domino theory, Ho Chi Minh, Ho Chi Minh Trail, Kent State, Mao’s phases of guerrilla war warfare, limited war, pacification, Tet Offensive, Viet Cong (National Liberation Front), Vietnam syndrome Hand out final exam study guide

Lsn 37 Apr 26: (Upshur, 937-938) The End of the Cold War Desert Storm and the New World Order ID & SIG: collapse of the Soviet Empire, coalition warfare, Desert Storm, ethnic conflicts and humanitarian crises in the 1990s, glasnost, Gorbachev, post-Cold War environment, Reagan, UN peacekeeping operations, UN Resolution 678 Lsn 38 Apr 28: (Upshur, 951-969) Islamic Resurgence and Global Terrorism ID & SIG: al-Qaeda, bin Laden, jihad, Operation Enduring Freedom, Operation Iraqi Freedom, preemptive action, September 11, terrorism, weapons of mass destruction

Lsn 39 Apr 30: (Upshur, pages 948-950) Part 1: What is globalization? ID & SIG: globalization Part 2: Debate: Is globalization good or bad?

Lsn 40-42 May 3, 5, and 7: Final Exam Review

Final Exam. The final exam will be comprehensive and will focus on the four themes presented throughout the course.

OFFICE HOURS: Except on rare occasions, I will be in my office on Tuesdays and Thursdays from 1:00 to 2:00 for walk-ins and would be happy to meet with you by appointment at other times.

ACADEMIC HONESTY: Refer to the Student Handbook and Undergraduate Bulletin for specific guidance on academic honesty and plagiarism. Suffice it to say that any representation of another’s work as your own or other form of cheating will not be tolerated and may result in getting an F for the work involved or in the course as well as other disciplinary action to include probation, suspension, and/or expulsion. Papers will be documented using Turabian documentation. Students will turn in a paper and disc copy of the paper, and the instructor reserves the right to use plagiarism detection software on any product a student submits for a grade.

CLASSROOM CONDUCT: The goal is to have an environment that facilitates learning, respects both students and the instructor, and fosters an atmosphere of civility and proper decorum. Students who create disturbances by arriving late, talking, having cell phones ring, engaging in activities unrelated to the academic subject matter, interrupting, distracting other students, being rude, or any other conduct inappropriate for a learning environment will be told to leave the classroom and will receive an F for that day’s grade.

AMERICAN WITH DISABILITIES ACT (ADA): If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies. Address: The University of Southern Mississippi Office for Disability Accommodations 118 College Drive # 8586 Hattiesburg, MS 39406-0001 Voice Telephone: (601) 266-5024 or (228) 214-3232 Fax: (601) 266-6035 Individuals with hearing impairments can contact ODA using the Mississippi Relay Service at 1-800-582-2233 (TTY) or email Suzy Hebert at [email protected].

Paper Outline

Write your first sentence of your introduction which is your thesis statement (something you can argue and prove). Then write a sentence about your first proof. Then write a sentence about your second proof. Then write a sentence about your third proof. Write a concluding sentence for the paragraph that combines your thesis and proofs. Write a topic sentence for the paragraph about your first proof. Then write five or so sentences that explain that proof and provide specific details about it. The idea is to show cause and effect and explain how this proof supports your thesis. Write a concluding sentence that summarizes this paragraph. Write a topic sentence for the paragraph about your second proof. Then write five or so sentences that explain that proof and provide specific details about it. Remember that each paragraph represents one main idea. If you want to start a new idea, start a new paragraph. When you have said everything you want to say about that idea, write a concluding sentence that summarizes this paragraph. Write a topic sentence about your third proof. Then write five or so sentences that explain that proof and provide specific details about it. Remember to document anything that is not an original thought of yours using the Turabian style. Our library has a good tutorial at http://www.lib.usm.edu/legacy/tutorials/mlatutorial/tutorialindex.php. Be sure you have met the guidelines for sources in the syllabus. Write a concluding sentence that summarizes this paragraph. Write a topic sentence for your concluding paragraph. The conclusion summarizes the paper without being redundant or introducing new material. As a starting point, consider rewriting your introduction using different words. Then supplement that with key points you made in the body.

World Civilization First Paragraph Writing Assignment Grading Rubric (50 points total)

Introductory sentence (thesis) 10 points First proof 10 points Second proof 10 points Third proof 10 points Concluding sentence 5 points Overall readability 5 points

World Civilization Writing Assignment Grading Rubric (300 points total)

Introduction ___/10pts. Thesis: Articulation of clear, coherent, and forceful thesis statement. Thesis is related to one of the subjects assigned in the syllabus. Thesis is first sentence.

___/10pts. Proofs: Paragraph clearly states three proofs that best prove the thesis.

___/5pts. Conclusion: Concluding sentence summarizes introductory paragraph.

Body ___/50pts. Cause and Effect: Discussion of proofs demonstrates cause and effect.

___/25pts. Factually Correct: Paper is historically correct, includes necessary relevant facts, and does not become an editorial or opinion piece.

___/25pts. Vocabulary and Development: Paper shows familiarity with the vocabulary associated with the subject. Uses ID & SIGS as appropriate. Student demonstrates ability to put thoughts in his own words. Sufficiently develops the subject. Conforms to length requirement in syllabus.

Conclusion ___/25pts. Conclusion: Concluding paragraph is a restatement of thesis/argument without sounding redundant or introducing new material beyond the scope of the paper.

Writing ___/25pts. Grammar: Punctuation, capitalization, spelling, verb tense, sentence structure, voice, etc conform to rules of standard English.

___/50pts. Structure/Organization: Ideas flow logically from one another and all point back to the thesis statement. Paper can be read in a single rapid reading. Each paragraph has a topic sentence that reflects the main idea of the paragraph. Bottom line up front (BLUF).

___/25pts. Citations and Format: Proper formatting and use of citations IAW assigned format.

___/50pts. Sources: Reliable, college level, and expert sources. No overreliance on a single source. Not a simple regurgitation of material presented in class. Reflective of significant outside research. Conforms to requirement for sources in the syllabus.