COURSE OUTLINE : 121 HIST D Credit – Degree Applicable COURSE ID - 004111 May 2018
COURSE DISCIPLINE : HIST
COURSE NUMBER : 121
COURSE TITLE (FULL) : Armenian History
COURSE TITLE (SHORT) : Armenian History
CATALOG DESCRIPTION
HIST 121 is a survey of the history of the Armenian people from ethnogenesis to the present. Topics include: the Artashesian, Arshaguni, Bagratid, and Cilician kingdoms; Armenia under the domination of Persian, Roman, Byzantine, Arab, Mongol, Turkish, and Russian empires; the religious and cultural heritage of the Armenian people; the emergence of the Armenian Question in the 19th Century; World War I and the Armenian Genocide; the first Republic of Armenia and international treaties up to 1923; Soviet Armenia; the Nagorno-Karabakh conflict; re-establishment of an independent Armenian Republic in 1991 and its relations with the Armenian Diaspora, Russia, the Middle East, Europe, and the United States in the 21st century.
Total Lecture Units: 3.00 Total Laboratory Units: 0.00 Total Course Units: 0.00
Total Lecture Hours: 54.00 Total Laboratory Hours: 0.00 Total Laboratory Hours To Be Arranged: 0.00 Total Contact Hours: 54.00
Recommended Preparation: Eligibility for ENGL 120 or ESL 151
ENTRY STANDARDS
Subject Number Title Description Include 1 ENGL 191 * Writing Workshop II Analyze short essays (approximately 2-6 paragraphs Yes in length) to identify thesis, topic, developmental and concluding sentences, as well as transitional expressions used to increase coherence;
2 ENGL 191 * Writing Workshop II evaluate compositions for unity, sufficiency of Yes development, evidence, coherence, and variety of sentence structure;
3 ENGL 191 * Writing Workshop II organize and write an essay which addresses the Yes topic and is directed by a thesis statement;
4 ENGL 191 * Writing Workshop II organize and write an essay which has an Yes introduction, body, and conclusion and demonstrates a basic understanding of essay organization;
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Page 1 of 1 5 ENGL 191 * Writing Workshop II organize and write an essay which shows some Yes awareness of critical thinking and linkage of evidence with assertion;
6 ENGL 191 * Writing Workshop II organize and write an essay which develops ideas, Yes moving from general to specific; 7 ENGL 191 * Writing Workshop II organize and write an essay which is easy to read Yes and follow, though some errors in grammar, mechanics, spelling, or diction may exist; 8 ENGL 191 * Writing Workshop II organize and write an essay which uses a variety of Yes sentence types. 9 ESL 141 Grammar And Writing compose a 400 to 450-word thesis-based essay Yes IV which:
10 ESL 141 Grammar And Writing a. summarizes and cites appropriately a reading Yes IV passage provided as a prompt; 11 ESL 141 Grammar And Writing b. includes a clear thesis statement; Yes IV 12 ESL 141 Grammar And Writing c. uses evidence to support the thesis; Yes IV 13 ESL 141 Grammar And Writing d. shows clear organization into an introduction, body Yes IV and conclusion; 14 ESL 141 Grammar And Writing e. uses appropriate rhetorical modes such as Yes IV comparison/contrast, cause/effect and persuasion in order to support a thesis;
15 ESL 141 Grammar And Writing demonstrate control of verb tenses in active and Yes IV passive voice, gerunds and infinitives, conditionals real and unreal, adjective, noun, and adverb clauses, and transitional expressions;
16 ESL 141 Grammar And Writing comprehend multi-paragraph reading passages in Yes IV textbooks.
EXIT STANDARDS
1 Compare and contrast Armenian history in the ancient and medieval periods; 2 assess the impact of centuries of contact with surrounding peoples; 3 assess the historical role of the Armenian Church in the national life of the Armenian people; 4 discuss the ideological, cultural, and political dimensions of the national renaissance of the 19th century; 5 define genocide and analyze the reasons for the Armenian Genocide; 6 discuss ideological, economic, strategic, and diplomatic dimensions of the Armenian Question; 7 compare and contrast the three Armenian republics and relations with Armenians in the Diaspora.
STUDENT LEARNING OUTCOMES
1 evaluate major events and developments in the history of Armenia and the people; 2 critically analyze the geopolitical, religious, economic, and national forces that have shaped the course of Armenian history and which are impacting the current Republic and its relations with the Diaspora.
COURSE CONTENT WITH INSTRUCTIONAL HOURS
Description Lecture Lab Total Hours
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Page 1 of 1 Geography of the Armenian Plateau and the Origins of the Armenian People
1 • Boundaries and geographical factors that shaped Armenian history 1 0 1 • The story of Haik and Bel • Scholarly narratives and theories of the origins of the Indo- European Armenians
Armenia During the Urartuan, Median, Achaemenid Periods, 860 – 331 B.C. 2 1 0 1 • Rise and fall of the Kingdom of Urartu • The Yerevantian Dynasty and the Achaemenid Empire • Alexander the Great’s conquests
Armenia in the Seleucid Empire, 324 – 190 B.C.
3 • Armenia Major and Armenia Minor as satraps 1 0 1 • Roman defeat of Seleucid Empire at Magnesia, 190 B.C. • Armenia and the Roman Empire
The Artashesian Armenian Kingdom, 189 B.C. – 2 A.D.
• The Artashesian Dynasty and consolidation of state power 4 • Empire of Tigran the Great, Pontus and war between Armenia and 2 0 2 Rome • Armenia between the Roman and Parthian empires • Decline and loss of independence
The Arshaguni Armenian Kingdom, 54 A.D. – 429 A. D.
• The Arshaguni Dynasty and the struggle for centralization 5 2 0 2 • Armenia between the Roman and Sassanid empires • Reasons for the adoption of Christianity; the church-state conflict • Invention of the Armenian alphabet; the Golden Age of Literature
Armenia under Arab, Byzantine, Persian Domination, 429 – 885
6 • The Battle of Avarayr 1 0 1 • Armenians in the Byzantine Empire • Ummayid and Abbasid Arab policies toward Armenia • Feudalism in Armenia and socioeconomic relations
The Bagratuni Kingdom of Ani, 885 -1045
• Rise of the Bagratuni Dynasty 7 2 0 2 • Armenia between the Byzantine and Arab empires • Ani, Kars, Vaspurakan, Taik: fragmentation of royal power • Church architecture
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Page 1 of 1 The Rubenid-Hetumid Kingdom of Cilicia, 1198-1375
• From principality to kingdom under Levon I 8 • Rubenid-Hetumid merger; Nationalist and Latin factions 2 0 2 • Relations with Byzantines, Crusaders, Mongols, & conquest by Egypt • Art and Architecture
The Armenian People After the Loss of Monarchies
• Consequences of losing independence 9 1 0 1 • Surviving remnants of the nobility • Spiritual and national roles of the church • Seljuk, Mongol, Turkish and Persian rulers
Armenian Liberation Struggles Until 1829
10 • Davit Beg, Mkhitar, and other early liberation attempts 1 0 1 • The role of the Armenian Church • Russia’s conquest of the Caucasus
Armenians in the Ottoman Empire
• The Ottoman Empire and the Millet system 11 • Armenian society: peasants, pashas, and patriarch 3 0 3 • The impact of the French Revolution and Western ideologies • The Armenian National Constitution of 1860 • The 19th Century Armenian Renaissance and reform movement
The Armenian Question in the 19th Century
• Armenians between Turkish and Russian policies 12 • Conflict between Western liberalism and ottoman autocracy 3 0 3 • European imperialism; the Russo-Turkish War of 1877-78 • 1878: The Treaty of San Stefano and the Treaty of Berlin • Birth of the Armenian Question as an international issue
The Armenian Revolutionary Movement
• Rise of Armenian populism and nationalism: The Armenakan Party 13 • The Social Democrat Hunchakian Party 3 0 3 • The Armenian Revolutionary Federation • Ideologies: liberalism, nationalism, socialism, Marxism • Tactics; supplication, protest demonstrations, political violence
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Page 1 of 1 The Armenian Question from 1878 – 1914
• Armenian revolutionaries and Sultan Abdul Hamid II 14 • Armenian revolutionaries and the Tsarist government 3 0 3 • 1890s massacres, seizure of the Ottoman Bank • Armenian/Turkish collaboration, the Young Turk Revolution, 1908 • The Armenian Reform Plan of February 1914
The Armenian Genocide, 1914-1923
• World War I and Turkey’s entry on the side of the Central Powers • Ideological, economic, and strategic reasons to eliminate the 15 Armenians 6 0 6 • April 24: arrest and execution of Armenian intellectuals and leaders • The deportations and massacres: organizational means and methods •Historiography of the Armenian Genocide
The Republic of Armenia, 1918-1920
• Russia’s withdrawal from Transcaucasia 16 • May 28 and the formation of a democratic coalition government 4 0 4 • Domestic issues: refugees, hunger, disease and death, • International issues: territorial disputes, military aid, recognition • Armenian politics: Dashnaks, Hunchaks, Bolsheviks, Ramgavars
The Armenian Question from Paris to Sevres to Lausanne
• Armenia the “Little Ally” at the Paris Peace Conference, 1919 17 • The two Armenian delegations: Aharonian and Nubar Pasha 5 0 5 • Armenia, Europe, and America: “illusive hopes” and “isolationism” • The partition of the Republic by Kemal and Lenin • The Armenian Question buried, treaties of Sevres and Lausanne
The Armenian Soviet Socialism Republic, 1920-1991
• Sovietization and the February 1921 revolt 18 • Socialist transformation of Armenia’s economy 4 0 4 • Soviet Armenian society: religion, education, art and culture • Relations with the Armenian Diaspora • Perestroika and Glasnost and the Karabakh Movement, 1985-1990
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Page 1 of 1 The Re-emergence of Independent Armenia, and the Nagorno-Karabakh Conflict
• Collapse of the Soviet Union and re-establishment of independence, 1991 • War over Nagorno-Karabakh, 1991-1994 19 9 0 9 • Transition from socialism to capitalism, totalitarianism to democracy
• The Soviet legacy and the development of democracy and civil society • Relations with Russia, Turkey, Europe, the U.S., and the Armenian Diaspora 54
OUT-OF-CLASS ASSIGNMENTS
1 essay (e.g., critical analysis of the Nagorno Karabakh conflict, focusing on the differences between the policies of the various stakeholders toward the opposing principles of self determination and territorial integrity);
2 field activity (e.g., attending a public event in the local Armenian community, such as a lecture, conference, or play, and writing a brief report).
METHODS OF EVALUATION
1 three to four one-hour in class examinations and a final examination requiring demonstration of course exit standards; 2 instructor evaluation of class discussion (e.g., class debate on the impact of the government of the USSR on the government of Armenia); 3 participation demonstrating course exit standards; 4 written assignment(s) demonstrating the application of concepts, use of sources, and the ability to critically analyze information and apply concepts in a collegiate manner.
METHODS OF INSTRUCTION
H) TEXTBOOKS
Title Type Publisher Edition Medium Author IBSN Date
A Concise History of the Mazda Bournoutian, Required 6 Print 1568591411 2013 Armenian People Publications George A.
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