history hw

03 Jul history hw

Southwestern College, Department of History

History 106- Early World History I Spring 2017

Natalye Pass – Instructor

Location: Southwestern College, Chula Vista Campus

Time: 8:35-10:00am

Place: Rm. 474

Email: npass@swccd.edu

Course Description:

[Recommended Preparation: RDG 158 or the equivalent skill level as determined by the Southwestern College Reading Assessment or equivalent.] Covers world history from human origins to the emergence of modernity at the beginning of the sixteenth century. Emphasizes not only the history of the world’s major civilizations but explains how the diverse peoples of these different societies often helped influence and shape each other’s cultural experiences and worldviews. [D; CSU; UC]

Required Texts to Buy:

· Benjamin, Thomas et al. The Atlantic World in the Age of Empire. New York: Houghton Mifflin, 2001. (ISBN: 0-618-06135-5)

· Kicza, John. Resilient Cultures: America’s Native Peoples Confront European Colonization, 1500- 1800. Pearson, 2013. We’re using the 2nd edition, not the 1st. (ISBN: 0-205-69358-X)

· Lepore, Jill. Encounters in the New World: A History in Documents. Oxford University Press, 2000. (ISBN: 0-19-515491-6)

These books are not on reserve, and must be purchased for this class. The other listed readings listed in the syllabus are available on Blackboard as scanned copies for you to download.

Grading Procedures: Instructor reserves the right to change/modify syllabus at any time

There are 250 maximum points for this course, and will be divided as follows:

· Participation 20 pts.

· This is graded in the form of contributing to in-class group activities, turned in video analysis, and assignments as required

· Map Quiz 10 pts.

· Map Quiz is important so that students will know geographically where our class will be taking place over the semester. This cannot be made up, and must be done in-class.

· Reading Quiz

· Reading quiz is due at the end of Week 2, based on the Kicza textbook 10 pts.

· 2 Logic Papers 45 pts.

· Due dates to be given in class

· A logic paper assesses the students thinking by asking them to identify the purpose, main point(s) of view, alternative point(s) of view, key questions, main information, and the main conclusion of the assigned work. The Logic paper will teach you to think on your own. Promoting critical thinking skills in the classroom will not only help you to think about the material in an organized fashion, it will also teach you to look at everything in life in a logical manner. You will also complete outside research with this assignment. The logic paper is at least 5 pages. More instructions will be given within the first two weeks of class.

· 6 Journal Assignments 135 pts.

· Each assignment has nine questions where you will be asked to thoughtfully respond to each of them. More instructions will be given within the first two weeks of class, prompts to be discussed in class and posted online.

· Final Research Paper 30 pts.

· Write a research paper explaining your event/group/individual’s contribution to history for their time (pre-1900s) and its importance to World History today

· Double spaced, 12-pt font, 1″ standard margins

· Must have in-text citation and bibliography page of those sources at the end of the paper.

· Minimum 3 scholarly sources

Grading Policies:

Late Work: I do not accept late work, unless there is documentation of illness or hospitalization that I approve of. If you will not be in class to turn in an assignment, turn it in ahead of time. All work is due at the start of class when prompted, and will not be accepted afterward under any circumstance. If you are more than 15 minutes late to class, you will not be allowed to turn in your assignment.

Plagiarism: Plagiarism is using the words of others, and/or not making proper citations. Work that is detected of plagiarism will be given zero points, and student will be reported to the Dean. Plagiarism is serious, and remains on your academic record forever. Instead of stealing other’s thoughts, take the time to develop your own – everyone has it in them to write a good paper. If you need help, please make an appointment at the Academic Success Center. It is free and does not appear in your transcripts.

We do not do any group work in this class, with the exception of in-class activities. If your paper is alike to another student in terms of content and/or reference sources, all will receive a “0” on the assignment.

Attendance Policy:

Students are expected to attend every class meeting, to arrive on time and stay throughout the class period. Students may be dropped from class for excessive tardiness, and for failure to attend class the first day or during the entire first week of the class. If you are absent, you will not be allowed to make up the day’s work. If you know you will be absent, the best thing to do is to turn in work ahead of time.

You are allowed 4 absences (2 late arrivals = 1 absence). I will drop you after the fourth absence. If you are more than 15 minutes late, you will be marked ABSENT for the day.

You will need loose-leaf paper in class to take notes. You will be asked in some instances to turn in your notes for participation credit.

Classroom Behavior and Student Conduct Expectations: In addition to the required student conduct as outlined in the Southwestern College Student Policy Manual, all students will respect themselves and their peers while in class. Side conversations, demeaning names, words, and remarks will not be tolerated, and may result in a student being asked to leave class with no credit for the day. Allow yourself to actively learn from your peers and practice active listening. The use of cell phones, mp3 players, or PDAs are not allowed in my class. If you are caught using your phone (including, but not limited to texting) you will be asked to leave class and will not receive credit for the day. Cell phones must remain turned off at all times.

You MUST ask for permission to use a laptop, iPad, or tape recorder in class; you may be asked to show the notes you took during class.

EOPS: The Extended Opportunity Program and Services (EOPS) is a state-funded special assistance program for students who are economically, socially, language, or academically disadvantaged. EOPS assists students with counseling, money for books, emergency loans, priority registration, unlimited tutoring, and specialized support workshops. If you would like more information, or feel you may qualify, visit Bldg. 1400 or call 619-482-6456.

Students with Disabilities: Southwestern College recommends that students with disabilities discuss academic accommodations with their professors during the first two weeks of class. An alternate form of this syllabus and other class handouts are available upon request. Students may contact DSS in person in Room S108 or by phone at 619-482-6512 (Voice) or 619-482-6470 (TTY for Deaf).

Women’s Center: This resource center is located in the One-Stop Student Services Center (second floor), and can be reached at 619-421-6700 ext. 5805 or 5625.

Student Learning Outcomes:

· Students will write a research paper that will demonstrate their collegiate command of research, critical thinking, content development, coherence, and sentence structure.

· Students will write an essay that will demonstrate their collegiate ability to apply the major concepts of historiography and ethnography to the critical study of World History.

Important Dates:

· Monday, March 27 – Saturday, April 2 – Spring Break

Course Calendar – HIS 106 – World History I

Week 1 Introduction

1/30-2/5 Consider the quotes listed below, thinking deeply on their meaning and how they shape what we “know” and “how we know what we know”. Also, what is “America”?

1. “Until lions have their own historians, the hunter will always be glorified” Ethiopian proverb

2. “Our past is only a little less uncertain than our future, and like the future, it is always changing, always revealing and concealing.” Daniel Boorstin, Hidden History

3. “Our only duty to history is to rewrite it.” Oscar Wilde

4. “The past is never dead. It’s not even past.” William Faulkner Requiem for a Nun (Act I, Scene III) (referring to, for example, the legacy of slavery [something from the past] into modern times)

5. “Getting History wrong is part of being a nation” Ernest Renan

6. “The truth does not change according to our ability to stomach it” Flannery O’Connor

7. Benedict Anderson argues that part of being a nation is “organized remembering and deliberate forgetting.” What do you think? “The truth shall set you free, but first it’ll piss you off.” Gloria Steinem

8. “If you think you think you already have the answer or the truth, it keeps you from learning.”

9. David Henry Hwang, playwright

10. “Everyone is entitled to their own opinion, but not to their own facts.” Daniel Patrick Moynihan

· Historiography PowerPoint Presentation and discussion

· What is History?

· PowerPoint Presentation and discussion

Reading: The Secret Death of Pete Ray” (LA Times)

Week 2 Geography

2/6-2/12

· Geography: Afroeurasia & the Americas

· Film clip in class- Big History: H2O

Reading: Kicza, ch. 2 “The Native Societies of the Americas Before Contact” Lepore, Ch.1 “Mapping the World” and Ch. 2 “First Encounters”

Films: “Engineering an Empire: the Maya” & “500 Nations: Ancestors”

QUIZ Kicza Ch. 2 by Sunday, Feb. 12th at 11:59pm in Blackboard

Week 3 Hunters & Gatherers

2/13-2/19

· Instruction on how to complete a Logic Paper (using Pete Ray article as example)

· Paleolithic and Neolithic Eras

· Rise of our First Cities

Reading: Benjamin, “Introduction” p, 1-10,“Origins: Creating the Atlantic World” p. 11-13, and “Some First Reactions” by Olivia Patricia Dickason p. 37-53

Film: “500 Nations: Clash of Cultures” [part of Journal #1]

Map Quiz Tuesday @ the beginning of class. No Makeups! Bring a scantron & #2 Pencil

Week 4 European Backgrounds & the Atlantic World

2/20-2/26

· Rise of our First Cities

· European Backgrounds – Spain & Portugal on the Eve of Conquest and the Flow of Peoples, Colonization, and the Atlantic World

Reading:

Benjamin:

· Pg. 167

· “The Birth of an Atlantic World” by John Thornton, p. 18-29

· “Infectious Disease and Demography of the Atlantic Peoples” by Alfred Crosby, pg. 169-179

· “America as a Continuation” by. D.W. Meinig, p. 29-37

Kicza:

· Ch. 3 “The Consequences and Initial Establishment of Colonies in Latin America”

Film: “Guns, Germs, and Steel” Episode 2 (part of Journal #2)

Journal #1 Due on Thursday

Week 5 Spanish and Portuguese Conquest and Settlement & the Reshaping of the Americas

2/27-3/5

· Cities and Civilization: Civility and Class

· Mothers and Fathers: Agricultural and Urban Transformations

Reading: Lepore, ch. 3 “Conquest and Resistance”, p. 59-86

Benjamin, “Alliance and Conquests” by Thomas Benjamin, p. 81-88

Kicza, “Spanish Settlement among the Guaraní of Greater Paraguay” p. 102-104

Handouts: “Conquest in the Personal View” by Gaspar de Marquina & “The Unsuccessful Conquerer” by Bartolome Garcia (both edited by Lockhart)

Film and Participation Video Notes: “Engineering an Empire: Aztecs”

Journal #2 Due on Thursday

Week 6 Men and Women

3/6-3/12

· Mothers and Fathers: Agricultural and Urban Transformations

· Cities and Civilization: Civility and Class

Reading: “When Jesus Came, the Corn Mothers Went Away” by Ramon Gutierrez “Women in the First Urban Communities (after 3500 BCE)” by Catherine Clay, et al.

Journal #3 Due on Thursday

Week 7 Africans in the Americas, Empires, and the Atlantic and Pacific Worlds

3/13-3/19

· Shift from use of Indigenous labor, using Africans as trading partners and overseers, to using people from African continent as permanent labor

· Discussion of islands and countries becoming “Africanized” due to their large numbers

Reading: Lepore, ch. 6 Benjamin, “Africans, the Involuntary Colonists” by Fernandez-Armesto, pg. 185 &

“The Transatlantic Slave Trade” by Hugh Thomas, pg. 145

Films: “The Terrible Transformation” (from ‘Africans in America’- PBS) [as part of Journal 4]

Week 8 Africans in the Americas, continued

3/20-3/26

Reading: Benjamin, “The Paradox of American Development” by Charles Bergquist, pg. 153

Handouts: “Ethnic Hierarchy from the Spanish Point of View”, “A Day on a Coffee Estate” by Stanley Stein, and “Brazil’s Link for African Americans (in the U.S.)” (LA Times)

Journal #4 due Thursday

Week 9 No Class – Spring Break

3/27-4/2

Week 10 Africans in the Americas, Empires, and the Atlantic World concluded – “On the Rim

4/3-4/9 of the Caribbean: Georgia and the Atlantic World”

Film: “The Black Atlantic” [will be used for Logic #1]

Week 11 Furs, Rivers, and Black Robes: French and Dutch Colonies, Native Responses, and the

4/10-4/16 Reshaping of the Americas

Reading: Lepore, ch. 4

Kicza, ch. 6

Benjamin, “The Fur Trade of New France” by Denys Delage, p. 139-145, “French Colonization of New France” by Allan Greer, p. 191-196, and “Kateri Tekakwitha: First Native American Saint (in U.S.) 2012 in Blackboard

Film: “Black Robe” – take copious notes on this film [part of Journal# 5]

Midterm Exam Thursday – covers Weeks 2-10

Week 12 Empire & Expansion

4/17-4/23

· Rome: an Afroeurasian Empire

· Greece

· Egypt

In Class: Greece + Rome graded participation

Journal #5 due Thursday

Week 13 Self & Society

4/24-4/30

· Communal and Individual Identity

· Age and Family: Religion and Cultural Change

Reading: (All in Blackboard) Reilly Ch. 5 – Historical Context (pg. 81), Thinking Historically (pg. 82), #1 Sarah Shaver Hughes and Brady Hughes, “Women in the Classical Era”, #2 Ban Zhao “Lessons for Women”, #3 Vatsyana, “The Kama Sutra”

Film: The History of Sexuality (History Channel) [part of Journal #6]

Logic #1 due Thursday

Week 14 Patterns of Interregional Unity & Empire and Interregional Exchange

5/1-5/7

· Violence and Vengeance: Religion and the State

· The Black Death: Afroeurasia

· The Mongol Empire and its influence

· The Barbarians

· Disease, continued

Reading: (All in Bb) Reilly Ch. 11 – Historical Context, Thinking Historically, #1 Gregory Guzman, “Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History?”, #6 From the Secret History of the Mongols, #7 John of Plano Carpini, “History of the Mongols”

Journal #6 due Thursday

Week 15 Overseas Expansion in the Early Modern Period: China

5/8-5/14

· Contact on the island of Pate from people believed to be from Zheng He’s naval fleet. Connects to modern day hegemony as well as connections of trade and patterns of contact discussed throughout the semester

Reading (all in Bb): Nicholas D. Kristof, 1492: The Prequel

Logic #2 due Thursday

Week 16 Consequences of Globalization 3.0

5/15-5/19

· Trade and patterns of connectivity in a modern world

· Modern day social benefits and social issues

Reading: Excerpts from Half the Sky by Kristof and WuDunn [will be done in class]

Film and Participation Video Notes: “Half the Sky: India” (due Thursday)

Week 17 FINALS WEEK

5/20-26

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