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World Civilizations 1453 to the Present
Scarboro, Spring 2010
CORE 133
Nowa Huta Poland, 1965
Section A: MWF 11:00-11:50 (H-M 203)
Section B: MWF 12:00-12:50 (H-M 203)
Office: Hafey-Marian 314
E-mail: cristoferscarboro@kings.edu
Phone: 208-5900 ext. 5637 (o)
735-4762 (h)
Office Hours: M/W: 2:00-3:00 T/Th 10:00-12:00
Sharepoint: https://sharepoint.kings.edu/sites/Scarboro_Core133/default.aspx
Moodle Site: http://moodle.kings.edu/course/view.php?id=57
I. Description:
While contact between cultures and civilizations is as old as recorded history, in the 15th century the world became knitted together through trade and conquest as never before. This class traces the development of this interconnectivity between and among cultures and civilizations from the mid-fifteenth century to the present in order to better understand the history and meaning of globalization, its horrors and triumphs, perils and possibilities. Central to understanding these processes is coming to terms with the historical invention of “nature,” its meanings and implications. Within the modern era, nature has often been understood as a great “other,” an opposite against which civilizations defined themselves (within the colonial world societies and cultures were understood and ranked according to their supposed proximity to the “Natural World”). As part of the larger learning community, our discussion of the last 500 years will focus on the manner in which societies sought to order, control and transform the natural world around them according to their own understanding of the correct relationship between humans and nature.
II. Purpose:
This class fulfills King’s College’s Core requirement in the civilizations category.
Civilizations courses are intended to study humanity’s shared past, its hopes and frustrations, failures and triumphs in order to help the student both understand a complex world in a historical framework and to take responsibility for shaping its future.
Civilization courses are designed to explore in some depth the complex dimensions of world history and the cumulative experience of the past, to provide an understanding of how yesterday influences today and the outlook for tomorrow. Ultimately history and the civilizations categories are intended to be self-reflective and we engage them because they tell us something of who we are.
Further, these courses are geared towards introducing the student to the historical method as a powerful tool to shape and understand the past and present. As George Orwell noted: “Who controls the past controls the future: who controls the present controls the past.” The mechanics of this maxim will be a guiding question of the class.
Among the objectives for the student is that he or she will become familiar with important, social, cultural, political and economic events and trends in world civilization in the last 500 years. Central to the course is the principle that in taking the class the student will become familiar with historical methodology and thinking. He or she should be able to locate, evaluate and interpret historical sources and place them in context. The course’s paper will ask the student to critically engage and evaluate primary and secondary sources and present analyses of them in clear and persuasive writing. These everyday tools of the historian will serve the student well in any field he or she chooses to enter.
C. General Learning Outcomes for the Student:
In addition to the more content-related objectives described above, this course has some general liberal-learning goals of developing academic skills. It is expected that successful completion of this course will help you improve your ability to: manage information, which involves sorting data, ranking data for significance, synthesizing facts, concepts and principles; to understand and use organizing principles or key concepts against which miscellaneous data can be evaluated; to frame questions so as to more clearly clarify a problem topic or issue; to compare and contrast the relative merits of opposing arguments and interpretations, moving between the main points of each position; to organize your thoughts and communicate them clearly and concisely in written form; to obtain practice in selecting and presenting information and arguments within a restricted environment, especially the limitations of time in exams
Satrapi, Marjane, Persepolis, vol. I and II, (or complete boxed set) Pantheon, 2005.
B. Course Films:
The films for the course are an intrinsic part of the course--they will be the centerpiece of class discussion on the week they are shown, and viewing them is a requirement for the course. The films will be available both in the King's College Library and in streaming form via the course's password protected Moodle site. The films will be available on-line the week we will be discussing it and will then be unavailable for viewing on the course website.
Ernst D. Schoedsack, King Kong, 1933
C. Course Readings, Primary Sources:
Each week you will also be expected to examine a series of primary sources consisting of texts, visual art and/or short video clips. These sources will either be websites (links are provided in the syllabus) or files found on the course sharepoint site:
https://sharepoint.kings.edu/sites/Scarboro_Core133/default.aspx
These primary sources are to supplement the readings in the textbook and place you in dialogue with another time and place. The primary sources in the course sharepoint site will be filed under the "shared documents" folder. You will need to examine these sources as a historian. What can they tell us about the past and the worldview of past cultures? How do they help us understand the historical theme of the week and the class as a whole? Further, these documents will be the source upon which you will base your microthemes and paper for the class.
C. Microthemes:
Five times during this semester you will be responsible for writing a 1-2 page microtheme on the assigned primary source material covered during that time. These microthemes are intended to allow you the opportunity to analyze and write about these sources historically and should consist of two parts: first, you should summarize the argument of the sources—you should ask and elucidate what the author, director or artist was trying to say. Second, you should place the piece and argument within the larger context of the time and place. What historical themes and trends is the artist or author tapping into? How does it relate to larger issues in the class? How are we to make sense of the work historically?
Due dates for Microthemes:
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First Microtheme |
February 3rd |
|
Second Microtheme |
March 1st |
|
Third Microtheme |
March 22nd |
|
Fourth Microtheme |
April 16th |
|
Fifth Microtheme |
April 30th |
D. Written Assignment:
Your larger writing assignment is due in its final form on May 5th. This paper will be much like a longer, more in depth, microtheme. Your final paper will be between 8-10 pages. You are to take any of the primary sources and place them in historical conversation with one another. Like the microthemes, you should seek to answer the meaning of the primary sources: what argument or worldviews were the authors/artists seeking to put forward? How was this a product of the time and place in which they were living? Importantly you are also to relate the sources to one another. How do these sources help us understand global history of the past 450 years? What problems and opportunities do they articulate? What larger issues are they wrestling with? You are free to chose any two sources from the course—you may find it easiest however, to chose two within a similar theme (i.e. "the place of religion and society," "the growth of the individual," "voyages of discovery," etc.). Several possible combinations and topics are listed here.
This paper is to take place in several stages:
1) Chose a topic that you are interested in answering and then begin thinking about the primary sources that you will need to utilize to answer these questions. You will need to turn in a topic sentence February 1st.
2) Visit the Library for a tour of potential sources and databases. This will be done in class on February 5th.
3) Refer to at least three printed scholarly, detailed works (namely, not electronic from the internet or CD-ROM and not tertiary such as the textbook, handbooks or encyclopedias). These sources should be the basis of your preliminary bibliography. These sources should be secondary sources (i.e. monographs or journal articles written by professional historians) which closely examine the period and topic. Please note, no internet sources or encyclopedia articles will be allowed as sources. You will also need to list three primary sources which you will incorporate into your paper. You can use the primary sources from your textbook but should also look at the Modern History Sourcebook. If you have any doubts about the appropriateness of your professional sources, please see the instructor. Your preliminary bibliography is due in class February 12th.
4) By the middle of March you should have some idea what you will be arguing in your paper. How are you reading the sources? How does your understanding fit with other scholar's interpretations? You will need to hand in a brief thesis statement that will set the tone for your paper outlining the major claim that you will be making in your paper. A thesis is an argument based on an intelligent reading of sources (and something that intelligent informed people should be able to disagree with). To this end your thesis should include both your argument and a counterargument. You should also produce a working outline detailing the major points and sources that you will be using in your paper. This is due in class March 17th.
5) Visit the Writing Center to review your work and think about revisions. You must visit the center before April 16th and have the reader-reviewer stamp your draft in order to have them critique your work and offer constructive criticism (you will need to turn in the rough draft with a stamp from the writing center). Turn in your rough draft on April 23rd. This draft must be at least six pages double spaced.
6) The Final Draft of the Paper is due in class on May 5th.
E. Exams:
There will be three exams in this class: two midterms (due on February 22nd and March 29th respectively) and a final given during finals week. These exams will be given on the course moodle site. All exams will consist of short identifications quizzing knowledge of detail and significance and essays demanding your understanding of the course material through logical presentation of facts and explanation of historical trends. The exams will cover both the material from the textbook and the primary sources. You may take a missed exam only at the discretion of the instructor.
G. Quizzes
There will be ten short quizzes this semester taken on the course moodle site: <http://moodle.kings.edu/course/view.php?id=57>. These exams will primarily cover material covered in the course textbook.
Dates for Quizzes:
|
Quiz 1 |
Jan. 24th |
|
Quiz 2 |
Jan. 31st |
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Quiz 3 |
Feb. 7th |
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Quiz 4 |
Feb. 14th |
|
Quiz 5 |
Feb. 28th |
|
Quiz 6 |
March 5th |
|
Quiz 7 |
March 21st |
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Quiz 8 |
April 7th |
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Quiz 9 |
April 18th |
|
Quiz 10 |
May 5th |
H. Class Discussion and Participation
As well as providing you with the methodological and analytical tools for engaging in historical thinking, this class will ask you to actively take part in a larger conversation of historical issues within the class. I expect this class to allow us to delve deeply into the historical topics of each week’s readings. To that end you need to make sure that you arrive to class on time ready to discuss the weekly readings, having carefully read and thought over the material. You must take an active role in the class discussions. Thus a portion of your grade will depend on your in-class performance and presence.
In a class of this nature it goes without saying that a classroom environment in which everyone feels comfortable is essential. You should treat your fellow classmates with respect, listen carefully to their comments and respond to them in a polite manner.
I. Grading:
It is your responsibility to understand why you have achieved a certain grade, and what steps you can take to maintain or improve your grade. You should consult with the instructor during office hours or by appointment before and after exams and written assignments. Your final grade will be based on the following percentages
|
100-95 |
A |
|
94-92 |
A- |
|
91-85 |
B+ |
|
88-85 |
B |
|
84-83 |
B- |
|
82-80 |
C+ |
|
79-77 |
C |
|
78-75 |
C- |
|
74-70 |
D |
|
69< |
F |
Your grade distribution for class assignments is as follows:
|
First Midterm |
15% |
|
Second Midterm |
15% |
|
Final Exam |
20% |
|
Quizzes |
10% |
|
Microthemes |
10% |
|
Class Participation |
10% |
|
Paper |
20% |
J. Academic Integrity:
The Department of History adheres to guidelines on academic integrity outlined in the Student Conduct Code in the Student Handbook:
http://www.kings.edu/student_handbook/studentregulations_rights/conductcode.htm
Cheating and plagiarism will be penalized in accord with the penalties and procedures indicated in that source. All students are responsible for familiarizing themselves with the definition of these infractions of academic honesty.
K. Absences:
I will regularly take attendance in this class. Absences due to college activities, emergency or extended illness may be excused by the appropriate college official. You should consult with the professor about making up missed work in advance or as soon as possible after your return. Other absences are unexcused and will lower the class participation portion of your grade. After any absence, you are responsible for requesting hand-outs and already returned assignments from me or borrowing notes from other students. If you miss an exam, contact me as possible. You may take a missed exam only at the discretion of the instructor.
L. Disabilities:
King’s College and I will make every effort to accommodate students with a bona-fide disability that impacts on their ability to learn the course material. Please meet with me privately so that appropriate arrangements can be made to help in the learning process.
IV. Course Schedule
Introduction: Sources
Monday, Jan 18th
Modernity,
Revolution and Ideology
Wednesday, Jan. 20th
Exploration Conquest and Trade
Friday, Jan. 22nd
Question: Why did Europeans become the leaders in 15th century overseas exploration, conquest and discovery? What models of colonization did they establish?
*Readings: Bentley and Ziegler, Chapter 23 (597-630)
*Primary Source: Christopher Columbus’ First Impression, Bentley, 607
***First Quiz due Jan. 24th at 11:00 pm on the course moodle site
Early Modern Europe
Monday, Jan. 25th
Question: How did the Protestant Reformation and the Wars of Religion remake Europe? What was the impact of the Scientific Revolution in transforming the worldview of those in Europe?
*Readings: Bentley and Ziegler, Chapter 24 (631-664)
*Primary Source: Adam Smith on Capitalist Markets, Bentley, 655
“New Worlds” / “Old Worlds”
Wednesday, Jan. 27th
Question: How and why did the Spaniards conquer the Aztec Empire? How is this conquest emblematic of other European conquests of the non-European world? How did this conquest transform American Societies?
*Readings: Bentley and Ziegler, Chapter 25 (665-694)
*Primary Source: Captain Cook on the Hawaiians, Bentley, 690
Absolutism and Enlightenment
Friday, Jan. 29th
Question: How was Absolutism an answer to the chaos of the European 16th Century? How did it lead to the development of the European state system? How did it seek to arrange the word around it? How did the Enlightenment challenge traditional societal organization? How did it change the way in which people understood their place in the world?
*Readings: Bentley and Ziegler, Chapter 25 (665-694)
***Second Quiz due Jan 31st at 11:00 pm on the course moodle site
No Class
Monday, Feb. 1st
No Class
Wednesday, Feb. 3rd
Black Atlantic
Friday, Feb. 5th
Question: How did racial slavery develop in contact between Africans and Europeans? What were its effects on the Atlantic World?
*Readings: Bentley and Ziegler, Chapter 26 (695-722)
*Primary Source: King Alfonso I Protests the Slave Trade, Bentley, 701
*Primary Source: Equiano on the Middle Passage, Bentley, 710
***Third Quiz due Feb. 7th at 11:00 pm on the course moodle site
***Paper: Topic Sentence***
***First Microtheme***
***Microtheme for Bougainville's Voyage
Question: How does Diderot's Bougainville's Voyage help us understand the Enlightenment desire to catalogue and transform the world? How is Diderot "inventing France" or notions of Western Civilization? How is he "inventing Polynesia"?
*Reading: Diderot, Denis, “Supplement to the Voyage of Bougainville” <<http://courses.essex.ac.uk/cs/cs101/txframe.htm>>
Modernization and Centralization in East Asia
Monday, Feb. 8th
Question: How did Japan and China seek to modernize and centralize their states during the 15-19th centuries? How did they respond to the challenges of European colonialism and capitalism?
*Readings: Bentley and Ziegler, Chapter 27 (723-752)
*Primary Source: Quianlong on Chinese Trade, Bentley, 736
*Primary Source: Fabian Fucan Rejects Christianity, Bentley, 748
Snowpocalypse (The Class 3 Kill-Storm of 2010)
Wednesday, Feb. 10th
The Rise of the Ottoman Empire
Friday, Feb. 12th
Question: How did the Ottoman Empire organize its society? How was difference understood? What role did religion play? What was the role of nationalism? What accounts for the empire's collapse?
*Readings: Bentley and Ziegler, Chapter 28 (753-781)
*Primary Source: Islam and the Jews: The Status of Jews and Christians in Muslim Lands, 1772 CE <<http://www.fordham.edu/halsall/jewish/1772-jewsinislam.html>>
***Paper: Preliminary Bibliography***
***Fourth Quiz due Feb. 14th at 11:00 pm on the course moodle site
Mughal India and the Coming of the British East India Company
Monday, Feb. 15th
Question: What accounts for the success of the Mughal Empire under Akbar? What factors account for its decline? Why were the British successful in colonizing the Indian subcontinent?
*Readings: Bentley and Ziegler, Chapter 28 (753-781)
*Primary Source: Gardens of the Mughal Empire <<http://www.mughalgardens.org/html/fortress_gardens.html>>
*Primary Source: Robert Clive, Letter to William Pitt on India 1759 <<http://www.oswego.edu/~pan/h209ma/robertclive_william%20pitt.html>>
Revolution, Part I: France
Wednesday, Feb. 17th
*Readings: Bentley and Ziegler, Chapter 29 (781-814)
*Primary Source: Declaration of the Rights of Man and Citizen, Bentley, 789
*Primary Source: Declaration of the Rights of Woman and Citizen, Bentley, 804Friday,
Revolution, Part II: Haiti and the Americas
Friday, Feb. 19th
Question: Whose Revolutions were the Haitian and American Creole Revolutions? What were its causes and effects? What role did new social classes have to play in its development? How did they each seek to organize their newly revolutionary societies? What role did nationalism play?
*Readings: Bentley and Ziegler, Chapter 29 (781-814)
*Primary Source: Slaves' Appeal to Thomas Gage, Royal Governor of Massachusetts, May 25 1774 <<http://www.fordham.edu/halsall/mod/1774slavesappeal.html>>
*Primary Source: Simón de Bolívar, Message to the Congress of Angostura, 1819<<http://www.fordham.edu/halsall/mod/1819bolivar.html>>
Revolution, Part III: (Industrialization)
Monday, Feb. 22nd
Question: Whose revolution was the Industrial Revolution? How did the Industrial Revolution remake European Society? How did it change the place of Europe in the World?
*Readings: Bentley and Ziegler, Chapter 30 (815-846)
*Primary Source: Malthus on Population, Bentley, 830
*Primary Source: Marx and Engels on the Bourgeoisie and Proletariat, Bentley, 836
***First Exam Due
on Feb. 22nd at 11:00 p.m. on the course moodle site
19th Century Nationalism
Wednesday, Feb. 24th
Question: What factors contributed to the development of European nationalism? What forms did it take? What was its impact on the traditional European state system? What impact did it have across the world? What is the "logic of the nation-state"?
*Readings: Bentley and Ziegler, Chapter 29 (781-814)
*Primary Sources: Johann Gottlieb Fichte, To the German Nation, 1806 <<http://www.fordham.edu/halsall/mod/1806fichte.html>>
*Sharepoint: Empire in Europe / Europe in Empire
"Snow Hurricane" 2010
Friday, Feb. 26th
***Fifth Quiz due Feb. 28th at 11:00 pm on the course moodle site
European Imperialism (Scramble for Africa)
Monday, March 1st
Question: What were the motivations for European imperialism in the 19th century? What role did imperialism, racism and nationalism have to play? What did European imperialism look like on the ground in Africa?
*Readings: Bentley and Ziegler, Chapter 33 (909-944)
*Primary Source: Kipling, White Man’s Burden, Bentely, 913
*Primary Source: Lord Lugard, Imperialism and Indirect Rule, Bentley, 924
***Second Microtheme***
Middle Class Society and its Discontents
Wednesday, March 3rd
Question: How did the Bourgeoisie and the Proletariat seek to reorganize the world around them in the 19th Century? How did they seek to define and organize social class? What were the results of these processes?
*Primary Source: Nietzsche, Genealogy of Morals (excerpts) <<http://www.wsu.edu:8080/~dee/MODERN/GENEAL.HTM>>
The Chinese 19th Century
Friday, March 5th
Question: What factors contributed to the fall of the Qing Dynasty? What challenges did European imperialism present? How did differing internal Chinese movements seek to (re)organize Chinese society?
Bentley and Ziegler (892-899)
*Primary Source: Xia Qinggao, selections from his account of travels in Europe <<http://academic.brooklyn.cuny.edu/core9/phalsall/texts/hai-lu.html>>
*Primary Source: Attempted reforms of Emperor Kuang Hsu <<http://www.fordham.edu/halsall/eastasia/1898kuantsu.html>>
Monday, March 15th
Question: How was Japan's 19th century unique in Asia? How did they come to terms with European imperialism? Modernization? Nationalism?
*Readings: Bentley and Ziegler, Chapter 33 (909-944)
*Primary Sources: 1889 Japanese Constitution <<http://history.hanover.edu/texts/1889con.html>>
***Sixth Quiz due March 14th at 11:00 pm on the course moodle site
World War I and Versailles
Wednesday, March 17th
Question: How did World War I complete the 19th Century process of creating European nation-states? What was the war’s impact on the culture of the interwar years? What was the war’s impact on interwar politics?
*Readings: Bentley and Ziegler, Chapter 34 (945-976)
*Sharepoint: World War I Poetry
***Paper: Thesis and Preliminary Outline***
Russian Revolutions
Friday, March 19th
Question: Whose revolution (in theory) was the Russian Revolution? How did the Russian Revolution seek to reorganize Soviet society? How did it transform the politics and economy of the Russian Empire? What effect did it have on society and culture?
*Readings: Bentley and Ziegler, 886-890, 962-964, 991-994
*Primary Source: Lenin, State and Revolution, Bentley, 965
Age of Anxiety
Monday, March 22nd
Question: How did the Great Depression and the Destruction of the First World War Transform the worldview of the west in the 1920s and 1930s? How was this age of anxiety reflected in art of the time? How was it reflected in politics?
*Readings: Bentley and Ziegler, Chapter 35 (977-1004)
*Primary Sources: Tristan Tzara, Dada Manifesto, <http://www.ralphmag.org/AR/dada.html>
***Seventh Quiz Due March 23rd on the course moodle site
***Third Microtheme
America and the Question of "Double Consciousness"
Wednesday, March 24th
Discussion: King Kong
Friday, March 26th
Question: How does King Kong reflect the general theme of anxiety? What are people anxious about?
*Discussion Questions
High Stalinism
Monday, March 29th
Question: How did Stalin seek to create a new type of subject: homo-sovieticus? What programs did he implement? What were the results of these programs?
*Readings: Bentley and Ziegler, Chapter 35 (990-994)
*Sharepoint: Socialist Realism
***Second Midterm
Exam Due by March 29th at 11:00 p.m. on course moodle site
Fascism
Wednesday, March 31st
Question: What accounts for the rise of Fascism in Europe? What are its motivating principles? How does fascism as an ideology seek to order society? How is fascism’s relationship to art a metaphor for its larger programs?
*Reading: Bentley and Zeigler, (994-1001)
World War II / Holocaust
Wednesday, April 7th
Question: How is the Holocaust a reflection of Nazi ideology? How does it compare to other attempts to create order in Europe and in the colonial world? How does the Holocaust help us come to terms with the modernist attempt to create subjects?
*Readings: Bentley and Ziegler, Chapter 37 (1031-1062)
***Eighth Quiz due April 7th at 11:00 pm on the course moodle site
Chinese Revolution
Friday, April 9th
Question: Whose revolution was the Chinese Revolution? How did it seek to reorganize Chinese society? What programs did it institute? What were the results of these programs?
*Readings: Bentley and Zeigler, (1076-1081; 132-1137)
*Sharepoint: Chinese Revolutionary Posters
Satyagraha
Monday, April 12th
Question: How was the question of the nation-state understood by political actors in British India as they worked towards independence? What were the challenges faced by the independence movements? How did they meet these challenges? What challenges remained after independence?
*Readings: Bentley and Ziegler, Chapter 36 (1005-1030) and Chapter 39 (1095-1130)
*Primary Source: Muhammad Ali Jinnah on the Need for a Muslim Pakistan, Bentley, 1099
*Primary Source, Bal Gangadhar Tilak, Self Rule is my Birthright, Bentley, 1009
Cold War, Part I (Ideology)
Wednesday, April 14th
Question: What role did ideology play in the development of the Cold War? How did the United States and the Soviet Union work to reorganize European societies? How was the "good life" defined in each camp?
*Readings: Bentley and Ziegler, Chapter 38 (1063-1094)
*Primary Source: Khrushchev on the Capitalist Iron Curtain, Bentley, 1074
*Primary Source: “Make Mine Freedom,” John Sutherland Production, Extension Department of Harding College, 1949. <http://youtube.com/watch?v=v5eqNai4zhQ>
Cold War, Part II: The Atomic Age and the Question of Consumption
Friday, April 16th
Question: How did the Atomic bomb ensure that the cold war was a "cold" war in Europe? How did the Soviet Union and the United States seek to demonstrate that they had arrived at (or were approaching) the "good society"?
***Fourth Microtheme***
***Ninth Quiz due April 18th at 11:00 pm on the course moodle site
***Visit the
Writing Center by this Date for Review of your Rough Draft***
Cold War, Part III: The "Third World"--Latin America
Monday, April 19th
Question: How did the cold war play out in the so-called Third World? What were its impacts on the ground in places like Latin America?
*Primary Source: Journey to Bananaland <<http://www.archive.org/details/Journeyt1950>>
Decolonialization in Africa: The Vampire State
Wednesday, April 21st
Question: What is the “Curse of the Nation-State”? What is a Vampire State? What were the challenges of the Independence movements in Africa? How did they meet their goals? What role did the cold war play in Africa in the mid to late 20th century?
*Readings: Bentley and Ziegler, Chapter 36 (1005-1030) and 39 (1095-1130)
*Primary Sources, Marcus Garvey, Africa for Africans, Bentley, 1019
Discussion: Bob Marley
Friday, April 23rd
Question: How does the music of Bob Marley help us understand the perils and possibilities of living in the colonial and post-colonial era?
*Discussion Questions
***Paper: Rough Draft***
Modern Middle East and the Question of Palestine
Monday, April 26th
Question: How do nationalism and modernity play out in the middle east?
Primary Source:
The Palestinian National Charter, 1968 <<http://avalon.law.yale.edu/20th_century/plocov.asp>>
Declaration of the Establishment of the State of Israel, 1948 <<http://www.mfa.gov.il/MFA/Peace Process/Guide to the Peace Process/Declaration of Establishment of State of Israel>>
Iranian Revolution and the Question of Modernity
Wednesday, April 28th
Question: How is the Iranian Revolution a commentary on modernity? Westernization? Colonialism?
Primary Source: Ayatollah Ruhollah Khomeini, The Uprising of Khurdad 15, 1979 <<http://www.fordham.edu/halsall/mod/1979khom1.html>>
Discussion: Persepolis
Friday, April 30th
Question: How does Satrapi's work address the question of Modernity in the Context of the Iranian Revolution? Boundaries of "East" and "West"?
*Readings: Satrapi, Persepolis (entire)
*Discussion Questions
***Fifth Microtheme***
1968
Monday, May 3rd
Question: How do the events of 1968 help us understand the socialist and capitalist visions of the ‘good life’ and the question of consumption?
*Sharepoint: Paris Graffiti and Posters
New World Order
Wednesday, May 5th
Question: What accounts for the collapse of socialist regimes in Eastern Europe and the Soviet Union? Do the revolutions of 1989 and 1991 represent the triumph of liberal democratic capitalism?
*Readings: Bentley and Ziegler, Chapter 40 (1131-1166)
*Primary Source: Nelson Mandela, Inaugural Address, 1994 <<http://www.wsu.edu/~wldciv/world_civ_reader/world_civ_reader_2/mandela.html>>
*Primary Source: Osama bin Laden, Jihad against Jews and Crusaders, 1998 <<http://www.fas.org/irp/world/para/docs/980223-fatwa.htm>>
***Tenth Quiz Due May 5th at 11:00 p.m. on
the course moodle site
***Final Paper***