World Civilizations from 1453 to the Present
Core 133
Scarboro / Fall 2014
Nowa Huta, Poland, 1965
Section F |
MWF 10:00 (Hafey-Marian 303) |
Office |
Hafey-Marian 306 |
E-mail |
|
Website |
|
Phone |
(570) 208-5900 ext. 5637 |
Office Hours |
TTh 9:30-12:00 |
Moodle Site |
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 course 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 the
relationship between the growing role of the state and the lives of its would-be
subjects or citizens. This period—the era of modernity—was most importantly
characterized by ever more powerful attempts to create ideal subjects and
societies (understood, among other things, in terms of empire, nation, religion
and economic model). Our discussion of the last 500 years will focus on the
manner in which societies sought to order, control and transform the world,
communities and individuals around them according to their own understanding of
the correct relationship between people, the state and ideology.
II. Purpose:
A. Mission Statement:
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 within 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: 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.
B. General Learning Outcomes
In addition to the more content-related objectives described below, successful
completion of this course will improve your ability:
C. CART Goals
History tells us who we are. This category of the Core develops critical
thinking skills in an historical context, helps students reflect on their own
heritage, and constructs the cultural knowledge that unites many other areas of
the Core. These everyday tools of the historian, which build historical
mindedness or literacy, will also serve students well in any field they choose
to enter. After taking this course students should be able to:
III. General Requirements
A. Course Readings:
Conrad, Joseph, Hear of Darkness, Penguin Classics Deluxe Edition, 2012.
Shelley, Mary, Frankenstein, Penguin
Classics, 2008.
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 on reserve
at the King's
College Library (please
remember that there are roughly 50 people taking this class so plan
accordingly). A subscription to Netflix <<www.netflix.com>>
(shared or otherwise) is an inexpensive way to watch the films on your own time.
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 moodle site
<<http://kings.mrooms2.net/course/view.php?id=3>>
These primary sources are to supplement the readings in the textbook and place
you in dialogue with another time and place. 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
also serve as sources 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 primary source material related to your larger paper. You
can use the primary sources covered in the course syllabus (assigned to daily
lectures and discussion) or primary sources that you find on your own. (One
good place to look is the Internet Modern History Sourcebook through Fordham
University: <<http://www.fordham.edu/Halsall/mod/modsbook.asp>>)
These microthemes will 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?
Further, these microthemes will be a constituent part of your larger paper—they
will form the primary source base for your final draft. You should make sure
that the sources you chose relate to your paper topic and work well together to
forward your paper’s thesis.
Your first microtheme, due on September 15th, will be on Diderot’s
Supplement to the Voyage of Bougainville so that we may get a better
understanding of how to work with primary sources as a historian.
Please note that the microthemes will be turned in both on line on the
course moodle site through the turnitin mechanism and in class in paper
form.
Due dates for Microthemes:
First Microtheme on Diderot |
September 15th
|
Second Microtheme |
October 20th
|
Third Microtheme |
November 7th
|
Fourth Microtheme |
November 12th
|
Fifth Microtheme |
November 19th
|
D. Written Assignment:
Your larger writing assignment is due in its final form on December 5th.
This paper, totaling between 8-10 pages, will be much like a longer, more in
depth, microtheme. You are to take any of the primary sources and place
them in historical conversation with one another and with other scholars.
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 five hundred
years? What problems and opportunities do they articulate? What
larger issues are they wrestling with? You are free to choose any sources
used in the course (though you are not limited to these sources).
Importantly, you will need to ground your interpretation of your primary sources
within the framework of historical scholarship. Roughly speaking your
paper should consist of two sections—the first reviewing the historical
scholarship on your topic and the second placing your own interpretation of the
primary sources within this discussion.
This paper is to take place in several stages to facilitate the development and
integration of these two parts of your paper:
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 on
September 5th.
2) On September 17th you will turn in your first
annotated bibliography investigating your topic within the secondary
literature. This bibliography should include at least 5 secondary sources on
the topic and should not include internet sources. Your annotations should
include the major thesis of the works and indicate how you intend to use them in
your paper.
3) On October 8th you will turn in your second annotated
bibliography outlining the primary sources you will be using in paper. You will
need at least 5 primary sources and your annotations of the sources will
indicate how these sources will fit within the secondary literature and the
argument that you are developing.
4) On October 15th you will turn in your preliminary
thesis statement explaining the central argument of your paper. This statement
should not be a statement of fact but rather of historical
interpretation—explaining how we should understand your topic in dialogue
with your secondary and primary sources.
5) On October 24th you will turn in a draft of the
historiographical section of your paper (also called a literature review). This
will be the section of your paper where you review how other historians and
scholars have understood your topic. Five pages
6) Before class on November 3rd you will need to visit the
writing center in order to have them review your historiographical draft and
prepare for your second rough draft. Please turn in a copy of your reviewed
paper with the writing center stamp in class on November 3rd.
7) On November 24th you will turn in your complete rough
draft demonstrating a synthesis of your historiographical section with your own
interpretation of a set of primary sources (8-10 pages). Please note:this
draft should include the revised microthemes threaded through the paper to
forward your thesis. Eight pages
8) The final draft is due December 5th.
Please note that all drafts of the paper will be turned in both on line
on the course moodle site through the turnitin mechanism and in class in
paper form.
E. Exams:
There will be three exams in this class: two midterms (due on September 28th and November
2nd) 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.
These exams will primarily cover material covered in the course textbook.
Dates for Quizzes:
Quiz 1 |
August 31st
|
Chapter 22 |
Quiz 2 |
September 8th |
Chapters 23, 24 |
Quiz 3 |
September 14th
|
Chapter 25 |
Quiz 4 |
September 21st
|
Chapters 26, 27 |
Quiz 5 |
October 5th
|
Chapters 28, 29, 32 |
Quiz 6 |
October 19th
|
Chapter 31 |
Quiz 7 |
October 29th |
Chapters 30, 34 |
Quiz 8 |
November 9th
|
Chapters 34, 36 |
Quiz 9 |
November 16th |
Chapters 35, 37 |
Quiz 10 |
December 5th
|
Chapters 38 |
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 |
15% |
Quizzes |
10% |
Microthemes |
10% |
First Bibliography |
2.5% |
Second Bibliography |
2.5% |
Thesis |
2.5% |
Historiography |
2.5% |
Rough Draft |
5% |
Final Paper |
10% |
Class Participation |
10% |
J. Academic Integrity:
The Department of History adheres to guidelines on academic integrity outlined
in the Student Conduct Code in the Student Handbook. 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. Please take a moment to
familiarize yourself with the History Department’s plagiarism policy posted
below:
http://departments.kings.edu/history/honesty.html
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.
Introduction: Sources
Monday, August 25th |
Modernity, Revolution and Ideology
Wednesday, August 27th
Question: What do we mean by modernity? How is it related to new and
revolutionary ways of understanding the world and building national,
imperial and religious communities? |
Exploration, Conquest and Trade
Friday, August 29th
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 22 (464-491)
*Primary Source: Christopher Columbus’ First Impression,
Bentley, 474
***First Quiz due August 31st at 11:59 pm on the course
moodle site***
|
Early Modern Europe
Wednesday, September 3rd
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? 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 23 (492-521)
*Primary Source: Adam Smith on Capitalist Markets, Bentley, 513 |
“New Worlds” / “Old Worlds”
Friday, September 5th
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 24 (522-547)
*Primary Source: Captain Cook on the Hawaiians, Bentley, 544
***Paper Topic due in class*** |
Absolutism and Enlightenment
Monday, September 8th
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?
*Readings: Bentley and Ziegler, Chapter 23 (492-521)
***Second Quiz due September 8th at 11:59 pm on the course
moodle site*** |
Discussion: Bougainville, Diderot and Colonial Ideologies
Wednesday, September 10th
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”
(moodle site)
|
Black Atlantic
Friday, September 12th
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 25 (548-569)
*Primary Source: King Alfonso I Protests the Slave Trade,
Bentley, 554
*Primary Source: Equiano on the Middle Passage, Bentley, 562
***Third Quiz due September 14th at 11:59 pm on the course
moodle site*** |
Modernization and Centralization in East Asia
Monday, September 15th
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 26 (570-593)
*Primary Source: Quianlong on Chinese Trade, Bentley, 581
*Primary Source: Fabian Fucan Rejects Christianity, Bentley, 591
***First Microtheme (on Diderot’s Supplement) due September 15th
in class***
|
The Rise of the Ottoman Empire
Wednesday, September 17th
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 27 (594-619)
*Primary Source: Islam and the Jews: The Status of Jews and Christians
in Muslim Lands, 1772 CE (course moodle site)
***Preliminary Bibliography of Secondary Sources due in class*** |
Mughal India and the Coming of the British East India Company
Friday, September 19th
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 27 (594-619)
***Fourth Quiz due September 21st at 11:59 pm on the
course moodle site*** |
Revolution, Part I: France
Monday, September 22nd Question: Whose Revolution was the
French Revolution? 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 newly revolutionary France? What role did
nationalism play?
*Readings: Bentley and Ziegler, Chapter 28 (620-649)
*Primary Source: Declaration of the Rights of Man and Citizen,
Bentley, 628
*Primary Source: Declaration of the Rights of Woman and Citizen,
Bentley, 640 |
Revolution, Part II: Haiti and the Americas
Wednesday, September 24th
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 28 (620-649)
*Primary Source: Slaves' Appeal to Thomas Gage, Royal Governor of
Massachusetts, May 25 1774 (course moodle site)
*Primary Source: Simón de Bolívar, Message to the Congress of
Angostura, 1819 (course moodle site) |
Revolution, Part III: Industrialization
Friday, September 26th
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 29 (650-675)
*Primary Source: Malthus on Population, Bentley, 664
*Primary Source: Marx and Engels on the Bourgeoisie and Proletariat,
Bentley, 670
***First Midterm due on September 28th at 11:59 p.m. on the
course moodle site***
|
Discussion: American Exceptionalism(!)(?)
Monday, September 29th
Question: How does Fredrick Jackson Turner explain and describe the
creation of American national identity?
*Readings: Fredrick Jackson Turner, The Frontier in American History (excerpts
from the course moodle site)
|
19th Century Nationalism
Wednesday, October 1st 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 28 (620-649)
*Primary Sources: Johann Gottlieb Fichte, To the German Nation,
1806 (course moodle site) |
European Imperialism (Scramble for Africa)
Friday, October 3rd
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 32 (730-761)
*Primary Source: Kipling, White Man’s Burden, Bentely, 735
*Primary Source: Lord Lugard, Imperialism and Indirect Rule,
Bentley, 744
***Fifth Quiz due October 5th at 11:59 pm on the course
moodle site***
|
Discussion: Modernity and Monsters (Frankenstein)
Monday, October 6th
Question: What
lessons are we to take from Frankenstein?
What does it tell us about early 19th Century Europe?
Who is the monster?
What anxieties does the text reflect?
*Reading: Shelley, Frankenstein |
Middle Class Society and its Discontents
Wednesday, October 8th
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?
***Preliminary Bibliography of Primary Sources due in class*** |
The Chinese 19th Century
Monday, October 13th
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?
*Readings: Bentley and Ziegler, Chapter 31 (704-729)
*Primary Source: Xia Qinggao, selections from his account of travels in
Europe (course moodle site)
*Primary Source: Attempted reforms of Emperor Kuang Hsu (course moodle
site) |
Discussion: Modernity and Monsters… “The horror….”
Wednesday, October 15th
*Reading: Conrad, Heart of
Darkness
***Preliminary Thesis Statement due in class*** |
Asia and "the West"
Friday, October 17th
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 31 (704-729)
*Primary Sources: 1889 Japanese Constitution (course moodle site)
***Sixth Quiz due October 19th at 11:59 pm on the course
moodle site*** |
Imagining Communities
Monday, October 20th
Question: What does Anderson mean by “official nationalism?” What role
does the state play in instituting national consciousness? What is the
logic of the nation-state?
*Readings: Anderson, Imagined Communities
***Second Microtheme due in class*** |
World War I and Versailles
Wednesday, October 22nd
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 33 (762-789)
*Primary Source: World War I Poetry (moodle
site) |
Russian Revolutions
Friday, October 24th
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, Chapter 34 (790-812)
*Primary Source: Goals and Achievements of the First Five Year Plan, Bentley,
805
***Historiographical Draft due in class** |
Age of Anxiety
Monday, October 27th
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 34 (790-812)
*Primary Sources: Tristan Tzara, Dada Manifesto (course moodle
site) |
America and the Question of "Double Consciousness"
Wednesday, October 29th
Question: What is "double consciousness? How is it a reflection of
modernity? How do Garvey and Dubois understand the issue?
*Readings: Bentley and Ziegler, Chapter 30 (676-703)
***Seventh Quiz due October 29th at 11:59 p.m. on the course
moodle site*** |
Discussion: King Kong
Friday, October, 31st
Question: How does King Kong reflect the general theme of anxiety?
What are people anxious about?
*Film: Shoedsack, King Kong, 1933
***Second Midterm due November 2nd at 11:59 p.m. on course
moodle site*** |
High Stalinism
Monday, November 3th
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 34 (790-811)
*Primary Source: Powerpoint: Socialist Realism (moodle site)
***Visit the Writing Center before this date.
Draft with Writing Center Stamp due in Class*** |
Fascism
Wednesday, November 5th
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, Chapter 34 (790-811)
*Primary Source: Powerpoint: Trust not a Fox (moodle site) |
World War II / Holocaust
Friday, November 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 36 (834-860)
*Primary Source: Jager Report (course moodle site)
***Eighth Quiz due November 9th at 11:59 p.m. on the course
moodle site***
***Third Microtheme due in class*** |
Chinese Revolutions
Monday, November 10th
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, Chapter 35 (812-834)
*Primary Source: Powerpoint: Chinese Revolutionary Posters (moodle site) |
Satyagraha
Wednesday, November 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 37 (864-890)
*Primary Source: Muhammad Ali Jinnah on the Need for a Muslim
Pakistan, Bentley, 869
*Primary Source, Bal Gangadhar Tilak, Self Rule is my Birthright,
Bentley, 817
***Fourth Microtheme due in class***
|
Cold War, Part I: Ideology and
Consumption
Friday, November 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?
*Primary Source: Khrushchev on the Capitalist Iron Curtain,
Bentley, 1074
*Primary Source: “Make Mine Freedom,” John Sutherland Production,
Extension Department of Harding College, 1949. (course moodle site)
***Ninth Quiz due November 16th at 11:59 pm on the course
moodle site*** |
Cold War, Part II: The "Third World"--Latin America
Monday, November 17th
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 (course moodle site) |
No Class ASEEES Conference
Wednesday, November 19th
***Fifth Microtheme due*** |
No Class ASEEES Conference
Friday, November 22nd |
Modern Middle East and the Question of Palestine
Monday, November 24th
Question: How did nationalism and modernity play out in the Middle
East?
*Primary Sources:
The Palestinian National Charter, 1968 (course moodle site)
Declaration of the Establishment of the State of Israel, 1948 (course
moodle site)
***Complete Rough Draft due in class*** |
Iranian Revolution and the Question of Modernity
Monday, December 1st
Question: How is the Iranian Revolution a commentary on modernity?
Westernization? Colonialism?
*Primary Source: Ayatollah Ruhollah Khomeini, The Uprising of Khurdad
15, 1979 (course moodle site)
|
1989/1991
Wednesday, December 3rd
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 38 (890-924)
*Primary Source: Nelson Mandela, Inaugural Address, 1994 (course
moodle site)
*Primary Source: Osama bin Laden, Jihad against Jews and Crusaders,
1998 (course moodle site) |
Yugoslavia, Rwanda and the Question of the Nation-State
Friday, December 5th
Question: How does one locate the genocides in Rwanda and Yugoslavia
historically? How do they inform our understandings of the 20th
century nationalist project? The legacy of colonialism?
***Tenth Quiz due December 5th at 11:59 p.m. on the course
moodle site***
***Final Paper*** |