Syllabus for HIST 128: 'World' History, 18th Century to the Present
- Friday, 3/16 — Thank you all for a stimulating quarter. I look forward to your term-end presentations. We will meet Wednesday, March 21 at 8:00AM for two hours for term-end presentations. You should continue to collaborate with your colleagues between now and then: meeting over the weekend, arranging meetings for Monday and/or Tuesday, continuing to make use of the course google-group to make such arrangements and to try out ideas, get feedback, etc.. Prepare as you would for any final examination, but with a lighter heart.
Monday, 2/13 —
If you need help with writing. Make an appointment to see me. Also: Student Academic Assistance is available: "We offer two hours of tutoring per week for each class you are enrolled in. Register for tutoring in the Student Academic Assistance office, BE1102B1. Our tutors are available generally from 8am to 4pm"
- ROOM: BE1102B1
- PHONE: (206) 934-3852
Seattle Central Community College
Student Academic Assistance
1701 Broadway, BE1102B1
Seattle, WA 98122
- Monday, 2/13 — The paper that was due on Friday of this week is now due on Tuesday of next week. I will not be here on Friday, and next Monday is President's day. I recommend that you use Friday to communicate with your group members and continue the discussions you began today.
- Monday, 1/30 — Pursuant to our discussion today on Andrew Ure's Philosophy of Manufactures, HERE are a couple of outlines for two alternative approaches to writing a primary source analysis of the sort that is due on Friday. We'll talk about these tomorrow (Tuesday, 1/31). This link is included in the Important Links section below as well.
Friday, 1/20 — Here are the continental groups. Meet your colleagues. Talk to each other via the google group. If people want to swap groups, that's fine with me. I'm mainly concerned that each continent is evenly represented, so at least 4 folks in each group. If you do decide to switch, let us know via the google group.
Africa Asia Australia-Oceania Europe North America South America Morgan Garner Deng Weijie Daniel Kirillov William Chao Taylor Fuller Samantha Wyatt Hanna Larson Sam Shreve Danny Walsh Samuel Derosier Samuel Hendrickson Reese Ali Kenny Franklin Wang Yilin Angeleigh Guy Dang Nhung Taidja Desalvo Chu Leung Kyler Endicott Joseph Yao Doori Lee Mario Diaz Danny Wakefield Joshua Yao Dustin Kimbrough Richie Zech Daniel Garcia Victoria Stone Alexander Funai Christian Ohno Tristan Riesen Claudia Schoenhoff Nichelle Marks
Friday, 1/20 —
Between me, Martin Luther King Jr., and the weather, we've been
dramatically delayed in our progress. I had intended to spend
considerable time in class talking about the first primary source
analysis that was due today (Friday). Well, that didn't happen, so I
propose the following two things.
- The due date for the first primary source analysis will be Monday, Jan. 23. Please be prepared to turn in a hard-copy of your paper in class on Monday no matter what shape it's in. Don't worry if it's not what you had hoped, or if you're still unclear about what's expected because:
- In evaluating the short primary source analysis papers at term's end I propose to throw out the lowest grade and average the other two. So if you've done a wiz-bang job on this one, so much the better. If it was less than wonderful, however, no worries. You can use it just as I intended: as a learning experience.
The weather 'event' has been inconvenient for us all, and will mean that we all will have to scramble a bit to catch up. Please make sure that you have caught up on ALL the assigned reading by Monday.
- Tuesday, 1/17 — So I'm back, and will be in class this morning. I know folks are freaking out about the snow, but do make an effort; we have lots to do. Nota Bene: The document you are currently reading contains the answers to many questions. In particular: in the Important Links section below you will find a link to our Timeline/Map project, and to the google spreadsheet where you can enter information for the Timeline/Map project. They are both clearly labeled. If you have become a member of our google group, then you will be able to view and edit the google spreadsheet.
- Tuesday, 1/10 — Today we took a look at Malthus and Condorcet in much the same way as we did for the account of Jean Nicolet: looking for the various contexts in which the sources might offer evidence of something. Choosing one such context: Enlightenment ideas about "natural law," HERE is an example, or illustration, of how one might compose a source analysis paper of the sort that will be due one week from Friday.
- Tuesday, 1/10 — Here's a link to Hans Rosling's demographic visualization that we watched today. As Rosling says: "pretty neat, eh?"
- Thursday, 1/5 — Here is the link to our google group. I'm not at all sure how this works from the user's point of view, so try and get in there and leave a message of some kind so I can be sure that it's working.
Thursday, 1/5 — A final announcement for today with respect to our google group mentioned above. In order to log in to use the google resources, you need to have a login name and email address ending in seattlecentral.edu. By virtue of having paid your tuition, you all have such an address. To find your login name and log in to the group, do the following things:
- Go to the Seattle Central web site
- Click on "get your login name" in the "Online services" box at the left.
- Find your login name in the alphabetical list, ordered by your last name.
- Then click the link to our group listed above, or put this address in your browser:
- When asked, log in with your login name and the last six digits of your student ID number as your password.
When you first log in, you will be given an opportunity to change your password to something more appropriate. So, log in, let's talk. If you continue to have difficulty accessing these resources, let me know. We'll get it squared away.
- A Note on this Syllabus
- This syllabus is permanently under construction. This course is a work in progress. How it proceeds will be, at least in part, a function of your interests. The schedule of discussions and lectures is thus a skeleton that will be fleshed out with additional or alternative readings as needed, or as the interests of the class dictate. From time to time I may add links to on-line resources of interest. Watch this space for changes. You should check for changes or new material at least once a week, they will be clearly noted in the announcements section.
- Required Texts
The following two texts are required for this course and are (or will soon be) available from the bookstore:
- Felipe Fernández-Armesto, The World: A History, second ed. vol. C (Pearson, isbn 0205745911)
- Albert Memmi, The Colonizer and the Colonized, expanded ed. with an introduction by Jean-Paul Sartre. (Beacon Press, isbn 0807003018)
There will be additional texts assigned or recommended as needed. It is also a requirement of this course that you do some additional reading in the research for your Term Paper.
- Course Objectives:
It is patently impossible to "learn" the history of the world in eleven weeks. It is possible however to introduce some of the major themes of that history and form a tentative plan for your own future education in history. We will for our class adopt the two themes that Fernández-Armesto addresses: Human interaction with the natural world, and cultural interactions among disparate people. These two themes will offer a point of departure. In addition to these, you should be actively seeking to identify and articulate other historical themes that seem relevant to you.
So these will be your aims in this class:
- To familiarize yourself with the broad strokes of the history of various societies over the course of the last three centuries;
- To consider some of the themes which make those histories relevant to the modern world;
- Examine and question the processes by which such histories are constructed.
- By writing some history yourself, practice some of the skills of the historian: close reading and critical analysis of sources;
In addition to these goals, you should hope to identify some areas of personal historical interest, and begin to assemble notes and bibliographies which will help you pursue those interests in the future. A course like this should be only the beginning of a lifetime of informed inquiry.
- Course Requirements.
There will be four required elements of the course. Each element will be weighted as described below.
- Classroom Discussion — 20%
- Far from being optional, classroom discussions will be the crux of the course. Each week we will be discussing the primary source documents assigned to date. Your ACTIVE participation is required. Contrary to Woody Allen's dictum, 90% of life is NOT just showing up: you have to get involved. Accordingly, like anyone else who attends a meeting, you will be expected to come prepared with some notes: questions, talking points, observations etc.. From time to time I may ask you to turn these notes in.
As an additional mode of class participation, I propose to create a 'google group' for the course where your discussions may continue outside of class. More on this later.
- Group/timeline/map project — 30%
- We will divide the class into six groups, one for each continent. As a member of your group, it will be your responsibility to select and compose a minimum of five contributions to the timeline/map website. The due dates for these contributions will be found in the schedule. You will also consult with your group members on a group presentation for the final week of class in which you present your collaboratively created historical narrative and geography. This presentation can take any form that you agree upon, from a straight recitation of a narrative, to a website, or a musical/dance/drama performance complete with costumes and lights. I will evaluate you individually on your contributions to the timeline and map, and collectively on the term-end presentation. We will spend time in class discussing what will constitute good contributions to the timeline/map, and demonstrating the technical details of how such contributions are to be made. I will post guidelines and instructions here on the website
- Primary Source Analyses — 20%
- In addition to the primary sources that we examine in class, you will choose an additional three primary sources and write a brief (300-600 words) analysis of the source that sets it in some identifiable historical context, while suggesting what the larger significance of the source might be within the context of the themes and interests of our course. We will spend some class time discussing what such a short paper should look like. The due dates for these short papers will be found in the schedule. Your grade for this required element of the course will be the Average of the three paper grades.
- Term Paper — 30%
- The term paper will be your opportunity for an extended analysis of a primary source of your choice. It should be, essentially, an expanded version of the sort of source analysis mentioned above, written on a primary source of your choosing. It should be between 1200 and 1800 words in length (4 to 6 pages), and have as its focus an analysis of some primary source. We will talk further in class about what will constitute a good term paper, and I will post additional guidelines on the subject here on the web-site. This paper will be due on Friday, March 16.
Written work will be graded on a 4 point scale: 4.0 = A, 3.0 = B, 2.0 = C etc..
- Important (or merely interesting) Links
- I will include the major elements of the class web-site here, and from time to time I might add a link to useful sites on the internet.
- Google group: collaborative on-line class discussions.
- Spreadsheet to enter and edit timeline data.
- Utility map to discover map coordinates.
- Short Primary Source Analysis example: Malthus and Condorcet
- Another primary source analysis example: Two possible approaches to Ure's Philosophy of Manufactures.
- Schedule of lectures and readings
- Rhetorical figures: Rhetoric, as a formal study, is a deep subject. But some familiarity with the terminology can be helpful in analyzing your own work and the work of others
- Logical fallacies: Similarly, formal argumentation is a study in itself, but you should be alert to logical fallacies in your own work and in analyzing the work of others.
- Help on formulating thesis statements
- Using Primary Sources on the Web
- Intute: reliable on-line resources.
- Why Study History Through Primary Sources
- Instructor Availability
- I encourage you to meet with me to discuss the papers, the timeline, or anything else. I will try to hold regular office hours on Mondays and Fridays from 12:00AM - 1:00PM, but I would prefer to meet with you by appointment at a time that is mutually convenient. To that end I can easily be reached in any of the following ways. I'm easy to get in touch with. E-mail is the best method. I check my mail several times each day.
jjcrump at uw dot edu
NOTE: This is where I get all my mail. I check it several times a day. Mail sent to a sccd.ctc.edu address will not reach me in a timely way!
Office 2BE 4126. I will be sharing this office with another instructor, so I'll not be there very often. The best thing to do, if you want to find me, is to send e-mail. Office Hour Right after class from 11:00AM - 12:00PM, or by appointment. I have a mailbox at the Humanities and Social Science office. Phone My office (206) 516-3140 (not much use)
Department Office Phone: (206) 587-4164 (leave a message)