WORLD HISTORY & CIVILIZATIONS II (Spring 2016)

Professor: Dr. Konstantinos Giakoumis

Time/Place: Monday, 10.00-13.00; Room 2E

Turn-it-in Class ID and Enrollment Password: 12210131 / WHC2

E-mail/Cell: kgiakoumis@unyt.edu.al / 069 20 70 592

Office Hours: Tuesday, 15.00-17.00 or by appointment (Room 1C).

Teaching Philosophy:

I maintain a constructivist approach in teaching and learning. Put simply, I believe that students

“build” knowledge and skills by associating new materials with prior knowledge, experiences

and perceptive frames. This requires active learning that can be achieved only when the student

engages in the teaching and learning process as active and responsible actor of learning. Class

discussion, critical introspection, focus on hands-on guided exercises with sources to build skills

and outreach activities to link what is on paper with our world are therefore an integral part of

this course.

Course Purpose:

As a historical course delivered to non-historians, the purpose of this course is triple. First and

foremost, to enable students build skills that a historian applies when writing about the past;

these skills are also utilized in our daily lives and are therefore integral to the critical thinking

process. Second, to empower student understanding that our world today was not created of

nothing and that our past shapes our present a great deal, whether we deal with politics,

economics, business, institutional, social, technological or cultural matters; in short, there is

history behind everything and the process of unveiling it makes us more conscious decision-

makers. Last, the course aims at enhancing student understanding and appreciation of the

historical development of the world around us.

Course Description:

This course examines the important events, people, movements, developments and trends that

contributed in the making of world civilisations, especially Western civilisations. It starts with an

overview of the power politics of Islamic and Asian powers and the global impact of European

expansion and colonisation (1300-1660) and ends with an overview of the Cold War.

Learning Objectives: 1. Knowledge Base: By the end of the course students are expected to:

Have gained an incisive view of major events and developments from the 14th

Century to the present day.

Be able to discuss, analyse and evaluate their importance in a critical fashion and

beyond a mere quotation of dates, places, and personalities using appropriate

terminology.

Demonstrate a greater understanding of what shaped civilisations throughout

Modern Times

Demonstrate awareness of ethical issues encountered in a historian‟s laboratory.

2. Cognitive / Intellectual Skills: By the end of the course students are expected to be able

to:

Analyse key historical events and developments using a variety of primary and

secondary sources.

Synthesize information from different primary and secondary sources.

Evaluate the reliability of their sources.

Apply basic historical methodological tools to new, unknown sources.

3. Key / Transferrable Skills: By the end of the course students are expected to have

demonstrated:

The ability to work effectively with others as a member of a group within the

given time constraints.

An ability to work within an appropriate ethos and to access and use a range of

learning resources.

An ability to evaluate own strengths and weaknesses within criteria set by others.

An ability to collect and manage information from a range of sources undertaking

simple and guided research tasks.

An ability to take responsibility of own learning with appropriate support.

The appropriate skills of communicating effectively on historical matters.

An ability to apply with limited autonomy, under direction or supervision, learned

tools and methods carefully and accurately to a well-defined new problem, within

defined guidelines.

Course Outline:

I 02/22 Course introduction, subjects, and requirements. How to write the research paper.

History: its object and problems. THE ISLAMIC GUNPOWDER EMPIRES (1300-

1650). Historical Thinking Skills: Periodization in history; primary and secondary

sources.

II 02/29 THE ISLAMIC GUNPOWDER EMPIRES (1300-1650) [Visit at Islamic monuments

in Tirana or elsewhere]. Historical Thinking Skills: Periodization in history; primary

and secondary sources. Readings: 1) Brummett at al., Chapter 12. 2) Reilly, Chapter 3.

3) Lecture 1 Supplement.

III 03/07 MING CHINA AND NATIONAL DEVELOPMENT IN KOREA, JAPAN, AND

SOUTH-EASTERN ASIA (1300-1650). Historical Thinking Skills: Relationships

between facts, opinions, sources and interpretations. Readings: 1) Brummett at al.,

Chapter 13. 2) Reilly, Chapter 4. Titles of papers and outlines due.

IV 03/21 RENAISSANCE THOUGHT AND ART IN ITALY AND NORTHERN EUROPE.

Historical Thinking Skills: Analyzing primary sources often tells us more than their

authors had in mind. Readings: 1) Brummett at al., Chapter 14. Annotated Bibliography

and Detailed Outline Due.

V 04/04 THE PROTESTANT REFORMATION, THE POLITICAL TRANSFORMATION OF

EUROPE. EUROPE MEETS THE WORLD (1500-1650). Historical Thinking Skills:

Relating the individuals in historical understanding. Readings: 1) Brummett at al.,

Chapters 15-16. 2) Reilly, Chapters 1-2.

VI 04/11 FROM ABSOLUTISM TO THE OLD REGIME (1648-1774); LIMITED CENTRAL

POWER IN THE CAPITALIST WORLD (1600-1789). Historical Thinking Skills:

Comparing and contrasting internationally social structures, economies, politics and

cultures. Readings: 1) Brummett at al., Chapter 17.

VII 04/18 Mid-Term Exam.

VIII 04/25 THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT. Historical

Thinking Skills: Understanding and evaluating historical change; distinguishing causes

of change. Readings: 1) Brummett at al., Chapter 18. 2) Reilly, Chapter 5.

IX 05/09 THE FRENCH AND INDUSTRIAL REVOLUTIONS AND THEIR IMPACT ON

EUROPE AND THE AMERICAS (1774-1825). Historical Thinking Skills: Diversities

in judging the past. Readings: 1) Brummett at al., Chapters 18-22. 2) Reilly, Chapters

6-7.

X 05/16 THE CENTURY OF WESTERN DOMINANCE. The Development of States in the

West (1815-1871) and European Imperialism. Historical Thinking Skills: Evaluating

alternate theses; understanding how and why historical developments and events are

interpreted and re-interpreted. Readings: 1) Brummett at al., Chapters 23-26. First

research paper drafts due.

XI 05/23 THE TRIUMPH OF THE MIDDLE CLASSES: Western Economic, Scientific,

Intellectual, and Cultural Accomplishments, 1815-1914. Historical Thinking Skills:

Sifting evidence: social, economic, political and cultural. Readings: 1) Brummett at al.,

Chapters 23-26. 2) Reilly, Chapters 7-8.

XII 05/30 WESTERN POLITICS AND DIPLOMATIC FAILURE, 1871-1914. Historical

Thinking Skills: Sifting evidence: „Before‟ and „After‟. Readings: 1) Brummett at al.,

Chapters 26-27. 2) Reilly, Chapter 9.

XIII 06/06

WINNING THE WAR AND LOSING THE PEACE, 1914-1939; AUTHORITARIAN

POWERS: Russia, Italy, Germany and global movements toward World War II (1917-

1939). Historical Thinking Skills: Close-reading and interpreting a variety of sources.

Readings: 1) Brummett at al., Chapters 28-30. 2) Reilly, Chapter 10.

XIV 06/13 WESTERN WEAKNESS, DIPLOMATIC FAILURE, WORLD WAR II AND THE

COLD WAR. Historical Thinking Skills: Using Literature in History; Understanding

Processes. Readings: 1) Brummett at al., Chapters 31-35. 2) Reilly, Chapters 11-12.

Research papers due.

XV 06/20 FINAL EXAM.

Textbooks:

Main Course-book*: Edgar R. R., Hacket N. J., Jewsbury G. F., Molony B., Gordon M.S. (2010),

Civilization: Past and Present, 12th

Edition, New York: Longman.

* Students are required to study the main course-book.

Supplementary Course-book**

: Reilly K. (2004), Worlds of History: A Comparative Reader, v. 2,

Bedford/St Martin‟s (copies available in the library).

Additional Readings and Other Materials:

Additional readings shall be assigned from other books, articles, or in-class handouts on a case-

by-case basis. Various audio-visual materials shall be included in class presentations.

Supplemental Web-based Research:

Students are expected to supplement their textbook readings with Web-based research, and

specific reading assignments may be made from these websites:

http://legacy.fordham.edu/Halsall/mod/modsbook.asp

http://avalon.law.yale.edu (companion web-site to the principal textbook).

Term Paper and Presentation:

Students will be required to write a term paper on a subject commonly set by the instructor for

the entire class. Students are required to submit electronically at www.turnitin.com. The 20%

grade of the term paper and presentation is to be divided under the following components: 1) A

well-thought brief outline: 2% (March 07, 2016). 2) A well-focused and thought detailed outline

and an annotated bibliography: 3% (March 21, 2016). 3) Quality of paper‟s first draft: 5% (May

16, 2016). 4) Evaluation of the final draft: 10% (June 13, 2016).

Course Website:

1. In the course‟s cyberspace [http://www.unyt.edu.al/whc2] students can find primarily

practice tests related to their study of the main course-book. Inasmuch as the course-

books leave too little space for local history, the course‟s website also provides students

with additional materials to enhance their knowledge and understanding of local history

within wider geographical limits, historical periods and developments.

2. The book‟s companion-website entitled “My History Lab”

[http://wps.ablongman.com/wps/media/access/Pearson_No_Registration/5033/5154507/l

ogin.html] contains a number of indispensable ancillary materials, such as sources, maps,

photographs, short videos that enhance student understanding of what is to be discussed

in class and is aimed at with this course. Please note that access to this resource is only

available to students who are purchasing the book first-hand from UNYT’s bookshop

or others.

Basis for Student Evaluation:

# Criterion % of final

grade

1. Attendance, participation and preparation: I expect students be in

class and also actively engage into class discussion and other activities, 10%

* *

Students are required to close-read the supplementary course-book.

individual or in larger and smaller groups. One of the exciting things

about history is that there is rarely a right or wrong view, but more often

than not a convincing or non-convincing viewpoint. Considering the

value of advance preparation for class discussions, short quizzes and

orally investigated review questions will normally precede the start of a

new section.

2.

Mid-Term Exam: Both the mid-term, as well as the final exam are

structured in two sections, each of which contains two parts. The first

section‟s first part contains multiple-choice, true or false and/or short-

definition questions, most of which are available online at the course‟s

website. The second part of the first section contains multiple-choice

questions developed for the purpose of assessing student learning of

skills cultivated in class. The second section of the test contains two

essays. The first part comprises document-based questions, i.e. you will

be given one or more sources and you will be asked to analyse them and,

in the form of short essays, respond to questions upon them aimed at

assessing student learning of the historical thinking skills developed

throughout the course. The second part of the second section contains a

selection of change-of-time or comparative larger-scale essays (approx.

500 words) aimed at assessing students‟ ability to identify patterns and

factors of change over time and to compare social, economic, political

and other structures. The first section of the mid-term exam is

delivered on a weekly basis in class in the form of quizzes with

multiple choice questions given in sessions 2-7 (best and worst grade

taken out and the remaining averaged), while half of the second part

of the test is given to be written at home and submitted by

TURNITIN.

30%

3.

Term Paper: Students will be required to write a term paper on a subject

commonly set by the instructor for the entire class. Students are required

to submit electronically at www.turnitin.com. The 20% grade of the term

paper and presentation is to be divided under the following components:

1) A well-thought brief outline: 2% (March 07, 2016). 2) A well-focused

and thought detailed outline and an annotated bibliography: 3% (March

21, 2016). 3) Quality of paper‟s first draft: 5% (May 16, 2016). 4)

Evaluation of the final draft: 10% (June 13, 2016). Please see the

appendix on the assessment criteria for papers applied in this course.

20%

4.

Presentation(s): Students are required to engage into a number of group

projects assigned in class leading to presentations. Good presentation

skills (contact with audience, time management, voice-pitch, clear

driving point with principal evidence and findings, as well as a powerful

Power Point presentation, where appropriate, are desired qualities

constituting a good presentation).

5%

5. Final Exam: This is a cumulative exam. Please see notes on mid-term

exam. 35%

Grading Scale:

Letter

Grade

Percent

(%) Generally Accepted Meaning

A 96-100 Outstanding work

A- 90-95

B+ 87-89

Good work, distinctly above average B 83-86

B- 80-82

C+ 77-79

Acceptable work C 73-76

C- 70-72

D+ 67-69

Work that is significantly below average D 63-66

D- 60-62

F 0-59 Work that does not meet minimum standards for passing the course

Individual Tutorials:

Students are welcome to arrange a tutorial session with the instructor on an individual basis. An

announcement of my office hours is placed outside my office, Room 1C.

How to Succeed in the Course:

General Policies: 1. Regular attendance is expected. If there is an urgent reason to be absent, please email the instructor in

advance. A student may not enter an examination without having justified all of his/her absences.

2. Assignments will be collected at the beginning of the class session. There will be a 10% daily deduction

for late assignments (up to 2 days only, thereafter no grade will be given) unless you make special

arrangements with the instructor in advance via email communications.

3. Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on the course,

in line with UNYT‟s Honour Code policies.

4. Make-up exams will be given only in the case of a confirmed medical excuse. If possible, please advise the

instructor in advance by email.

Learning Difficulties: If you feel that you have encountered special learning difficulties or

serious problems that interfere with your studies, please make an appointment with UNYT

Counseling Center, Dr. E. Cenko (enilacenko@unyt.edu.al) and/or the Academic Support

Center. For more information, please contact me and or your academic advisor.

EVALUATION GRID AND FEEDBACK FORM FOR PAPERS

STUDENT’S NAME & SURNAME: ___________ COURSE: ___________

CRITERION COMPONENT % POINTS DESCRIPTION ASSESSMENT

TH

ES

IS

(10%

)

N/A

9-10 (A) Precise, original, substantiated and plausible, insightful and sophisticated.

8-8.9 (B) Slightly obscure and/or lacking insightfulness or originality.

7-7.9 (C) Slightly vague or uninteresting, lacking originality.

6-6.9 (D) Vague or upholding a self-evident point.

0-5.9 (F) No thesis.

CO

NT

EN

T

(30%

)

Logic &

Argumentation

(10%)

9-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes

cross-disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of

supporting a thesis.

8-8.9 (B) Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to

the sources used.

7-7.9 (C) The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most

insights are limited to the primary materials without cross-disciplinary connections.

6-6.9 (D) Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No

attempt to identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate

theses.

0-5.9 (F) Arguments sequenced arbitrarily.

Use of Evidence

(10%)

9-10 (A) Full, semantically and grammatically correct integration of primary sources into historical or art historic argument;

use of examples to illustrate points of view.

8-8.9 (B) Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary

materials. Primary sources are not very well incorporated into sentence structures.

7-7.9 (C) Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from

primary sources to support the author‟s viewpoints or unclear points in the choice of evidence. Primary sources are

loosely integrated into the (art) historical argument.

6-6.9 (D) Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to

statements. Primary source quotations are “thrown” improperly or unnecessarily without any effort for integration.

0-5.9 (F) No attempt to relate statements with examples.

Analysis

(10%)

9-10 (A) Statements and evidence are correlated with each other to form “mini-theses”, which logically advance to the paper‟s

thesis. The analysis is “vertical” (meaning thorough and insightful) rather than “horizontal” (meaning superficial).

8-8.9 (B) Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere

horizontal.

7-7.9 (C) A number of statements or quotes provide little or no insight.

6-6.9 (D) Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible

arguments.

0-5.9 (F) No effort in providing any insights. Lack of arguments.

ST

RU

C

TU

RE

(30%

)

N/A 27-30 (A) Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural

transitions from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and

interconnected paragraphs.

24-26.9 (B) Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-

structural transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.

21-23.9 (C) Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy.

Macro-structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and

do not serve a clear driving point.

18-20.9 (D) Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic

sentences.

0-17.9 (F) Lack of driving point, illogical structuring of units or no paragraphing at all.

PR

ES

EN

TA

TIO

N

(30%

)

N/A

27-30 (A) Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology.

The paper is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications

and proper in-text citations. The author cites all ideas, statements, arguments, or evidence other than his own.

24-26.9 (B) Correct grammar and syntax with sporadic mistakes. The paper‟s format is not very user-friendly. Some illustrations

are not cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence

other than his own.

21-23.9 (C) Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The paper‟s format is unattractive

and not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes

in citations.

18-20.9 (D) Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials

without structural link with the text. Paper format difficult to read.

0-17.9 (F) Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting.

Final Paper’s Grade

ADDITIONAL FEEDBACK 1. Thesis: ________________________________________________________________________________________________

2. Content: a. Logic and Argumentation: _____________________________________________________________________

b. Use of Evidence: __________________________________________________________________________________

c. Analysis: ________________________________________________________________________________________

3. Structure: _____________________________________________________________________________________________

4. Presentation: __________________________________________________________________________________________

Dr. Konstantinos Giakoumis