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Western Illinois University History 116-001 & 116-002 Syllabus Spring Semester 2022

HISTORY 116
WORLD HISTORY SINCE 1500

WELCOME!
I’m pleased to meet you and that you’ve decided to enroll in this course, which is an exploration of world history since 1500 and a
three-credit fulfillment of this university’s general education requirements. In keeping with what we will study, this course is
primarily centered on three questions: what has happened to humans since 1500; why is it historically significant; and what might it
tell us about ourselves?
As these questions suggest, there is more to this course than just facts about world history; it will offer us a chance to explore
human complexity and its relationship with the non-human world—otherwise known as nature. One part of this quest will involve
an ongoing issue afflicting humanity and the global environment: war. Knowing what the horrendous effects of war inevitably are, we
human beings still choose to wage it. Why? At the historical heart of war, as we will discover, is a mystery that mirrors what we find
in human beings, the societies to which they belong, and the environments they inhabit.
I cannot guarantee that you will always enjoy this exploration; history at this level is not only hard but also sobering and often tragic.
Yet I can promise this: if you give this course a chance you will find it deeply meaningful and therefore personally worthwhile. Finding
any kind of meaning in life, however, is difficult; every journey that results in personal enlightenment is. In this course, the path to
deeper meaning will require you to attend class on a consistent basis, prepare for each class period by doing the assigned reading
and writing, and engage in dialogue with other students and your professor.

COURSE OBJECTIVE AND OUTCOMES

“T H E M I N D I S N O T A V E S S E L T O B E F I L L E D B U T A F I R E T O B E K I N D L E D .”
— P L U T A R C H (46 – C . 120 CE)

In keeping with the quote from Plutarch, this course has only one objective. Far from filling your brain up with historical facts as if it
were an empty vessel, the course’s objective is to set fire to your mind—to get you to think about the past and what it means for
the present as well as our own place within it.

In terms of specific learning outcomes, upon successfully completing this course you will be able to:

• identify the key characteristics of the “Rise of the West” narrative of modern world history, as well as why many
of them are historically faulty or just not true;
• articulate a truly global alternative to the “Rise of the West” story, including its many contingencies, accidents, and
conjunctures;
• recognize the crucial historical role played by industrialization and what it has wrought in its wake, including
greater human development, disparities in wealth and status, globalization and its uneven effects, and a looming
climate catastrophe;
• acknowledge the complexities and paradoxes of war and how such intricacies have long mirrored those of human
beings, their societies, and their interaction with the environment; and
• apply academic skills that the study of history inherently enhances: to read analytically, to think historically, to
engage in mutually sustaining dialogue, and to write clearly.

REQUIRED MATERIALS
INSTRUCTOR
Marks, Robert B. The Origins of the Modern World:
Dr. Edward J. Woell
A Global and Environmental Narrative from the
Phone: 309-298-2977
Fifteenth to the Twenty-First Century. Fourth Edition.
Email: ej-woell@wiu.edu
New York: Rowman and Littlefield, 2020. ISBN
Office: Morgan Hall, 432 9781538127032
Office Hours: Monday & Wednesday, 1:00-2:00 p.m.;
MacMillan, Margaret. War: How Conflict Shaped Us. New
Tuesday, 2:00–3:30 p.m.; Friday, 1:00-2:30 p.m.; and
York: Random House, 2020. ISBN 9781984856135
by appointment.
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Western Illinois University History 116-001 & 116-002 Syllabus Spring Semester 2022

YOUR GRADE REQUIRED ASSIGNMENTS

Your final grade will be based on how many of the
500 available points you earn, as shown here: Two Short Essays ………...……….….….. 50 Points
Two Exams …………….……….….…... 200 Points
A = 467-500 B- = 400-416 D+ = 333-349 Two Dialogue Evaluations …………….... 150 Points
A- = 450-466 C+ = 383-399 D = 317-332 One Long Essay …..………..…..…….….. 100 Points
B+ = 433-449 C = 367-382 D- = 300-316
B = 417-432 C-= 350-366 F = 0-299

WHAT TO EXPECT AND IS EXPECTED OF YOU

“T O S E E W H A T I S I N F R O N T O F O N E ’ S N O S E N E E D S A C O N S T A N T S T R U G G L E .”
— G E O R G E O R W E L L (1903 – 1950 CE)

Three Things. There are really only three things you must accomplish in order to succeed not only in this course but in college as
a whole:

1. Come to class.
2. Follow the directions.
3. Do the work: read, think, and write.
Thanks to media world in which we live, some students assume that they can do everything on their own. Research? No problem,
you know how to use Google. Write a paper? You have a good word-processing program and can draw from plenty of free papers
available on the internet. Read a book? You can probably find some notes online that summarize it. Such are the thoughts of many a
foolish student—and there is no shortage of them at this university. Do not be one of them. Take the three things mentioned above
seriously and heed them. Students who fail this course (along with many of their others) rarely do so on account of not being smart
enough or lacking skills; it’s likely because they avoid doing one or more of these three basic things. In the process, they incur a
tremendous amount of debt and thereby place themselves on troublesome track for the future. Consider the lifetime income
disparity between those having a bachelor’s degree or more and those who don’t. On average, the former will earn about 1.8 million
dollars over a career, whereas the latter will be lucky to make 1 million. That’s a huge difference. College is expensive, but the
average rate of return on a college degree makes it well worth your effort—even if you must compile a significant sum of debt to
acquire one.

The point here is not to scare you straight; that rarely works and most professors realize it. It’s to underscore how these three
simple things can affect the rest of your life. This is how history works; the past often shows how seemingly little things in a given
moment can make a big difference over time.

Other Expectations. Whenever we meet in person, you must observe WIU protocols for the pandemic in and out of the
classroom. These include wearing masks that cover both the mouth and nostrils at all times, keeping a six-foot distance from one
another whenever this is possible, exercising good hygiene, and cutting down on the risk of contracting the coronavirus throughout
the day. A seating chart will be created during the first week of the semester, and you will be expected to maintain your seat for the
entire term.

As with virtually every interaction between two human beings, the key to a successful relationship between student and instructor is
good communication. Bearing this in mind, you should know that my preferred mode of communication with students outside of
class is in person. If, however, you wish to talk with me but you don’t want or are unable to meet with me in person, please email
me to set up a time when we can connect (preferably but not exclusively during my office hours) online through Google Meet.
Beyond meeting in person or online, I prefer that you contact me through my WIU Gmail account: ej-woell@wiu.edu. During the
semester I try to check my WIU account at least once every day, except for Saturdays. In the event that we cannot meet in person
due to the pandemic, my office hours will be held virtually through Google Meet. Regardless of the reason, if you are struggling in
this class it is your responsibility to let your professor or others at the university who are here to help you know.
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Western Illinois University History 116-001 & 116-002 Syllabus Spring Semester 2022

FORMAL COURSE POLICIES

“D O N O T D W E L L I N T H E P A S T , D O N O T D R E A M O F T H E F U T U R E , C O N C E N T R A T E T H E M I N D O N T H E P R E S E N T
M O M E N T .”
— S I D D H A R T H A G A U T A M A , “T H E B U D D H A ” ( C . 480-400 BCE)

Come to Class. When we meet, you must be here consistently and on time, stay in the classroom the entire period, and not leave
until the period is over unless an emergency warrants it. For each class period I will take not only attendance but also note if you
arrive late, take breaks, or leave early, all of which will be factored into your Dialogue grade (see the handout for this). The only
absences that will be consistently excused are for any extraordinary requirement for another WIU class, intercollegiate athletic
events, military service, and any serious illness (including Covid-19-related absences or quarantine) that prevents your attendance.
For other absences, I will decide whether to excuse them on case-by-case basis. Given this policy, it is best to inform me of a future
absence as soon as you know about it.

Aside from requirements for attendance noted above, when you come to class you must: 1) be dressed appropriately; 2) refrain
from consuming food and drink aside from water; 3) be respectful of others in class by not talking when they are and engaging in a
civil discourse free of insult and vulgar language; and 4) mute and stow away all electronic devices; no cell phones, laptops, or tablets
are allowed for use in the class, regardless of whether an assigned reading is on a given device. If you want to discuss the reading, do
it with either the notes you take on it or printed copies of the material. Failing to observe any of these policies will have an adverse
effect on your Dialogue grade. In the unfortunate event that the pandemic precludes us from meeting in person, I will notify the class
about policies regarding class online; they will be similar to those listed above.

Follow the Directions. Each required assignment will have specific instructions for doing it. You must follow them, and the degree
to which you do so will have a key bearing on the grade you receive for that assignment. Please pay special attention to details, such
as how many pages a written assignment should be, as well as what sources you may or may not use for an essay. The stipulations
for these assignments are not mere suggestions; they are hard and fast rules for successfully doing the work.

On the following page is the reading and assignment schedule. Please be aware of what specific pages to read and when to do so.
When a reading is assigned for any given day, you must do the reading before that day’s class period.

Do the Work. Implicit in the directions for all assignments is that you will do them without resorting to academic dishonesty,
which can take a variety of forms. If you are not familiar with the university’s Academic Integrity Policy (see the link below), now is
the time to read it over and take it to heart. Academic dishonesty, including cheating on exams and committing plagiarism for
papers, constitutes a serious offense in this course and if discovered or observed, will be pursued in accord with university policy.

If an assignment is not turned in on its scheduled due date, its score will be reduced by 5 percent overall for every week day that it
is late. If you fail to turn in an assignment by the end of the semester but then seek to submit it at that time, you may do so—albeit
with a substantial late penalty.

YOUR RIGHTS & RESPONSIBILITIES

TITLE IX
You will find your rights as a WIU student here:

http://www.wiu.edu/provost/students.php
Your responsibilities include observing academic integrity, as
explained here:
http://www.wiu.edu/policies/acintegrity.php
University values, Title IX, and other federal and state laws
prohibit sex discrimination, including sexual assault or
misconduct, dating or domestic violence, and stalking. If you,
or someone you know, have been the victim of any of these
offenses, you are encouraged to report this to the Title IX
Coordinator at 309-298-1977 or anonymously online at:

In accordance with university values and disability law, http://www.wiu.edu/equal_opportunity_and_access/request

students may request academic accommodations for aspects
of a course that represent a barrier to inclusion or impede
accurate assessment of achievement. To file an official request
for disability-related accommodations or to review the
Americans with Disabilities Act (ADA), please contact the
Disability Resource Center here:
http://www.wiu.edu/qc/student_life/student_services/drc.php
_form/index.php
If you disclose an incident to a faculty member, he or she
must notify the Title IX Coordinator. The complete Title IX
policy is available at:
http://www.wiu.edu/vpas/policies/titleIX.php
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Western Illinois University History 116-001 & 116-002 Syllabus Spring Semester 2022

READING AND ASSIGNMENT SCHEDULE

Date Topic Assignments and Activities

January 19 Introduction Review of Syllabus and Course Assignments
January 21 The Classroom: A Laboratory for Thought Western Online: Handout
I. THE WORLD FROM 1400 TO 1750
January 24 “Rise of the West” and Eurocentrism Marks, pp. xi-11
January 26 Eurocentrism’s Alternative Marks, pp. 11-18
January 28 Why Study War? MacMillan, Introduction (pp. xi-xxii)
January 30 The Biological Old Regime Marks, pp. 19-34
February 2 World Trade in 1400 Marks, pp. 34-41
February 4 War and Humanity MacMillan, Chapter 1 (pp. 3-29)
February 7 Merchants and Trade Western Online: Historical Documents-Set 1
February 9 Why Go to War? MacMillan, Chapter 2 (pp. 30-49)
February 14 China and India in 1500 Marks, pp. 43-55
February 16 The Middle East, Africa, & Slavery in 1500 Marks, pp. 55-60; Short Essay 1 Due
February 18 How War Is Waged MacMillan, Chapter 3 (pp. 50-82)
February 21 Chinese and Portuguese Voyages Western Online: Historical Documents-Set 2
February 23 The First European Incursions Marks, pp. 60-68
February 25 Modern Warfare MacMillan, Chapter 4 (pp. 83-119)
February 28 World Empires in 1500 Marks, pp. 69-77
March 2 The Great Dying & Migration Marks, pp. 77-90
March 4 An Intellectual Revolution Western Online: Historical Documents-Set 3
March 7 The Seventeenth-Century Retraction Marks, pp. 91-101
March 9 Mid-Term Review —
March 11 Mid-Term Exam —
III. THE WORLD FROM 1750 TO THE PRESENT
March 21 Textiles and Their Global Market Marks, pp. 103-110
March 23 New Sources of Energy and Power Marks, pp. 110-120
March 25 Making the Soldier MacMillan, Chapter 5 (pp. 120-149)
March 28 Emancipations Western Online: Historical Documents-Set 4
March 30 Empire and Industry Marks, pp. 120-133
April 1 In Battle MacMillan, Chapter 6 (pp. 150-174)
April 4 Mind the Gap Marks, pp. 135-143
April 6 The Spread & Consequence of Industry Marks, pp. 143-159
April 8 Non-Combatants MacMillan, Chapter 7 (pp. 175-202)
April 11 The Rise of Ideologies & Imperialism Marks, pp. 159-173; Short Essay 2 Due
April 13 The Great Departure & World War I Marks, pp. 175-185
April 15 The “Rules” for War MacMillan, Chapter 8 (pp. 203-234)
April 18 World War II & the Cold War Marks, pp. 185-201
April 20 The Atomic Age Western Online: Historical Documents-Set 5
April 22 The Art & Imagination of War MacMillan, Chapter 9 & Conclusion (pp.235-272)
April 25 Decolonization and Inequality Marks, pp. 201-218
April 27 The Spread of Democracy Western Online: Historical Documents-Set 6
April 29 Globalization & Environmental Crises Marks, pp. 218-235
May 2 Climate Change Western Online: Historical Documents-Set 7
May 4 The Story Summarized Marks, pp. 237-247
May 6 Final Review Long Essay Due
May 9 Final Exam (001:10:00 a.m; 002: 1:00 p.m.) —