HIS262 History of Civilization II _____________________________________________________________________ Instructor: Dr. Kaplowitz Office: 325 LTOW Phone: x1126 Email: ckaplowitz@judsonu.

edu Office Hours: T 2:30-4:00, R 11:00-12:00 and by appointment _____________________________________________________________________ Work "should be looked upon, not as a necessary drudgery to be undergone for the purpose of making money [or passing a class], but as a way of life in which the nature of man should find its proper exercise and delight and so fulfill itself to the glory of God... Man, made in God's image, should make things, as God makes them, for the sake of doing well a thing that is well worth doing."-- Dorothy Sayers, "Why Work?" This course introduces students to major events, themes, and interpretations of the history of world civilizations since the dawn of what we call modernity. It also provides students the opportunity to learn to read critically, communicate ideas through writing and speaking, and think carefully about the way worldview informs our understandings of the past and present. As we examine the development of world civilizations, some questions that will guide our study include: what causes change in the worlds societies, and what forms does change take? How have human societies become more linked over recent centuries? In what ways have the experiences of those linkages diverged across societies? What responses have these changes and linkages elicited? Course Objectives: The material and work in this course is designed to help students develop the skills and establish the knowledge-base characteristic of a college education. More specifically, students in this course will have the opportunity to, and should be able to demonstrate that they: Understand the major characteristics and developments in world civilizations since 1500, including the ability to describe and explain key elements of the different societies accurately using categories of analysis (Historical Awareness). Understand and explain change over time in world civilizations since 1500, including the ability to compare and contrast historical developments across different societies (Critical Thinking). Distinguish between primary and secondary sources, including the ability to do basic interpretation of sources (Critical Reading/Source Analysis). Formulate and defend with evidence an historical argument, sustained over at least 1,000 words (Critical Thinking and Communication). Demonstrate facility with, and ongoing development in, college-level writing practices as introduced in ENG101-102 at Judson, or the equivalent (Communication). Engage in exploration of the intersection of faith and learning in the study of the past (Faith Integration). Text: The text assigned for this course, Robert Tignor, et. al., Worlds Together, Worlds Apart: A History of the World, Volume Two, Second Edition (Norton, 2008, ISBN 78-0-393-92549-4), is available at the bookstore. You are expected to have access to the text in class, for reference and for group work. 1

Assignments: The following assignments will be the basis for assessing your learning this semester. All written assignments must be submitted to the course Blackboard site prior to the beginning of the class in which they are due. Specific information about each assignment will be posted to the course Blackboard site. Preparation/Contribution: This class will devote substantial time to discussion of the issues and developments brought out by the reading and other class material. It is your responsibility to contribute to the learning environment by doing the reading, thinking carefully about it, and coming to class prepared to ask questions, contribute your thoughts, and participate in analysis. Your contribution will accomplish two objectives: it will help you develop skills in careful reading, critical thinking, and clear verbal expression of your ideas; and it will contribute to the learning of your colleagues in class. Evidence on which contribution will be assessed includes your attendance in, attention in, and contribution to each class period, as well as your submission of assignments and overall investment in the course. Chapter Analysis: For our readings in Worlds Together, Worlds Apart there are thinking/writing assignments. These assignments are designed to guide your reading, sharpen your thinking and writing, help you process the text material in preparation for exams and essays, and provide a resource for our use as you have questions and seek help outside the classroom. You are expected to do the chapter analysis in preparation for every class period; you will submit several in writing to allow for regular assessment and improvement. Exams: There will be two (2) exams in the course, which will combine short answer and essay. The exams help you synthesize your learning and give you the opportunity to show the breadth of your understanding. Historical Essays: The historical essays are the summative work for the semester that is, they bring together most completely all the skills and historical awareness you are developing through the course -careful reading and thinking, critical analysis, use of evidence (both primary and secondary) to support historical arguments, and clear and careful writing -- and they provide the best evidence of your learning in total. You will write two (2) historical essays through the course of the semester. These will require you to make connections across time periods and geographical locations in order to explain in-depth some element in the history of civilization, that is, to explain some type of change over time in human society. Quizzes: For each reading assignment in Worlds Together, Worlds Apart, a short quiz is possible at the beginning of class. These quizzes will help you identify and organize the information from the reading, to help you gather the evidence that you will use in class discussion, on your exams and in your historical essays. Honors: Students may take HIS262 for Honors with a different arrangement of assignments. Honors syllabi will be distributed separately. 2

Policies: Grading: For assessment purposes, the assignments will hold the following weights. Contribution/Chapter Analysis/Quizzes 20% Historical Essays 20% each Exams 20% each Please note that grades are not my estimation of you personally, or of your potential, or of how hard you worked this semester. Grades reflect how well you have demonstrated an understanding of this course material and the ability to think critically about information and arguments, and how well you have expressed that understanding in writing and discussion. Late Work: Written assignments are due before the start of class on the due date. Late assignments (not posted to Blackboard as of the start of class on the due date) may be eligible for half credit unless other arrangements have been approved in advance (for our purposes, in advance means at least 24 hours prior to the due date and time). For emergency situations students should inform the instructor as soon as possible after the missed assignment. (Please note that in the case of weekly writings and historical essays, missing class does not hamper ones ability to submit the assignment, since it is posted to Blackboard.) No credit will be given for any assignment submitted more than one week past its due date. No make-ups will be given on quizzes. I will ask for authorization from the Provosts office, your Deans office, or Student Development in cases of university-approved excuses; be prepared to verify/document your excused absence with those offices. Attendance: Involvement in class is an important part of the learning process. Students are responsible for all material covered in this course (both readings and in-class content), and are responsible for getting caught up after missed classes. Of course, if you are not in class, you cannot contribute to the learning community and your contribution grade will inevitably suffer (it is also true that you can be physically present in class and still not contribute to the learning community, resulting in a similarly poor contribution grade). Sometimes things come up that are unavoidable, so two (2) or fewer absences will not detract from your contribution. By university policy, after three (3) consecutive absences I am at liberty to drop you from the course. Lateness: From the perspective of a learning community, lateness is more disruptive than absence. Be on time. You should expect to be in class, ready to begin, a couple of minutes prior to the official start time. Coming in late is a distraction to those who made it on time, and is unacceptable; therefore every three (3) instances of lateness will be considered one (1) absence from class, and will detract from the contribution grade as noted in the Attendance section above. Technology in the Classroom: There is no need in this course for students to have laptops, smart phones, or other electronic devices. These devices have proven to be a distraction -- to the students using them as well as to others in the class -- far more often than they are a benefit. Furthermore, abundant research in this area shows that taking notes by hand is neurologically more effective than typing notes on a keypad. The combination of these elements leaves little reason to have these devices in the classroom. If you use such a device while in class, you acknowledge that you are taking leave of the learning community and will be marked absent for

the period (if you use it for a substantial portion of class) or late (if used briefly e.g. texting), at the discretion of the instructor. If there is some reason you must have such a device, please detail your request for an exception in writing and come discuss it with me. Writing: Your assignments should be written as serious, learned pieces. The expectation is that you will employ formal writing techniques, proofread, and revise in order to present the most polished written assignments possible. Attached to this course syllabus is a list of the subjects covered in English 101/102 at Judson. You are expected to know these writing principles and techniques, and to employ them as appropriate in your written work for this course. If you are unclear on any of the topics listed, you should visit the Academic Learning Center to get a refresher, or look back over your notes from English 101/102. Academic Integrity: All work that you submit for this course should be your own. This class is a learning community designed to teach and assess how well you are learning the skills common among educated people. Therefore, submitting someone elses work as your own fundamentally undermines the educational purposes for which we exist as an institution. It also contradicts basic understandings of honesty and personal integrity. Plagiarism (and other forms of cheating) will be dealt with severely. Please see the student handbook for the universitys official policy. If you are having problems with an assignment, please come see me before resorting to the shortsighted practice of cheatingI am here to help you learn and to help you develop the skills necessary to succeed. Reasonable Accommodations for Students with Disabilities: If you have a disability that may require assistance or accommodation or if you have questions related to accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Please note: before I make any accommodations, I must get confirmation of your documentation from the Academic Learning Center or the Office of Academic Affairs -- I cannot make accommodations at the last minute or after the fact. Changes to Syllabus The instructor reserves the right to alter the syllabus, as necessary to preserve an orderly semester and sound educational practices, with as much notice as possible. Any changes will be announced as soon as possible in class and will be posted to the course Blackboard site (and distributed via email to all students registered in Blackboard). Students are responsible for checking their Judson email accounts regularly for any such changes and for general announcements regarding class.

________________________________________________________________________ Course Schedule Tuesday Thursday Week 1-10 Introduction to the Course 1-12 Entering in the Middle 1 2 1-17 New Worlds 1-19 Read: WTWA 12 Read: PS 12 3 1-24 World Entanglements 1-26 Read: WTWA 13 Read: PS 13 4 1-31 Ways of Knowing 2-2 First Exam Read: WTWA 14 5 2-7 Political Reordering 2-9 Read: WTWA 15 Read: PS 15 Rights of Women p. 648 Douglass p. 658 Egyptian p. 669 6 2-14 Economic Reordering 2-16 Read: PS 15 Other Revolution p. 663 PS 16 Communist Manifesto p. 702 7 2-21 Global Alternatives 2-23 First Historical Essay Due Read: WTWA 16 and PS 16 8 2-28 Nationalism 3-1 Read: WTWA 17a (to p. 739) Read: PS 17 9 3-6 Spring Break 3-8 Spring Break 10 11 12 13 14 15 16 3-13 Modern Imperialism Read: WTWA 17b (p. 739-end) 3-20 Modernism Read: WTWA 18 and PS 18 3-27 The Great War and Mass Society Read: WTWA 19a (to p. 823) 4-3 Depression and War Read: WTWA 19b (p. 823-end) WTWA 20a (to p. 860) 4-10 Paths to Self-Determination Read: PS 20 4-17 Missing the Cold War? Read: WTWA 21b (p. 930-end) and PS 21 4-24 Reading Day 3-15 3-22 Second Exam

3-29 PS 19 4-5 Cold War Read: WTWA 20b (p. 860-end) 4-12 Is the World Flat? Read: WTWA 21a (to p. 929) 4-19 Into the 21st Century Read: WTWA Epilogue 4-26 Second Historical Essay Due

English 101, 102 Expository Prose and Critical Thinking

Core Curriculum
The Classic Academic Paper Thesis Structure Beginning, Middle, End; Introduction, Body, Conclusion Paragraphs, topic sentences Idea development, not repetition Evidence What constitutes acceptable evidence How to incorporate quotations properly Elements of Critical Thinking Bias and objectivity Fact vs. assumption Opinion vs. informed opinion Summarizing information vs. analysis What is an argument? Reason, emotion, ethics Elements of Research How to conduct research in the library Evaluation of sources: Typesprimary, secondary, tertiary or academic vs. popular Factors: credibilitypublisher, author, date, relevance to topic Websitesparticular caveats Grammar and Mechanics: Esp. Comma usage and proper sentence structure (no fragments, run-ons, etc.) Format: MLA preferred. Other: Chicago, APA. Other: vocabulary development Plagiarismcomplete definition, including forms of unintentional plagiarism, such as turning in the same paper for different courses, unacceptable paraphrases, and unacceptable borrowing of language. The Writing Process: revision vs. copyediting Principles: 1) 2) 3) 4) Following directions. Addressing the particular audience in a manner appropriate to it. Giving reasons for claims and beliefs. Being informed and concerned about current events in the nation and the world.

Total Page Requirements for Semester: ENG101 (20-25pp.); ENG102 (25pp.) Course Handbook: Jane E. Aaron. The Little, Brown Essential Handbook for Writers. 6th Ed. Pearson/Longman.

English102ResearchPaperChecklist
Introduction/Thesis Does the introduction provide enough context for your thesis? Does your thesis show original analysis or critical thinking? Does your thesis have a specific organization? Does your thesis match the real points of the essay? Organization Does each section come in a logical order? Do your sections follow the overview set up by your thesis? Do your paragraphs have good topic sentences that relate to your thesis? Do your topic sentences help build transitions between sections? Ideas Do you support your ideas with research? Do you take the time to explain your points and spell out your reasoning? Do you spend as much time (or more) developing your ideas as you do summarizing background information? Do you think critically about your research information? Do you consider different angles or points of view? Are your topic sentences based on your own analysis or insight? Sources Do you use sources of good quality? Do you discuss your research material fairly and accurately? Do you integrate sources properly, with the proper introduction and citation? Do you use multiple sources and avoid drawing too heavily from one source? Conclusion Does your conclusion sum up your paper well, providing an overview of the main points? Mechanics and Style: 1. Format. Did you follow MLA guidelines for name, title, page number, margins, spacing, citation, and documentation of sources (including Works Cited and Works Consulted list)? 2. Grammar, spelling, and punctuation. 3. Other style matters, such as passive voice and monotonous sentence pattern and length.