I) HIST 122: World History since 1700

3 credit hours

Avery 214, MWF 9-9:50

C. Leckey

Fall 2001

Office and office hours: Avery 214, MWF, 10-11; TR 1-2; and by appointment

(423) 869-6427

e-mail: cleckey@lmunet.edu

II) No prerequisites

III) Course description: This course surveys world history since 1700 with particular emphasis on the processes of modernization in Western and Eastern Europe, the Islamic world, sub-Saharan Africa, South Asia, and East Asia. For organizational purposes, we will study modernization as a set of overlapping revolutionary processes: 1) industrialization and the transition to a self-sustaining growth economy; 2) the rise of mass politics—democratic, authoritarian, and points in between; 3) the emergence and consolidation of modern social classes and groups, particularly the middle class, the working class, and the intelligentsia; 4) the formation of nationalism and the proliferation of national identities. We will set the stage by examining the old regime in Europe and comparing European culture and society on the eve of modernization with non-European cultures. The second section focuses on modernization in Europe between 1750 and 1914 with specific reference to the four revolutionary processes outlined above. In the third section we will study the interpenetration of non-western and western cultures between 1850 and 1950, an enormously complex (and fascinating!) process facilitated by western imperialism and the export of western models of political, social, and economic development to nearly all areas of the globe. The final section of the course surveys modernization in the non-western and developing world since the end of World War II.

IV) Texts (available at the LMU bookstore):

McKay, et.al., A History of World Societies, volume 2, fifth edition (hereafter cites as McKay)

Andrea and Overfield, eds., The Human Record, volume 2, fourth edition (hereafter cited as Andrea)

V) Course objectives:

1) To demonstrate the significance of historical knowledge for a valid understanding of the contemporary world.

2) To demonstrate the global and open-ended nature of the modernization process.

3) To examine and consider the following: a) the modernization process in the western world; b) the modernization process in the non-western world; c) the reasons for western global dominance since the mid-nineteenth century.

4) To introduce students to the study of history and basic historical methods.

5) To develop communication, writing, and analytical skills.

VI) Outline of course/units of instruction:

8/22: Course introduction.

8/24: Formation of old regime (France and England). Reading: McKay, 526-33, 549-53.

8/27: Absolutism in Central and Eastern Europe. Reading: McKay, 535-49.

8/29: Discussion of documents. Reading: Andrea, 39, 41, 42, 43.

8/31: Formation of modern elite culture: Scientific Revolution. Reading: McKay, 563-70

9/5: Formation of modern elite culture: Enlightenment. Reading: McKay, 570-86

9/7: Discussion of documents. Reading: Andrea, 10, 36, 38.

9/10: Commoners and popular culture. Reading: McKay, 590-97, 611-15.

9/12: Test one

9/14: Discussion of “Danton” (Note: We will make arrangements to view “Danton”

on 9/13; you must have seen the film by 9/14).

9/17-21: French Revolution and Napoleonic era. Reading: McKay, chapter 23; Andrea,

44, 45 (Note: “Danton” papers due on 9/19).

9/24-26: Industrial revolution. Reading: McKay, 746-59, 763-71; Andrea, 61, 62.

9/28: Formation of the modern political spectrum. Reading: McKay, 776-88.

10/1-10/3: The dual revolution exported and the problems of national identity, 1815-

1871. Reading: McKay, 788-804.

10/8-10/10: The second industrial revolution and its consequences.

Reading: McKay, 809-18, 826-33.

10/12: Karl Marx. Reading: McKay, 833-36; Andrea, 63.

10/15: Test two

10/17: Survey of the non-western European world on the eve of imperialism. Reading:

McKay, 840-54; Andrea, 56.

10/19: Imperialism in sub-Saharan Africa. Reading: McKay, 858-64; Andrea, 71, 72.

10/22: Imperialism in the Islamic World. Reading: McKay, 854-58; Andrea, 75, 76.

10/24: Imperialism in South Asia. Reading: McKay, 864-69; Andrea, 78, 79.

10/26: Imperialism in East Asia. Reading McKay, 869-72; Andrea, 80, 84.

10/29: End of European Hegemony: World War I. Reading: McKay, 921-36, 942-47.

10/31: End of European Hegemony: Russian Revolution. Reading: McKay, 936-42;

Andrea, 91.

11/2: End of European Hegemony: Fascism and Nazism. Reading: McKay, 1008-1012,

1018-24; Andrea, 93.

11/5: End of European Hegemony: Stalinism. Reading: McKay, 1012-18; Andrea, 92.

11/7: End of European Hegemony: World War II. Reading: McKay, 1024-38; Andrea,

95.

11/9: Nationalism in the Islamic World. Reading: McKay, 952-64; Andrea, 98, 99.

11/12: Nationalism in South Asia. Reading: McKay, 964-70; Andrea, 101.

11/14: Nationalism in East Asia. Reading: McKay, 970-79; Andrea, 82, 94.

11/16: Test three

11/19: The Cold War and the Dilemmas of Reform Communism. Reading: McKay,

1042-46, 1053-61; Andrea, 122.

11/26: Introduction to the Third World. Reading: McKay, 1118-1135; Andrea, 115 .

11/28-12/3: Modernization in East and South Asia. Reading: McKay, 1082-94; Andrea,

109, 114, 118, 121.

12/5: Modernization in the Islamic World. Reading: McKay, 1097-1102; Andrea, 116.

12/7: Modernization in sub-Saharan Africa. Reading: McKay, 1106-14; Andrea, 113,

119 (Note: Document-based paper due on 12/7).

VII) Methods of instruction: Class periods will consist of lectures, spontaneous discussions, and structured discussions of documents from The Human Record. Students are encouraged to ask questions during lectures. Given the importance of classroom discussion in this course, it is essential that students complete the reading assignments before each class begins.

VIII) Course requirements:

Three tests: 40 % (test one counts for 10 %; tests two and three count for 15 % each)

Discussion: 10%

Document-based paper: 15%

Paper on Danton: 15%

Final exam: 20%

All tests will consist of the following: 1) Short essay questions. A satisfactory answer demonstrates your command of the facts, but it must also show your ability to produce a tightly organized, well conceived, and crisply written argument that answers the question and strikes the balance between facts and interpretation. 2) Identifications, such as "Identify and give the significance of Napoleon Bonaparte." This is what a perfect answer to this question looks like: French dictator from 1799 to 1814. Napoleon rose through the ranks of the French Revolutionary army before coming to power in 1799 and establishing a dictatorship. Napoleon consolidated some of the earlier achievements of the French Revolution, such as land reform and the separation of church and state, while simultaneously betraying some of the principles so important to the Revolution, such as civil liberties and individual freedom. Napoleon is also known for exporting the revolution abroad through a series of brilliant military campaigns that brought most of Europe under French rule.

IX) Class policies:

Although it is theoretically possible to do well on written work without attending class, in practice it has never happened (at least in any of my courses). Needless to say, there is a strong correlation between attending class and final grades. Students who show up, demonstrate initiative, and participate well in discussions tend to get satisfactory grades on their written work. Students who do not show up and perform poorly in discussion tend to get poor grades. Moreover, attendance and quality participation in class discussion suggest that the student wants to understand the subject and get something out of the course. Evidence of improvement and effort are factored into the final grade.

X) No field experience required.

XI) Revised August 20, 2001.