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Chesapeake College Wye Mills, MD 21679-0008

Syllabus G. Nevin Crouse, M.A., Assistant Professor, Office: S-117; (410) 822-5400, 228-4360, 758-1537, x2317,

ncrouse@chesapeake.edu HIS 132-101: World Civilization II; 11:30-12:45; M/W; H-113, salmon

Course Schedule – Spring 2013

Week Dates Topics Textbook reading assignments

Some things you should think about

1 1/22-28

Course Introduction Dialectics, Cosmic Question and Primary Documents Essays Late Medieval to Early Modern China Why study the world?

Pages 286-287 and 448-458 of World History(WH) and also pages 434-437 inSources of World History (SOWH)

Nice to Meet You Early Modern China What’s so good about Kangxi’s stuff?

2 1/29-2/4

Chinese arts, 1600-1700s Japan under the Shoguns [with poetry, oh goody, goody] Intro to Korea Modern European science The enlightenment

In WH, pages 459-486, and also in SOWH read 400-408, 414-421, 424-429.

Chen Shu Religious violence, etc. Your haiku

3 2/5-11 Arts Speak for their Civs Modern European artistic traditions Latin America under European empires Quiz 1 on tuesday

In WH, pages 486-494

Broad land ownership

4 2/12-18

Enlightened despotism French Revolution Napoleon, and aftermath...about this Humpty Dumpty...

In WH, pages 495-509 and 522 to the top of 523. In SOWH, pages 445-448, 453-454, 458-472

“Let them eat…” Despots Good from the Napoleonic wars? Jacobins Winners?

5 2/19-25

Industrial Revolution Where do modern politics come from? Isms to deal with a changed world Latin American revolutions and their outcomes The Dependency Model Quiz 2 on thursday

In WH, read pages 512 to top of 522, and 523 to yellow on 528. In SOWH read pages 472-475, 524-533, and 555-557.

Chartism Industrial Revolution No real change Revs, revolts, & uprisings Why N (Napoleon) the third?

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6 2/26-3/4

Crimean [a river] War Socialism, Marxism, Feminism Viva la Mexican Revolution, sort of

In WH, read pages 528-555 [but not the rise of the U.S.] and yellow box on 556. In SOWH read pages 533-550 and 562-566.

State Socialism How were Marx and Engels right?

7 3/5-11 America Empire Modern physics Nationalism, so Germany and Italy are born Zionism Freud Impressionism

In WH, read pages 555-568 In SOWH read pages 550-553, 558-561

Is America an empire? Main ideas of…? Italy & Germany become nations Who’s right about the Palestinians?

8 3/12-16

Colonial and imperial isms Quiz 3 on tuesday

In WH, read pages 571-597. In SOWH, read pages 567-575, 592-601.

British Empire’s main things What’s your favorite Creole? Why the Belgium Congo? Why Indonesia? Colonies and empires

9 3/17-3/23

Spring Break

10 3/26-4/1

Imperial and colonial isms in East Asia, China and Japan in the 1800s Document Hunt/Ethics Find due on thursday

In WH, read pages 599-624. In SOWH, read pages 480-486, 576-583, 587-591, 627-630

A war to sell opium? Cixi’s career China’s failure to modernize / defend Meiji government Japan success at

modernization 11 4/2-8 Causes & Effects of

World War One Russian Revolution, early Soviet Union, Artist as rebel

In WH, read pages 626-654, 665 right half-66. In SOWH, read pages 616-625, 641-646.

Balance powers pre WWI, and other causes

Effects of WWI US contribution to

WWII What did Lenin say the problem with the world was?

12 4/9-15

Indian Independence Mustafa Kemal and Turkey Arabian independence

In WH, read pages 556-left half of 665. In SOWH, read pages 689-702.

Ghandi’s success & failure Who was right: Ghandi or Iqdal Does Turkey work?

13 4/16-22

Chinese “independence” Japan between Wars Latin American rulers & arts

In WH, read pages 667-715. In SOWH, read pages 636-640,

Why did the Japanese conquer Korea and China?

How’d Schicklegrubber

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W W 2 causes & effects

676-688. & Nazi’s get power? Outcomes of WW2?

14 4/23-29

Soviet Union after World War 2 Chinese “Communist” Revolution and birth-pangs Latin American Dictators/Caudillos

In WH, read pages 718-789, and right half of 793-first paragraph of 800, ignoring Putin In SOWH, read pages 704-707, 647-659.

Prague Spring Why did the US support

so many dictators and overthrow so many democratic governments?

15 4/30-5/6

Bride of feminism, book 2 Africa against Imperialism/Colonialism Palestine, Arabs and Israel, Iran, Indonesia, Cambodia, it’s enough to make you cry

In WH, read pages 803-left half of 805, 815-first paragraph of 838, 861-second paragraph of 866. In SOWH, read pages 661-665, 668-671, 712-730.

What was Simone de Beauvoir’s main point in The 2nd Sex?

Bansi Sizwe is Dead and Africans under foreign rule

Why would people follow Khomeini?

Indonesia - one of the next great powers?

What should have been done to Pol Pot?

16 5-7, 11a-1p

Final Exam All readings assigned from WH for the semester, SOWH readings after Quiz 3 only.

EXPLANATION/WARNING/PAIN – From the Vietnam War on out, there’s a lot more reading to cover the same

amount of time than earlier in the course. This is because what we will now study is barely history. History is

when documents have been written and other evidence left which we then study, compare, analyze, and try to make

some sense of, to explain our world and how it works to ourselves. This is still happening for all time periods, but

especially for the recent past, so we don’t know as well what events or ideas or people will have made a mark on the

world such that we need to explain them to explain these times. It is all too newer, and harder to summarize. We

are looking from too close.

For this reason, our summary and analysis of some of this may later be found incorrect. It is also why you should

look for things from the course content list in the reading and blow the rest off. Anything after about the 1960s is

shakey...heck, we haven’t even found and read all the big Kahunas’ diaries from then yet. Some of them haven’t

croaked and left them for us to read, so if they’d all just kindly get with the program...

Attendance

Come to class on time. Class attendance is required. Each session is a workshop where information is

provided, assignments reviewed, and questions asked and answered. The more classes missed, the less

likely you will succeed. Absences will be excused for verifiable emergencies of health, court appearance,

and the like. The instructor is the sole authority on whether absence is excused.

Unexcused absence over three lowers the maximum grade you may earn by one letter, therefore, with four

unexcused absences your maximum grade possible is a B, five unexcused to a C, six unexcused to a D,

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seven unexcused will result in failure. Do not leave class early without prior permission from the

instructor. Do not miss class.

Quizzes

Quizzes cover the major people, places, events, movements, etc. from the reading and lectures, and

analysis of the primary sources. Parts are sometimes taken in groups and thus may not be made up.

Grades of those with excused absences missing the quizzes will be averaged without responsibility for

those points.

Make-up Policy

Any make-up work is at the discretion/convenience of the instructor, and will require verification of

excusable absence, preferably in writing. Quizzes are usually averaged without holding students

responsible for those points. Do not miss exams for social or recreational purposes. Do not go on

vacation nor a cruise nor hunting on exam day. These and others of there ilk are not excused

absences.

Chronic Assignment

Students are expected to do a minimum of two hours of work outside of class for every hour in class.

Some assignments may require more time. Do the above reading to be prepared for each quiz or test,

taking careful notes on both the WH and the SOWH reading, and studying those notes thereafter. You

will be tested on major points from the reading that are not covered in class, and you will have to write

essays on the meaning behind the source documents without being able to refer to them during the quiz or

test, so…STUDY YOUR NOTES!!!! You are also responsible to learn [at minimum, identify and

describe] the terms and concepts listed in the titles, sub-titles, and sub-sub-titles of World History, and the

things listed in the specific content section of this syllabus. There is a certain amount of basic

information necessary to discuss any topic. With this information you will have the basis to understand

the descriptions and discussions we will undertake in our meetings. Come to class prepared to use these

terms and concepts. Information on these things may be found in your textbook, on the internet [be

careful...use reputable academic sources! The LRC will help you know the difference], in encyclopedia,

in biographies and dictionaries of biography, in other history books, in monographs [books on one

subject], and texts on the countries and events listed. Take notes on your research...the instructor hopes

you will learn and enjoy, but in any case, the graded learning exercise is coming! Other assignments are

listed under evaluation.

Other brief readings may be made available for the students' information.

Students

Students are required to act respectfully toward themselves, each other, and the instructor. The rights of

others will be respected. The instructor reserves the right to require anyone engaging in disruptive

behavior to leave the classroom. CELL PHONES MUST BE TURNED OFF AND PLACED IN THE

PROFESSOR’S BASKET OR ON HIS DESK FOR YOUR RETRIEVAL AFTER CLASS. Those

with emergency situations impending may receive calls only through PRIOR arrangement with the

instructor. Other calls ringing through during class will be answered by the instructor.

Students should refer to the student handbook for additional student conduct requirements, noting

especially the section on plagiarism.

Students with disabilities are asked to disclose them, confidentially, to

Judy Gordon

Developmental Studies Case Manager/ADA Coordinator

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Contact Info

jgordon@chesapeake.edu

Phone: (410) 822-5400 ext. 5805

(410) 758-1537

(410) 228-4360

Discretionary Clause

The instructor reserves the right to change the content and schedule herein, in which event reasonable

effort will be made to notify and accommodate students.

Method of Instruction

The primary methods of classroom instruction will be lecture/demonstration and discussion.

Opportunities may be given to experience the food, music, and other arts of the period.

Evaluation

Quizzes 3, each 0 points, points each for multiple choice, dialectical essay,

primary document essay, and cosmic question

Document Hunt/Ethics Find 1, for 100 points, see rubric

Cumulative Final 1 @ 400 points, 100 for multiple choice, 100 for each essay

[1 cosmic, 1 dialectical, and 2 primary document @ 50 pts. each]

Students will be graded separately on each major part of every quiz and the final, and must pass

each type of assignment at the end of the semester with a 65% or above to pass the course. This

means students must have a 65 or above in every type of question, demonstrating that they have learned a

minimum of the historical information [tested on the multiple choice], are capable of critical thinking

about historical events [tested on the dialectical essays], can identify, think about, and communicate the

major points of historical documents [tested on the primary document essays], and can identify for

themselves and remember the biggest issues and events of history [tested on the cosmic question].

A horrible but hopefully clear example: say a student scores 99% on the multiple choice, 97% on

the dialectical essays, 98% on the cosmic question, but 63% on the primary document essays. That

student would not pass the course. Please don’t let this happen to you.

Grades will be earned according to the following percentages of your score

93% = outstanding oh, alright, for the boring, a

84% = exceeds expectations b

74% = acceptable c

65% = poor d

57% = dreadful f

50% = troll g

40%=mandrake h

30%=blast-ended skrewt i

20%= flobberworm j

10%=crabbe/goyle k

0%= womping willow l

Instructor

The instructor will provide learning tools, information, answer questions, stimulate interest, and evaluate

attainment of course learning outcomes. Remember that the intent of this course is your learning and

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growth. The sincere wish of the instructor is that you succeed. Try to come for help sooner, rather than

later, but by all means come.

The instructor may normally be reached from:

8-8:30am in H-113, and 1:15-2:15pm, Tuesdays & Thursday in his office in the Science Building, S-117

10am-noon Wednesdays online on angel and at ncrouse@chesapeake.edu

If not reached in person, please leave voice-mail or e-mail. Please remain in the classroom at least fifteen

minutes in the unlikely event that the professor be tardy.

A Word about Dialectics

Some essay questions will illustrate the development of your abilities to analyze and synthesize through

your use of dialectics. We will attempt to understand and describe the processes of history through

adapting, for ourselves, our own specific variation and application of a dialectic. You may use Hegel’s --

thesis>antithesis>synthesis, or Marx & Engel’s – Slavery>Serfdom >Mercantilism>

Capitalism>Socialism>Communism, or Alce’s – Problem>Struggle >Change

>Structure>Power>Corruption, or your own. The quizzes and final exam will contain essay work on how

history operates, which you will explain using a dialectic.

And Now, for Something COMPLETELY Different...

What are dialectics?

Dialectics is the art of logical thinking through the use of structures – steps things often take as they move

through time, or descriptions of the processes that things go through. Many people have composed

dialectics to explain the world to us in general by showing us how some part of it works. Each of these

descriptions is called a dialectic.

Some essay questions you will write will illustrate the development of your abilities to analyze and

synthesize historical events through your use of dialectics. We will attempt to understand and describe

the processes of history through adapting, for ourselves, our own specific variation and application of a

dialectic.

Composers, stages, and names of dialectics

You may use any dialectic for your essays. Hegel’s -- thesis>antithesis>synthesis [called dialectical

idealism], or Marx & Engel’s – Slavery>Serfdom >Mercantilism> Capitalism>Socialism>Communism

[called dialectical materialism], or Alce’s – Problem>Struggle >Change>Structure> Power>Corruption

[called dialectical problematics], or your own. The quizzes and final exam will contain essay work on

how history operates, which you will explain using a dialectic.

How dialectics work

Each dialectic comes from a different thoery about what humans are really up to...what makes us tick.

What are we really doing? Why? Each composer of a dialectic has had an idea about what people are

trying to accomplish, about how or what has made human history go.

Dialectical Idealism

Georg Wilhelm Friedrich Hegel said we’re all about ideas. It works like this – someone has a big idea.

He used the latin word for big idea, thesis. Most of the time when a society has a big idea, someone else

will eventually come up with a competing or contrasting idea [in latin, the antithesis]. There will be an

arguement over the ideas. Sometimes people discover a solution to the debate between the ideas. This

solution often has some points from the thesis and the antithesis. It often also has new factors that have

been discovered during the arguement. This is all put together in a new idea that resolves the debate. It

is a synthesis, a conclusion reached containing aspects of many competing ideas.

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Here is an example from another class, the ideas behind the debate over the government of the British

North American Colonies:

Thesis – Unitary government. The British governed the colonies from their Parliament [kind of like a

congress with fancier outfits]. Their idea was that government needed to be unified. To vote or serve in

the government you had to belong to the state church. Rich landowners were in the House of Lords.

Their brothers were either bishops and archbishops of the church [also in the H of L] or high officers in

the military, or elected to the House of Commons. Judges were also from these same families. So the

government of the British Empire [and thus of British North America] was by a small group of very rich,

powerful families.

Antithesis – Division of Powers geographically. The colonists of BNA thought that was too much power

over too many people by such a small group. So few people being soooooo rich and powerful had led to

abuse of power. Let’s have many little countries in a loose league, allow people with less property to

vote, and have our rulers rule a smaller territory. So people would rule a small area and be chosen and

watched by a larger group. This was American govt. when we got our independance. It was all spelled

out in the Articles of Confederation.

Synthesis – Powers shared between geographic units and a strong central unit.

The Confederation of American States was too weak a unit. It was broke. But the individual states were

too small to survive in a hostile world. And they didn’t get along. And the currency didn’t work. So

with the Constitution we decided to keep the power divided geographically in the states, but have them

give up some power to a more powerful national government with powers divided by function

[legislative, executive, judicial] to keep it from being abusive.

This is a true synthesis – a strong central government [a powerful unit, as in the thesis] with power

divided to prevent abuse, sharing power with geographic units [as in the antithesis] that each gave some

power to the unit to make it stronger.

Tahdah! Thesis>Antithesis>Synthesis

Meaning – People have trouble figuring out how to structure government, because it’s too easy for those

given power to misuse it, and impossible to tell the future so you’ve gotta just wait and see how your

structure works out. [this is only one example of many possible meanings gotten from these events]

Other kinds of examples can show you how GWF’s dialectic works. Remember, though, that we will be

using these dialectics to explain events in history, but...just so you can get the idea, here are examples of

Hegel’s dialectic applied to other aspects of life.

Thesis – guitar blues, songs telling personal stories of suffering with intense guitar solos crying out the

message [don’t fight the fellin, don’t fight it] is a great idea.

Antithesis – smooth French jazz, music that can say anything, with lightning fast guitar and violin solos

are a great idea.

Synthesis – hard guitar rock, a boy from Detroit heard all of the above growing up, combined it with the

new rock and roll, and became THE man, making hard guitar-showcasing rock a great idea.

Meaning – some parents play a variety of good music for their kids, and that works out well sometimes.

or...

Thesis – baseball, everyone who plays should bat

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Antithesis – most pitchers are lousy hitters. Let somebody hit for them.

Synthesis – Each league can do as they wish, and they take turns in the world series and inter-league play

[or something like that...i don’t watch any more].

Meaning – baseball can’t make up its mind.

or...

Thesis – art should have structure, balance, be realistic, and show only approved subjects

Antithesis – art should express feeling whether it fits a structure and is of approved subjects or not

Synthesis – art can show the real better by suggesting feeling, and often do it within tight structure

Meaning – every generation struggles with how to express itself in art, and each is often very critical of

artists immediately before them.

or...

Thesis – pasta is good [Italian immigrants to the U.S. in the 1800s], but tomato sauce is only for some

times of the year, when tomatoes are cheap and fresh

Antithesis – tomatoes can be grown and canned to be available cheaply year-round, all over the country

[1800s eastern shore]

Synthesis – tomato sauces can be fun all year round!!!!!!!

Meaning – Italian cooking freaking rules and I’ll be heading to the kitchen now.

Dialectical Materialism

Karl Marx and Friedrich Engels said humans are all about material...who gets the money, and who gets

the stuff? They thought all of human history was a stuggle between the classes over who did the work

and who got the goodies. Some people invented systems to keep themselves and their families rich and

powerful, and to make everyone else work for them. The story of civilization was all about the gradual

change in systems the powerful used to keep people satisfied just enough to do all the work without

getting much reward for it.

Systems based on slave labor led to systems based on promises [mainly between the rich, called feudal

contracts. The poor were just told they had to work for the rich who owned the land] which led to

mercantilism [control of trade with colonies to make the ruling class rich] which led to capitalism [people

buying pieces of companies in exchange for a piece of the profit] which led to socialism [a group, often of

the workers, owning the business and its stuff, sharing the work and sharing the profit] which will lead to

communism [no government, no economic “system,” just people running their own communities

together, sharing the work and sharing the stuff] some day.

So slavery>feudalism>mercantilism>capitalism>socialism>communism. No circle...a line of history.

Where it’s been. Where it’s going.

Should you choose to write using this dialectic, you will be responsible to go through at least three, but

not more, stages. See me for more detail and if you want to discuss examples. Warning – this one is

hard.

Dialectical Problematics

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Don [Sir] Miguel Ignacio Itzamna Alce de Barcelona [it’s Spanish. In English his first name would be

Miguel and his last name would be Alce. You may call him Don Alce or El Alce, but don’t be dumpin

on the Alce...he’s a bud.] says that humans don’t usually change, nothing normally develops differently,

without a problem that bothers someone enough to make them get off the couch/out of the easy chair. If

and only if something bothers someone they may choose to struggle with it.

This gives us a pattern for human endeavor. It goes like this; problems, if they bother someone enough,

lead some people to struggle with them. That struggle sometimes results in a change the someone wants

to make. When a change is made, it doesn’t stay in place, the change doesn’t stay changed, without

structure, because things tend to slip back to the way they were before. However, when something has

structure it has power. Something or things are helping it stay in place. Whatever it is, it is now

stronger.

Funny thing about power. Power often leads to corruption. Power is hard to use unselfishly and well.

Power is hard, so corruption is usual. Frequent. Usually, frequently, soon. At any time in this sequence

someone can find a problem and start over, so Don Alce’s Dialectical Problematics [or the Alceian

Dialectic] is kind of eliptical...ovalish.

Here’s a humble example. I was fat. Triple extra large. HUUUUUUUGE! We’re talking Shamu

here. One day I was doing research in the Library of Congress. Lots of walking around, up and down

stairs. I was short of breath, i kept getting a little dizzy, my knees, hips, ankles, and chest hurt. I got

scared. To use the L of C they give you a special library card/picture id. I looked at mine and could

deny it no longer...I had a problem. I was working and working and working and having no joy, no play,

except food, and it was killing me. Oh, I had dieted, and all it got me was huge and hungry. This would

be the struggle.

Time for some exercise. That would be the change. I decided to walk. I had a puppy, so I made sure I

walked the puppy about 4 times a day, about twenty minutes each time. That was my structure. Fairly

soon I started feeling better. My change had power, I got power...the power to breathe, to do more, to

have some energy, to do something besides come home exhausted, eat, and wonder what I could eat next,

beached.

Corruption? Well, I look younger. I’m healthier. I can do way more stuff. I am younger, prettier,

smarter, faster, better shaped, and have way more energy than I did, never you mind how many years ago.

Have I been corrupted? Heck yah!

soooooooooooooo, problem>struggle>change>structure>power>corruption.

What does it mean? That I can’t stay un-huge w/o exercise, that being fat is miserable, that I love to eat

waaaaaaaaaaaaaaaaaaaaaaay tooooooo much.

So that’s dialectics. Whattayathink?

Here’s How to Write a Dialectical Essay:

Name a dialectic [by title and/or author] and its stages

Describe how the dialectic works by explaining its stages

Tell me the story of an event or events in history that fit/s the stages of the dialectic

Show me how the event/s fit/s the stages, and how it doesn’t

Tell me what the event means.

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"Cosmic" Question

On each quiz or exam is a question testing your knowledge and judgement of the material so far in an

exercise called the “cosmic question.” On it, students will be required to make a chart on a grid that

shows the years covered by our course. The chart should include the most important people, events, and

movements we've studied; such as major wars or battles, empires and their periods, rulers, issues,

philosophical/ religious movements, discoveries, etc. Only the most important subjects need be included.

Deciding what is important enough to include is your job. A sample of the question is included with this

syllabus. You might want to practice, showing them to the instructor for suggestion and correction.

Primary Document Essays

Primary documents are those we have from the people or groups involved in the events and ideas we

study. They are not interpretations of others, but rather, the words or other records of those who “did the

deed” as they did them. For example, an entry by George Washington in his diary about what he did that

day is a primary document. Someone else writing about what they saw George doing that day is also

primary. Somebody writing about what George did after reading George’s diary and someone else who

saw George’s actions is not.

You will read primary documents from each of the eras and areas of the world we study. You will then

write an essay on a document or set of documents from those assigned for each quiz or test. These

questions will require analysis [taking apart the ideas of the writers] and synthesis [putting the ideas

together with other information]. You may be asked to explain what a society’s most cherished, closely

held beliefs and core values are [those which are accepted by the society as necessary for its existence].

You may do this by knowing what the documents say about their societies, and then thinking about what

would have to be true [but was unstated] for someone in the society to write/say such a thing.

Document Hunt & Ethics Find

Find two constitutions from civilizations and time periods we will study this semester that are NOT

already in your text books, World History and Sources of World History. Keep notes on your search for

these constitutions.

When you find them, write me an essay saying:

1. What constitutions you found, and where you found them

2. How you found the constitutions

3. Paste/copy/print out and attach the notes you took on at least 3 [three] pages of each code.

4. Print out or copy the first and last pages that you used of the document and attach them to your

essay, as evidence.

5. Describe what the society’s general values are – what topics are important enough to

them to insist that everyone follow the rules about them? What do their

attitudes seem to be about those topics? What matters to these people?

6. Compare and/or contrast the differing and/or shared values of the two civs whose

constitutions you found.

7. Turn it in, on time. I am on personal speaking terms with the deities of all these civs, and they,

by and large, like me, especially the Mayan ones, so you had better come through. Also, your

constitutions and especially your thoughts about them had better not be remarkably similar to

anyone elses – any bunch of people, such as the Maya, with a god named Bloody Diarrhia is not

to be messed with.

8. [Don’t worry about length or any of that stuff – answer the questions well, briefly

even, and all will be swell.]

9. Include an APA bibliographic citation of each code you found as the last page of this assignment.

Here is a good APA source -- http://owl.english.purdue.edu/owl/resource/560/01/

Hints Here are the kinds of places and helps you might use to find these documents: academic law

libraries and their websites, graduate schools, intro to ancient law textbooks, research librarians,

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archeology journals and magazines, questia, advanced google search [but beware! – academic sites only!

no wacko nut-jobs!], legal journals, indices and data bases of history journals

Required Texts Duiker, William J., Spielvogel, Jackson J., World History, Volume Two, Fifth Edition, Cengage,

2007. Kishlansky, Mark A., Ed., Sources of World History, Vol. 2, Fourth Edition, Cengage, 2007. SparkCharts World Map

Core Course Description Examination of global progress in major civilizations from the late medieval period to the present; emphasizing the economic, social, cultural, intellectual, and political trends motivating human beings.

Course Goals:

A. To acquaint the student with a basic survey of modern world civilizations

B. To equip the student and the community for civil social and political discourse.

Course Objectives:

Upon successful completion of this course, the student should be able to:

1. Demonstrate in an essay, analysis of the meaning and context of historical events and

processes in modern world history.

2. Through reading primary documents, interpret the meaning of those writings and advocate

that view.

3. Describe important people, terms, events, and processes in modern world history.

Course Justification HIS 132, World Civilization II, is included in the curriculum to help students gain an understanding of the civilizations in which they live, and how they have become as they are. In the instructor's opinion, current events and conditions cannot be understood without knowing what has transpired to bring them to us. Further, problems and issues cannot be addressed or resolved successfully without knowledge of their causes. Nothing exists to help us understand the present or the future but the past, and so it is a great benefit to us to know the development of late medieval to current World Civilizations, which we will study in HIS 132. Bibliography Africa South of the Sahara, London: Europa Publications Ltd. Annual editions: Western Civilization, Guilford, Conn.: Dushkin Pub. Group, 1985-ongoing. Armstrong, Karen, Islam, Modern Library Paperback Ed., New York: Randon House, 2002. Bach, Hans I., The German Jew: a synthesis of Judaism and Western civilization, 1730-1930. Oxford

[Oxfordshire]; New York: Published for the Littman Library by Oxford University Press, 1984.

Beasley, W. G., The Japanese Experience: a short history of Japan, Berkeley; Los Angeles: University of

California Press, c1999. Beck, L. Adams, The story of Oriental Philosophy, New York: Cosmopolitan Book Corp., 1928.

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