FALL 2007

History 193

Modern World History

Mon-Wed-Fri, 9:05, Hardin 232
(Spring 2007)

Prof. Edwin E. Moise
Office: Hardin 102
Office phones: 656-5369, 656-3153
Home phone: 654-7087

Messages can be left in my mailbox in Hardin 124, or in the box on my office door.

Office Hours

    Monday     10:10-11:00, 2:30-3:20
    Tuesday    11:00-12:00
    Wednesday  10:10-11:00, 2:30-3:20
    Thursday   11:00-12:00
    Friday     10:10-11:00 

Course Objectives

To give students an overview of the world and the ways it has changed since the 18th century, including both western and non-western cultures.

What goes into your grade

Your grade in the course will be based mainly on the written work I have assigned. You cannot do extra papers for extra credit. You can improve your grade a bit by participating in class discussion. The best way to pick up extra points is to catch me in a mistake in class. If you can point out to me that I have made a mistake you get two points extra in the gradebook. If you present a good clear argument that I am wrong about something, with evidence, then your grade may be boosted even if you do not succeed in convincing me.

I do not emphasize trivial factual details in this course. On tests and quizzes I will NOT ask you to tell me the date Kenya became independent of British rule. There are some facts you need to know, but they are more important things than dates and names. On the other hand, I will expect you to get an idea of the sequence of events, what came first and what came later.

There will be no big course paper, but I will assign four short papers, each of which should be about two pages typed double spaced in normal type with normal margins (they may be longer than two pages if you wish). They are worth 40 points each. The midterm test (70 points) and the final exam (120 points) will be mostly essay questions. I will give some very short quizzes which are just objective questions. The schedule for these will not appear on the syllabus, but they will be announced during the previous class. These only count ten points each; they will be mainly intended to make sure that you are doing the reading.

I use a 90%, 80%, 70% scale, sometimes modified in favor of students but never against them. In other words, a 90% average for the semester is guaranteed to be an A, 80% is guaranteed to be a B, and 70% is guaranteed to be a C. But 89% or 88% might perhaps become an A, depending on how the class as a whole is doing.

Any student who has an average of 90% or better, for work up to the final exam, will be permitted to exempt the final.

Policy on late work

If you miss a test or a take-home essay assignment, then you will be able to make it up. (In regard to take-home assignments, there will be a time limit of one week for make-up, except in extraordinary cases. If it is not in within a week of the due date it is just an F.) However, you will be marked off for lateness. You will be marked off even if your excuse is very, very good. You can avoid a penalty only if I have told you before the work was due that you would be able to do it late without penalty.

If you miss a ten point objective quiz you are out of luck; there is no make-up even with a good excuse. Ten point objective quizzes are usually given at the beginning of the class, so if you are ten minutes late on the day the quiz was given, you will have missed the quiz and you will not be permitted to take it late. However, the worst grade on a ten point objective quiz for any particular student does not get counted, so if you only miss one of them it will not hurt you too badly.


Students under the 2006-2007 curriculum are required to compile an electronic portfolio, showing general education competencies. Assignments for this course that fulfil some of these competencies will be marked in the syllabus.

Academic Integrity Policy

Academic integrity requires that we not try to pass off other people's work as our own. What does this mean in practical terms, in this course? Really two things:

  1) In-class tests are closed-book. You are supposed to get information only from your memory while writing your answers, not by sneaking looks at books, notes, an electronic device, or your neighbor's paper.

  2) Students are not supposed to help each other do take-home assignments after the assignment has been given out. For students to study together to learn material for tests and quizzes is perfectly OK. Indeed, it is an excellent idea. But if two students work together on take-home essay assignment, and as a result the papers handed in by the two students resemble one another much too closely to be coincidence, I will bring charges of academic dishonesty against both of them. If a fellow student asks to see your paper, to see how the assignment was supposed to be done, say no. They should come to me if they want further explanation of how the assignment was to be done.

Attendance policy

You are allowed up to six cuts INCLUDING EXCUSED ABSENCES. You lose two points for every unexcused absense after that. I would advise you not to take even five. I am going to be saying quite a few things in lectures that are not in the reading. Even if you are very careful about doing all the assigned reading, you will have trouble answering the questions on my tests if you have not been at the lectures.

If I am Late

If I have not gotten to class by five minutes after it was supposed to begin, I would be grateful if a student would go bang on my office door and see whether I am there. If I still have not arrived by ten minutes after the time the class was supposed to begin, you can give up on me and leave.

Assigned reading

There are four books you should buy:
    Societies, Networks, and Transitions: A Global History, Volume C, by Craig Lockard
    The Communist Manifesto, by Marx and Engels
    Throwing the Emperor from His Horse, by Seybolt
    Wars of Imperial Conquest in Africa, 1830-1914, by Vandervort

Course Schedule

January 10: Introduction to the course.

January 12: The American and French Revolutions
    >>> Lockard, pp. 561-573

            January 15: No Class

January 17: Revolutions in Latin American and the Caribbean; the Industrial Revolution
    >>> Lockard, pp. 573-583

January 19: Nationalism and Socialism
    >>> Lockard, pp. 583-589
    >>> Marx and Engels, The Communist Manifesto, pp. 49-65 (the opening page and part 1, "Bourgeois and Proletarians")

January 22: The Communist Manifesto
    >>> Marx and Engels, The Communist Manifesto, pp. 65-91 (parts 2, 3, and 4)

January 24: Imperialism
    >>> Lockard, pp. 590-595
    Hand in a short paper (about two pages, typed double space), on the question: How reasonable were the statements and opinions in the The Communist Manifesto in the context of the time?. I am asking you NOT to use hindsight on this. I am asking to what extent the The Communist Manifesto would have seemed reasonable to a reader who had only the information that was available at the time the The Communist Manifesto was written. (General education competency R1.)

Supplementary comment: When you are agreeing or disagreeing with a statement or idea in The Communist Manifesto, please make it clear exactly what the statement was. You don't necessarily have to quote the exact words (though sometimes that would be a good idea), but make sure that you convey, in one way or another, what the statement or idea was that you are agreeing or disagreeing with. If you are citing a statement or idea that appeared in a particular location in The Communist Manifesto, give the page number.

January 26: European Society; the Rise of the United States
    >>> Lockard, pp. 597-612

January 29: The United States, continued; the Rest of North and South America, and the Pacific
    >>> Lockard, pp. 612-627

January 31: Colonization of Sub-Saharan Africa: Overview
    >>> Lockard, pp. 629-640

February 2: Conquest of Africa: Background
    >>> Vandervort, pp. 1-55

February 5: Conquest of Africa: 1830-1880
    >>> Vandervort, pp. 56-112

February 7: Conquest of Africa Accelerates after 1880
    >>> Vandervort, pp. 113-166

February 9: Conquest of Africa: Final Stages
    >>> Vandervort, pp. 113-219

February 12: Colonialism in Africa
    >>> Lockard, pp. 641-644
    Hand in a short paper (about two pages, typed double space), on the questions: How vigorously, and how effectively, did Africans resist European conquest? (Show an awareness of the variation between different groups of Africans.) Why did some resist more vigorously or more effectively than others? (General education competencies S2 and S3.)

February 14: The Middle East
    >>> Lockard, pp. 644-655

February 16: Colonialism in India
    >>> Lockard, pp. 657-671

February 19: Colonialism in Southeast Asia
    >>> Lockard, pp. 672-683

February 21: China, 1750-1914
    >>> Lockard, pp. 685-698

February 23: MIDTERM TEST

February 26: Japan, Korea, and Russia, 1750-1914
    >>> Lockard, pp. 699-713

February 28: World War I
    >>> Lockard, pp. 715-722

March 2: The Russian Revolution
    >>> Lockard, pp. 722-728

March 5: The 1920s, the Depression, and the Rise of Fascism and Nazism
    >>> Lockard, pp. 728-739

March 7: World War II
    >>> Lockard, pp. 739-746

March 9: China in War and Revolution
    >>> Lockard, pp. 754-759
    >>> Seybolt, Throwing the Emperor from His Horse, Introduction and chapters 1 and 2 (you may also wish to read the Preface, but that is optional)

March 12: Imperialism and Nationalism (general discussion); India; Southeast Asia; Africa
    >>> Lockard, pp. 749-753, 759-771

March 14: The Middle East, Latin America; Globalization and Modernization
    >>> Lockard, pp. 771-796

March 16: Decolonization and the Cold War
    >>> Lockard, pp. 797-812


March 26: Globalization in Economics, Environment, and Social Networks
    >>> Lockard, pp. 813-832

March 28: China under Mao Zedong
    >>> Lockard, pp. 835-844
    >>> Seybolt, chapters 3, 4, 5, 6

March 30: China after Mao Zedong
    >>> Lockard, pp. 844-850
    >>> Seybolt, chapters 7, 8, 9, 10

April 2: Japan, Korea, and Taiwan
    >>> Lockard, pp. 850-864
    Write a short paper (about two pages, typed double space), on the questions: What moral dilemmas did Wang Fucheng face? (A moral dilemma is a situation in which either it is difficult to figure out what the morally correct course of action is, or a person is under heavy pressure not to do the morally correct thing.) How did Wang Fucheng resolve his moral dilemmas? Do you think he made the correct moral choices? (General education competencies E2, S2, and S3.)

April 4: Western Europe since World War II
    >>> Lockard, pp. 867-883

April 6: Communism and post-Communism in Russia and Eastern Europe
    >>> Lockard, pp. 883-899

April 9: The United States, Canada, and the Pacific Basin
    >>> Lockard, pp. 902-919

April 11: Latin America and the Caribbean
    >>> Lockard, pp. 919-932

April 13: South Asia since Independence
    >>> Lockard, pp. 969-982

April 16: Revolution, War, and Reconstruction in Indochina
    >>> Lockard, pp. 982-989
    Newspaper research exercise (general education competencies R1 and R3).

April 18: Southeast Asia
    >>> Lockard, pp. 989-1000

April 20: The Middle East
    >>> Lockard, pp. 935-951

April 23: Africa
    >>> Lockard, pp. 951-966

>April 25: The US-Iraq War

>April 27: The World Today; Review

Final exam: Monday, April 30, 8:00 a.m.


Other Links

Perry-Castaneda Library Map Collection at the University of Texas

Map of the European Union

Clemson University Academic Support Center, which provides help and tutoring for students encountering academic problems. It does not, however, have tutors specifically for History courses.

Edwin Moïse's homepage

Revised January 10, 2007.