Draft. See Blackboard or syllabus distributed in class for official version.

Syllabus

Professor: Dr. Benjamin Bryce

Office: McCaffray Hall 3092

Office hours: Mondays, 13:30-14:30 and by appointment

E-mail: ben.bryce@unbc.ca

Term: Winter 2020

Time: Mondays and Wednesdays, 12:30-13:20

Tutorials: There are four tutorial sections. Students are to register for one tutorial section. If a section is full, the instructors cannot move students to another section. Tutorials are led by one of the two teaching assistants. The tutorials take place at the following times and locations:

Course Description: This course surveys several issues, ideas, and events in the world since 1550. It illustrates how the peoples of different continents have interacted and influenced one another. The global movement of people and ideas, trade, industrialization, imperialism, war, and ideologies all receive particular attention. Students are also introduced to the discipline of history, including to historiographic and primary source analyses.

Learning Objectives:

1) A greater understanding of world history.

2) The ability to analyze and discuss primary documents.

3) The ability to identify and discuss historiographic debates.

4) A foundation for further, more specialized history courses, and the development of research skills.

Course Structure: A lecture on one of the course themes will be given on Mondays and Wednesdays. Questions during lecture are encouraged. Tutorials are dedicated to a group discussion of the assigned readings. Attending tutorials is a crucial aspect of this course. It is in tutorial that you will work closely with the teaching assistants to develop your critical thinking, reading, and writing skills. Students who do not attend tutorial on a regular basis generally receive low grades on the written assignments and tests.

Required Readings:

Textbooks:

• Robert W. Strayer and Eric Nelson. Ways of the World: A Brief Global History, combined value edition. Boston and New York. Bedford/St. Martin’s: Macmillan Learning. Fourth Edition, 2019.
• You can purchase it at the UNBC bookstore for approximately $75.

Articles:

• Erika Lee. “The ‘Yellow Peril’ and Asian Exclusion in the Americas.” Pacific Historical Review 76, no. 4 (2007): 537–62.
• José Moya. “A Continent of Immigrants: Postcolonial Shifts in the Western Hemisphere.” Hispanic American Historical Review 86, no. 1 (2006): 1–28.
• Benjamin Bryce. “Undesirable Britons: South Asian Migration and the Making of a White Argentina.” Hispanic American Historical Review 99, no. 2 (2019): 247-273.
• Kornel Chang. “Circulating Race and Empire: Transnational Labor Activism and the Politics of Anti-Asian Agitation in the Anglo-American Pacific World, 1880-1910.” Journal of American History 96 (2009): 678-701.
• Beth Lew-Williams. “Before Restriction became Exclusion: America’s experiment in Diplomatic Immigration Control.” Pacific Historical Review 83, no. 1 (2014): 24-56.
• Frederick R. Dickinson. “Toward a Global Perspective of the Great War: Japan and the Foundations of a Twentieth-Century World.” The American Historical Review 119, no. 4 (2014): 1154-1183.

Evaluation:

1) Tutorial attendance and participation, 20%

2) Assignment 1: Primary document analysis. Due in lecture on Wed., February 5, 15%

3) Midterm test. During lecture on Wednesday, February 26, 15%

4) Assignment 2: Historiographic research essay. Due in lecture on Wed., April 1, 25%

5) Exam (during exam period), 25%

1) Tutorial attendance and participation. Students are expected to attend and participate in all thirteen tutorials and in the weekly discussions of the readings. Evaluation will be based on a demonstrated mastery of the readings. Students are required to read an average of 45 pages per week (primary and secondary documents combined). If a tutorial is cancelled because of a university holiday, students will discuss the readings the following week in tutorial.

2) Primary document analysis: 3 pages. Students are required to critically analyze how the authors of three primary documents contained in the course-kit discuss a common theme (such as governance, liberty, reason, religion, the nation, the economy, etc.). A more detailed description of expectations will be distributed in class and posted on Blackboard three weeks before the due date. Students are welcome to discuss their ideas with their tutorial leader in the weeks leading up to the due date.

3) Midterm test: 45 minutes in class. Evaluation will be based on the demonstrated mastery of lectures and the assigned secondary readings in the Robert Strayer textbook. A more detailed description of the test format will be distributed in class and posted on Blackboard before the test. There will be no make-up tests unless the student has medical documentation.

4) Historiographic research essay. 7-8 pages. Students are asked to write a historiographic research paper. Students will be given a set of five scholarly articles that speak to a common historiographic discussion. Students should not cite the Strayer/Nelson textbook and instead focus their attention on analyzing five articles. This is not an opinion piece but rather an analysis of the scholarly arguments. A more detailed description of expectations will be distributed three weeks before the due date. Students are welcome to discuss their ideas with their tutorial leader in the weeks leading up to the due date. This essay requires proper citation following the Chicago Manual of Style, and all essays should have properly formatted footnotes and a bibliography.

5) Exam. During the exam period. Evaluation will be based on the demonstrated mastery of lectures and the assigned secondary readings in the Robert Strayer/Eric Nelson textbook. A more detailed description of the exam will be distributed in class and posted on Blackboard three weeks before the final lecture. Any student absent from the exam for medical reasons will have to discuss his or her situation with the university registrar. It is not guaranteed that students will be able to write the exam at a later date.

Course Overview:

Week 1: January 8 – Course Introduction and the Reformation

• Tutorial # 1
  • Discussion topic: Introductions and Empire in the Americas and Asia
• Lectures:
  • Monday: No class. Professor at annual conference of the American Historical Association
  • Wednesday: Course introduction
• Readings:
  • Robert Strayer, Part Four, “The Early Modern World, 1450-1750,” 360-362.
  • Strayer and Nelson, Chapter 13, “Political Transformations: Empires and Encounters, 1450-1750,” 363-393.

Week 2: January 13 and 15 – Empires in the Early Modern World

• Tutorial # 2
  • Discussion topic: Trade and Empires
• Lectures:
  • Monday: Empire in Asia
  • Wednesday: Indigenous-European-African Encounters in the Americas
• Readings:
  • Strayer and Nelson, Chapter 14, “Economic Transformations: Commerce and Consequence, 1450-1750,” 394-423.

Week 3: January 20 and 22 – Slavery and the Atlantic Revolutions

• Tutorial # 3
  • Discussion topic: Slavery and the Revolutionary Atlantic
• Lectures:
  • Monday: Slavery in the Americas
  • Wednesday: The Revolutionary Atlantic World
• Readings:
  • Robert Strayer, Part Five, 452-454.
  • Strayer and Nelson, Chapter 16, “Atlantic Revolutions, Global Echoes, 1750-1900,” 455-482.

Week 4: January 27 and 29

• Tutorial # 4
  • Discussion topic: The Enlightenment
• No lectures. Tutorials meet as scheduled.
• Readings:
  • Chapter in course-kit on the Enlightenment

Week 5: February 3 and 5 – Industrialization

• Tutorial # 5
  • Discussion topic: Industrialization
• Lectures:
  • Monday: Industrialization in Europe
  • Wednesday: Industrialization in Japan
• Readings:
  • Strayer and Nelson, Chapter 17, “Revolutions of Industrialization, 1750-1900,” 483-511.

Primary document analysis. Due in lecture on Wednesday, February 5

Week 6: February 10 and 12 – The Age of Empire

• Tutorial # 6
  • Discussion topic: Colonialism
• Lectures:
  • Monday: Europe and the Scramble for Africa
  • Wednesday: Colonialism and Anticolonialism in Africa and South Asia
• Readings:
  • Strayer and Nelson, Chapter 18, “Colonial Encounters in Asia, Africa, and Oceania, 1750-1950,” 512-542.
  • Strayer and Nelson, Chapter 19, “Empires in Collision: Europe, the Middle East, and East Asia, 1800-1900,” 543-567.

February 17 and 19 – Reading Week (and Family Day)

• No classes

Week 7: February 24 and 26 – Midterm test and Global Migrations

• Tutorial # 7
  • Discussion topic: Migration and Historiography
• Lectures:
  • Monday: Global Migrations
  • Wednesday: Midterm test
• Readings:
  • Erika Lee. “The ‘Yellow Peril’ and Asian Exclusion in the Americas.” Pacific Historical Review 76, no. 4 (2007): 537–62.
  • José Moya. “A Continent of Immigrants: Postcolonial Shifts in the Western Hemisphere.” Hispanic American Historical Review 86, no. 1 (2006): 1–28.

Midterm test. In lecture on Wednesday, February 26

Week 8: March 2 and 4 – East Asia

• Tutorial # 8
  • Discussion topic: Japan, World War I, and Historiography
• Lectures:
  • Monday: Empire and War in Japan
  • Wednesday: China, 1895-1949
• Readings:
  • Frederick R. Dickinson. “Toward a Global Perspective of the Great War: Japan and the Foundations of a Twentieth-Century World.” The American Historical Review 119, no. 4 (2014): 1154-1183.

Week 9: March 9 and 11 – Historiography Paper

• Tutorial # 9
  • Discussion topic: Asian Exclusion in the Americas
• No lectures. Tutorials meet as scheduled.
• Readings:
  • Benjamin Bryce. “Undesirable Britons: South Asian Migration and the Making of a White Argentina.” Hispanic American Historical Review 99, no. 2 (2019): 247-273.
  • Kornel Chang. “Circulating Race and Empire: Transnational Labor Activism and the Politics of Anti-Asian Agitation in the Anglo-American Pacific World, 1880-1910.” Journal of American History 96 (2009): 678-701.
  • Beth Lew-Williams. “Before Restriction became Exclusion: America’s experiment in Diplomatic Immigration Control.” Pacific Historical Review 83, no. 1 (2014): 24-56.

Week 10: March 16 and 18 – First World War

• Tutorial # 10
  • Discussion topic: Origins of the First World War
• Lectures:
  • Monday: Causes of Conflict
  • Wednesday: Historiography
• Readings:
  • Strayer and Nelson, Chapter 20, “Milestones of the Past Century: War and Revolution, 1900-1950,” 571-602.

Week 11: March 23 and 25 – The Rise of New Ideologies and the Second World War

• Tutorial # 11
  • Discussion topic: New Ideologies in Interwar Europe
• Lectures:
  • Monday: Fascism in Italy and Nazism in Germany
  • Wednesday: The Nazi Racial State and the Holocaust
• Readings:
  • Strayer and Nelson, Chapter 22, “Global Processes: Technology, Economy, and Society,” 635-666.

Week 12: March 30 and April 1 – The Cold War

• Tutorial # 12
  • Discussion topic: The Cold War
• Lectures:
  • Monday: The Start of the Cold War
  • Wednesday: The Soviet Union and the Cold War
• Readings:

• • Strayer and Nelson, Chapter 21, “Milestones of the Past Century: A Changing Global Landscape,” 603-634.

Historiographic research essay and bibliography. Due in class on Wednesday, April 1

Week 13: April 6 and 8 – The Cold War and Exam Preparation

• Tutorial # 13
  • Discussion topic: Exam preparation
• Lectures:
  • Monday: Exam preparation
  • Wednesday: Exam preparation
• Readings:
  • No readings

Blackboard: This course uses Blackboard. Detailed descriptions of the assignments will be posted on Blackboard three weeks before the due date. Students should check this site regularly. Grades will not be posted to the Grade Centre in Blackboard.

SafeAssign: Students are required to submit a digital version of their essays to SafeAssign (Assignments 1 and 2) through Blackboard in addition to submitting a paper version of their assignments in class. SafeAssign describes itself as “a tool used to prevent plagiarism and to create opportunities to help students identify how to properly attribute sources rather than paraphrase. SafeAssign is effective as both a deterrent and an educational tool. SafeAssign compares submitted assignments against a set of sources to identify areas of overlap between the submitted assignment and existing works.” If you do not want to submit your essay through SafeAssign, you can instead submit a printed version of your essay along with photocopies of all your research notes in lecture on the due date.

Definition of Grades: Papers for this course will be marked according to the scale set by the History Department. An “A” essay is an excellent piece of work, which argues a clearly developed and challenging thesis, the proof of which is grounded in an exceptional usage of relevant primary and/or secondary literature. The research should demonstrate both critical evaluation and creativity while the writing should be sophisticated, coherent, and grammatically sound. In order to receive a final grade in the range of A- to A+, students will be expected to demonstrate consistently: independence of thought; subtle and complex analysis; the ability to grasp, articulate, and respond to arguments offered by others; and an exceptional understanding of the interpretations and information contained in assigned readings and lectures or considered in classroom discussions.

A “B” essay demonstrates good research skills, a clearly stated thesis, and a generally successful attempt to develop it logically, based upon secondary literature. The research should reflect an above-average development of ideas and criticism, while the writing should be clear and demonstrate a basic competence in organizational skills and grammar. As such, there should be few grammatical or structural errors. In order to receive a final grade in the range of B- to B+, students will be expected to demonstrate: the potential to engage in independent thought; an appreciation of the complexity of the issues under consideration; and a good understanding of the interpretations and information contained in assigned readings and lectures or considered in classroom discussions.

A “C” essay demonstrates that the author possesses a basic understanding of the material and some of the secondary literature, but has unsuccessfully endeavoured to articulate a thesis. While revealing knowledge, comprehension, and some application of information, usually the work also contains grammatical, structural, and organizational errors or flaws. Overall, the essay is adequate but uninspired. In order to receive a final grade in the range of C- to C+, students will be expected to demonstrate some awareness of the complexity of the issues under consideration and a satisfactory understanding of the interpretations and information contained in assigned readings and lectures or considered in classroom discussions.

A “D” essay fails to make its case or articulate a thesis. It is marked by a combination of illogical thinking, grammatical errors, flawed research, or a fundamental misunderstanding of the nature of the assignment. There is little application, analysis, or integration of ideas, and the essay generally fails to demonstrate a working knowledge of the topic at hand. In order to receive a final grade of D, students will be expected to demonstrate minimal competence. Although there may be evidence of an understanding of certain aspects of the interpretations and information contained in assigned readings and lectures or considered in classroom discussion, there is also evidence of difficulty in applying or communicating this understanding.

An “F” essay is inadequate in that it demonstrates fragmentary and often undigested information. It tends towards compiling rather than analyzing information and reveals a weakness in critical or analytical skills. The use of literature is often severely limited if not inappropriate or irrelevant. Overall, the essay is marked by a profound absence of thinking about the topic or the assignment. In order to receive a final grade of F, students will have failed to give evidence of being intellectually engaged in the subject matter of the course and will have failed to demonstrate even a minimal understanding of the interpretations and information contained in assigned readings and lectures or considered in classroom discussions.

Evaluation of written work: Assignments will be returned accompanied by comments noting areas that need attention. Assignments will only be returned to the writer. Questions about grades cannot be answered effectively by e-mail. Please read carefully the Definition of Grades (above) before discussing your grade on an assignment with your tutorial leader. If you ask for an assignment to be reconsidered, note that your grade could go either up or down.

E-mail policy: Please use e-mail to communicate with Dr. Bryce or the tutorial leaders only for administrative matters. Please come to the scheduled office hours to address questions that you have or raise them in lecture or the tutorial. If you cannot make it to our office hours, please e-mail us to set up an alternative appointment. All instructors in this course will respond to e-mails within 48 hours, so please do not leave your inquiries to the last minute. Please take the time to compose a formal e-mail. Assignments will not be accepted by email. Please use your UNBC e-mail address to communicate with Dr. Bryce and the tutorial leaders, and please check this e-mail account regularly to receive updates about this course.

Writing centres: Take advantage of the free services offered at the drop-in writing centre in the library (http://www.unbc.ca/academic-success-centre/library-writing-centre). The Academic Success Centre also provides helpful services to students for free (http://www.unbc.ca/academic-success-centre).

Technology etiquette in the classroom: Laptops may be used in class, but only for note taking. It is advised that you print a copy of the notes that you take on the assigned readings and participate in tutorial discussions using those notes. Please turn off your cellphones before class begins. It is inappropriate to surf the web or send text messages during any class at the University of Northern British Columbia.

Submission of written work and lateness penalty: Assignments are due on the date specified in this syllabus, and they will be not accepted after the due date. If you have extenuating circumstances that will prevent you from submitting your assignment on time, discuss your situation with your tutorial leader or Dr. Bryce in advance of the due date.

Illness and absences: Notify your tutorial leader as soon as possible if a serious illness or other concern is affecting your ability to keep up with the course. It is also wise to contact the UNBC Wellness Centre or the Registrar’s Office if you are experiencing academic or personal difficulties.

Academic honesty and plagiarism: Authors do not cite sources properly merely to avoid accusations of plagiarism but also to establish credibility, bring other work to the reader’s attention, and demonstrate competing viewpoints.

The University of Northern British Columbia takes academic honesty very seriously. Any suspected cases of plagiarism will be investigated. More information on the University’s procedures on academic offences can be found here: http://www.unbc.ca/calendar/undergraduate/regulations

The code of academic conduct disallows the following:

• to represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism;
• to submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or program of study in the university or elsewhere.

Accessibility and accommodations: Students with diverse learning styles and needs are welcome in this course. If you have a disability/health consideration that may require course format accommodation, please feel free to approach Dr. Bryce or your tutorial leader to discuss your needs. If you require accommodations for a disability, or have accessibility concerns about the course, the classroom or course materials, please contact the Access Resource Centre for Students with Disabilities at arc@unbc.ca (http://www.unbc.ca/access-resource-centre/contact).

Student conduct: The University of Northern British Columbia is an academic community whose purpose is to search for knowledge through teaching, research, and the free exchange of ideas. As such, UNBC is committed to developing among its members an enduring sense of community rooted in a working and learning environment which emphasizes mutual respect and tolerance and which is free from discrimination, harassment, disruptive behaviour, and violence. The members of the UNBC community include students, faculty, staff, administrators, governors, senators, and, in certain contexts, visitors. In order for the members of the university community to participate fully and effectively in the university’s purpose, certain standards of conduct must be recognized and respected. The university’s policy and procedures involving disruptive and/or harassing behaviour by students in academic situations is available on this website: http://www.unbc.ca/calendar/undergraduate/regulations