WORLD HISTORY & CIVILIZATIONS II

(Spring 2016)
Professor: Dr. Konstantinos Giakoumis
Time/Place: Monday, 10.00-13.00; Room 2E
Turn-it-in Class ID and Enrollment Password: 12210131 / WHC2
E-mail/Cell: kgiakoumis@unyt.edu.al / 069 20 70 592
Office Hours: Tuesday, 15.00-17.00 or by appointment (Room 1C).
Teaching Philosophy:
I maintain a constructivist approach in teaching and learning. Put simply, I believe that students
build knowledge and skills by associating new materials with prior knowledge, experiences
and perceptive frames. This requires active learning that can be achieved only when the student
engages in the teaching and learning process as active and responsible actor of learning. Class
discussion, critical introspection, focus on hands-on guided exercises with sources to build skills
and outreach activities to link what is on paper with our world are therefore an integral part of
this course.
Course Purpose:
As a historical course delivered to non-historians, the purpose of this course is triple. First and
foremost, to enable students build skills that a historian applies when writing about the past;
these skills are also utilized in our daily lives and are therefore integral to the critical thinking
process. Second, to empower student understanding that our world today was not created of
nothing and that our past shapes our present a great deal, whether we deal with politics,
economics, business, institutional, social, technological or cultural matters; in short, there is
history behind everything and the process of unveiling it makes us more conscious decisionmakers. Last, the course aims at enhancing student understanding and appreciation of the
historical development of the world around us.
Course Description:
This course examines the important events, people, movements, developments and trends that
contributed in the making of world civilisations, especially Western civilisations. It starts with an
overview of the power politics of Islamic and Asian powers and the global impact of European
expansion and colonisation (1300-1660) and ends with an overview of the Cold War.
Learning Objectives:
1. Knowledge Base: By the end of the course students are expected to:

Have gained an incisive view of major events and developments from the 14th
Century to the present day.
Be able to discuss, analyse and evaluate their importance in a critical fashion and
beyond a mere quotation of dates, places, and personalities using appropriate
terminology.
Demonstrate a greater understanding of what shaped civilisations throughout
Modern Times
Demonstrate awareness of ethical issues encountered in a historians laboratory.

2. Cognitive / Intellectual Skills: By the end of the course students are expected to be able
to:
Analyse key historical events and developments using a variety of primary and
secondary sources.
Synthesize information from different primary and secondary sources.
Evaluate the reliability of their sources.
Apply basic historical methodological tools to new, unknown sources.
3. Key / Transferrable Skills: By the end of the course students are expected to have
demonstrated:
The ability to work effectively with others as a member of a group within the
given time constraints.
An ability to work within an appropriate ethos and to access and use a range of
learning resources.
An ability to evaluate own strengths and weaknesses within criteria set by others.
An ability to collect and manage information from a range of sources undertaking
simple and guided research tasks.
An ability to take responsibility of own learning with appropriate support.
The appropriate skills of communicating effectively on historical matters.
An ability to apply with limited autonomy, under direction or supervision, learned
tools and methods carefully and accurately to a well-defined new problem, within
defined guidelines.
Course Outline:
I

02/22

Course introduction, subjects, and requirements. How to write the research paper.
History: its object and problems. THE ISLAMIC GUNPOWDER EMPIRES (13001650). Historical Thinking Skills: Periodization in history; primary and secondary
sources.

II

02/29

III

03/07

THE ISLAMIC GUNPOWDER EMPIRES (1300-1650) [Visit at Islamic monuments

in Tirana or elsewhere]. Historical Thinking Skills: Periodization in history; primary
and secondary sources. Readings: 1) Brummett at al., Chapter 12. 2) Reilly, Chapter 3.
3) Lecture 1 Supplement.
MING CHINA AND NATIONAL DEVELOPMENT IN KOREA, JAPAN, AND
SOUTH-EASTERN ASIA (1300-1650). Historical Thinking Skills: Relationships
between facts, opinions, sources and interpretations. Readings: 1) Brummett at al.,
Chapter 13. 2) Reilly, Chapter 4. Titles of papers and outlines due.

IV

03/21

RENAISSANCE THOUGHT AND ART IN ITALY AND NORTHERN EUROPE.

Historical Thinking Skills: Analyzing primary sources often tells us more than their
authors had in mind. Readings: 1) Brummett at al., Chapter 14. Annotated Bibliography
and Detailed Outline Due.

04/04

THE PROTESTANT REFORMATION, THE POLITICAL TRANSFORMATION OF

EUROPE. EUROPE MEETS THE WORLD (1500-1650). Historical Thinking Skills:
Relating the individuals in historical understanding. Readings: 1) Brummett at al.,
Chapters 15-16. 2) Reilly, Chapters 1-2.

VI

04/11

FROM ABSOLUTISM TO THE OLD REGIME (1648-1774); LIMITED CENTRAL

POWER IN THE CAPITALIST WORLD (1600-1789). Historical Thinking Skills:
Comparing and contrasting internationally social structures, economies, politics and
cultures. Readings: 1) Brummett at al., Chapter 17.

VII

04/18

Mid-Term Exam.

VIII

04/25

IX

05/09

THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT. Historical

Thinking Skills: Understanding and evaluating historical change; distinguishing causes
of change. Readings: 1) Brummett at al., Chapter 18. 2) Reilly, Chapter 5.
THE FRENCH AND INDUSTRIAL REVOLUTIONS AND THEIR IMPACT ON
EUROPE AND THE AMERICAS (1774-1825). Historical Thinking Skills: Diversities
in judging the past. Readings: 1) Brummett at al., Chapters 18-22. 2) Reilly, Chapters
6-7.

05/16

XI

05/23

XII

05/30

XIII

06/06

XIV

06/13

XV

06/20

THE CENTURY OF WESTERN DOMINANCE. The Development of States in the

West (1815-1871) and European Imperialism. Historical Thinking Skills: Evaluating
alternate theses; understanding how and why historical developments and events are
interpreted and re-interpreted. Readings: 1) Brummett at al., Chapters 23-26. First
research paper drafts due.
THE TRIUMPH OF THE MIDDLE CLASSES: Western Economic, Scientific,
Intellectual, and Cultural Accomplishments, 1815-1914. Historical Thinking Skills:
Sifting evidence: social, economic, political and cultural. Readings: 1) Brummett at al.,
Chapters 23-26. 2) Reilly, Chapters 7-8.
WESTERN POLITICS AND DIPLOMATIC FAILURE, 1871-1914. Historical
Thinking Skills: Sifting evidence: Before and After. Readings: 1) Brummett at al.,
Chapters 26-27. 2) Reilly, Chapter 9.
WINNING THE WAR AND LOSING THE PEACE, 1914-1939; AUTHORITARIAN
POWERS: Russia, Italy, Germany and global movements toward World War II (19171939). Historical Thinking Skills: Close-reading and interpreting a variety of sources.
Readings: 1) Brummett at al., Chapters 28-30. 2) Reilly, Chapter 10.
WESTERN WEAKNESS, DIPLOMATIC FAILURE, WORLD WAR II AND THE
COLD WAR. Historical Thinking Skills: Using Literature in History; Understanding
Processes. Readings: 1) Brummett at al., Chapters 31-35. 2) Reilly, Chapters 11-12.
Research papers due.
FINAL EXAM.

Textbooks:
Main Course-book*: Edgar R. R., Hacket N. J., Jewsbury G. F., Molony B., Gordon M.S. (2010),
Civilization: Past and Present, 12th Edition, New York: Longman.

Students are required to study the main course-book.

Supplementary Course-book**: Reilly K. (2004), Worlds of History: A Comparative Reader, v. 2,

Bedford/St Martins (copies available in the library).
Additional Readings and Other Materials:
Additional readings shall be assigned from other books, articles, or in-class handouts on a caseby-case basis. Various audio-visual materials shall be included in class presentations.
Supplemental Web-based Research:
Students are expected to supplement their textbook readings with Web-based research, and
specific reading assignments may be made from these websites:

http://legacy.fordham.edu/Halsall/mod/modsbook.asp
http://avalon.law.yale.edu
(companion web-site to the principal textbook).

Term Paper and Presentation:

Students will be required to write a term paper on a subject commonly set by the instructor for
the entire class. Students are required to submit electronically at www.turnitin.com. The 20%
grade of the term paper and presentation is to be divided under the following components: 1) A
well-thought brief outline: 2% (March 07, 2016). 2) A well-focused and thought detailed outline
and an annotated bibliography: 3% (March 21, 2016). 3) Quality of papers first draft: 5% (May
16, 2016). 4) Evaluation of the final draft: 10% (June 13, 2016).

Course Website:
1. In the courses cyberspace [http://www.unyt.edu.al/whc2] students can find primarily
practice tests related to their study of the main course-book. Inasmuch as the coursebooks leave too little space for local history, the courses website also provides students
with additional materials to enhance their knowledge and understanding of local history
within wider geographical limits, historical periods and developments.
2. The
books
companion-website
entitled
My
History
Lab
[http://wps.ablongman.com/wps/media/access/Pearson_No_Registration/5033/5154507/l
ogin.html] contains a number of indispensable ancillary materials, such as sources, maps,
photographs, short videos that enhance student understanding of what is to be discussed
in class and is aimed at with this course. Please note that access to this resource is only
available to students who are purchasing the book first-hand from UNYTs bookshop
or others.
Basis for Student Evaluation:
#
1.
*

Criterion

Attendance, participation and preparation: I expect students be in

class and also actively engage into class discussion and other activities,
*

Students are required to close-read the supplementary course-book.

% of final
grade

10%

2.

3.

4.

5.

individual or in larger and smaller groups. One of the exciting things

about history is that there is rarely a right or wrong view, but more often
than not a convincing or non-convincing viewpoint. Considering the
value of advance preparation for class discussions, short quizzes and
orally investigated review questions will normally precede the start of a
new section.
Mid-Term Exam: Both the mid-term, as well as the final exam are
structured in two sections, each of which contains two parts. The first
sections first part contains multiple-choice, true or false and/or shortdefinition questions, most of which are available online at the courses
website. The second part of the first section contains multiple-choice
questions developed for the purpose of assessing student learning of
skills cultivated in class. The second section of the test contains two
essays. The first part comprises document-based questions, i.e. you will
be given one or more sources and you will be asked to analyse them and,
in the form of short essays, respond to questions upon them aimed at
assessing student learning of the historical thinking skills developed
throughout the course. The second part of the second section contains a
selection of change-of-time or comparative larger-scale essays (approx.
500 words) aimed at assessing students ability to identify patterns and
factors of change over time and to compare social, economic, political
and other structures. The first section of the mid-term exam is
delivered on a weekly basis in class in the form of quizzes with
multiple choice questions given in sessions 2-7 (best and worst grade
taken out and the remaining averaged), while half of the second part
of the test is given to be written at home and submitted by
TURNITIN.
Term Paper: Students will be required to write a term paper on a subject
commonly set by the instructor for the entire class. Students are required
to submit electronically at www.turnitin.com. The 20% grade of the term
paper and presentation is to be divided under the following components:
1) A well-thought brief outline: 2% (March 07, 2016). 2) A well-focused
and thought detailed outline and an annotated bibliography: 3% (March
21, 2016). 3) Quality of papers first draft: 5% (May 16, 2016). 4)
Evaluation of the final draft: 10% (June 13, 2016). Please see the
appendix on the assessment criteria for papers applied in this course.
Presentation(s): Students are required to engage into a number of group
projects assigned in class leading to presentations. Good presentation
skills (contact with audience, time management, voice-pitch, clear
driving point with principal evidence and findings, as well as a powerful
Power Point presentation, where appropriate, are desired qualities
constituting a good presentation).
Final Exam: This is a cumulative exam. Please see notes on mid-term
exam.

30%

20%

5%

35%

Grading Scale:
Letter
Percent
Grade
(%)
A
96-100
A90-95
B+
87-89
B
83-86
B80-82
C+
77-79
C
73-76
C70-72
D+
67-69
D
63-66
D60-62
F
0-59

Generally Accepted Meaning

Outstanding work
Good work, distinctly above average

Acceptable work

Work that is significantly below average

Work that does not meet minimum standards for passing the course

Individual Tutorials:
Students are welcome to arrange a tutorial session with the instructor on an individual basis. An
announcement of my office hours is placed outside my office, Room 1C.
How to Succeed in the Course:
General Policies:
1.
2.

3.
4.

Regular attendance is expected. If there is an urgent reason to be absent, please email the instructor in
advance. A student may not enter an examination without having justified all of his/her absences.
Assignments will be collected at the beginning of the class session. There will be a 10% daily deduction
for late assignments (up to 2 days only, thereafter no grade will be given) unless you make special
arrangements with the instructor in advance via email communications.
Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on the course,
in line with UNYTs Honour Code policies.
Make-up exams will be given only in the case of a confirmed medical excuse. If possible, please advise the
instructor in advance by email.

Learning Difficulties: If you feel that you have encountered special learning difficulties or
serious problems that interfere with your studies, please make an appointment with UNYT
Counseling Center, Dr. E. Cenko (enilacenko@unyt.edu.al) and/or the Academic Support
Center. For more information, please contact me and or your academic advisor.

EVALUATION GRID AND FEEDBACK FORM FOR PAPERS

STUDENTS NAME & SURNAME: ___________

(10%)

THESIS

CRITERION COMPONENT % POINTS

N/A

Logic &
Argumentation
(10%)

9-10 (A)
8-8.9 (B)
7-7.9 (C)
6-6.9 (D)
0-5.9 (F)
9-10 (A)
8-8.9 (B)
7-7.9 (C)
6-6.9 (D)

CONTENT
(30%)

0-5.9 (F)
9-10 (A)
8-8.9 (B)
Use of Evidence 7-7.9 (C)
(10%)
6-6.9 (D)
0-5.9 (F)
9-10 (A)
8-8.9 (B)

STRUC
TURE
(30%)

Analysis
(10%)

N/A

7-7.9 (C)
6-6.9 (D)
0-5.9 (F)
27-30 (A)

COURSE: ___________
DESCRIPTION

Precise, original, substantiated and plausible, insightful and sophisticated.

Slightly obscure and/or lacking insightfulness or originality.
Slightly vague or uninteresting, lacking originality.
Vague or upholding a self-evident point.
No thesis.
Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes
cross-disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of
supporting a thesis.
Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to
the sources used.
The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most
insights are limited to the primary materials without cross-disciplinary connections.
Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No
attempt to identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate
theses.
Arguments sequenced arbitrarily.
Full, semantically and grammatically correct integration of primary sources into historical or art historic argument;
use of examples to illustrate points of view.
Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary
materials. Primary sources are not very well incorporated into sentence structures.
Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from
primary sources to support the authors viewpoints or unclear points in the choice of evidence. Primary sources are
loosely integrated into the (art) historical argument.
Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to
statements. Primary source quotations are thrown improperly or unnecessarily without any effort for integration.
No attempt to relate statements with examples.
Statements and evidence are correlated with each other to form mini-theses, which logically advance to the papers
thesis. The analysis is vertical (meaning thorough and insightful) rather than horizontal (meaning superficial).
Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere
horizontal.
A number of statements or quotes provide little or no insight.
Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible
arguments.
No effort in providing any insights. Lack of arguments.
Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural
transitions from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and
interconnected paragraphs.

ASSESSMENT

PRESENTATION
(30%)

24-26.9 (B) Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-

N/A

structural transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.
21-23.9 (C) Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy.
Macro-structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and
do not serve a clear driving point.
18-20.9 (D) Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic
sentences.
0-17.9 (F) Lack of driving point, illogical structuring of units or no paragraphing at all.
27-30 (A) Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology.
The paper is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications
and proper in-text citations. The author cites all ideas, statements, arguments, or evidence other than his own.
24-26.9 (B) Correct grammar and syntax with sporadic mistakes. The papers format is not very user-friendly. Some illustrations
are not cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence
other than his own.
21-23.9 (C) Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The papers format is unattractive
and not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes
in citations.
18-20.9 (D) Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials
without structural link with the text. Paper format difficult to read.
0-17.9 (F) Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting.

Final Papers Grade

ADDITIONAL FEEDBACK
1. Thesis: ________________________________________________________________________________________________
2. Content:
a. Logic and Argumentation: _____________________________________________________________________
b. Use of Evidence: __________________________________________________________________________________
c. Analysis: ________________________________________________________________________________________
3. Structure: _____________________________________________________________________________________________
4. Presentation: __________________________________________________________________________________________

Dr. Konstantinos Giakoumis