Course Syllabus
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WOH2001: World Civilization; Section RVBB
Summer B 2020
Department of History
Instructor: Dr. Josué Rey
Phone: (954) 790-2844
Office Hours: By appointment
E-mail:
(mailto:[email protected])
Professor Website: Josue Rey, Ph.D. Historian
(http://www.josuerey.com) (http://www.josuerey.com)
To keep pace with my thoughts on history, follow me
on
Youtube
(https://www.youtube.com/channel
/UCtilUZ3TWbIunqmzFbqD61g)
.
Course Description and Purpose
This is not a course on the entire history of the world but one on global trends that have knitted the
world together as well as regional trends that have facilitated or challenged greater global integration.
During the semester we will look at developments in Asia, Africa, Europe and the Americas. We will
examine region specific developments but also global trends and issue that effected and affected
these various regions.
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Course Objectives and Learning Outcomes
By the end of the semester, you should be able to discuss why certain events and people are
important, and have a sense of how history shapes our contemporary world.
Course Learning Outcomes
After completing this class, students will be able to:
Course Objective 1 (CO1). Assess key events, central themes, and questions pertaining to World
Civilization. (Disciplinary Knowledge)
Gain experience reading and analyzing written arguments by engaging with a variety of types of
sources. (Critical Thinking)
Learn and apply the techniques of writing an argumentative, thesis-driven and evidence-based
paper. (Writing)
Global Learning Outcomes
This is also a Global Learning Foundations course that counts towards your Global Learning
graduation requirement. One of the themes of this course will therefore be the ways that different
groups of people interacted over the period covered by the course. Upon successful completion of
this course, students will be able to do the following:
Students will identify how various factors such as trade, migration, innovation and technology,
conquest, disease and environmental exchange have given rise to an integrated world economy
over the past five hundred plus years. (Global Awareness)
Students will compare the impact of globalization on different peoples and societies and see how
they have addressed the consequences. (Global Perspective)
Work in teams to investigate and present different perspectives on a problem or controversy
related to economic globalization attempt to reach a resolution about it. (Global Engagement)
Humanities Learning Outcomes
Finally, this a Humanities Tier 2 course that counts towards your University Core Curriculum
requirement. UCC Humanities courses teach the following skills:
Critical thinking, interpretation of information from a variety of sources, and cultural literacy.
Competence in reflecting critically upon the human condition, as it was and as it was understood
through history, and how it has changed through time.
In order to meet these requirements,
you must achieve a grade of C or better!
Before starting this course, please review the following pages:
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Policies
Netiquette
(https://online.fiu.edu/html/canvas/policies/)
Technical Requirements and Skills
Accessibility and Accommodation
Academic Misconduct Statement
Panthers Care & Counseling and Psychological Services (CAPS)
Course Prerequisites
There are no prerequisites for this course.
Textbook and Course Materials
No textbook is required for this course. Instead, students will examine a variety of primary sources
presenting the diverse perspectives of people who lived through the events under discussion. These
reading are available on Canvas in the weekly modules. Students are required to read and critically
analyze them to pass the class.
For example during the first week students will analyze the origin myths of the Quiché Indian (Central
America), sections from the
Rig Veda (India) on sacrifice as creation, Book of Genesis
(Mediterranean), and Creation Epic (Mesopotamia). During the second week students will explore
political ideas of death, family, love, and war from the Qin Dynasty (Legalist Teachings), Han Dynasty
(A Woman in Power: Empress Lu), the Mongol Empire (A Mongol Governor), Roman Empire (Cicero
On the Laws), and Mesopotamia (Epic of Gilgamesh). Readings like the ones highlighted above will
help students demonstrate knowledge of the interrelatedness of local, global, international, and
intercultural issues, trends, and systems.
Expectations of this Course
This is an online course, meaning that most of the course work will be conducted online. Expectations
for performance in an online course are the same as for a traditional course; in fact, online courses
require a degree of self-motivation, self-discipline, and technology skills that can make them more
demanding for some students.
Students are expected to:
review the how to get started information located in the course content;
introduce yourself to the class during the first week by posting a self-introduction in the
appropriate discussion forum;
take the practice quiz to ensure that your computer is compatible with Blackboard;
interact online with instructor and peers;
review and follow the course calendar.
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Course Communication
Communication in this course will take place via inbox.
Messages are a private and secure text-based communication that occurs within a Course and
among Course members. Users must log on to Canvas to send/receive/read messages. The Inbox
tool is located on the left side Course Menu. It is recommended that students check their messages
routinely to ensure up-to-date communication.
Quizzes
In order to mitigate any issues with your computer and online assessments, it is very important that
you take the
Practice Quiz from each computer you will be using to take your graded quizzes and
exams. For quiz duration, grading criteria and feedback response time, please review the
important
information about quizzes page.
Please note assessments in this course are not compatible with mobile devices and should not be
taken through a mobile phone or a tablet. If you need further assistance please contact
FIU Online
Support Services
(http://online.fiu.edu/supportservices)
.
There will be a total of 5 quizzes based on the required readings for each week (see course
schedule for due dates of the quizzes and weekly folders for uploaded readings).
The value of each quiz is 10 points. 10 points times 5 is 50 points, so the quizzes count as 50% of
your total grade. Take these quizzes seriously.
Each quiz will have a total of 5 questions. Students will have 50 minutes to complete each quiz.
(NOTE: every quiz will have also one extra credit question worth 2 points). This gives a student 10
minutes for each question (not including the extra credit question).
Each quiz will be due on Friday by 11:55 pm (see the course schedule for specific due dates).
Before you take a quiz, make certain you have read all the required readings. I will not quiz
students on all the readings. However, students never know which readings I will quiz them on.
While taking the quizzes, students should have access to all the readings.
The quizzes evaluate a student’s reading comprehension and his/her ability to analysis the
documents. Grades for quizzes will be posted one week after the due date.
Primary Source Analysis (PSA)
Each student must complete a total of 3 primary source analyses for the entire semester. The primary
sources students analyze CAN be the primary sources I require you to read in the weekly modules. If
students desire to examine other primary sources, please visit these primary source digital archives
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on my website (http://www.josuerey.com/#!digitalarchives/cee5).
Guidelines for Primary Analyses
The primary source analyses (PSA) should be at least 200-300 words (that is, roughly 1/2-1 page if
you have 1” margins, 12 font, Times New Roman, and double-spaced). Each student must complete
3 primary source analyses. I allow students to upload only one primary source analysis per week.
What do you do in a primary source analysis?
Glad you asked. Each primary source analysis should explain to the reader for example:
1) Who was the author[s], date and/or origins of the primary source?
2) To whom was document directed?
3) What was the main idea and/or argument of the primary source?
4) What was its political, religious, and/or social message?
5) How does it relate to the era it originated or what does it teach us about the society where it
originated?
Unclear what a primary source is? Watch my video below:
https://www.youtube.com/watch?v=qXoJN4EyciI&t=5s
(https://www.youtube.com
/watch?v=qXoJN4EyciI&t=5s)
Weekly Critical Reflections (WCR)
The weekly critical reflections will consist of an original post that addresses one or more of the
questions in the corresponding thread. Each student should enter one critical reflection for each
week. The critical reflections will mirror the specific topics for the week they are due.
Critical
reflections will take into account the various readings, lectures, and documentaries in the
corresponding weekly module. Each critical reflection should be 300-600 words in total.
In addition, to fulfill the active and collaborative objectives of the class, students will be required to
response to at least two classmates' critical reflections. Responses must be analytical. This means
students will not earn credit for simply agreeing or disagreeing.
All students must explain their
intellectual position to another students’ critical reflection based on evidence from the diverse
readings, lectures, and documentaries. Each response must be 300-600 words.
Weekly Critical Reflection Expectations
Please remember that critical reflections are public. All students should carefully consider what
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they will post. If you need to send a private message to an instructor or student, use email. The
instructor will review discussion forums and reply to students as needed.
The approximate length for critical reflections are 300 to 600 words.
Always keep copies of all your critical reflections for your personal records.
Critical reflections will be based on readings, primary documents, lectures and documentaries
uploaded into the corresponding weekly module.
Students will have access to critical reflections until the closing date. No late submissions will be
allowed.
Critical reflections will be evaluated on the creativity of analysis of weekly readings and lectures
as well as on students demonstrating comprehension of the lessons for that week.
Weekly Critical Reflection Rubric
Analysis
Student applies relevant information from readings, documentaries and lectures in a thoughtful
manner and provides valuable insight into the topic. 100%
Student applies relevant information from readings, documentaries and lectures. Thought and
analysis are present, but lack depth or detail. Reflection is more descriptive than analytical. 80%
Student discusses information from readings, documentaries and/or lectures (but do not reference
at least two of the key terms). Reflection lacks depth and detail about topic. Student draws unclear
connections to topic evidenced in minimal expression of opinions or ideas 50%
Student addresses some of the elements of the question, and demonstrates a basic knowledge of
the topic. However, student's post demonstrates an incomplete analysis and description of the
discussion question. Student does not address the readings and no reference is made to the key
terms. 10%
Content Knowledge
Student thoroughly addresses all elements of the question(s), and demonstrates an advanced
knowledge of the topic. Student makes strong and precise connections to previous and/or current
course content in reflection. 100%
Student addresses all elements of the question(s), and demonstrates distinguished knowledge of
the topic. Student relates content in initial post to course content though the connection lacks
depth. Student references less than two key terms. 80%
Student addresses some of the elements of the question(s) and the reflection demonstrates basic
knowledge of the topic. However, student’s reflection is off topic or student did not totally draw the
connections between the evidence. Student references less than two key terms. 60%
Student fails to demonstrate knowledge of readings and/or demonstrates a below average
understanding of the weeks themes. Student does not relate the course content. Student refers to
none of the key terms. 40%
Student’s reflection is off topic and/or short in length. Student demonstrates no comprehension of
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readings, documentaries and/or lectures. 10%
Analytical Essay
Write a 1200-1500 word analytical essay telling the story of world civilization, from the beginning of
humanity until the 20th century, from a student’s perspective. In this student interpretation of world
civilization, the goal is to discover a common theme that connects the different historical periods and
civilizations discussed in the various readings and documentaries. Students must have supporting
evidence from the primary document readings (that is, use the primary documents to support your
thesis statement and to provide proof for individual perspectives). Use only the primary documents I
uploaded in the weekly reading folders 1-5 as the sources for your essay. You are not required to
do extra research. In fact, I strongly recommend you do not do extra research. (I require all
students to write their essays in Times New Roman, 12 font, 1” margins on right, left, top and
bottom. If you follow these directions, you will have an essay that is 4-5 pages). The essay will
be 20% of your total grade.
Essay Rubric
The essay states in the introduction the five or more primary documents the student will use to
prove his thesis. 5pts.
The essay has a clear thesis statement in the introduction. 10pts.
Historical examples in essay relate to the historical period under investigation. 5pts
The essay provides critical analysis of five primary documents in the body of the essay. 10pts
Student articulates their ideas well with minimal typos. 10pts
The essay reflects comprehension of appropriate historical terminology and chronology. 5pts
Essay draws connections with specific dates, historical characters and places instead of just
generalizing without concrete examples. 10pts
The thesis proposed in the introduction is followed through the entirety of the essay. 10pts
The essay has a conclusion. 5pts
The essay has an introduction with clear topic. 5pts
The essay is divided into paragraphs (with specific paragraph main ideas or topic sentences that
function as sub-main ideas to prove thesis statement with individual primary sources). 10pts
The analysis in the essay goes beyond what is obvious in the text and lectures. 10pts
The essay has a a title. 5pts
The essay is 1200 words or more. 10pts
The essay is free of grammatical mistakes like punctuation, spelling errors, misuse of words, run-
on and/or fragment sentences. 10pts.
The essay is plagiarized. -100pts
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History in the Present Exercise (community learning co-curricular activity)
To enhance your ability to apply historical materials and perspectives beyond the course, students are
required to complete one co-curricular activity. You can do either one of the three activities below.
1. Attend a public talk on a historical topic on campus or in your community. Then draw connections
with the past. Write a one-page reflection about how the talk relates to the primary sources,
secondary sources, lectures and/or the topics and arguments presented in the class.
2. Attend a public talk on a contemporary topic on campus or in your community. Then draw
connections with the past. Write a one-page reflection on how the public talk relates to the primary
sources, secondary sources, lectures and/or the topics and arguments presented in the class.
3. Select a news article from a news journal or newspaper (NYT, The Nation, National Review,
Washington Post, Miami Herald, etc.). It must have been published in the past five years. The
article can relate to a cultural, gender, economic, racial, religious, and/or social issue. Then draw
connections with the past. Write a one-page reflection on how the news article relates to the
primary sources, secondary sources, lectures and/or the topics and arguments presented in the
class.
Participation and Active Learning
The participation grade is determined completely at the discretion of the professor. It will reflect
attendance by student demonstrating attentive and thorough completion of assignments and clear
comprehension of the connections between diverse and dissimilar sources as well as primary and
secondary evidence. Constantly submitting work last minute, not completing readings, or sloppy
reading reflected in lack of comprehension and consistent poor quiz scores, not following directions,
missing deadlines, not communicating proactively with instructor will negatively affect this grade.
Tutoring and Writing Assistance
Writing in History Program provides assistance with papers and other written assignments, offering
online and in-person tutoring appointments. Tutors have specialized knowledge of writing for History
classes. For more info: history.fiu.edu/tutoring.
Assignments
For assignment availability, detailed instructions, grading criteria and feedback response time, please
review the
important information about assignments page.
Grading
Grading Table
Course Requirements Number of Items Points for Each Total Points Available Weight
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Course Summary:
Date Details
Fri Jun 26, 2020
Introduce Yourself
(https://fiu.instructure.com/courses/71384
/assignments/871185)
due by 11:55pm
Fri Jul 3, 2020
Quiz 1
(https://fiu.instructure.com
/courses/71384/assignments/871179)
due by 11:55pm
Weekly Critical Reflection 1
(https://fiu.instructure.com/courses/71384
/assignments/871180)
due by 11:55pm
Primary Source Analysis 1
(https://fiu.instructure.com/courses/71384
/assignments/871187)
due by 11:59pm
Course Requirements Number of Items Points for Each Total Points Available
Weight
Quizzes 5 6 30 30%
Primary Source Analysis 3 5 15 15%
Weekly Critical Reflections 4 5 20 20%
Analytical Essay 1 20 20 20%
History in the Present Reflection 1 10 10 10%
Participation and Active
Learning
5 5%
Total 14 N/A 100 100%
Letter Range Table
Letter Range% Letter Range% Letter Range%
A Above 93 B 84 - 86 C 70 - 76
A- 91 - 92 B- 81 - 83 D 60 - 69
B+ 87 - 90 C+ 77 - 80 F 59 or less
All assignments and readings are provided within the modules.
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Date Details
Fri Jul 10, 2020
Quiz 2
(https://fiu.instructure.com
/courses/71384/assignments/871177)
due by 11:55pm
Weekly Critical Reflection 2
(https://fiu.instructure.com/courses/71384
/assignments/871181)
due by 11:55pm
Primary Source Analysis 2
(https://fiu.instructure.com/courses/71384
/assignments/871188)
due by 11:59pm
Fri Jul 17, 2020
Quiz 3
(https://fiu.instructure.com
/courses/71384/assignments/871178)
due by 11:55pm
Weekly Critical Reflection 3
(https://fiu.instructure.com/courses/71384
/assignments/871182)
due by 11:55pm
Primary Source Analysis 3
(https://fiu.instructure.com/courses/71384
/assignments/871189)
due by 11:59pm
Fri Jul 24, 2020
Weekly Critical Reflection 4
(https://fiu.instructure.com/courses/71384
/assignments/871183)
due by 11:55pm
Quiz 4
(https://fiu.instructure.com
/courses/71384/assignments/871174)
due by 11:59pm
Sat Jul 25, 2020
Analytical Essay
(https://fiu.instructure.com/courses/71384
/assignments/871186)
(1 student)
due by 11:59pm
Analytical Essay
(https://fiu.instructure.com/courses/71384
/assignments/871186)
due by 11:59pm
Fri Jul 31, 2020
Extra Credit Quiz
(https://fiu.instructure.com/courses/71384
/assignments/871175)
due by 11:59pm
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Date Details
History in the Present Reflection
(https://fiu.instructure.com/courses/71384
/assignments/871184)
due by 11:59pm
Quiz 5
(https://fiu.instructure.com
/courses/71384/assignments/871176)
due by 11:59pm
Sun Aug 2, 2020
Primary Source Analysis 2
(https://fiu.instructure.com/courses/71384
/assignments/871188)
(1 student)
due by 11:59pm
Participation and Active Learning
(https://fiu.instructure.com/courses/71384
/assignments/877186)
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