Study Guide for Final Quiz - Quiz 5

In preparation for our final quiz next week, please review and reflect on the Learning Outcomes as set forth in the course syllabus. The final quiz topic appears verbatim below:

Please discuss the ways in which this course has, or has not, helped you to meet the Learning Outcomes set forth in the syllabus. Include specific examples of classroom activities or assignments, as well as specific historical content areas, as examples of your learning. 

This will be an open book and open note quiz. You may, if you wish, prepare it ahead of time and post it as a final entry in your blog.

Study Guide for Quiz 4

Discuss the roots and development of Renaissance humanism.

1348 and 1492 as pivotal years in the transition to the Modern Era.

God, gold & glory as motivators of colonial expansion into the Americas.

Discuss The Great Dying.

What were the various strategies for commercial exploitation developed by Europeans during the early Modern era?

What were some of the abuses of the early Industrial Revolution?

What does Strayer mean by the "echoes" of Atlantic Revolutions?

Discuss the events and significance of the Haitian Revolution.

In what sense were the "Arab Spring" and "Occupy" movements echoes of the Atlantic Revolutions?

How did the move from traditional forms of production to the "cash crop" system affect Africans under colonial rule?

Very proud of my Monday World History women. They achieved a first tonight.

Nestle Advances Child Labor Battle Plan

http://thecnnfreedomproject.blogs.cnn.com/2012/06/29/nestle-advances-child-labor-battle-plan/?hpt=hp_t2

BBC: Early Human Ancestor Chewed Bark

http://www.bbc.co.uk/news/science-environment-18603558

RA #2 Assignment with link to article

Student’s Name

World History, Andrews

Reading Analysis #2

July 2/3, 2012

            Evaluate the argument presented in the article, “Putin’s challenge: The Circassians and the Winter Olympics.” (A link to this article appears below.) Some of the issues raised in this article are themes we have discussed this semester – genocide, empirical expansion, religious conflict. Please also review the Massaro chapter, “Nine Key Themes of Catholic Social Teaching,” which reflects the evolving values of Catholicism as expressed by Catholics such as the Sisters of Notre Dame de Namur (SNDdeN). The values of the SNDdeN are consistent with the values expressed in this chapter.

            Given what you know about the historical themes, and assuming that you are acting as a representative of NDNU and the SNDdeN, how would you advise Putin to respond to the allegations and challenges in this article? Why should he respond that way?

            You may present your argument in any format – a formal essay, a letter, a poem, a painting or drawing, a commercial to be aired on Russian television, a dance, a song, a collage… any format you find appropriate for communicating your ideas.

            Separately, prepare a 1-page summary indicating how your song, essay, letter, etc. incorporates the various elements of good written communication outlined in the rubric. As a reminder, these are: Cogency, Analytical Complexity, Supporting Evidence, Diction & Clarity, Mechanics, and Documentation.

http://www.aljazeera.com/indepth/opinion/2012/04/2012446515233997.html#.T34u0rnxF7k.blogger

Study Guide for Quiz 3, June 25/26

How did Islam evolve during the Classical Era, and why is it of historical significance even to people who do not profess the Muslim faith?

The Mongols got a bad rap. In fact, they were a significant civilization that made long-term contributions to the evolution of the Eurasian world. Discuss.

What were the Sand and Sea Roads? Were they as significant as the Silk Road?

You should be able to overlay the "golden ages" of the Classical civilizations discussed in class.

Discuss the shifting center of power within the Roman Empire during the Classical era.

Discuss the meaning and misunderstandings relating to the term "jihad."

The 15th Century marked a period of rebirth in China that was just as significant as the Renaissance in Europe. Do you agree or disagree with this statement? Why?

Thesis Machine

If you are stuck, take a few minutes to look through this approach to constructing a thesis and developing the paper.

http://departments.oxy.edu/cae/writing/thesismachine.html

Global leadership in Qatar

http://www.bbc.co.uk/news/business-18151511

"Huge Ancient Civilization's Collapse Explained"

An interesting article about the collapse of the Harappan civilization. Thanks to Cherise Cunha for posting this to her blog.


http://news.yahoo.com/huge-ancient-civilization-collapse-explained-123449804.html

Study Guide for next week's quiz

In class last night, we went over examples of some questions that might appear on the quiz next week. Those examples were:

1) What was the significance of the development of agriculture?

2) Discuss the migration of humans out of Africa.

3) Discuss the evidence that Paleolithic societies were more egalitarian than later societies.

4) What did it mean to be civilized to the Mesopotamians who created the Gilgamesh story?

5) How is an empire different from other forms of political organization?

6) Discuss the differences between a Western Civilization timeline and a World History timeline.

7) You should be able to write the major eras of human existence in order. 

8) What were the major Ancient Civilizations?

9) What were the Big 5 seminal thinkers (+1) of the Classical era?

10) Is subjugation inevitable in human societies?

11) As stated in the Week 3 Guidelines, there will also be optional questions from the study materials posted by those students who were unable to attend class on Tuesday.

Please note that this is not an exhaustive study guide, but rather an indicator of the types of questions most likely to appear on the quiz.

Close Human Ancestors - Bonobo

Close Human Relative Nearly Extinct

LiveScience Staff

27 December, 2004

http://www.livescience.com/3768-close-human-relative-extinct.html

A close relative to the chimpanzee that is thought to be the closest human relative may be on the verge of extinction, scientists say.

Bonobos, or pygmy chimpanzees, have been hunted so extensively that their survival is at risk, warn officials at the World Wildlife Fund.

"The world could soon lose the primate species that shares the greatest genetic connection to humans," said Richard Carroll, a primatologist and director of WWF's Central Africa program. "Bonobos are fascinating creatures and little understood. They have the only great ape society led by females, with a sophisticated social structure that encourages cooperation and peace and settles disputes through sex."

Found only in the war-torn Democratic Republic of Congo in Central Africa, bonobos were believed to once number as many as 50,000. But preliminary results from the first systematic survey of a known bonobo stronghold found more evidence of poachers than bonobos, indicating that there may be as few as 10,000 left in the wild.

Bonobos, along with other species, are targeted by hunters for meat for personal consumption and for the commercial bushmeat trade.

The survey was conducted in Congo's 90,000-square-mile Salonga National Park, a protected area the size of Holland. The first data available, from about a third of the park, show evidence of very few bonobos. No bonobos were encountered, and nests and dung were seen in only a quarter of the area surveyed, at lower densities than previously measured.

"These preliminary results are obviously disturbing," Carroll said. "Salonga National Park was created in 1970 specifically to safeguard bonobos and we thought it was the least disturbed and best protected habitat for the bonobo. Based on how bad it looks here, we can assume that across the Congo, bonobos are in crisis."

In Response to Matthew's Post about Rhinos and Unicorns

A photo my mom took yesterday at the Berlin zoo.

Syllabus & Schedule

World History (3 units)

Summer 2012—M/T 6:00-10:15

Mon (SM208) / Tues (SM202)

Online home: http://summer2012worldhistory.blogspot.com

Instructor: Patti Andrews

Email: pandrews@ndnu.edu

Office hours by arrangement

Course Summary

This course will survey the history of world civilizations from early man to the present, emphasizing cultural and developmental themes.

Texts

Strayer, Ways of the World: A Brief Global History

Additional readings as distributed in class

Learning Outcomes

Students will…

1.     Demonstrate knowledge of the political, economic, social, religious, intellectual, and artistic experiences of peoples around the world over time; recognize the influence of global forces and identify their connections to local and national developments;

2.     Understand how decisions made in the past continue to shape social and political discourse;

3.     Demonstrate familiarity with the historical literature and conflicting interpretations of the past;

4.     Weigh and interpret evidence and present a sustained argument supported by historical evidence;

5.     Demonstrate the ability to effectively communicate historical knowledge & reasoning orally & in writing;

6.     Conduct primary social science research – quantitative or qualitative – including formulation of a research topic, collection and analysis of evidence, and presentation of results.

Requirements

Given our limited number of meetings, consistent attendance and reading will be essential to a student’s success in this class. More than one absence may result in an automatic drop from the class. Regular quizzes will assess students’ preparation for each class session and will take the place of midterm and final exams. Students will produce written work to include short reading analysis papers, online journal entries, and a research project.

Evaluation

            Quizzes: 5 @ 10-20 points = 80                                          20%

            Reading Analysis (RA) Papers: 2 @ 60 points = 120         30%

            Research Project (RP): 1 @ 60 points = 60                         15%

            Reading Journal (RJ) (8 entries): 1 @ 60 points = 60          15%

            Attendance: 10 weeks @ 4 points = 40                               10%

            Participation: 10 weeks @ 4 points = 40                             10%

Tentative Schedule of Meetings & Assignments

MAY 14/15. Introductions. Course overview. Blog setup. Early humans.

MAY 21/22. Ancient civilizations. Quiz 1 on syllabus and class procedures (10 pts). Due: WW Part 1 (Intro, Ch 1, Ch 2, Ch 3)

MAY 28/29. NB: Short class on Tuesday only this week. Early Classical Era. Due: WW Part 2 (Ch 4, Ch 5, Ch 6, Ch 7) & out of class activity for Monday students.

JUNE 4/5. Late Classical Era. Quiz 2 on WW Chapters 1-7 (20 pts). Writing workshop for RA #1. Due: WW Part 3 (Intro, Ch 8, Ch 9, Ch 10).

JUNE 11/12. Cultural encounters. Research methodologies. Due: RA #1, WW Part 3 (Ch 11, Ch 12, Ch 13).

JUNE 18/19. NO CLASS. Comp time for primary research activity.

JUNE 25/26. Early Modern World. Quiz 3 on WW Chapters 8-13 (20 pts). Writing workshop for RA #2. Due: WW Part 4 (Intro, Ch 14, Ch 15, Ch 16).

JULY 2/3. Western expansion & globalization. Due: RA #2, WW Part 5 (Intro, Ch 17, Ch 18, Ch 20).

JULY 9/10. Modern & contemporary conflicts & issues. Quiz 4 on WW Chapters 14-20 (20 pts). Due: WW Part 6 (Intro, Ch 21, Ch 22, Ch 23, Ch 24).

JULY 16/17. Semester review. Quiz 5 on WW Chapters 21-24 (10 pts). Project presentations. Due: Preparation for formal presentation of research results.