HISTORY 105 - THE ROOTS OF CONTEMPORARY ISSUES
HISTORY 105 - THE ROOTS OF CONTEMPORARY ISSUES[ROOT] 3 credits(no prerequisites)Fall 2019Dr. Clif StrattonDepartment of History“A people without the knowledge of their past history, origin, and culture is like a treewithout roots.”-Marcus Mosiah GarveySection 17: T/Th 9:10-10:25 in Todd 311Section 21: T/Th 10:35-11:50 in Todd 434Office Hours: Wednesdays 2-5Office. Wilson-Short Hall 320Phone. 509-335-2230Email. clif.stratton@wsu.eduBlackboard. learn.wsu.eduTeaching Assistant:Office Hours:Office:Email:COURSE DESCRIPTIONThis is not a course on the state of the contemporary world. Rather it is a coursethat seeks to offer an understanding of today's world by examining its historicalroots. Our world has grown increasingly complex and interconnected, and theplanet's diverse peoples are facing common issues that will have tremendousimpacts on our immediate and often unequal futures. Yet these dynamics are farfrom new. In this course, we will develop a historical understanding of the waysthat humans have connected with faraway places for centuries. We will unpack thiscomplex world by focusing on five global case studies under the umbrella of fiveissues that all speak to critical facets of the human experience. Additionally, youwill select a global historical topic of interest to you and use it to practice research,analytical, and written communication skills.COURSE ISSUES AND CASE STUDIESGlobalization - We will explore the historical transformations that have occurredas human populations have developed economic, cultural, social, and politicalrelationships across vast distances. In particular, we will focus on the historical
2relationship between colonialism and capitalism. We will examine the rise ofEuropean empires from c. 1500 CE and the ways in their increasingly globaleconomic endeavors have transformed all societies involved. This will prepare usto investigate more specific historical and contemporary aspects of the modern,globalized world.Humans & the Environment - We will investigate the reciprocal relationshipbetween humans and environmental change, and the impact of new systems ofenergy production and consumption on both the environment and varying formsof human organization. Specifically, we will examine the relationships amongcarbon energy (coal and oil), mass (democratic) politics, and changing (natural)landscapes.Roots of Inequality - Though some forms of inequality - particularly economicand gender - have existed in varying forms and degrees since the first settledhuman societies, colonialism, capitalism, and industrialization have given rise tonew and deeper forms of inequality, especially the idea of race and the practice ofracism.Diverse Ways of Thinking - We will attempt to recognize, confront, and movebeyond some of the narrowness with which people and media outlets in the West(Europe and the United States) have understood other peoples of the world.Specifically, we will examine the contested meanings and strategies of war andterror. Contrary to what some argue-that terrorism is culturallyengrained/produced and primarily Islamic- we will locate the origins of modernpolitical terror(ism) in the politics and history of colonialism and decolonization.This will help us develop more informed understandings of 9/11, US wars in Iraqand Afghanistan, and the rise of ISIS.Roots of Contemporary Conflicts - We will explore the historical roots ofconflicts between people with competing nationalist and ideological ambitions in aglobalizing world. Our goal is to understand the global context of specificconflicts, their origins in specific historical moments, and the global forces actingupon them. Specifically, we will locate the origins of the Palestinian-IsraeliConflict not in millennia-old religious or cultural rivalry or incompatibility, butrather within the context of modern imperialism and competing nationalisms.
UCORE & COURSE LEARNING GOALS & OUTCOMES3History 105 satisfies the ROOT requirement for WSU’s University Common Requirements(UCORE), which is designed to help you acquire broad knowledge of the world tocomplement your specific major program(s) of study. By exposure to multiple disciplinesand methods of inquiry, you will develop intellectual and civic competencies, practicalskills, and the ability to apply knowledge and skills in real world settings. Through thecompletion of UCORE, you will be, upon graduation, prepared to address diverse, complexissues and to act as a responsible, informed citizen. You won’t be an expert in any singleUCORE course or area, but you will have the tools needed to seek out necessaryinformation, interpret it, and make reasoned and ethical judgements on a wide array ofissues we face today. The learning outcomes grid below shows the relationship betweenHistory 105 topics and assignments on the one hand, and the course- and UCORE-levellearning outcomes. History 105 address five of the seven UCORE goals: depth, breadth, andintegration of learning; information literacy; critical & creative thinking; communication,and understanding diversity.WSU/UCORE goalsDepth, Breadth, &Integrative LearningInformation LiteracyROOT Category LearningOutcomesCourse-level learningoutcome: “At the end of thiscourse, you will be able to ”Students begin to integratemethods and concepts of thehistorical discipline with thoseof other disciplines.Demonstrate how historicalunderstanding enriches allieddisciplinary approaches tocritical global issues thataffect human life in the 21stcentury.Students show depth andbreadth of knowledge withhistorical discipline.Demonstrate howcontemporary issues havebeen shaped by deephistorical processes across awide range of geographiccase studies.Students recognize wheninformation is needed and areable to locate, evaluate, anduse effectively the neededinformation.Demonstrate familiarity withand the ability to access anduse library and digitalscholarship resources of theuniversity.Learning Activities &AssignmentsLearning OutcomeAssessed by Historical op-eds requirestudents to identify and/oruse sources produced in orabout physical and biologicalsciences (carbon energy) andsocial sciences (race/racism,war/terror, IsraeliPalestinian conflict).Case studies include contentfrom at least before 1800 andgeographical breadth thatextends outside of the UnitedStates. Historical op-edsrequire that studentsdemonstrate how a deeperhistorical and widergeographical understandinghelp make sense of acontemporary event/process.Disciplinary librarian leadstwo class sessions. Researchassignments 1-3 requirestudents to use libraryresources to locate primaryand secondary historicalsources. Global campusstudents consult and utilizeLibGuides on research steps.Historical op-edsassessed byrubric/comment(formative).Daily participation viain-class small groupdiscussion/writingassessed via comment(formative); Historicalop-eds assessed viarubric (formative).Research assignments 13 and final researchessay assessed byrubric/comment(formative/summative).
4Identify, evaluate, and useprimary and secondaryhistorical sourcesappropriately.Critical & CreativeThinkingCritical & CreativeThinking (continued)CommunicationStudents develop thecapability to use reason,evidence, and context toincrease knowledge, to reasonethically, and to innovate inimaginative ways.Students develop thecapability to use reason,evidence, and context toincrease knowledge, to reasonethically, and to innovate inimaginative ways (continued).Students demonstrate clarity,fluency, and accuracy, andorganizational skills in theirwritten communication inamounts appropriate to a 100Demonstrate an ability toformulate appropriateanalytical questions.Demonstrate an ability toanalyze primary andsecondary historical sourcesto formulate argumentssupported by evidence.Craft well-supportedhistorical arguments.Required weekly readings(primary and secondary)discussed/analyzed in smallgroups and as whole class(students identify/produceexamples, questions,evidence). Global campusstudents discuss weeklyreadings through discussionforums.Scaffolded researchassignments 1-3, historicalop-ed “lede” research, andintroductory newsassignments all require thatstudents conduct primaryand/or secondary researchand employ sources tosupport an argument.Introductory newsassignments require studentsto practice posing historicalquestions aboutcontemporaryevents/processes.Research assignments 1-2require students to formulateand then revise an originalresearch question based onnewly found secondarysources.Historical op-eds requirestudents to use primary andsecondary sources to supportan argument about aconnection between acontemporary event/processand historical case studiescovered in class (colonialism,carbon energy politics,racism, e.g.)Daily participationgroup submissionschecked forcomprehension(formative); Globalcampus discussionforums assessed bycomment from instructor(formative).Historical op-eds andresearch assignments 1-4and historical op-edsassessed byrubric/comment(formative).Introductory newsassignments shared anddiscussed in class(formative).Research assignments 12 assessment byrubric/comment(formative) and finalresearch essayassessment byrubric/comment(summative).Historical op-edsassessed byrubric/comment(formative).Research assignment 3requires students to producean annotated bibliography ofall sources gathered todemonstrate relevance ofsources and intention to use.Final research essay requiresstudents to marshal andorganize evidence fromacquired sources.Annotated bibliography(research assignment 3)assessed byrubric/comment(formative); Finalresearch essay assessedby rubric (summative).Historical op-eds (4x at 500750 words) and final researchessay (1500 words) requirestudents to practice statinghistorical arguments.Historical op-eds andfinal research essayassessed byrubric/comment(formative/summative)
5or 300 level History course.Organize ideas and evidencein clear ways.Historical op-eds requirestudents to present historicalevidence in organizedfashion; Research assignment4 requires students toproduce an outline for theirfinal research essay.Historical op-edsassessed byrubric/comment(formative); Researchassignment 4 assessedby rubric (formative).Students demonstrate clarity,fluency, and accuracy in theiroral communication skills.Develop oral communicationskills with their peers andwith faculty and/or teachingassistant.Daily in-class small groupand whole class discussion onhistorical case studies(colonialism, carbon energy,racism, terrorism, IsraeliPalestinian) require studentsto pose/answer historicalquestions, weigh evidence,and arrive at historicallyinformed conclusions.Daily participationassessed through inclasscomment/discussionleadership by instructor;small group writtenresponses record oraldiscussion and arereviewed regularly byfaculty and/or teachingassistant (formative)Comprehension checkedvia in-class discussion(formative); Historicalop-eds addressaforementioned topicsand are assessed byrubric/comment(formative).Students move beyondperception-based comparisons,prior knowledge, andindividual experiences tounderstand how socialpositioning and culturaldifferences and/orinterrelations are constructed.Demonstrate anunderstanding of dominantpower structures/narrativesand alternate social/culturalperspectives using evidencebased historical scholarship.DiversityStudents use vocabulary andconcepts with which to engageand analyze how socialrealities are shaped and howstereotypes are created bycultural and socio-economicdifferences in the US and/orglobally.Students use develophistorical understanding ofhow inequalities are createdand how ideas areconstructed and perpetuated.Course topics and readingsabout colonialism, politics ofcarbon energy, racism,terrorism, and IsraeliPalestinian conflict directlyrequire discussion andanalysis of issues ofinequality, institutionalpower structures, and theirhistorical roots.In-class discussions ofassigned historical sources(primary and secondary)provide historical framingand understanding ofcontemporary inequalitiesand socially constructed ideasand stereotypes. Historicalop-eds check how wellstudents can articulate theseconcepts using historicalevidence through writing.Comprehension checkedvia in-class discussion(formative); Historicalop-eds assessed byrubric/comment(formative).COURSE POLICIESAcademic Integrity is the cornerstone of higher education. As such, all members ofthe university community share responsibility for maintaining and promoting theprinciples of integrity in all activities, including academic integrity and honestscholarship. Academic integrity will be strongly enforced in this course.Avoid plagiarism. Plagiarism includes: quoting sources directly without a completecitation or without quotation marks; lack of citation even if you are not quoting butinstead paraphrasing, passing off another student’s work as your own, copying fromthe Internet, or any other form of academic misrepresentation. In History 105, penaltiesfor violating WSU’s Academic Integrity Policy (identified in WashingtonAdministrative Code (WAC) 504-26-010(3) and -404) are as follows: First offenses willresult in a rewrite or failure of the assignment, depending on the degree of
intentionality and severity of the infraction. A second infraction, no matter howminor, will result in failure of the course.6Attendance. Attendance is a minimum requirement for college coursework. I expectyou to attend class regularly. Any in-class work missed (participation) as a result ofabsence cannot be made up unless you provide documentation that you were requiredto participate in a university-sanctioned event. Illness does not count as a universitysanctioned event. I cannot accept doctor’s notes, so please do not provide them. It is upto you to seek out historical content/notes that you missed either from a classmate,your teaching assistant, or myself (during office hours only, no email). Keep in mindthat you are expected to include any content offered/discussed during class in yourwritten and collaborative assignments or, if applicable, your final research project. Youwill see an attendance-participation average posted on Blackboard at weeks 5, 10, and15. For week 15, I will average your attendance-participation score out of 2 fewer pointsthan the total to relieve you of one absence.Classroom Etiquette. You are expected to engage in the material and activitiesscheduled for the day. Things that prevent you from doing so and will warrantimmediate dismissal include texting, sleeping, side conversations, work for other classes,Internet surfing. Stow away phones in pockets or backpacks until class has concluded.Unless otherwise specified, laptops and tablets will not be allowed in class. If problemsemerge, I will ask you to leave class for the day. There is ample space in the courseguide for note-taking, and numerous studies have shown that students that write inlong hand do a much better job of comprehending material than those that type outevery detail. Lastly, you are expected to be respectful of each other’s ideas and when indisagreement, to counter those ideas using reason and evidence.Effort. Academic credit is a measure of the total minimum time commitmentrequired of a typical student in a specific course. For the WSU semester system, onesemester credit is assigned for a minimum of 45 hours of student effort. SeeAcademic Regulation 27.Incompletes: University policy (Acad. Reg. #90) states that incompletes may only beawarded if: "the student is unable to complete their work on time due tocircumstances beyond their control". I will discuss the possibility of taking anincomplete if you have (a) completed at least 60% of the course work at the time ofthe request (including at least 60% attendance-participation) and (b) have amathematical chance of passing the course with a 60% or higher.
REQUIRED MATERIALS7Bring assigned readings to class regularly. All readings listed in the course schedule areavailable in the course guide/reader OR in Voices of Decolonization. Any additional readingswill be made available either in class or on Blackboard.Shepard, Todd. Voices of Decolonization: A Brief History with Documents. Boston:Bedford/St. Martins, 2014. ISBN: 9781457618154 *Available at the Bookie or at onlineretailers.Stratton, Clif. The Roots of Contemporary Issues: History 105 Course Guide and Reader.Southlake, TX: Fountainhead Press, 2018. ISBN: 9781680360899 *Available at theBookie.GRADE REQUIREMENTS20% research assignments20% final research essay20% participation20% reading journal entries20% historical op-eds 2% extra credit (see description below)Final Grade Scale (rounded up to next whole number if .5% or higher):93-100 A 90-92 A- 88-89 B 83-87 B 80-82 B- 78-79 C 73-77 C 70-72 C- 68-69 D 60-67 D 0-59 FASSIGNMENT CATEGORY DESCRIPTIONSResearch Assignments: The creation of an original research project is a key component ofthis class. You will conduct research on a topic related to at least one of the broaderissues of this course that achieves understanding of both historical depth and globalorigins and implications, and incorporates diverse perspectives (primary andsecondary sources) into the final analysis. The researching of the topic and thebeginning stages of the writing process are broken down into a series of assignmentsand revisions. These assignments are designed to familiarize you with WSU’s libraryresources, including databases to identify newspapers, scholarly articles, primarysources, and book-length monographs; aid you in acquiring information literacy skills,including posing historical questions, distinguishing between different kinds of sources(both academic and non-academic), analyzing those sources, identifying and writingthesis statements, and understanding the relationship between arguments andevidence.
8Final Research Essay: The series of research assignments and writing workshopslisted in the course schedule are designed to help you successfully complete an originalresearch essay using historical arguments, analysis, and information obtained throughcredible and relevant sources. This essay, as indicated above, must connect to one ormore of the issues (not case studies) we will study. You will include and criticallyanalyze a variety of primary and secondary source documents in this project to supportand argue your thesis. Essays should appear in narrative form, be free of majortypographical errors, provide proper citation of sources, and be a minimum of 1250words in length, not counting footnotes.Participation: I expect you to come to each class prepared and engaged. This meansregular reading of assigned sources, completion of any written assignments before class(news article summaries, primary source annotations, and/or reading journal entries),preparedness to discuss readings, films, and issues in your teams.On several days, we will read and discuss primary sources, defined as"materials produced by people or groups directly involved in the event or topicunder consideration, either as participants or as witnesses." Your course scheduleindicates that to prepare for these discussions, you will annotate the assignedprimary source. Complete annotations in hand-written form in your coursereader and have them ready to share at the beginning of class. Use a markingsystem (underlining, circling, highlighting, etc.) in combination with writtenmargin notes that identifies and analyzes (make meaning /ask questions of) thefollowing: date created relative to context in which source was produced (what was goingon at the time?) geographic location addressed in source and/or location where source created author's target audience (who is likely reading this and/or agreeing with it?) author's argument(s) author's posit ion or "authority" relative to the people, events, and/or subjectmatter addressed (why does the author get to make this argument?) 2-3 phrases/sentences/passages from the source that relate to author'sargument(s
Roots of Contemporary Conflicts - We will explore the historical roots of conflicts between people with competing nationalist and ideological ambitions in a globalizing world. Our goal is to understand the global context of specific conflicts
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