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HIST 1112

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours3
Course TitleA Survey Of World History From Early Modern Times (1500 - Present)
Prerequisite(s)Exit or exemption from Learning Support reading or all ESL requirements except ENSL 0091
Corequisite(s)None Specified
Catalog Description
This course focuses on the key political, intellectual, scientific, social, economic, and cultural changes that occurred in world civilization from 1500 to the present.
Expected Educational Results
As a result of completing this course, the student will be able to:
1. Conceptualize the "problems" of history as well as understand different types of history and sources of historical knowledge and terms.
2. Identify the continents and major physical and manmade features on a world map, and identify the modern nations of Africa, Asia, Europe, North America, and South America. The student should be able to explain the historical significance of geophysical features such as the English Channel, the Rhine and the Danube Rivers, the Alps, the Pyrenees, and the Himalayan Mountains, the Baltic, the Mediterranean, and the Red Seas, the Yellow and Indus Rivers, the Pacific, Atlantic, and Indian Oceans as well as the Panama and Suez Canals.
3. Trace the development of major Islamic Empires: the Ottomans, the Mughals of India, and the Safavids of Persia. The student should also be able to identify the political institutions in each of these states and to discuss the similarities and differences among the three states through imperialism and decolonization. The student should also be able to discuss Indian nationalism in the twentieth century, including the role of Mohandas Gandhi, and the break up of the Ottoman Empire.
4. Discuss imperial China, beginning with the Manchu Dynasty. The student should be able to describe the political institutions of China, to explain the impact of European expansion upon China and the Chinese people, and to identify the important figures in Chinese history.
5. Explain the major political, social, and economic developments in China during the nineteenth and twentieth centuries, including China under European imperialism, the revolutions of the late nineteenth century, revolution of 1911, and the movement of China towards communism, (1917-1949). The student should be able to discuss political development in Maoist and post-Maoist China.
6. Discuss the major political institutions of medieval Japan, including the Tokugawa Shogunate, the evolution of feudalism, the Samurai, and the era of the warlords. The student should be able to trace the increased contact between the West and the Japanese through the twentieth century, including the Meiji restoration.
7. Explain the causes, including developments during the Renaissance, and the consequences of the Reformation. The student should be able to identify the major figures of the Reformation - Martin Luther, John Calvin, Henry VIII, Ignatius Loyola, Charles V - and to discuss their ideas and their motives for breaking away or for remaining loyal to the Church of Rome. In addition, the student should be able to explain the importance of politics and the role of the prince in determining the religious geography of 16th-century Europe. The student should know the religious geography of Europe in 1560.
8. Describe the causes, the characters, and the consequences of the foreign and civil wars fought 1517-1660., with particular attention given to the wars of religion as the culmination of the Reformation.
9. Be familiar with the major individuals associated with the 17th-century Scientific Revolution, the major discoveries of this Revolution, and the impact of these discoveries upon the process of industrialization.
10. Describe the causes and consequences of industrialization and the resulting commercial revolution in Europe, 1450-1900. Explain how demographic, agricultural, and industrial changes resulted in the rise of a global economy after 1730 and profoundly altered traditional societies.
11. Explain the causes and consequences of European exploration, colonization, and expansion on both European and on the indigenous peoples of Africa, Asia, and Central and South America during the fifteenth and sixteenth centuries. The student should be able to discuss the impact of the slave trade on African social, political, and economic institutions, and the impact of slavery on Native Americans in North, Central, and South America.
12. Explain the meaning of the following concepts: State building, Sovereignty, and Absolutism. The student should be able to apply these concepts in interpreting the political and social history of the major states of Europe in the period, 1660-1815, with special emphasis given to Great Britain, France, Russia, and Prussia. Students should be able to explain the concept of state building through the nineteenth and twentieth centuries.
13. Describe in detail the European Ancient Regime as a traditional society. Specific references should be made to the social structure, the social groups, patterns of land ownership and labor, and the economy that constituted this society. Evaluate the major statesmen and rulers of France, Russia, and Prussia from 1660 to 1815.
14. Explain the major tenets and identify the major philosophers of the 18th century Enlightenment and explain the impact of the Enlightenment upon the French Revolution as well as the major events of the French Revolution.
15. Compare various political ideologies of the modern world, including liberalism, conservatism, fascism, socialism, and communism.
16. Explain the origins of 19th century imperialism and identify the colonies, protectorates, and spheres of influence of European nations and Japan during the Age of Imperialism. The student should be able to explain the connection between imperialism and the causes of World War I.
17. Describe the causes and the political, social, economic, and cultural impact of World War I on Europe, Asia, Africa, the Middle East, and the United States. The student should be able to discuss the Russian Revolution and the rise of communism in the Soviet Union, eastern Europe, and Asia.
18. Describe the characteristics of totalitarianism. The student should be able to discuss totalitarian regimes that existed in Asia, Europe, and South America in the pre- and post-World War II eras.
19. Describe the causes and the political, social, economic, and cultural impact of World War II on Europe, Asia, Africa, the Middle East, and the United States, including decolonization.
20. Describe the independence movements after World War II in Asia and Africa
21. Explain the origins of the Cold War, some of its key conflicts, and its demise. The student should be able to discuss de-communization and its impact upon the former Soviet Union and Eastern Europe.
22. Describe the economic interdependence of world economies today, and explain the origins of this phenomenon.
General Education Outcomes
This course addresses the general education outcomes of identifying, analyzing, and evaluating global economic, political, historical, and geographic forces and communicating effectively through speaking, listening, reading, and writing.
Course Content
I. The Renaissance
II. The Reformation
III. The Age of Religious Wars
IV. Politics and State Building in the Age of Absolutism
V. Tradition and Change in the Ancient Regime
VI. The Era of the French Revolution and Napoleon
VII. Traditional Social and Political System of India, the Ottoman Empire, China, Japan, and Africa
VIII. Nineteenth Century European Liberalism and Nationalism
IX. The Scientific and Industrial Revolution
X. European Imperialism
XI. Communism and Totalitarianism
XII. World War I and World War II
XIII. The Russian Revolution
XIV. The Chinese Revolution
XV. Post-World War II Independence Movement in Asia and Africa
XVI. De-communization
Assessment of Outcome Objectives
A.  COURSE GRADE
1. Tests: Tests and a final exam prepared by individual instructors will be used to determine part of the course grade. Each test and the final exam will contain questions requiring the students to demonstrate higher order thinking and reasoning skills. Tests will contain essays as well as objective questions.
2. Written Assignments: Written assignments will be required of each student (in addition to the essay portion of exams) These assignments will be graded on the basis of both content and the quality of the composition.

B.  DEPARTMENT ASSESSMENT
This course will be assessed in the fall semester every three years. Every student in every section will be required to complete objective and/or essay departmental questions as part of the final exam. The exam will be constructed by the faculty who have taught this course, and will require students to demonstrate a knowledge of history and the ability to apply major historical principles.

C.  USE OF ASSESSMENT FINDINGS
The results of this assessment will be summarized by the chair of the world civilization curriculum committee. The chair will meet with all world civilization faculty to analyze the results and determine implications for the curriculum. A summary of the curriculum committee's analysis and specific plans including a timetable for implementation of any necessary changes will be submitted to the Vice President for Academic Affairs or his/her designee.

Last Revised: Aug. 08, 2011
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