Bachelor's Degree studies of world history Keyterms Identifications

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History 21B: World History

Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s Prof. Laura J. Mitchell Winter 2016 234 Krieger Hall class meetings: MWF 10:00 – 10:50 [email protected] SSPA 1100 Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment Teaching Assistants

Monday Sections Wednesday Sections Mr. Kyle David Ms. Michele Brewster Office hours: Mondays 1-2 Office hours: Wednesdays 11-12 In 334 Krieger hall In 334 Krieger hall [email protected]   [email protected]    

How did the world become global? Starting in the 1450s, this course explores how mariners, merchants, and monarchs connected the globe through faster ships, the exchange of goods, and colonial governance. Today’s highly interconnected world has a history, including the rise of global empires, the expansion of export economies, and worldwide political revolutions. As race became fixed, gender roles shifted, and science described and classified through Western eyes, human actions made the world modern. Together we will ask how large-scale resistance to centralized rule and the persistence of people’s everyday lives shaped the changes we now call globalization and modernity. Course objectives Students who complete this class will be able to:

• Explain the difference between primary and secondary sources. • Use evidence from primary and secondary sources to construct an argument. • Differentiate between local and global processes; in other words: articulate how scale

changes historical analysis. • Evaluate similarities and differences; in other words: make historical comparison.

Course Structure Theme Skills Focus Part I Empires Using Evidence :: Making Arguments Part II Globalization Thinking with Scale Part III Revolutions Making Comparisons Course Materials Required Textbook: Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill, 2015), Chapters 16 - 20

E-book version with Connect & Learn Smart subscription You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson Library.

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Other Reading and Visual Material Links to relevant websites and to .pdf versions of other course readings are available on the course Canvas site. You can download the articles, chapters, and excerpts to your computer and/or print a copy to bring to class. Course Methodology Historical analysis Historical analysis requires learning, understanding, and assessing available evidence and then asserting informed interpretations. Here, historical analysis does not imply a listing of a series of events, people, or circumstances. Instead, historians conduct careful investigations and test their assumptions in order to assert an interpretation or an argument about the past.

Preparation Our class experience will rely on our mutual preparation. I do not expect you to be experts in all things regarding world history, but I do expect that you have read carefully before class. In order to prepare for each class session: read actively, take notes, complete the Connect homework, and be able to answer the reading questions in the course outline. The extra credit assignments offer another way to strengthen your preparation and consolidate the knowledge you’re gaining. Participation The lectures and readings are meant to complement each other. If you intend to pass the course, you must complete the readings and participate during class: both in lecture and in your discussion section. Active participation consists of thoughtful contributions to class discussion demonstrating knowledge of the texts, attention to the lecture, attentiveness to your fellow classmates, and active engagement in group activities.

Attendance is crucial for success in this class. Please let the teaching staff know if you will be absent or late for any reason. As a courtesy to the rest of the class, students are expected to arrive on time, to stay until the end of class, and to refrain from personal conversations, reading, and other distracting behavior. Please turn off cell phones and mute the volume on your laptop or tablet. You may use your computer in class if you are taking notes on the lecture. Cell phones must be turned off. Texting is not allowed.

Basis for Evaluation Homework assignments in Connect (on-line) ~Use LearnSmart w/ e-book for reading assignments ~Complete Map Assignments buy due date ~Complete weekly review questions Late submissions will be marked down 10% per day

25 %

In-class work in lecture includes: Responses to reading, group work, quizzes. There will be at least 10 opportunities, the lowest 2 will automatically be dropped

10 %

Discussion Section Work & Participation 15 % Midterm Exam: Friday 29 January, in class 20 % Final Exam: Monday 14 March, 10:30 – 12:30 30 % Extra Credit Can replace missing in-class work, and improve your overall final grade if it is close to a cut-off

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Course Policies • Registration in this course implies acceptance of these policies. • Students celebrating religious holidays and students absent on official University

business will be allowed to make up missed work. In order to ensure fairness to all students in the class, students who will miss class for sanctioned reasons must give one week’s written notice before their absence and turn in any work due in the missed class period BEFORE that date.

• If you need help with the work for this class, please see me or your TA. For help with written work, you may also consult the Graduate Resource Center and the Campus Writing Coordinator in MKH 550D. If you have difficulty with written or spoken expressions of English please see me, especially if you are not a native speaker of English. Support services are available to students with documented disabilities through the UCI Disability Services Center (949-824-7494) Students are encouraged to contact the office before the beginning of the quarter to arrange for assistance.

• Academic Integrity In written assignments, as in examinations, there will be zero tolerance for academic dishonesty. Any student caught cheating or plagiarizing will be penalized to the fullest extent allowed by University regulations. Evidence of the consequences of academic dishonesty is published by UCI.

• Plagiarism Please read the university policy on plagiarism available on the Registrar’s website. Submitting a paper that includes researched information that is not cited is grounds for failure in the course. All information borrowed from print sources or the internet must be identified. Failure to do so is theft. Plagiarists fail the course and have their offense recorded in their School and in the School of Humanities.

• Violations of academic honesty can affect a student’s graduation, financial aid, and continued good standing in your major or program. If you are unsure about how to cite sources, ASK ME or your TA before there is a problem.

• Group Work Students are encouraged to work with their colleagues outside of class time to review materials, prepare for class, and discuss assignments. This spirit of cooperation does not, however, extend to the final preparation of assignments. Students are expected to complete and turn in individual papers and assignments.

• Email: Students must check their @uci.edu email regularly for notices and announcements and be accountable for any information sent by email.

• A note about email I am pleased to correspond with students by email. Keep in mind that in this context, email is business correspondence, and so should conform to professional etiquette. Expect a reasonable turn-around time; wait at least a day before following up—longer if you sent your message late at night or on a weekend. I am not often on email after 5 pm or on the weekend.

This syllabus is subject to change. I will post any changes on the Canvas course site.

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Extra Credit There are two ways to earn extra credit 1) You can submit responses to the extra credit prompts posted throughout the course schedule. Those are due on the date they appear in the schedule. You cannot complete those retroactively. 2) Or you can attend posted and pre-approved lectures, films, and performances throughout the quarter. For the second option:

• Submit a typed 2-page (double spaced, about 500 words) explanation of how the presentations or exhibit or lecture connected to the course.

• Be sure to cite specific readings (and lectures) from the course (for example: Dunn and Mitchell, 538).

• If you attend an event, you must submit proof of your attendance (a ticket, receipt, photo, notes, etc.)

• You can submit your “go see it” extra credit assignments at any time, but the last day will be Friday, March 11, 2016.

Submit all your extra credit work to Prof. Mitchell, not to your TA Course Schedule

I. Empires Skills: Using Evidence & Making Arguments

Reading Evidence/Analysis Monday, January 4 Welcome to World History! 6-Cs. Content: Benin Bronze Plaque, The Oba of Benin. Describe in detail what you see. This task is more challenging than you think. Don’t rush the steps and look for conclusions. Slow down. Notice details. What. Do. You. See? (Make observations, even if you can’t yet make sense of all of it.)

The Oba of Benin [background: BBC 100 Objects podcast]

Wednesday, January 6 ~The World circa 1450 6-Cs. Content: Munster Map; Behaim’s Globe. Describe in detail what you see. Identify how European representations of space changed after 1450 ~ What is an empire? In addition to empires, what other examples of polities can you name?

Panorama 452–463, 468

Munster Map (Panorama, 454) Behaim’s Globe (Panorama, 468)

Friday, January 8 Empires and Geographic Space 6-Cs. Citation: When and by whom was the Mexican Codex Map created? For what purpose (do you think) this map was created? ~What difference does it make to historians if we can name an author or creator of a primary source, or if the source is anonymous? Is anonymous the same as generic? NO CLASS MEETING: use the time to catch up on Connect

Panorama, 463–478 Connect: Analyzing Primary sources

Mexican Codex Map [background: BBC 100 Objects podcast]

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Extra Credit: Use the 6-Cs worksheet; submit a content description & citation information for the Mexican Codex Map, typed! Monday, January 11 Encounters in the Atlantic World 6-Cs. Context. What was going on in the world; in Mexico; in Aztec and Chalco communities when the Tovar Codex was created? ~How does Merry Wiesner-Hanks’ highlighting of gendered perspectives influence how you read images in the Tovar Codex? [To see more of the Tovar Codex, scroll through the images under the black navigation band, using this link.]

Merry Wiesner- Hanks, “The Voyages of Christine Columbus” (2006) Connect Map: Empires & Expansion

Tovar Codex, An Aztec Noble’s Sacrifice for his Country

Wednesday, January 13 Encounters in the Indian and Pacific Oceans Guest lecture: Phillip Ninomiya 6-Cs. Connections: Why were Portuguese ships in Japanese ports? How did they get there? Why did Japanese observers call Portuguese sailors “barbarians?

Panorama, 478–482 Connect Map: Southern Seas

Nanban Carrack [background on Nanban art]

Friday, January 15 Tolerance under Catholic and Muslim Rule ~What were some of the key differences between the Ottoman and Hapbsburg empires? 6-Cs. Context. What was going on in the Ottoman Empire, during "the Age of Süleyman "the Magnificent""? And in the Habsburg empire? 6-Cs. Connections. What were some of the key differences between the Ottoman and Habsburg empires? 6-Cs. Communication. Who do you think was the intended audience for the Hungarian-style shield? What was the man holding the shield trying to tell them? What message might this shield have for us in the 21st century?

Panorama, 484–490, 497– 500 Connect Map: Ottoman & Hapsburg Empires

Hungarian-style shield [background: The Age of Süleyman the Magnificent, 1520-1566]

Extra Credit: Submit a complete 6-Cs worksheet (typed!) for any one of this week’s assigned primary sources Monday, January 18 No class. Celebrate Martin Luther King, Jr. Day! Wednesday, January 20 How States Organize Power ~What accounts for the growth of increasingly centralized states in Afroeurasia after 1500? 6-Cs. Conclusions. What might have led Busbecq to conclude that the Ottoman and Hapbsburg empires could not safely coexist? What does this tell us about empires?

Panorama 495–501

Sepulveda, "On the Causes of Just War with the Indians" (1547) Busbecq's letter from Constantinople (1555-1562) (Panorama, 489)

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Friday, January 22 Gunpowder Empires & the “Fiscal-Military Revolution” ~How did gunpowder technology influence military architecture (the size and shape of fortresses) after 1500? ~How did gunpowder technology affect other aspects of life in Afroeurasia after 1500? ~Carefully examine this image of a Dutch fort on the Amazon River (Dutch forces invaded Brazil in 1624).

Use the Six-C worksheet to analyze Fluvius Grandus. Use the image and your analysis of it to help you answer: What were some consequences of the global spread of gunpowder technology?

Panorama 501-504 Connect Map: SE Asian States

Visit the Arader Collection, hung in the Humanities Instructional Resource Center (HIRC), Humanities Hall 269. Locate this engraving: Arnoldus Montanus, (1625-1683), Fluvius Grandus. From The New and Unknown World, 1671.

Extra Credit #1: Read Edmund Burke III, “The Sixteenth Century World War and the Roots of the Modern World: A View From the Edge.” You may either write a 1-page response (typed, double spaced) that provides a summary of the paper’s argument and explains how the paper connects to material we’ve covered in class, OR provide the summary orally to Prof Mitchell in office hours (regularly scheduled or by appointment). Written responses are due via Canvas to Prof Mitchell by 5 pm on Friday 1/22. Oral response must be completed by Wednesday Jan 27 @ 1:30 pm Extra Credit #2A) In one typewritten, double-spaced paragraph, provide a “thick description” of the Fluvius Grandus engraving. What details about the fort suggest that it was built after the gunpowder revolution? What kinds of interactions do you think are depicted in the foreground of the image? Be sure to address the 6-Cs in your description. Extra Credit #2B) Chose another engraving from the same room in HIRC (most depict other fortresses). Compare this image to Fluvius Grandus. What similarities do you notice? What differences? What might account for the similarities and differences? Write a paragraph in which you explain this comparison. Please underline the thesis statement in your paragraph. Remember to provide a complete and correct citation for both images you write about. Monday, January 25 Religion: Dissent from Within Guest lecture Michele Brewster ~How did Wang Yangming and Martin Luther challenge empires? Or did their ideas support early modern empires? ~How does the life of Gracia Luna Mendes Nasi illustrate practices of religious tolerance or enforced conformity by the state? Does her life also provide examples of “dissent from within”?

Panorama, 504–509

Woodcut: Religious Differences in Germany, 1529 (Panorama, 508)

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Wednesday, January 27 Language and the Borders of Empire How does language (words, phrases, imagery, etc.) do the work of empire in the chronicle by Abu’l Fazi?

Panorama, 509–513

Abu’l Fazi, The Akbarnama, selections

Friday, January 29 MIDTERM EXAM Bring a BLANK blue book II. Globalization: Above and Below

Skill: Thinking with Scale Monday, February 1 The First Global Economy | What is globalization? ~What historical evidence shows a globe-encircling economy emerging in the sixteenth and seventeenth centuries? ~What kinds of social and cultural changes accompanied economic change? ~What benefits for Kongolese people did Nzinga Mbemba associate with increased global trade? What problems did this trade bring to Kongo? ~Why do you think it was difficult for Nzinga Mbemba to control what he saw as transgressions by both Portuguese and Kongolese people?

Panorama 514–530 Connect Map: global flows of silver

Nzinga Mbemba's letters to Joao III (1526) Kakiemon elephants (c. 1650 - 1700) [Background: BBC 100 Objects podcast]

Extra Credit: Keeping in mind what you know about early modern empires and global trade, compose a reply to Nzinga Mbemba from Joao III. Wednesday, February 3 Slavery and the “Wages” of Globalization Based on your analysis of Olaudah Equiano's narrative, how was the Middle Passage an individual experience? How was it a collective experience?

Panorama 530–537 Connect Map: Atlantic Slave trade

Richard Ligon, Barbados Sugar Plantation (c. 1650) Panorama 537 Olaudah Equiano, The Interesting Narrative (1789) Link #1 Link #2

Extra credit: Write a resume for Olaudah Equiano based on these resources. Friday, February 5 watch Hell’s Miners of Potosí in class ~ How do the men of the Mamani family understand their work in the mines? Are they proud? Are they frightened? ~ How did process of globalization affect the Andean highlands and Atlantic Africa in similar ways? ~ Do you notice significant differences between the two regions? If you are off campus, 1) you'll need to login to UCI's VPN service to use the link above.

Panorama 536–541

De Bry’s engraving of Potosí in color. (Panorama 521 in B&W)

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Monday, February 8: Local costs of global commodities: Sugar & Silver ~Based on your reading of Demos, how was silver mining experienced by indigenous workers versus Spanish colonizers? ~ In what ways have the lives of miners in Potosí changed since the 16th century? ~ Do you see continuities in silver mining and the global economy from the16th through the 21st centuries? ~ How was sugar production an intimate system of exploitation? How was sugar production part of a global economy?

John Demos, “The High Place, Potosí”

Esteban Montejo “Biography of a Runaway Slave” [interview conducted by Cuban ethnologist Miguel Barnet in 1963]

Wednesday, February 10 Sex and the global economy ~What were the advantages of cross-cultural marriage for men and for women in the context of overseas empire and global trade? ~Can you identify drawbacks or possible problems? Were those challenges different for men and women? ~In what ways was domestic space important for global economic networks?

Map: biological diffusion

Alexander Hamilton, "A New Account of the East Indies," (1688-1723) Jan Brandes, "Teatime in a European House in Batavia," (1779- 1785) [Background on Jan Brandes]

Extra Credit: Read John Millward's Beard Brush. What can John Millward’s estate inventory tell us about the domestic consequences of globalization? John Millward provides one local, individual example of globalization. What other local examples of globalization can you think of? How do these local examples relate to the larger process? How do they relate to each other? Option #1: Write your response and submit it to Prof. Mitchell by Friday, 2/12 @ 5 pm Option #2: Discuss your response w/ Prof. Mitchell in office hours (or by appointment) before Wednesday 2/17 @ 2 pm Friday, February 12 China’s Qing: The Conquering Rulers Guest Lecture by Kyle David ~ How did Kangxi intend to rule China? ~ Did he borrow from Western ideas? ~ What were the Qing values of governance and diplomacy?

Panorama 542–547 Map: Major States, 1700

Kangxi, “Self- Portait” “Treaty of Nerchinsk” (1689)

Monday, February 15 Presidents’ Day Holiday

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Wednesday, February 17 Russia and the Logic of Overland Empire ~ What challenges of ruling a diverse empire did Russia share with contemporary powers such as Britain and Spain? ~ What motivated Russia to expand into the harsh climate of Siberia? ~ How did Russian rulers deal with indigenous peoples in the territory they conquered? * Remezov Chronicle (late 17th century) Seymon Remezov was a Russian historian and geographer credited with compiling images, maps, and textual descriptions of Siberia and its inhabitants in the late seventeenth century.

Panorama 547–548, 559– 560 Map: European States, 1750

Map of Vorskla River Region (17th century) Remezov Chronicle | read # 1, 10, 11, 12 (only 1 paragraph each; the intro to the website is helpful.) Execution of troublesome Cossacks Voguls Delivering Tribute Payment of Furs as Tribute

Friday, February 19 Europe Makes Commoners and Colonized ~ How did the Casta Paintings communicate an ideal of Spanish colonial rule? ~ How did the palace and the gardens at Versailles communicate ideals of the French monarchy?

Panorama 548–556

“Casta Paintings” Versailles

Extra Credit: Complete the Russian Empire analysis chart. by providing evidence for ONE example from each category: centralized | heterogeneous | geographically large Monday, February 22 Settler colonialism & Indigenous responses ~ How well do you think colonists understood the culture and economy of the people among whom they settled? ~ In what ways were relationships between settlers and indigenous peoples different in Siberia, North America, and South Africa? ~ What can rock art tell us about Khoisan responses to colonialism in southern Africa?

Panorama 556–559, 561– 563, 571–573 Map: North America 1750

Van Riebeeck's Journal, (1652- 1658) (Panorama 562) Peter Kolb, The Present State of the Cape of Good Hope (1713) Cedarberg rock art

III. Revolutions Skill: Making Comparisons

Wednesday, February 24 What is a Revolution? | The Enlightenment and Making Race ~ What was modernity? What were the characteristics of the modern era? ~ What was modernity? What were the characteristics of the modern era? ~ According to Gould, what was the basis of Blumenbach's classification of humans? What were the consequences of Blumenbach's five-race scheme?

Panorama 563–568 Stephen Jay Gould, "The Geometer of Race"

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Friday, February 26 Was there a Scientific Revolution? ~ What can account for increasing attention to observation of the natural world from the sixteenth through the eighteenth centuries? ~ What were some of the consequences of this increased observation and methodical recording?

Puy-de-Dôme experiment

Extra Credit: Visit the Arader collection, this time to examine Jean-Pierre Redoute's drawings of lilies. Are any of these plants familiar to you? Do you see any of them (or similar plants) in Orange County landscapes? Challenge yourself: Choose 2 images (of different plants). Note the plant name and use the computers to do a little research: Where did the plants originate? What climate suits these plants? Think: how might Redoute have had access to these plants in order to draw them? Choose one of Redoute's drawings. How many parts of the plant does the image depict (leaves, flowers, seeds, roots, etc.)? How many phases of a plant's life cycle does it show? Write a paragraph in which you compare Redoute's image with Maria Sibylla Merian's drawing (Panorama, 565). Remember to assert a thesis statement and cite your primary sources. Monday, February 29 Religious Change & its Consequences ~ What factors can explain the continuing growth of Christianity and Islam in this period? ~ What role did individuals play in changing religious practices?

Panorama 568-573

Jahangir, "Policy toward the Hindus," (seventeenth century) Abu'l Hasan, Jahangir's Dream (c. 1618) [Background for the image]

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Wednesday, March 2 A Commercial Revolution ~ What was the relationship between economic growth and state power in the eighteenth century? ~ How did economic and political change in the eighteenth century affect the lives of workers? How different were these changes in Western Europe, China, Japan, and India? ~ What can you infer from the volume, value, and variety of textiles requested by British merchants in 1730?

Panorama 574-584 Map: 7 Years War

List of Bengal goods, 1730 (This is a "wish list" of textiles to be purchased by the British East India Company. Click on the links "enlarge" and "show transcript.") "Shares of world manufacturing output, 1750-1900" (Panorama, 581) Francis Hayman, "Robert Clive and Mir Jafar after the Battle of Plassey, 1757" (c. 1760)

Friday, March 4 A Republic for All? U.S. & French Revolutions ~ What specific claims did people in the British North American colonies and in France make to their governments? ~ Do you think de Gouge's claims complicate or clarify differences between political and social rights?

Panorama 584–594 Map: Napoleonic Empire

“Declaration of the Rights of Man and of the Citizen” (1789) Olympe de Gouges, "The Declaration of the Rights of Woman" (1791) Political Cartoons

Extra Credit: Compare the rights claimed in the “Declaration of the Rights of Man” and in De Gouges’ “Declaration of the Rights of Women.” Remember that a comparison evaluates both similarities and differences, and that academic writing must have a thesis statement. “The two documents have both similarities and differences” is not an acceptable thesis statement. Monday, March 7 Independence & Freedom: The Haitian Revolution ~ What was revolutionary about the Haitian Revolution? ~ What were the demands of the Haitian/Saint Domingue free people of color, or the affranchis? ~ How did the slave insurgents hold a distinct position than the free people of color?

Panorama 595–599

"The Free Citizens of Color: Address to the National Assembly, 1789" "The Slave Insurgents Make Demands," 1791"

Wednesday, March 9 Fractured Nationhood in the Americas ~ What were the limitations of liberation, according to Bolívar? ~ How did women and people of color claim citizenship?

Panorama 594–595, 599– 605 Map: Americas c 1830

“Bolívar’s Vision of an Orderly Republic” “Claims on Independence”

Friday, March 11 Revolutionary, Global Empires!

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Why are empires a useful tool for thinking about this period? Is globalization an appropriate way to think about this period? Was this period really revolutionary? What questions do you have about empires, globalization, and revolutions? Monday, March 14 10:30 – 12:30 FINAL EXAM Bring a BLANK Blue Book