E-mail/Cell: email@example.com / 069 20 70 592
Office Hours: Tuesday, 15.00-17.00 or by appointment (Room 1C).
I maintain a constructivist approach in teaching and learning. Put simply, I believe that students “build” knowledge and skills by associating new materials with knowledge and experiences acquired before or concurrently to the learning activities. This requires active learning that can be achieved only when the student engages in the teaching and learning process as active and responsible actor of learning. Class discussion, critical introspection, focus on hands-on guided exercises with sources to build skills and outreach activities to link what is on paper with our world are therefore an integral part of this course.
As a historical course delivered to non-historians, the purpose of this course is triple. First and foremost, to enable students build skills that a historian applies when writing about the past; these skills are also utilized in our daily lives and are therefore integral to the critical thinking process. Second, to empower student understanding that our world today was not created of nothing and that our past shapes our present a great deal, whether we deal with politics, economics, business, institutional, social, technological or cultural matters; in short, there is history behind everything and the process of unveiling it makes us more conscious decision-makers. Last, the course aims at enhancing student understanding and appreciation of the historical development of the world around us.
This course examines the important events, people, movements, developments and trends that contributed in the making of world civilisations, especially Western civilisations. It starts with an overview of the power politics of Islamic and Asian powers and the global impact of European expansion and colonisation (1300-1660) and ends with an overview of the Cold War.
1. Knowledge Base: By the end of the course students are expected to:
Have gained an incisive view of major events and developments from the 14th Century to the present day.
Be able to discuss, analyse and evaluate their importance in a critical fashion and beyond a mere quotation of dates, places, and personalities using appropriate terminology.
Demonstrate a greater understanding of what shaped civilisations throughout Modern Times
Demonstrate awareness of ethical issues encountered in a historian‟s laboratory.
2. Cognitive / Intellectual Skills: By the end of the course students are expected to be able to:
Analyse key historical events and developments using a variety of primary and secondary sources.
Synthesize information from different primary and secondary sources.
Evaluate the reliability of their sources.
Apply basic historical methodological tools to new, unknown sources.
3. Key / Transferrable Skills: By the end of the course students are expected to have demonstrated:
The ability to work effectively with others as a member of a group within the given time constraints.
An ability to work within an appropriate ethos and to access and use a range of learning resources.
An ability to evaluate own strengths and weaknesses within criteria set by others.
An ability to collect and manage information from a range of sources undertaking simple and guided research tasks.
An ability to take responsibility of own learning with appropriate support.
The appropriate skills of communicating effectively on historical matters.
An ability to apply with limited autonomy, under direction or supervision, learned tools and methods carefully and accurately to a well-defined new problem, within defined guidelines.
Course introduction, subjects, and requirements. How to write the research paper. History: its object and problems. THE ISLAMIC GUNPOWDER EMPIRES (1300-1650). Historical Thinking Skills: Periodization in history; primary and secondary sources.
THE ISLAMIC GUNPOWDER EMPIRES (1300-1650) [Visit at Islamic monuments in Tirana or elsewhere]. Historical Thinking Skills: Periodization in history; primary and secondary sources. Readings: 1) Brummett at al., Chapter 12. 2) Reilly, Chapter 3. 3) Lecture 1 Supplement.
MING CHINA AND NATIONAL DEVELOPMENT IN KOREA, JAPAN, AND SOUTH-EASTERN ASIA (1300-1650). Historical Thinking Skills: Relationships between facts, opinions, sources and interpretations. Readings: 1) Brummett at al., Chapter 13. 2) Reilly, Chapter 4. Titles of papers and outlines due.
RENAISSANCE THOUGHT AND ART IN ITALY AND NORTHERN EUROPE. Historical Thinking Skills: Analyzing primary sources often tells us more than their authors had in mind. Readings: 1) Brummett at al., Chapter 14.
THE PROTESTANT REFORMATION, THE POLITICAL TRANSFORMATION OF EUROPE. EUROPE MEETS THE WORLD (1500-1650). Historical Thinking Skills: Relating the individuals in historical understanding. Readings: 1) Brummett at al., Chapters 15-16. 2) Reilly, Chapters 1-2.
FROM ABSOLUTISM TO THE OLD REGIME (1648-1774); LIMITED CENTRAL POWER IN THE CAPITALIST WORLD (1600-1789). Historical Thinking Skills: Comparing and contrasting internationally social structures, economies, politics and cultures. Readings: 1) Brummett at al., Chapter 17. Annotated Bibliography and Detailed Outline Due.
THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT. Historical Thinking Skills: Understanding and evaluating historical change; distinguishing causes of change. Readings: 1) Brummett at al., Chapter 18. 2) Reilly, Chapter 5.
THE FRENCH AND INDUSTRIAL REVOLUTIONS AND THEIR IMPACT ON EUROPE AND THE AMERICAS (1774-1825). Historical Thinking Skills: Diversities in judging the past. Readings: 1) Brummett at al., Chapters 18-22. 2) Reilly, Chapters 6-7.
THE CENTURY OF WESTERN DOMINANCE. The Development of States in the West (1815-1871) and European Imperialism. Historical Thinking Skills: Evaluating alternate theses; understanding how and why historical developments and events are interpreted and re-interpreted. Readings: 1) Brummett at al., Chapters 23-26.
THE TRIUMPH OF THE MIDDLE CLASSES: Western Economic, Scientific, Intellectual, and Cultural Accomplishments, 1815-1914. Historical Thinking Skills: Sifting evidence: social, economic, political and cultural. Readings: 1) Brummett at al., Chapters 23-26. 2) Reilly, Chapters 7-8. First research paper drafts due.
WESTERN POLITICS AND DIPLOMATIC FAILURE, 1871-1914. Historical Thinking Skills: Sifting evidence: „Before‟ and „After‟. Readings: 1) Brummett at al., Chapters 26-27. 2) Reilly, Chapter 9.
WINNING THE WAR AND LOSING THE PEACE, 1914-1939; AUTHORITARIAN POWERS: Russia, Italy, Germany and global movements toward World War II (1917-1939). Historical Thinking Skills: Close-reading and interpreting a variety of sources. Readings: 1) Brummett at al., Chapters 28-30. 2) Reilly, Chapter 10.
WESTERN WEAKNESS, DIPLOMATIC FAILURE, WORLD WAR II AND THE COLD WAR. Historical Thinking Skills: Using Literature in History; Understanding Processes. Readings: 1) Brummett at al., Chapters 31-35. 2) Reilly, Chapters 11-12. Research papers due.
Main Course-book*: Edgar R. R., Hacket N. J., Jewsbury G. F., Molony B., Gordon M.S. (2010), Civilization: Past and Present, 12th Edition, New York: Longman.
Supplementary Course-book**: Reilly K. (2004), Worlds of History: A Comparative Reader, v. 2, Bedford/St Martin‟s (copies available in the library).
Additional Readings and Other Materials:
Additional readings shall be assigned from other books, articles, or in-class handouts on a case-by-case basis. Various audio-visual materials shall be included in class presentations.
Supplemental Web-based Research:
Students are expected to supplement their textbook readings with Web-based research, and specific reading assignments may be made from these websites:
* Students are required to study the main course-book.
* * Students are required to close-read the supplementary course-book.
(companion web-site to the principal textbook).
Term Paper and Presentation:
Students will be required to write a term paper on a subject commonly set by the instructor for the entire class. Students are required to submit electronically at www.turnitin.com. The 20% grade of the term paper and presentation is to be divided under the following components: 1) A well-thought brief outline: 2% (October 26, 2015). 2) A well-focused and thought detailed outline and an annotated bibliography: 3% (November 16, 2015). 3) Quality of paper‟s first draft: 5% (January 11, 2016). 4) Evaluation of the final draft: 10% (February 01, 2016).
1. In the course‟s cyberspace [http://www.unyt.edu.al/whc2] students can find primarily practice tests related to their study of the main course-book. Inasmuch as the course-books leave too little space for local history, the course‟s website also provides students with additional materials to enhance their knowledge and understanding of local history within wider geographical limits, historical periods and developments.
2. The book‟s companion-website entitled “My History Lab” [http://wps.ablongman.com/wps/media/access/Pearson_No_Registration/5033/5154507/login.html] contains a number of indispensable ancillary materials, such as sources, maps, photographs, short videos that enhance student understanding of what is to be discussed in class and is aimed at with this course. Please note that access to this resource is only available to students who are purchasing the book first-hand from UNYT’s bookshop or others.
Methods of Assessment
Please identify the LAST item of assessment that a student sits with a tick
Minimum Pass Mark
Attendance, participation and preparation (10 %)
Covering Learning Outcomes: 1-3
Covering Learning Outcomes: 1-3
Research Paper (20%)
Covering Learning Outcomes: 1-3
Covering Learning Outcomes: 1-3
Is the student required to pass ALL elements of assessment in order to pass the course?
Basis for Student Evaluation:
% of final grade
Attendance, participation and preparation: I expect students be in class and also actively engage into class discussion and other activities, individual or in larger and smaller groups. One of the exciting things about history is that there is rarely a right or wrong view, but more often than not a convincing or non-convincing viewpoint. Considering the value of advance preparation for class discussions, short quizzes and orally investigated review questions will normally precede the start of a new section.
Mid-Term Exam: Both the mid-term, as well as the final exam are structured in two sections, each of which contains two parts. The first section‟s first part contains multiple-choice, true or false and/or short-definition questions, most of which are available online at the course‟s website. The second part of the first section contains multiple-choice questions developed for the purpose of assessing student learning of skills cultivated in class. The second section of the test contains two essays. The first part comprises document-based questions, i.e. you will be given one or more sources and you will be asked to analyse them and, in the form of short essays, respond to questions upon them aimed at assessing student learning of the historical thinking skills developed throughout the course. The second part of the second section contains a selection of change-of-time or comparative larger-scale essays (approx. 500 words) aimed at assessing students‟ ability to identify patterns and factors of change over time and to compare social, economic, political and other structures. The first section of the mid-term exam is delivered on a weekly basis in class in the form of quizzes with multiple choice questions given in sessions 2-7 (best and worst grade taken out and the remaining averaged), while half of the second part of the test is given to be written at home and submitted by TURNITIN.
Term Paper: Students will be required to write a term paper. Students are required to submit electronically at www.turnitin.com. The 20% grade of the term paper and presentation is to be divided under the following components: 1) A well-thought brief outline: 2% (October 26, 2015). 2) A well-focused and thought detailed outline and an annotated bibliography: 3% (November 16, 2015). 3) Quality of paper‟s first draft: 5% (January 11, 2016). 4) Evaluation of the final draft: 10% (February 01, 2016). Please see the appendix on the assessment criteria for papers applied in this course.
Presentation(s): Students are required to engage into a number of group projects assigned in class leading to presentations. Good presentation skills (contact with audience, time management, voice-pitch, clear driving point with principal evidence and findings, as well as a powerful Power Point presentation, where appropriate, are desired qualities constituting a good presentation).
Final Exam: This is a cumulative exam. Please see notes on mid-term exam.
Generic Assessment Criteria
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied.
The work examined is outstanding and demonstrates comprehensive knowledge, understanding and
skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. Distinction 70-75 The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied. Merit 65-69 The work examined is very good and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also very good evidence showing that all the learning outcomes and responsibilities appropriate to the Level are satisfied. Merit 60-64 The work examined is good and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also good evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied.
The work examined is sound and is evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also sound evidence showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied.
The work examined is sound but provides limited evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also sound but limited evidence showing that all the learning outcomes and responsibilities to that Level are satisfied.
Work that is significantly below average and does not meet minimum standards for passing a course.
Students are welcome to arrange a tutorial session with the instructor on an individual basis. An announcement of my office hours is placed outside my office, Room 1C.
How to Succeed in the Course:
1. Regular attendance is expected. If there is an urgent reason to be absent, please email the instructor in advance. A student may not enter an examination without having justified all of his/her absences.
2. Assignments will be collected at the beginning of the class session. There will be a 10% daily deduction for late assignments (up to 2 days only, thereafter no grade will be given) unless you make special arrangements with the instructor in advance via email communications.
3. Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on the course, in line with UNYT‟s Honour Code policies.
4. Make-up exams will be given only in the case of a confirmed medical excuse. If possible, please advise the instructor in advance by email.
Learning Difficulties: If you feel that you have encountered special learning difficulties or serious problems that interfere with your studies, please make an appointment with UNYT Counseling Center, Dr. E. Cenko (firstname.lastname@example.org) and/or the Academic Support Center, Dr. A Canollari (email@example.com). For more information, please contact me and or your academic advisor.
EVALUATION GRID AND FEEDBACK FORM FOR PAPERS
STUDENT’S NAME & SURNAME: ______________________ COURSE: _____________________ CRITERION COMPONENT % POINTS DESCRIPTION ASSESSMENT
Precise, original, substantiated and plausible, insightful and sophisticated.
Slightly obscure and/or lacking insightfulness or originality.
Slightly vague or uninteresting, lacking originality.
Vague or upholding a self-evident point.
(30%) Logic & Argumentation (10%) 9-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes cross-disciplinary connections not necessarily retrieved from course materials, thereby creating novel avenues of supporting a thesis. 8-8.9 (B) Logical ideas form solid arguments. Some counter-arguments are identified but not defused; insights are primarily limited to the sources used. 7-7.9 (C) The logic of some ideas may fail, thereby creating implausible arguments. Few counter-arguments are identified. Most insights are limited to the primary materials without cross-disciplinary connections. 6-6.9 (D) Loose ideas, not advancing to an argument. Mere repetition or summary of points raised in the used sources. No attempt to identify counter-arguments and dilute them. Simplistic view of topic; no effort to apperceive alternate theses. 0-5.9 (F) Arguments sequenced arbitrarily.
Use of Evidence
Full, semantically and grammatically correct integration of primary sources into historical or art historic argument; use of examples to illustrate points of view.
Use of primary source materials to uphold most statements; some unnecessary or inappropriate use of primary materials. Primary sources are not very well incorporated into sentence structures.
Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from primary sources to support the author‟s viewpoints or unclear points in the choice of evidence. Primary sources are loosely integrated into the (art) historical argument.
Scarce, poor or irrelevant use of examples. Statements are not supported by evidence or evidence does not lead to statements. Primary source quotations are “thrown” improperly or unnecessarily without any effort for integration.
No attempt to relate statements with examples.
Analysis (10%) 9-10 (A) Statements and evidence are correlated with each other to form “mini-theses”, which logically advance to the paper‟s thesis. The analysis is “vertical” (meaning thorough and insightful) rather than “horizontal” (meaning superficial). 8-8.9 (B) Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere horizontal. 7-7.9 (C) A number of statements or quotes provide little or no insight. 6-6.9 (D) Loose or no insight on the correlation between statements and evidence, thereby not formulating comprehensible arguments. 0-5.9 (F) No effort in providing any insights. Lack of arguments.
Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural transitions from unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and interconnected paragraphs.
Overall rather justified and identifiable, even though occasionally lapsing towards extraneousness. Some macro-structural transitions are obscure, or some paragraphs lack coherence, interrelation or clarity of sequencing.
Overall lacking a logical, driving point and proper justification; leaning towards extraneousness or redundancy. Macro-structural units are often unabridged, while many paragraphs lack coherence, correlation with each other and do not serve a clear driving point.
Indistinct, not-rarely due to a lack of driving point. Haphazard structuring of units, many paragraphs without topic sentences.
Lack of driving point, illogical structuring of units or no paragraphing at all.
PRESENTATION (30%) N/A 27-30 (A) Excellence in grammar and syntax, use of sophisticated vocabulary, use and understanding of related terminology. The paper is properly typed, paragraph margins are justified, and illustrations are accompanied by full identifications and proper in-text citations. The author cites all ideas, statements, arguments, or evidence other than his own. 24-26.9 (B) Correct grammar and syntax with sporadic mistakes. The paper‟s format is not very user-friendly. Some illustrations are not cited in the text or are incompletely identified. The author cites all ideas, statements, arguments, or evidence other than his own. 21-23.9 (C) Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The paper‟s format is unattractive and not user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes in citations. 18-20.9 (D) Major errors in syntax, grammar, and diction. Frequent mistakes in citation style, too little illustrative materials without structural link with the text. Paper format difficult to read. 0-17.9 (F) Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting. Final Paper’s Grade
1. Thesis: ________________________________________________________________________________________________________
a. Logic and Argumentation: ___________________________________________________________________________________
b. Use of Evidence: ___________________________________________________________________________________________
c. Analysis: _________________________________________________________________________________________________
3. Structure: ______________________________________________________________________________________________________
4. Presentation: ___________________________________________________________________________________________________
Dr. Konstantinos Giakoumis