WORLD HISTORY & CIVILIZATIONS II

(Spring 2015)
Professor: Dr. Konstantinos Giakoumis
Time/Place: Monday, 10.00-13.00; Room 1H
Turn-it-in Class ID and Enrollment Password: 9634334 / WHC2
E-mail/Cell: kgiakoumis@unyt.edu.al / 069 20 70 592
Office Hours: Tuesday, 15.00-17.00 or by appointment (Room 1C).
COURSE SPECIFICATION
Code: TBA

Sector: Law

Course Title: World History and Civilizations II

Course Coordinator: Dr. Konstantinos Giakoumis

Level: 1
Department: Humanities and Social Sciences

Credits: 12
Pre-requisites: -

Teaching Philosophy:
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.
Course Purpose:
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.
Course Description:
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.

Learning Objectives:
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 historians
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 Outline:
Course Outline:
I

03/02

Course introduction, subjects, and requirements. How to write the research paper.
History: its object and problems. THE ISLAMIC GUNPOWDER EMPIRES (13001650). Historical Thinking Skills: Periodization in history; primary and secondary
sources.

II

03/09

III

03/16

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.

IV

03/23

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.

03/30

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.

VI

04/13

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.

VII

04/20

Mid-Term Exam.

VIII

04/27

IX

05/04

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.

05/11

XI

05/18

XII

05/25

XIII

06/01

XIV

06/08

XV

06/15

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. Research Papers presentations.
WINNING THE WAR AND LOSING THE PEACE, 1914-1939; AUTHORITARIAN
POWERS: Russia, Italy, Germany and global movements toward World War II (19171939). Historical Thinking Skills: Close-reading and interpreting a variety of sources.
Readings: 1) Brummett at al., Chapters 28-30. 2) Reilly, Chapter 10. Research Papers
presentations.
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 presentations. Research papers due.
FINAL EXAM.

Textbooks:
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 Martins (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:

http://www.fordham.edu/halsall/mod/modsbook.html

*
*

Students are required to study the main course-book.

Students are required to close-read the supplementary course-book.

http://www.fordham.edu/halsall/sbook.html
http://avalon.law.yale.edu
(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% (March 16,
2015). 2) A well-focused and thought detailed outline and an annotated bibliography:
3% (April 13, 2015). 3) Quality of papers first draft: 5% (May 18, 2015). 4)
Evaluation of the final draft: 10% (June 08, 2015). 5) In-class presentations bear 5%
of your final grade.
Course Website:
1. In the courses 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
courses 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
books
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 UNYTs bookshop or others.
Assessment Details:
Methods of
Assessment

Please
identify the
LAST item of
assessment
that a student
sits with a
tick

Coursework

Grading
Mode

Weighting
%

35

Minimum
Pass Mark

Word
Length

Outline Details

Attendance, participation
and preparation (10 %)
Covering Learning
Outcomes: 1-3

40%

Presentations (5%)
Covering Learning
Outcomes: 1-3
Max.
7,500

Midterm
exam
Examination

30

40%

35

40%

Is the student required to pass ALL elements of

assessment in order to pass the course?

Research Paper (20%)

Covering Learning
Outcomes: 1-3
Covering Learning
Outcomes: 1-3

Covering: 1-3

No

Basis for Student Evaluation:

#

1.

2.

3.

4.

5.

Criterion

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
sections first part contains multiple-choice, true or false and/or shortdefinition questions, most of which are available online at the courses
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 part of the mid-term exam is replaced
by five in-class pop-in quizzes, in the form of 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% (March 16,
2015). 2) A well-focused and thought detailed outline and an annotated
bibliography: 3% (April 13, 2015). 3) Quality of papers first draft: 5%
(May 18, 2015). 4) Evaluation of the final draft: 10% (June 08, 2015).
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.

% of final
grade

10%

30%

20%

5%

35%

Marking Scale:
Grade
Percentage Generic Assessment Criteria
Designation
(%)
Distinction

86-100

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

Distinction

76-85

Distinction

70-75

Merit

65-69

Merit

60-64

Merit

55-59

Pass

50-54

Fail

0-49

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.
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.
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.
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.

Individual Tutorials:
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, Building A,
2nd floor.
How to Succeed in the Course:
General Policies:
1.

2.

3.
4.

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.
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.
Any violation of academic honesty principles, e.g. plagiarism, will result in an automatic F on
the course, in line with UNYTs Honour Code policies.
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.

Outside Support: As a service to its students UNYT has created a series of support
centers. For support related to study skills and time management, the Academic
Support Center offers students tutoring and coaching. The Writing Center gives
students feedback and help with papers and other writing assignments. If you feel that
you have any exceptional learning difficulties or serious problems that interfere with
your studies, you can stop by the UNYT Counseling Center. For information on any
of these centers, please contact Dr. Cenko, your academic advisor or me.

EVALUATION GRID AND FEEDBACK FORM FOR PAPERS

STUDENTS NAME & SURNAME: ______________________

(10%)

THESIS

CRITERIONCOMPONENT

N/A

COURSE: _____________________

%
DESCRIPTION
POINTS
9-10 (A) Precise, original, substantiated and plausible, insightful and sophisticated.
8-8.9 (B) Slightly obscure and/or lacking insightfulness or originality.
7-7.9 (C) Slightly vague or uninteresting, lacking originality.
6-6.9 (D) Vague or upholding a self-evident point.
0-5.9 (F) No thesis.
9-10 (A) Sets of ideas constitute logical arguments; possible counter-arguments are identified and defused. The author makes crossdisciplinary 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

STRUCTURE
(30%)

CONTENT
(30%)

used.
Logic &
Argumentation 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.
(10%)
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.
9-10 (A) Full, semantically and grammatically correct integration of primary sources into historical or art historic argument; use of
examples to illustrate points of view.
8-8.9 (B) 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.
Use of Evidence 7-7.9 (C) Many statements remain unsubstantiated, without thorough or suitable evidencing; limited use of examples from primary sources
to support the authors viewpoints or unclear points in the choice of evidence. Primary sources are loosely integrated into the (art)
(10%)
historical argument.
6-6.9 (D) 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.
0-5.9 (F) No attempt to relate statements with examples.
9-10 (A) Statements and evidence are correlated with each other to form mini-theses, which logically advance to the papers thesis. The
analysis is vertical (meaning thorough and insightful) rather than horizontal (meaning superficial).
Many statements and evidence are correlated to each other. The analysis is somewhere vertical and elsewhere horizontal.
8-8.9
(B)
Analysis
7-7.9 (C) A number of statements or quotes provide little or no insight.
(10%)
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.
27-30 Justified and identifiable, naturally flowing towards buttressing the thesis. Smooth and sound macro-structural transitions from
(A) unit to unit. The micro-thesis of a unit progresses through logically classified, coherent and interconnected paragraphs.

N/A

24-26.9
(B)
21-23.9
(C)

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.

ASSESSMENT

PRESENTATION
(30%)

18-20.9
(D)
0-17.9
(F)
27-30
(A)

N/A

24-26.9
(B)
21-23.9
(C)
18-20.9
(D)
0-17.9
(F)

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.
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.
Correct grammar and syntax with sporadic mistakes. The papers 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.
Some failures in correct use of grammar, syntax and diction, but no grave mistakes. The papers format is unattractive and not
user-friendly. Few illustrative materials, unidentified, placed casually without in-text citation. Some mistakes in citations.
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.
Major problems in writing academic English. Instances of plagiarism. Paper highly illegible due to sloppy formatting.

Final Papers Grade

ADDITIONAL FEEDBACK
1. Thesis: ________________________________________________________________________________________________________

2. Content:
a. Logic and Argumentation: ___________________________________________________________________________________
b. Use of Evidence: ___________________________________________________________________________________________
c. Analysis: _________________________________________________________________________________________________

3. Structure: ______________________________________________________________________________________________________

4. Presentation: ___________________________________________________________________________________________________

Dr. Konstantinos Giakoumis