Researching Saint-Domingue and the Haitian Revolution

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HIST3365 Early Modern France and the Revolution

HIST 3365-001
Fall 2022; MWF 9:00 AM – 9:50AM
University Hall 08

Land Acknowledgement

UT Arlington respectfully acknowledges the Wichita and Affiliated Tribes upon whose historical homelands this University is located. Their ancestors resided here for generations before being forcibly displaced by U.S. settlers and soldiers in the mid-1800s. We recognize the historical presence of the Caddo Nation and other Tribal Nations in the region; the ongoing presence and achievements of many people who moved to the area due to the Indian Relocation program of the 1950s and 1960s; and the vital presence and accomplishments of our Native students, faculty, and staff.

Instructor Information

Instructor: John Garrigus; website: http://johngarrigus.com
Office: University Hall 343
Student “Drop-In” Hours: Mon. and Wed., 10am to 11; I’ll also be available on Teams in those hours
History Department Office Telephone: 817-272-2661
Email: garrigus@uta.edu
Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus

Course Information

Section Information: HIST 3365-001

Time and Place of Class Meetings:  9am to 9:50 am Mondays, Wednesdays, and Fridays in University Hall 08

Required Book: Jeremy Popkin, A Short History of the French Revolution (Routledge, 2019) 7th edition.

If you cannot afford this edition, please buy a used copy of an earlier edition, which will be more affordable.

Other required reading materials will be available on Canvas.

Technology Requirements:

We will use Canvas throughout the semester to submit papers, administer quizzes, and share course materials.

Description of Course Content:

Focusing on France in the years from 1600 to 1815, this course charts the emergence of a centralized state and eventually the idea of a French “nation”. We’ll study the so-called French Enlightenment and discuss its complex legacy. We’ll place France in a wider Atlantic context, recognizing that the French Revolution was part of an Age of Revolutions that included the American and especially Haitian Revolutions.  As part of our work, you will learn how to interpret primary and secondary sources, skills that are the foundation of historical knowledge.

Learning Outcomes

  • Students will be able to identify major cities and regions of France on a map. To be assessed on a map quiz.
  • Students will be able to describe and analyze primary sources. To be assessed in three assigned papers.
  • Students will be able to describe secondary sources. To be assessed in three assigned papers.
  • Students will be able to describe historical thinking skills and apply them to French history. To be assessed in three assigned papers.

Expectations

You can expect me to:

  • answer your email within 24 hours if you send it through Canvas. At some points in the term, my inbox gets quite full, but I do want to hear from you. If you email me and don’t hear back from me within 24 hours, please send a follow up email. I will appreciate the gentle reminder.
  • be glad to see you in my student drop-by hours or any other mutually convenient time we can get together on campus. We can discuss the reading, the assignments; I’d like to hear about your, your plans for the future and your activities outside of class
  • let you take each quiz twice, counting the highest score.
  • give you extensions of a few days for our papers IF you are keeping up with the quizzes and discussion. You do have to ask, however.
  • give you detailed feedback on each paper. On the next paper, I’ll grade you on whether you used my feedback to improve your work. This course is designed to help you grow your abilities.
  • take plagiarism and other forms of academic dishonesty quite seriously. Please read the academic dishonesty section and ask me — throughout the semester — if you have questions.

I expect you to:

  • understand that performing poorly on an assignment is a sign that you need to change your strategies or get help. Challenges are a standard part of learning, which is why you should use UTA services (tutoring, counseling, the Writing Center) as much as you can.
  • contact me using Canvas or email when you have questions or problems concerning the class.
  • participate in class discussions, which are an essential part of this course.
  • finish the reading on time so you can be fully involved in our class meetings.
  • use the UTA Writing Center for your assignments. They have on-line appointments! Learning how to use UTA’s resources is an essential (and normal) part of the learning process.
  • understand what plagiarism is and ask me if you have questions any time during the semester.

Grading and Assignment Information

Assignment Points Description
Map quiz (in class, Monday August 29) 50 On a map with the outline of France, you’ll identify 10 regions, cities, or rivers from a list I provide.  There’s a practice map at the end of the Word doc version of this syllabus
10 weekly journal questions 100 For 14 weeks this semester, I’ll post a question about a primary source assigned for that week.  You’ll answer 10 of them over the semester. This should be an easy A! I’ll award 10 points for an answer that shows that you did the reading, and 5 points for one that does not show this.
16 weekly reading quizzes 100 Every week on Canvas, I’ll post a short (6 or 7 questions) multiple-choice quiz over that week’s secondary reading; you can take each quiz 2 times and only the highest score counts.
Discussion/participation 120 I take notes on your presence and involvement in our class discussions. Fridays are especially important for this.
2 Writing Center visits 30 About a week before each of our papers, you’ll make an on-line appointment with UTA Writing Center to go over a draft of your work. When the Center sends me a message about your appointment, I’ll give you the points. Make an appointment at https://uta.mywconline.com  Be sure to give them a copy of your assignment.
2 papers; (Due on Monday, Sept 26 at 7pm and Monday, October 31, at 7pm) 300 You’ll write a 5-page paper based on primary and secondary sources for our unit on early modern France and, following the same framework, about the causes of the Revolution. You’ll submit the paper on Canvas.
Final paper (Due on December 10) 300 At the end of the semester, you’ll write about what the French Revolution accomplished and merge those ideas with revised versions of your two earlier papers for the final paper.
TOTAL 1000 At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

 

Course Schedule

Early Modern France, 1500-1715

[overarching question: What forces created monarchical France out of disparate regions and social groups?]

Week 1 Defining France

Reading:  NYT article (April 2022); Bell, “Lingua populi” (1995) pp1403- 1413 and Moheau, “Research .. on the French Population” (1778) and Lefevre, “Journal of a country priest,” (1709)

August 22 What is/was France? Society and politics in the early modern era
August 24 Church and the Renaissance
August 26 DISCUSSION of the week’s readings

Week 2 Social and Political structures

Reading:  Beik, “Ecclesiastical Power and religious faith” (2009); Mornay, “A Defense of Liberty against Tyrants,” (1579)

August 29 The Protestant Reformation, War, and Politics; MAP QUIZ
              August 31 Louis XIII and Richelieu
September 2 DISCUSSION of the week’s readings

Week 3 The Rise of Louis XIV

Reading:  Peter Burke, “Introducing Louis XIV” (1992); Colbert, “Instructions,”(1663) and “Grands Jours d’Auvergne” (1996)

September 5 NO CLASS because of Labor Day; 3 10-minute on-line lectures on the young Louis XIV
September 7 Absolutism: The Sun King at his peak
September 9 DISCUSSION of the week’s readings

Week 4 War and Colonies

Reading:  Dull, “Ships of the Line” and “Louis XIV and his Wars” (2009); Richard Herr, “Honor versus absolutism: Richelieu’s fight against dueling,” (1955); Louvois, “Letters,” (1683-84)

September 12 Warfare on land: the “military revolution” of the 1600s
September 14 Warfare at sea:  French Canada and the Antilles
September 16 DISCUSSION of the week’s readings

Week 5 The End of the Sun King

Reading: Burke, “The reverse of the medal,” (1992);  Fénelon, “The Condition of the French Army,” (1710) and “Questions for the Royal Conscience”

September 19 Famine and War
September 21 The Emergence of Opposition
September 23 DISCUSSION of the week’s readings and the paper

The Slow Collapse of the Monarchy, 1715-1789

[overarching question: what caused the French Revolution?]

Week 6 The Origins of Enlightenment
Reading: Julian Swan, “Politics: Louis XV,” pp 195-204; Dorinda Outram, “What is Enlightenment?”(2005); Immanuel Kant, “What is Enlightenment?” (1784)

September 26 Politics under a new King (1st Paper DUE on Monday, Sept 26; 7pm)
              September 28 Science and Religion
September 30 DISCUSSION of the week’s readings

Week 7 Consumption and the “French Atlantic”

Reading: Kwass, “Big Hair: A Wig History of Consumption in Eighteenth‐Century France,” (2006)AHR pp631-60; Burnard and Garrigus, Plantation Machine (2016) p32-38; 42-48; Girod Chantrans, “Plantation Slaves,” (1785)

October 3 The Rise of Consumer Culture
October 5 France’s Atlantic Slave Empire
October 7 DISCUSSION of the week’s readings

Week 8 City Life, Reform

Reading: Garrioch, Making of Revolutionary Paris (2004) Chapter 2 (p45-63,) and part of Chapter 5 (p115-27); Voltaire, selections from Treatise on Toleration (1764)

October 10 Life in the Cities
October 12 Crime and Punishment
October 14 DISCUSSION of the week’s readings

Week 9 Sociability and Sexuality

Reading: Robert Darnton, “Introduction,” and “Philosophy Under the Cloak” (1996); Montesquieu, The Persian Letters, Letters 10-14; 24-26; 46-48; 55-56; 83-95; 105-106; 116-117; 125-128; 142-145.

October 17 Enlightenment Society
October 19 Gender, Race, and the Enlightenment
October 21 DISCUSSION of the week’s readings

Week 10 War and Taxes

Reading: Popkin, Short History, 1-23 [Ch1] ; “A Royal Tongue Lashing,” (1766) and “Remonstrance” (1775)

October 24 The Age of Atlantic Warfare
October 26 The Collapse of the Monarchy
October 28 DISCUSSION of the week’s readings and the 2nd paper

The Revolution, 1789-1815

[overarching question: what did the French Revolution accomplish?]

Week 11  The Estates General

Reading: Popkin, Short History, pp24-61 [Ch2 and Ch3] including primary source documents and images; other primary sources to be posted on Canvas

October 31 The Summer of 1789 (2nd Paper DUE Monday October 31, 7pm)
              November 2 The Church and the Revolution
November 4 DISCUSSION of the week’s readings

Week 12 The Constituent and Legislative Assemblies

Reading: Popkin, pp 62-82 [Ch4] including primary source documents and images; other primary sources to be posted on Canvas

November 7 The End of the Monarchy
November 9 The Black Revolution in Saint-Domingue
November 11 DISCUSSION of the week’s readings

Week 13  The First Republic and the Terror

Reading: Popkin, pp 83-108 [Ch5] including primary source documents and images; other primary sources to be posted on Canvas

November 14 External and Internal Wars
November 16 The Reign of Terror
November 18 DISCUSSION of the week’s readings

Week 14  (THANKSGIVING WEEK) Thermidor

Reading: Popkin, pp 109-128 [Ch6] including primary source documents and images; other primary sources to be posted on Canvas

November 21 Thermidor and the Directory

Week 15  Napoleon Bonaparte

Reading: Popkin, pp 128-160 [Ch7 and 8] including primary source documents and images; other primary sources to be posted on Canvas

November 28 The Rise of Napoleon
November 30 Napoleon’s Empire
December 2 DISCUSSION of the week’s readings

Week 16  Legacy of the Revolution

Reading: Popkin, Short History, pp 161-175

December 5 The Legacy of the Revolution

FINAL PROJECT DUE: Dec 10 FINAL PAPER

As instructor, I reserve the right to change the course schedule and policies in the event of unforeseen circumstances.

Institutional Information

UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:

  • Drop Policy
  • Disability Accommodations
  • Title IX Policy
  • Academic Integrity
  • Student Feedback Survey
  • Final Exam Schedule

Additional Information

Face Covering Policy

While the use of face coverings on campus is no longer mandatory, all students and instructional staff are strongly encouraged to wear face coverings while they are on campus. This is particularly true inside buildings and within classrooms and labs where social distancing is not possible due to limited space. If a student needs accommodations to ensure social distancing in the classroom due to being at high risk, they are encouraged to work directly with the Student Access and Resource Center to assist in these accommodations. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center’s front desk or in their department.

Attendance

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class, but I do not have a separate attendance grade.

However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to verify Federal Student Aid recipients’ attendance in courses. UT Arlington instructors should be prepared to report the last date of attendance as part of the final grading process. Specifically, when assigning a student a grade of F, faculty must report the last date a student attended their class based on evidence of academic engagement such as a test, participation in a class project or presentation, or an engagement online via Canvas. This date is reported to the Department of Education for federal financial aid recipients.

Distance education courses require regular and substantive online interaction and participation. Students must participate in online course activities to demonstrate attendance; logging into an online class is not sufficient by itself to demonstrate attendance.

Academic Integrity

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.

Emergency Exit Procedures

Should we experience an emergency event that requires evacuation of the building, students should exit the room and move toward the nearest exit, which is located to the left as you leave UH09. When exiting the building during an emergency, do not take an elevator but use the stairwells instead. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Academic Success Center

The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.

The English Writing Center (411 in the Central Library)

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Register and make appointments online at the Writing Center (https://uta.mywconline.com). Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see Writing Center: OWL for detailed information on all our programs and services.

The Library’s 2nd floor Academic Plaza (http://library.uta.edu/academic-plaza) offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation.

Emergency Phone Numbers

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.

Syllabus for HIST3378: Pirates, Planters, and Freedom Fighters

HIST 3378-001 & AAST 3378-001
Spring 2022; Tues-Thurs 3:30PM – 4:50PM
University Hall 09

Instructor Information

  1. Instructor: John Garrigus; website: http://johngarrigus.com
  2. Office: University Hall 343
  3. Student Office Hours: 5pm to 5:30pm Tuesday; 5pm to 7pm Thurs
  4. History Department Office Telephone: 817-272-2661
  5. Email: garrigus@uta.edu
  6. Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus

Course Information

Section Information: HIST3378-001 and AAS3378-001
Time and Place of Class Meetings:  Because of COVID, before Feb. 8, we will meet as an asynchronous class on Canvas; beginning on Tuesday Feb. 8, we’ll meet Tues and Thurs. 3:30pm to 4:50; University Hall 09.

Required Books (2): Marcus Rediker, Villains of All Nations: Atlantic Pirates in the Golden Age (Beacon Press, 2005), $13 to rent; and Philippe R. Girard, Toussaint Louverture: A Revolutionary Life (New York: Basic Books, 2016), $12 to rent. Other materials will be available on Canvas.

Technology Requirements: We will use Canvas throughout the semester.

Description of Course Content: This course examines how people experienced oppression and freedom in the Caribbean islands in the years 1600 to 1804. Piracy and sugar plantation slavery are two of our major topics; the third major topic is the Haitian Revolution (1791-1804), the only slave uprising to end slavery and establish a new independent nation.

In addition, the course will train you in how to interpret primary and secondary sources, skills that are the foundation of historical knowledge. Because pirates and enslaved people (mostly) did not leave written documents, this is a special challenge for our topic!

Learning Outcomes

  • Students will be able to identify major Caribbean countries on a map. To be assessed on a map quiz.
  • Students will be able to describe and analyze primary sources. To be assessed in three assigned papers.
  • Students will be able to describe secondary sources. To be assessed in three assigned papers.
  • Students will be able to describe historical thinking skills and apply them to Caribbean history. To be assessed in three assigned papers.

Major Assignments and Grading

Assignment Points Description
Map quiz 50 On a blank map, you’ll identify 10 Caribbean islands or countries, and the colonial language spoken there today. We’ll do this face-to-face in class in mid-February.
10 weekly journal questions 100 For 14 weeks this semester, I’ll post a reflection question about a primary source.  You’ll answer 10 of them over the semester. This should be an easy A! I’ll award 10 points for an answer that shows that you did the reading, and 5 points for one that does not show this.
Book quizzes 100 Using Canvas, we’ll have multiple-choice quizzes over each of our two books plus some assigned chapters; you can take each quiz 2 times and only the highest score counts.
Discussion/participation 100 I’ll assess this on discussion boards during the first 3 weeks of the semester, then I’ll take daily notes on your presence and face to face discussion in the classroom.
2 Writing Center visits 50 About a week before each of our papers, you’ll visit the UTA Writing Center on-line or in the Central Library to go over a draft of your work. When I get confirmation from the Writing Center, I’ll give you the points. Make an appointment at https://www.uta.edu/owl/. Be sure to take them a copy of the assignment.
2 papers 300 You’ll write a 5-page paper based on primary and secondary sources about pirates and, following the same framework, about planters.
Final paper 300 At the end of the semester, you’ll write a third paper about Caribbean freedom fighters and then merge it with revised versions of your two earlier papers for the final paper.
TOTAL 1000 At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

 

Course Schedule

Pirates

Week 1: January 18-20

Lectures: Introduction to Caribbean history and geography; native civilizations; Spanish colonization; how to analyze a primary source; big questions in Caribbean history
Reading: Rediker, Chapters 1 and 2
Assignments: Journal answer; book quiz

Week 2: January 25-27

Lectures: Silver and world history; the beginnings of piracy; navies and the rise of gunpowder states; imperial struggles; how to summarize a primary source; how to contextualize
Reading: Rediker, Chapters 3 and 4
Assignments: Journal answer; book quiz

Week 3: February 1-3

Lectures: pirates versus privateers; pirates and indentured servants;  pirates versus buccaneers; how to infer from a primary source; how to “monitor” a primary source
Reading: Rediker, Chapters 5 and 6
Assignments: Journal answer; book quiz

Week 4: February 8-10

Lectures: Morgan and Jamaica; The French version of “Santo Domingo”; piracy’s golden age; pirates and enslaved people; primary sources and corroboration
Assignments: Journal answer; book quiz
Reading: Rediker, Chapters 7 and 8

Week 5: February 15-17

Lectures: Piracy as a culture; piracy and world history; piracy and the public imagination; the end of Caribbean piracy

Assignments:  Writing Center assignment due Wednesday, Feb. 16, paper due on Canvas Friday Feb. 18

Planters

Week 6: February 22-24

Lectures: How to grow sugar; the “integrated” plantation; Caribbean slavery versus other slavery systems; slavery and/in archives
Assignments: Journal answer; reading quiz; map quiz (Feb. 22)
Reading:
Brown, “Worlds of Wealth and Death” pp13-59

Week 7: March 1-3

Lectures: the slave trade; sugar and the European economy; growing coffee and other crops; maroons
Assignments: Journal answer; reading quiz
Reading: Burnard, “The Sexual Life of an Eighteenth-Century Jamaican Slave Overseer,” 163–89.

Week 8: March 8-10

Lectures: manumission; slavery and the law; overseers, drivers, and absentee planters; free people of color
Assignments: Journal answer; reading quiz
Reading: Cheney, “Husband and Wife,” 130–60.

Week 9: March 15-17 SPRING BREAK

Week 10: March 22-24

Lectures: religion and culture in Caribbean slave societies; men, women, and children; war and trade
Reading: Garrigus, 3 Mythic Macandals; Médor’s Town and Country; Médor’s Medicines
Assignments: Writing Center report due; journal answer; reading quiz

Week 11: March 29-31

Lectures: slave resistance and slave rebellion
Assignments: Paper due on Canvas Friday April 1

Freedom Fighters

Week 12: April 5-7

Lectures: Saint-Domingue and the American Revolution; free people of color in Saint-Domingue; Saint-Domingue and the French Revolution
Reading: Girard, Introduction, Chapters 1-4
Assignments: Journal answer; reading quiz

Week 13: April 12-14

Lectures: Haitian Revolution: an overview; Vincent Ogé and Julian Raimond; the uprising of 1791
Reading: Girard, Chapters 5-10
Assignments: Journal answer; reading quiz

Week 14: April 19-22

Lectures: The end of slavery in Saint-Domingue; the rise of Toussaint Louverture; Toussaint’s plantation society; Napoleon and Saint-Domingue
Reading: Girard, Chapters 11-15
Assignments: Journal answer; reading quiz

Week 15: April 26-28

Lectures: The rise of Jean-Jacques Dessalines; the invasion of 1802; Haitian independence
Reading: Girard, Chapters 16-21
Assignments: Journal answer; reading quiz

Week 16: May 3

Lectures: Final paper in-class Q&A and work session
Assignment: Journal answer

FINAL PROJECT DUE: May 10 FINAL PAPER

As instructor, I reserve the right to change the course schedule and policies in the event of unforeseen circumstances.

Institutional Information

UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:

  • Drop Policy
  • Disability Accommodations
  • Title IX Policy
  • Academic Integrity
  • Student Feedback Survey
  • Final Exam Schedule

 

Face Covering Policy

While the use of face coverings on campus is no longer mandatory, all students and instructional staff are strongly encouraged to wear face coverings while they are on campus. This is particularly true inside buildings and within classrooms and labs where social distancing is not possible due to limited space. If a student needs accommodations to ensure social distancing in the classroom due to being at high risk, they are encouraged to work directly with the Student Access and Resource Center to assist in these accommodations. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center’s front desk or in their department.

Attendance

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class, but I do not have a separate attendance grade.

However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to verify Federal Student Aid recipients’ attendance in courses. UT Arlington instructors should be prepared to report the last date of attendance as part of the final grading process. Specifically, when assigning a student a grade of F, faculty must report the last date a student attended their class based on evidence of academic engagement such as a test, participation in a class project or presentation, or an engagement online via Canvas. This date is reported to the Department of Education for federal financial aid recipients.

Distance education courses require regular and substantive online interaction and participation. Students must participate in online course activities to demonstrate attendance; logging into an online class is not sufficient by itself to demonstrate attendance.

Academic Integrity

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.

Emergency Exit Procedures

Should we experience an emergency event that requires evacuation of the building, students should exit the room and move toward the nearest exit, which is located to the left as you leave UH09. When exiting the building during an emergency, do not take an elevator but use the stairwells instead. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Academic Success Center

The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.

The English Writing Center (411 in the Central Library)

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Register and make appointments online at the Writing Center (https://uta.mywconline.com). Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see Writing Center: OWL for detailed information on all our programs and services.

Emergency Phone Numbers

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.

 

Syllabus for HIST3375 Latin America: Origins Through Independence

HIST 3375-001 & 002/ MAS 3375-001

Fall 2022 On-line class

Land Acknowledgement

UT Arlington respectfully acknowledges the Wichita and Affiliated Tribes upon whose historical homelands this University is located. Their ancestors resided here for generations before being forcibly displaced by U.S. settlers and soldiers in the mid-1800s. We recognize the historical presence of the Caddo Nation and other Tribal Nations in the region; the ongoing presence and achievements of many people who moved to the area due to the Indian Relocation program of the 1950s and 1960s; and the vital presence and accomplishments of our Native students, faculty, and staff.

Instructor Information

Instructor: John Garrigus; website: http://johngarrigus.com

Instructor Office: University Hall 343

Student “Drop-In” Hours:

Mon. and Wed., 10am to 11am; I’ll also be available on Teams in those hours

History Department Office Telephone: 817-272-2661

Email: garrigus@uta.edu

Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus

Course Information

Section Information: HIST 3375-001

Time and Place of Class Meetings:  This is an asynchronous on-line course delivered on Canvas. Asynchronous means there is no set class time.

Required Books (4):

If you cannot afford our books, please contact me as soon as possible. I will try to connect you with resources that may be available so that this challenge does not affect your performance in the class.

  1. Charles C. Mann, 1491: New Revelations of the Americas Before Columbus (Vintage Books, 2006).
  2. Matthew Restall, Seven Myths of the Spanish Conquest (Oxford University Press, 2004). The 2021 revised edition is also good.
  3. Junia Ferreira Furtado, Chica da Silva: A Brazilian Slave of the Eighteenth Century (New York: Cambridge University Press, 2009).
  4. John Charles Chasteen, Americanos: Latin America is Struggle for Independence (Oxford; New York: Oxford University Press, 2008).
  5. Other required reading materials will be available on Canvas.

Technology Requirements:

We will use Canvas throughout the semester.

Description of Course Content

Focusing on the years from 1300 to 1825, this course charts the emergence of creole cultures in Mexico, Central America and South America in the years before political independence from Europe. We will focus on the cultural, social, and economic history of Latin America and, necessarily, on the indigenous, Iberian, and West African societies that shaped it. We will use and discuss the intellectual tools and approaches historians use to understand the past. Our readings reflect the ongoing “revisionism” that is an essential aspect of historical thinking. This course will also train you how to interpret primary and secondary sources, skills that are the foundation of historical knowledge.

Learning Outcomes

  • Students describe and assess different interpretations of Latin American history (assessed in on-line quizzes and country projects)
  • Students will be able to describe historical thinking skills and apply them to Latin American history (assessed in show-and-tell assignments and country projects)
  • Students use primary sources to support historical interpretations (assessed in discussion board postings and country projects)
  • Students apply historical interpretations to the colonial history of a specific Latin American country (assessed in country projects)

Expectations

You can expect me to:

  • answer your email within 24 hours if you send it through Canvas. At some points in the term, my inbox gets quite full, but I do want to hear from you. If you email me and don’t hear back from me within 24 hours, please send a follow up email. I will appreciate the gentle reminder.
  • be glad to meet you in person! You are welcome to drop by during my on-campus office hours or send me a message and I’ll try to find a mutually convenient time we can get together on campus.
  • give you ten days—Monday through Wednesday—to complete the discussion work and take the quizzes in each module.
  • let you take each module quiz twice, counting the highest score.
  • give you extensions of a few days for our country projects IF you are keeping up with the quizzes and discussion.
  • give you detailed feedback on each country project. On the next project, I’ll grade you on whether you used my feedback to improve your work. This course is designed to help you grow your abilities.
  • take plagiarism and other forms of academic dishonesty quite seriously. Please read the academic dishonesty section and ask me — throughout the semester — if you have questions.

I expect you to:

  • contact me using Canvas or email when you have questions or problems concerning the class.
  • keep up with the pace of the class.
  • use the UTA Writing Center for your assignments. They have on-line appointments! Learning how to use UTA’s resources is essential (and normal) for the learning process.
  • post your Show-N-Tell materials to our Canvas discussion board by Sam Monday of that week.
  • study the posted criteria [I call them “grading grids”] for the different country projects before you undertake them.
  • understand what plagiarism is and ask me if you have questions any time during the semester.

Grading and Assignment Information

Assignment Points Description
Map quiz 20 You’ll see a map with places numbered 1 to 10. In a Canvas quiz you’ll write out the names of the Latin American cities or major archeological sites at those places. You can take it twice and keep the highest score.
Syllabus quiz 20 We’ll start this course with a multiple-choice quiz about this syllabus. Like all our quizzes, you can take it twice.
4 quizzes on “Unpacking” 20 In four modules during the semester, you will read and do exercises on a website called World History: Unpacking the Evidence. [http://chnm.gmu.edu/worldhistorysources/whmunpacking.html] In Module 2, for example, we will study how historians use images (paintings, photographs) as primary sources. There will be a five-question multiple-choice quiz on this “Unpacking the Evidence” materials in each of these four modules. In each of those four modules, Unpacking the Evidence will be the basis of our discussion.
14 quizzes 98 In every module, you’ll read selections from one of our books and watch on-line lectures in screencast format. Some of the lectures will review important or difficult elements of the reading, and others will go deeper into historical topics. The lectures are NOT substitutes for reading the books, but are designed to help you get more out of them. Every module has about 30 minutes of screencast lectures, and a multiple-choice quiz of about 7 questions on the content. You’ll be able to take each quiz twice within a 9-day window. Your highest score will

count.

9 discussions 90 During 9 of our modules, you’ll be making two discussion posts about the “Unpacking” website, or the SNTs posted for that module. I’ll assign you a discussion grade of 1 to 10 for each of those 9 modules. Extra credit for video posts.
1 Show-N-Tell presentation 72 In Module 1, you will pick one of the four types of primary sources [images, maps, official documents, and personal accounts] we will study in “Unpacking the Evidence.” Then you will sign up to do an SNT, analyzing, on the discussion board, an example of that type of primary source, provided by me. The course schedule shows when each of the different primary sources has its SNT week on the discussion board. I will supply you will a detailed template for your SNT analysis. The rest of the students in the class will review and critique your analysis. You will be graded for playing an active role in the class discussion of your post.
2 Writing Center consultations 50 About a week before each of our Country Projects, you’ll visit the on-line UTA Writing Center to go over a draft of your work. When I get confirmation from the Writing Center, I’ll give you the points. Make an appointment at https://www.uta.edu/owl/. Be sure to give them a copy of the assignment.
Country Project 1

Due Sept. 16

80 In Module 1, you’ll choose one Latin American country to be the basis for a series of 5-page papers, combining research with our assigned reading.
Country Project 2

Due Oct. 7

140 For each of the three country projects you will follow a template that I provide. Your job is to discuss whether the evidence from our assigned books can be seen in the history of your country.
Country Project 3
Due Nov. 11
160 Some countries are NOT eligible for Country Projects: Belize, El Salvador, Cuba and the other Caribbean islands, Costa Rica, and Panama.
Final Country Project

Due Dec. 12

250 At the end of the semester you’ll use a template I provide to combine your three country project assignments, plus a fourth segment about independence, into a single larger paper about the country you picked.
TOTAL 1000 At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

 

 

Course Schedule

The Americas Before Columbus

Module 0

  • Buy or rent the 4 books
  • Study the syllabus
  • Choose a country

Module 1 August 22 The World in the 1400s and “The Encounter”

  • Optional Class Q&A on Microsoft TEAMS
  • Make 1 discussion post introducing yourself to the class. Extra credit for Video introductions.
  • Take syllabus quiz
  • Sign up for Show-N-Tell
  • 27 minutes of on-line lectures, plus quiz
  • Email Dr. G. about which country you chose for your project
  • Read Mann, ix-xii, Chasteen, Preface; Mann, Ch1 (3-30)
  • Make 1 discussion post about the reading

Module 2 August 29 The Achievements of Early Americans

  • Optional Class Q&A on Microsoft TEAMS
  • 25 minutes of on-line lectures plus quiz
  • Go to Using Images As Primary Sources; read “Getting Started, Questions to Ask,” “Sample Analysis’
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Make 2 discussion posts on “Using Images”
  • Read Mann, Ch3 (68-106) and Ch4 (107-150). Ch2 (33-67) is optional

Module 3 September 5 Early Americans and the Environment

  • Optional Class Q&A on Microsoft TEAMS
  • Image Show-N—Tell postings due Monday 8am
  • 33 Minutes of on-line lectures plus quiz
  • Read Mann, Ch 6 (194-227) and Ch9 (315-349)
  • Make 2 discussion postings about the SNTs on images

The Spanish Conquest

Module 4 September 12 Looking More Closely at the Conquest; CP 1 due

  • Optional CPI Q&A on Microsoft TEAMS
  • CP1 due at 5pm [Friday September 16]
  • 27 minutes of on-line lectures plus quiz
  • Restall, xiii-xix & Chl (l-27); Restall, Ch2 (24-43)

Module 5 September 19 African & Indian Conquistadors

  • Optional class discussion on Microsoft TEAMS [2021-09-21 Tue] 1pm
  • Go to Uiirigmps as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Maps”
  • Restall Ch3 (44-63); Restall Ch4 (64-76) & Ch5 (77-99)

Module 6 September 26 Stories about the Destruction of Civilizations— Optional class discussion on TEAMS

  • Maps SNT postings due Monday 8am
  • 18 minutes of on-line lectures plus quiz
  • Restall, Ch6 (100-130); Restall Ch7 (131-145) & Epilogue (147-157)
  • Make 2 discussion postings about the SNTs on maps

Colonial Society

Module 7 October 3 People of mixed ancestry; CP2 due

  • Optional CP2 Q&A on TEAMS
  • CP2 due Friday, October 7, at 5pm
  • 23 minutes of on-line lectures plus quiz
  • Furtado, preface (xvii-xxv); Introduction (1-19); Furtado, Chl (20-39)

Module 8 October 10 Colonial Economies

  • Go to Official Documents as Primary Sources; read “Getting Started,5 ’ ‘6 Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Official Documents”

Module 9 October 17 Brazil and Africa

  • 30 minutes of on-line lectures plus quiz
  • Furtado, Ch2 (40-68), Furtado, Ch3 (69-103)
  • Make 2 discussion postings

Module 10 October 24 Urban Spaces

  • Official documents SNTs due Monday Sam
  • 33 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on official documents
  • Furtado, Ch4 (104-129); Furtado, Ch5 (130-161)

Module 11, October 31 Reforming Two Empires

  • Go to Using Personal Accounts as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • 26 minutes of on-line lectures plus quiz
  • Furtado, Ch6 (162-192); Furtado, Ch7 & Ch8 (193-238)
  • Make 2 discussion postings about “Using Personal Accounts”

Module 12 November 7 The American, French and Haitian Revolutions; CP3 due

  • Optional CP3 Q&A
  • CP3 due Friday, November 11 at 5pm
  • 25 minutes of on-line lectures plus quiz
  • 9 minutes of on-line lectures plus quiz
  • Read Furtado, Ch9 (239-258), Furtado, Ch11 (284-304)

Wars for Independence

Module 13  November 14 Spain’s Crisis

  • Personal accounts SNTs due Monday 8am
  • 26 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on personal accounts
  • Read Chasteen, 6-34; Chasteen, 35-65

Module 14  November 21  THANKSGIVING WEEK Revolutions in Mexico and Argentina

  • 30 minutes of on-line lectures plus quiz
  • Read Chasteen, 66-105; 105-158

Module 15  November 28 Bolivar and San Martin; Independence Overview

  • Optional Country Project Q&A on Microsoft TEAMS
  • 11 minutes of on—line lecture and quiz
  • Chasteen, 159-181; 182-192

Module 16  December 5 Final CP Due

FINAL PROJECT DUE: Dec 10 FINAL PAPER

As instructor, I reserve the right to change the course schedule and policies in the event of unforeseen circumstances.

Institutional Information

UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:

  • Drop Policy
  • Disability Accommodations
  • Title IX Policy
  • Academic Integrity
  • Student Feedback Survey
  • Final Exam Schedule

Additional Information

Face Covering Policy

While the use of face coverings on campus is no longer mandatory, all students and instructional staff are strongly encouraged to wear face coverings while they are on campus. This is particularly true inside buildings and within classrooms and labs where social distancing is not possible due to limited space. If a student needs accommodations to ensure social distancing in the classroom due to being at high risk, they are encouraged to work directly with the Student Access and Resource Center to assist in these accommodations. If students need masks, they may obtain them at the Central Library, the E.H. Hereford University Center’s front desk or in their department.

Attendance

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class, but I do not have a separate attendance grade.

However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to verify Federal Student Aid recipients’ attendance in courses. UT Arlington instructors should be prepared to report the last date of attendance as part of the final grading process. Specifically, when assigning a student a grade of F, faculty must report the last date a student attended their class based on evidence of academic engagement such as a test, participation in a class project or presentation, or an engagement online via Canvas. This date is reported to the Department of Education for federal financial aid recipients.

Distance education courses require regular and substantive online interaction and participation. Students must participate in online course activities to demonstrate attendance; logging into an online class is not sufficient by itself to demonstrate attendance.

Academic Integrity

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.

Emergency Exit Procedures

Should we experience an emergency event that requires evacuation of the building, students should exit the room and move toward the nearest exit, which is located to the left as you leave UH09. When exiting the building during an emergency, do not take an elevator but use the stairwells instead. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist individuals with disabilities.

Academic Success Center

The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.

The English Writing Center (411 in the Central Library)

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and online sessions to all UTA students on any phase of their UTA coursework. Register and make appointments online at the Writing Center (https://uta.mywconline.com). Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see Writing Center: OWL for detailed information on all our programs and services.

The Library’s 2nd floor Academic Plaza (http://library.uta.edu/academic-plaza) offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation.

 

Emergency Phone Numbers

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.

 

Syllabus for HIST5341: Approaches to World History

HIST 5341: Approaches to World History
Spring 2022; Tuesday evenings
University Hall 13

Instructor Information

1. Instructor: John Garrigus; website: http://johngarrigus.com
2. Office: University Hall 343
3. Student Office Hours: 5pm to 5:30pm Tuesday; 5pm to 7pm Thurs
4. History Department Office Telephone: 817-272-2661
5. Email: garrigus@uta.edu
6. Faculty Profile: https://mentis.uta.edu/explore/profile/john-garrigus

Description:

This course is designed to introduce graduate students to the broad outlines of world history and historiography and to strengthen their ability to research and teach in this field.

Learning Outcomes:

1. Students will be able to describe and analyze key works and theories in the field of world or global history. Assessed in class discussions and book reviews.
2. Students will be able to effectively communicate their description and analysis of world historiography verbally, in writing, and using information technology. Assessed in weekly class discussions, book reviews, and the StoryMaps/timeline assignment.
3. Students will be able to describe and compare major historiographical approaches in the field of world or global history. Assessed in historiographical comparison essays and the final historiography review essay.

Required Books : [listed in order]

• Olstein, Diego. Thinking History Globally. London: Palgrave Macmillan UK, 2015.
• Harari, Yuval N. Sapiens: A Brief History of Humankind. New York, NY: Harper, 2015.
• Marks, Robert B. Origins of the Modern World: A Global and Environmental Narrative. 3rd ed. Rowman & Littlefield, 2015.
• Green, Toby. Fistful of Shells: West Africa from the Rise of the Slave Trade to the Age of Revolution. Chicago: University of Chicago Press, 2019.
• Colley, Linda. The Gun, the Ship, and the Pen: Warfare, Constitutions, and the Making of the Modern World. N.Y.: Liverright Publishing, 2021.
• Beckert, Sven. Empire of Cotton: A Global History. New York: Alfred A. Knopf, 2014.
• Davis, Mike. Late Victorian Holocausts: El Niño Famines and the Making of the Third World. New York : Verso, 2001.
• Getachew, Adom. Worldmaking after Empire: The Rise and Fall of Self-Determination. Princeton N.J.: Princeton University Press, 2019.

Grading:

At the end of the semester, students who have accumulated 900 or more points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.
Assignment Points
Reaction Paper 50
Pre-recorded author biography 100
Historiographic comparison papers (3) 300
Discussion/participation 100
StoryMap/ Timeline 100
Final historiographic review essay 350
TOTAL 1000

Description of Major Assignments

Reaction Paper

Students will produce a two-page reaction paper about the Olstein book. This will describe Olstein’s aims, the structure of the book, and his major ideas.

Pre-recorded author biography

Students will sign up to make a pre-recorded audio and video presentation on one of the nine authors we are reading this semester. The method of recording these presentations is up to each student, as long as they can be uploaded to, or linked to from, our Canvas course page. You can use Canvas Studio, PowerPoint, Prezi, or online screencast tools like Screencast-o-matic. You may upload videos to YouTube.
The presentation should be 5 to 10 minutes long and it should sketch the author’s intellectual biography [graduate advisors, significant influences], his or her other books, and reviews of this book.
The presentation must be uploaded or linked to the class Canvas page no later than 5pm of the first day the class will discuss the book.

StoryMap/Timeline

Students will sign up to make a computer-assisted visual overview of one of the seven books we are reading this semester, not including Olstein. The overview can take the form of an on-line map, using the websites ArcGIS StoryMap or https://storymap.knightlab.com/, or a on-line timeline, like those available on https://www.sutori.com. The overview must include at least ten elements from the book, illustrating its chronological or geographical range. The overview should describe the author’s thesis and address how this range influences that thesis
The overview must be linked to the class Canvas page no later than 5pm of the second day the class will discuss the book.

Historiographic comparison papers

Students will write three historiography papers, each comparing and analyzing two books: Harari and Marks, Green and Colley, Davis and Beckert. Each paper will be about 1,000 to 1,200 words long. The papers will compare the methodologies, goals, and arguments of the two works. How do the authors define the kind of work they are doing? What are the time- and geographic-scales of their analysis? What are the advantages and disadvantages of each approach?

Discussion

• Classroom participation is a big part of this course!
• Simply attending class does not count in this area, though I do take attendance at every class meeting.

Final Essay

• You will write a 3,000 word historiographical review essay describing recent books in the field of world history.

Class Schedule

Week 1: January 18 — online
Read (posted on Canvas) before class and be prepared to discuss: 1) Vinay Lal, “World History and Its Politics,” Economic and Political Weekly 46, no. 46 (2011): 40–47; and 2) Richard Drayton and David Motadel, “Discussion: The Futures of Global History,” Journal of Global History 13, no. 1 (March 2018): 1–21.

Week 2: January 25 – online
Read before class: Olstein, Introduction and Chapters 1-8

Week 3: February 1 – online
Read before class: Olstein, Chapter 9; Harari, Chapters 1-10

Week 4: February 8 First live meeting
Read before class: Harari, Chapters 11-20

Week 5: February 15
Read before class: Marks, entire; Harari/Marks comparison paper due

Week 6: February 22
Read before class: Green, pages 1-239

Week 7: March 1
Read before class: Green, pages 243-475

Week 8: March 8
Read before class: Colley, pages 1-250

Week 9: March 15-17 SPRING BREAK

Week 10: March 22
Read before class: Colley 250- 424; Green/Colley comparison paper due

Week 11: March 29
Read before class: Said, Orientalism [chapters to be supplied]; Beckert, 1-6

Week 12: April 5
Read before class: Beckert, Chapters 7-14;

Week 13: April 12
Read before class: Davis, Chapters 1-6

Week 14: April 19
Read before class: Davis, Chapters 7-12; Beckert/Davis paper due

Week 15: April 26
Read before class: Getachew, Introduction, Chapters 1-2

Week 16: May 3
Read before class: Getachew, remainder
Historiographic review essay due: May 10

Institutional Information:

UTA students are encouraged to review the below institutional policies and informational sections and reach out to the specific office with any questions. To view this institutional information, please visit the Institutional Information page (https://resources.uta.edu/provost/course-related-info/institutional-policies.php) which includes the following policies among others:
• Drop Policy
• Disability Accommodations
• Title IX Policy
• Academic Integrity
• Student Feedback Survey
• Final Exam Schedule

Attendance:

At The University of Texas at Arlington, taking attendance is not required. Rather, each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this course, I use the quizzes and discussion assignments to gauge your active involvement in the class but I do not have a separate attendance grade.

Academic Integrity:

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:
I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.
I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.
UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/.

Academic Success Center:

The Academic Success Center (ASC) includes a variety of resources and services to help you maximize your learning and succeed as a student at the University of Texas at Arlington. ASC services include supplemental instruction, peer-led team learning, tutoring, mentoring and TRIO SSS. Academic Success Center services are provided at no additional cost to UTA students. For additional information visit: Academic Success Center. To request disability accommodations for tutoring, please complete this form.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/universitycollege/resources/index.php.

Emergency Phone Numbers:

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.

Syllabus for HIST5341: Approaches to World History, Spring 2019

Wednesday, 7:00-9:50pm; University Hall, Room 16

On-line, you can jump to the class schedule here

Important Information

  • Instructor: John Garrigus
  • Office number: University Hall 343
  • Office hours: Wednesday 4pm to 7pm. We can also make an appointment another time or talk on the phone.
  • History Department Office: 817-272-2661
  • Email address: garrigus@uta.edu; please write “5341” in the subject line.
  • Web page: http://johngarrigus.com
  • Zotero library: https://www.zotero.org/garrigus/items

Description:

This course is designed to introduce graduate students to the broad outlines of world history and historiography and to strengthen their ability to research and teach in this field.

Learning Outcomes:

  1. Students will be able to describe and analyze key works and theories in the field of world or global history. Assessed in class discussions and book reviews.
  2. Students will be able to effectively communicate their description and analysis of world historiography verbally, in writing, and using information technology. Assessed in weekly class discussions, book reviews, and the StoryMaps/screencast assignment.
  3. Students will be able to describe and compare major historiographical approaches in the field of world or global history. Assessed in historiographical comparison essays and the final historiography essay.

Required Books:

  1. Beckert, Sven. Empire of Cotton: A Global History. New York: Alfred A. Knopf, 2014.
  2. Burke, Edmund, and National Center for History in the Schools (U.S.). World History: The Big Eras: A Compact History of Humankind for Teachers and Students. 2nd ed. Los Angeles Calif.: National Center for History in the Schools, 2012.
  3. Crossley, Pamela Kyle. What Is Global History? Cambridge: Polity, 2008.
  4. Davis, Mike. Late Victorian Holocausts: El Niño Famines and the Making of the Third World. New York: Verso, 2001.
  5. Harari, Yuval N. Sapiens: A Brief History of Humankind. New York, NY: Harper, 2015.
  6. Marks, Robert B. Origins of the Modern World: A Global and Environmental Narrative. 3rd ed. Rowman & Littlefield, 2015.
  7. Ropp, Paul S. China in World History. New York: Oxford University Press, 2010.
  8. Said, Edward W. Orientalism. New York: Vintage Books, 2004.
  9. Wright, Donald R. The World and a Very Small Place in Africa: A History of Globalization in Niumi, the Gambia. Armonk, N.Y.: Sharpe, 2010.

Grading:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”; etc.

Assignment Points
Article summaries (2) 100
Book reviews (2) 100
Historiographic comparisons (3) 240
Discussion/participation 100
StoryMap/screencast 100
Historiographic essay 360
TOTAL 1000

Description of Major Assignments

  • You will upload all writing assignments to our class Blackboard page
  • Work is due before class begins; for example, an article summary due Week 2 needs to be uploaded before our Week 2 class meeting, which is 7pm, Wednesday, January 23.

Article summary (2)

  • These are one-page documents in which you summarize the main points of an article. The characteristics I’m looking for are described here: https://tinyurl.com/yahsegyb
  • Choose one of the articles we read for Week 1; due Week 2
  • Choose one of the articles we read for Week 7; due Week 8

Book review (2)

  • Following a format I’ll give you, you’ll write a 750-word [approximate length] review of each of these books:
  • BR1: Marks, due Week 4
  • BR2: Said, due Week 10

Historiographic comparisons (3)

  • This is a paper of 1,200 to 1,500 words comparing the approach to world history found in these pairs of authors
  • HC1: Marks and Harari, due Week 5
  • HC2: Said and Ropp, due Week 11
  • HC3: Wright and Davis, due Week 14

StoryMap or 5-minute screencast

  • You can choose one of these two media to deliver a summary of one of the articles we read for Week 7
  • Due Week 8

Discussion

  • Classroom participation is a big part of this course!
  • Simply attending class does not count in this area, though I do take attendance at every class meeting.

Final Essay

  • You will write a 3,000 word essay describing what you think are the most important arguments in favor of and against the field of world history.
  • You will also describe the utility and drawbacks of three specific tools that could be used in a world history class.
  • These three tools can include specific books, theories, software, and types of primary sources we have used this semester.

Important Policies

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance every class meeting. However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients “begin attendance in a course.” UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically, when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or an engagement on-line via Blackboard. This date is reported to the Department of Education for federal financial aid recipients.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/. Faculty are encouraged to discuss plagiarism and share the following library tutorials http://libguides.uta.edu/copyright/plagiarism and http://library.uta.edu/plagiarism/

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Disability Accommodations:

UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAA), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) http://www.uta.edu/disability/ or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability.
Counseling and Psychological Services (CAPS) www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.

Non-Discrimination Policy:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit uta.edu/eos.

Title IX Policy:

The University of Texas at Arlington (“University”) is committed to maintaining a learning and working environment that is free from discrimination based on sex in accordance with Title IX of the Higher Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of sex in educational programs or activities; Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits sex discrimination in employment; and the Campus Sexual Violence Elimination Act (SaVE Act). Sexual misconduct is a form of sex discrimination and will not be tolerated. For information regarding Title IX, visit www.uta.edu/titleIX or contact Ms. Michelle Willbanks, Title IX Coordinator at (817) 272-4585 or titleix@uta.edu

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/studentsuccess/success-programs/programs/resource-hotline.php

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an on-line Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals. Call UTA Police Department at ext. 3003 .

Weekly Schedule

<2019-01-16 Wed> Week 1: Discuss articles

In class discuss these readings:

  • Getz, Trevor R. “Towards an Historical Sociology of World History.” HIC3 History Compass 10, no. 6 (2012): 483–95.
  • Manning, Patrick. “Locating Africans on the World Stage: A Problem in World History.” Journal of World History 26, no. 3 (2015): 605–37.

Homework for next week:

  • Read Crossley
  • Write an article summary for either the Getz or Manning piece

<2019-01-23 Wed> Week 2

In class discuss Crossley

Homework for next week: read Marks

<2018-01-31 Wed> Week 3

In class discuss Marks

Homework for next week

  • Read Harari
  • Write a book review of Marks

<2019-02-06 Wed> Week 4

In class discuss Harari

Homework for next week

  • Read Burke
  • Write a historiographical comparison of Marks and Harari

<2019-02-13 Wed> Week 5

In class discuss Burke

Homework for next week: read Ropp

<2019-02-20 Wed> Week 6

In class discuss Ropp

Homework for next week: read these 3 articles

  • Bright, Rachel K. “Migration, Masculinity, and Mastering the Queue: A Case of Chinese Scalping.” Journal of World History; Honolulu 28, no. 3/4 (December 2017): 551-586,V-VI.
  • Stanley, Amy. “Maidservants’ Tales: Narrating Domestic and Global History in Eurasia, 1600–1900.” The American Historical Review 121, no. 2 (April 2016): 437–60.
  • Vann, Michael G. “Sex and the Colonial City: Mapping Masculinity, Whiteness, and Desire in French Occupied Hanoi.” Journal of World History 28, no. 3 (2017): 395–435.

<2019-02-27 Wed> Week 7

In class discuss Bright, Vann, and Stanley

Homework for next week

  • Read Said
  • Write a summary of either Bright, Vann, or Stanley
  • Make a StoryMap or screencast on either Bright, Vann, or Stanley

<2019-03-06 Wed> Week 8

In class discuss Said 1-148

Homework for after Spring Break: read Said

<2019-03-13 Wed> SPRING BREAK

<2019-03-20 Wed> Week 9

In class discuss Said 149-328

Homework for next week

  • Read Wright
  • Write a book review of Said

<2019-03-27 Wed> Week 10

In class discuss Wright Chapters 1-4

Homework for next week

  • Read Wright
  • Write a historiographical comparison of Said and Ropp

<2019-04-03 Wed> Week 11

In class discuss Wright Chapters 4-Epilogue

Homework for next week: read Davis

<2019-04-10 Wed> Week 12

In class discuss Davis Chapters 1-6

Homework for next week: read Davis

<2019-04-17 Wed> Week 13

In class discuss Davis Chapters 7-12

Homework for next week

  • Read Beckert
  • Write historiographical comparison of Wright and Davis

<2019-04-24 Wed> Week 14

In class discuss Beckert, ix-241 [Intro – Chap 7]

Homework for next week: read Beckert

<2019-05-01 Wed> Week 15: summary due

In class discuss Beckert, 242-443 [Chaps 8-14]

<2017-05-08 Wed> Week 16: Final paper  due via Blackboard (no map required)

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students. John Garrigus

Syllabus for HIST4369: Caribbean History, Spring 2019

Guadeloupe harbor panoramaMonday-Wednesday-Friday 3:00-3:50pm; University Hall, Room 001

On-line, you can jump to the class schedule here

Contact Information

  1. Email: garrigus@uta.edu, but please use the BlackBoard email when possible.
  2. Office: University Hall 343
  3. Office Hours: Wednesday 4pm to 7pm; please make make an appointment with me if these times are not convenient.
  4. History Department Office Phone: 817-272-2661
  5. BlackBoard: http://elearn.uta.edu; you will find all class handouts here and submit all projects electronically
  6. Website: http://johngarrigus.com

Description

This course will present a picture of the Caribbean quite different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe’s leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence.

But poverty and powerlessness could not prevent Caribbean people from developing their own resilient and resourceful cultures, forged in resistance to slavery and rooted in a shared African heritage. In music, religion, and literature the Caribbean has given the world new voices and modes of expression that many North Americans value, though often without understanding their origins.

The goal of this class is to trace the emergence of modern multi-ethnic Caribbean nations from the slave colonies of the not-so-distant past. We will show that that though they provide tourists with a picturesque “escape” destination, the islands of the Caribbean have played a central role in the history of the Atlantic world for the last 500 years.

Learning Outcomes:

  1. Students will be able to identify major Caribbean countries on a map. This will be assessed on a map quiz.
  2. Students will be able to construct reasonable interpretations of primary documents, books, and films about Caribbean history. This will be assessed in class discussions, and eight book quizzes.
  3. Students will be able to evaluate the impact on Caribbean peoples of factors including geography, global trade, slavery, racism, and imperialism. This will be assessed in four short country reports.
  4. Students will describe the connection between Caribbean history and the processes of globalization. This will be assessed in the final project.

Required Books:

  1. Jamaica Kincaid, A Small Place. Farrar, Straus & Giroux. ISBN: 9780374527075
  2. Vincent Brown, The Reaper’s Garden: Death and Power in the World of Atlantic Slavery. Harvard University Press, 2008.
  3. Philippe R. Girard, Toussaint Louverture: A Revolutionary Life. New York: Basic Books, 2016.
  4. Karen McCarthy Brown, Mama Lola: A Vodou Priestess in Brooklyn. University of California Press, 2001. ISBN: 0520224752
  5. Aviva Chomsky, A History of the Cuban Revolution. Wiley-Blackwell, 2011. ISBN: 978405187732

Major Assignments

Map quiz

  • Date: 01-21
  • I’ll pick ten countries on a blank map of the Caribbean and ask you to identify each of them, together with the main European language spoken there.

Nine on-line book quizzes

  • Dates: 01-23; 01-30; 02-11; 02-20; 02-25; 03-25; 04-08; 04-24; 05-01
  • For each of our books you will find a study guide on Blackboard, with four to nine discussion questions and a list of important terms. Eight times during the semester [see schedule] we’ll have a on-line quiz on the book, consisting of four multiple choice questions on the terms and an essay on one of the discussion questions. You may drop the lowest quiz score.
  • You will take the quiz on Blackboard before class and we will discuss the book during class. It will be heavily based on the Book Guide, with multiple-choice questions of the vocabulary and 1 essay question selected from those listed in the Book Guide.

Twelve on-line lecture quizzes

  • Dates: 01-18; 01-25; 02-01; 02-15; 02-22; 03-01; 03-22; 03-29; 04-05; 04-12; 04-26; 05-03
  • Most Fridays in the semester we’ll have an on-line lecture instead of class. There’ll be a 5 question multiple choice quiz on each lecture, to ensure you get credit for listening to the lecture. You can take these Friday quizzes as often as you like but you must do it before the following Monday.

Three country project assignments

  • Dates: 02-08; 03-08; 04-19
  • You’ll choose one of the following Caribbean countries to study over the course of the semester: Cuba, Dominican Republic, Jamaica, Haiti and Puerto Rico. Over the course of the semester you’ll submit three five-page papers on pre-assigned aspects of the history and culture of that country.

Class participation

I base this on two elements: your regular attendance and your oral/written participation in class, especially on our pre-announced discussion days.

Final project

  • Date: Wed 05-08 due on Blackboard by 5:00 pm
  • At the end of the semester you’ll use a template I provide to combine your four country project assignments into a single project on the country you picked.

Important Policies:

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Map quiz 50
Ten on-line lecture quizzes 100
Eight on-line reading quizzes 400
Three country projects 150
Final Project 200
Class participation 100
TOTAL 1000

Attendance Policy:

At The University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I take attendance every class meeting. However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients “begin attendance in a course.” UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically, when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or an engagement on-line via Blackboard. This date is reported to the Department of Education for federal financial aid recipients.

Academic Integrity:

All students enrolled in this course are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of university’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/. Faculty are encouraged to discuss plagiarism and share the following library tutorials http://libguides.uta.edu/copyright/plagiarism and http://library.uta.edu/plagiarism/

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently)
classes through self-service in MyMav from the beginning of the
registration period through the late registration period. After the
late registration period, students must see their academic advisor to
drop a class or withdraw. Undeclared students must see an advisor in
the University Advising Center. Drops can continue through a point
two-thirds of the way through the term or session. It is the student’s
responsibility to officially withdraw if they do not plan to attend
after registering. Students will not be automatically dropped for
non-attendance. Repayment of certain types of financial aid
administered through the University may be required as the result of
dropping classes or withdrawing. Contact the Financial Aid Office for
more information.

Disability Accommodations:

UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAA), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) http://www.uta.edu/disability/ or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability.
Counseling and Psychological Services (CAPS) www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.

Non-Discrimination Policy:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit uta.edu/eos.

Title IX Policy:

The University of Texas at Arlington (“University”) is committed to maintaining a learning and working environment that is free from discrimination based on sex in accordance with Title IX of the Higher Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of sex in educational programs or activities; Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits sex discrimination in employment; and the Campus Sexual Violence Elimination Act (SaVE Act). Sexual misconduct is a form of sex discrimination and will not be tolerated. For information regarding Title IX, visit www.uta.edu/titleIX or contact Ms. Michelle Willbanks, Title IX Coordinator at (817) 272-4585 or titleix@uta.edu

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/studentsuccess/success-programs/programs/resource-hotline.php

Electronic Communication Policy:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Student Feedback Survey:

At the end of each term, students enrolled in classes categorized as “lecture,” “seminar,” or “laboratory” shall be directed to complete an on-line Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Emergency Exit Procedures:

Should we experience an emergency event that requires us to vacate the building, students should exit the room and move toward the nearest exit, which is located just outside our classroom door. When exiting the building during an emergency, one should never take an elevator but should use the stairwells. Faculty members and instructional staff will assist students in selecting the safest route for evacuation and will make arrangements to assist handicapped individuals. Call the UTA Police Department at ext. 3003 .

Schedule

Week 1: Beginnings

  • 01-14 Mon What’s in a Name?
  • 01-16 Wed Geography of the Caribbean
  • 01-18 Fri On-line lecture and quiz on Native Peoples of the Caribbean;

Week 2: Caribbean Slavery in Context

  • 01-21 Mon Columbus and the Origins of Caribbean Slavery; Map quiz
  • 01-23 Wed Pre-class on-line quiz on Jamaica Kincaid / in-person graded discussion
  • 01-25 Fri On-line lecture and quiz about “How to Make Sugar”

Week 3: How was Caribbean Plantation Slavery “different”

  • 01-28 Mon The Barbadian Sugar Revolution and Pirates of the Caribbean
  • 01-30 Wed Pre-class on-line quiz on Brown, p 1-156 / in-class graded discussion of Brown
  • 02-01 Fri On-Line lectures and quiz: Africa, America, and the Slave Trade

Week 4: Farms or Factories?

  • 02-04 Mon Slavery and Industrialization
  • 02-06 Wed Slavery and Resistance in the Greater Antilles
  • 02-08 Fri On-Line Submit First country project on Blackboard by 11:59pm

Week 5: The Haitian Revolution, part 1

  • 02-11 Mon Pre-class on-line quiz on Girard, Chapters 1-10/ in-class graded discussion of Girard
  • 02-13 Wed Saint-Domingue’s Slave Uprising and Emancipation;
  • 02-15 Fri On-Line lectures and quiz: Emancipation in Saint-Domingue

Week 6: The Haitian Revolution, part 2

  • 02-18 Mon Napoleon tries to take control of Saint-Domingue
  • 02-20 Wed Pre-class on-line quiz on Girard Chapters 11-21 / in-class graded discussion of Girard
  • 02-22 Fri On-line lectures and quiz: Haitian Independence

Week 7: End of Slavery in British Territories

  • 02-25 Mon On-line quiz on V. Brown, pp157-264 / in-class graded discussion
  • 02-27 Wed Britain: First Abolition, then Emancipation
  • 03-01 Fri On-line lectures and quiz: The Rise of Cuban Sugar

Week 8: Slavery Continues

  • 03-04 Mon Jamaica’s Morant Bay “Rebellion”
  • 03-06 Wed Asian Sugar Workers
  • 03-08 Fri On-line: Submit second country project on Blackboard by 11:59pm

Spring Break

Week 9: The Spanish Caribbean and the USA

  • 03-18 Mon Slavery and The Cuban Struggle for Independence
  • 03-20 Wed US Imperialism and the Caribbean, part 1
  • 03-22 Fri On-line lectures and quiz: US Imperialism, part 2

Week 10: Life After Slavery

  • 03-25 Mon Pre-class on-line quiz on K. Brown, Chapter 1-6/ graded discussion of Brown
  • 03-27 Wed Caribbean Migrations in Jazz Age 1920s
  • 03-29 Fri On-line lecture and quiz: Afro-Cubanismo

Week 11: The 1920s-1940s

  • 04-01 Mon Marcus Garvey and Pan-Africanism
  • 04-03 Wed The Great Depression
  • 04-05 Fri On-line lecture and quiz: World War II and Caribbean Decolonization

Week 12: The “Independent” Caribbean

  • 04-08 Mon Pre-class quiz on K. Brown, Chapters 7-10/ graded discussion of Brown
  • 04-10 Wed Fidel Castro and his Cold War Revolution
  • 04-12 Fri On-line lecture and quiz: Fidel Castro, part two

Week 13: Nation and Culture in the Caribbean

  • 04-15 Mon Rastafarianism
  • 04-17 Wed The Harder They Come (Jamaica, 1972)
  • 04-19 Fri On-line submit third country project due on Blackboard, 11:59pm

Week 14: Cold War and Neocolonialism

  • 04-22 Mon Life and Debt (US, 2001)
  • 04-24 Wed Pre-class quiz on Chomsky, pp. 1-105/ graded discussion of Chomsky
  • 04-26 Fri On-line lecture and quiz: The Duvaliers and Haiti

Week 15: After the Cold War

  • 04-29 Mon Cuba’s “Special Period”; Castro Steps Down
  • 05-01 Wed Pre-class quiz on Chomsky, pp. 106-195; graded discussion of Chomsky
  • 05-03 Fri On-line lecture and quiz: Haiti’s 2010 Earthquake

Final Project: submit to Blackboard by Wed 05-08 at 5:00 pm.

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. John D. Garrigus.

Emergency Phone Numbers:

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. Non-emergency number 817-272-3381

Required books for “HIST4369: The Caribbean” in Spring 2019

  • Brown, Karen McCarthy. Mama Lola: A Vodou Priestess in Brooklyn. Berkeley, CA: University of California Press, 1991.
  • Brown, Vincent. The Reaper’s Garden: Death and Power in the World of Atlantic Slavery. Harvard University Press, 2008.[THE SECOND BOOK YOU NEED]
  • Chomsky, Aviva. A History of the Cuban Revolution. Malden, MA: Wiley-Blackwell, 2011.
  • Girard, Philippe R. Toussaint Louverture: A Revolutionary Life. New York: Basic Books, 2016.
  • Kincaid, Jamaica. A Small Place. Farrar, Straus and Giroux, 2000. [THIS IS THE FIRST BOOK YOU NEED]

Required books for “HIST5341: Approaches to World History” in Spring 2019

    • Beckert, Sven. Empire of Cotton: A Global History. New York: Alfred A. Knopf, 2014.
    • Burke, Edmund, and National Center for History in the Schools (U.S.). World History: The Big Eras: A Compact History of Humankind for Teachers and Students. 2nd ed. Los Angeles  Calif.: National Center for History in the Schools  University of California  Los Angeles, 2012.
    • [THIS IS THE FIRST BOOK YOU NEED] Crossley, Pamela Kyle. What Is Global History? Cambridge: Polity, 2008.
    • Davis, Mike. Late Victorian Holocausts: El Niño Famines and the Making of the Third World. London ; New York: Verso, 2001.
    • Harari, Yuval N. Sapiens: A Brief History of Humankind.  New York, NY: Harper, 2015.
    • [SECOND BOOK] Marks, Robert B. Origins of the Modern World: A Global and Environmental Narrative. 3rd ed.  Rowman & Littlefield, 2015.
    • Ropp, Paul S. China in World History. New York: Oxford University Press, 2010.
    • Said, Edward W. Orientalism. New York: Vintage Books, 2004.
    • Wright, Donald R. The World and a Very Small Place in Africa: A History of Globalization in Niumi, the Gambia. Armonk, N.Y.: Sharpe, 2010.
 
We will not be using QGIS but we will be using ArcGIS.com

HIST5360: The Modern Caribbean

Important information

  1. Class meets in University Hall 321, from 7pm to 9:50pm
  2. Instructor: John Garrigus; website: http://johngarrigus.com
  3. Email: garrigus@uta.edu
  4. Faculty profile: https://mentis.uta.edu/explore/profile/john-garrigus
  5. Office: University Hall 344
  6. History Department Telephone: 817-272-2661
  7. Office Hours: Monday 4pm to 5:30pm; Wednesday 2pm to 3:30. You can also make an appointment via email to talk on the phone or in person.
  8. BlackBoard: http://elearn.uta.edu
  9. Link to the weekly schedule, below

Description:

This course will present a picture of the Caribbean quite different from that held by many North Americans. For 500 years, this region has been the site of encounters and clashes among Native Americans, Europeans, Africans, and Asians. For three centuries Europe’s leading states fought each other to control these islands, which were the most valuable real estate in the Atlantic world. At the same time Dutch, English, French and Spanish colonists imported millions of enslaved men, women, and children from Africa to work on the sugar and coffee plantations that made the region so profitable for its masters. Supported by racism and colonialism, plantation slavery left its mark on the Caribbean long after emancipation and independence.

Poverty and powerlessness could not prevent Caribbean people from developing their own resilient and resourceful cultures, forged in resistance to slavery and rooted in a shared African heritage. In music, religion, and literature the Caribbean has given the world new voices and modes of expression that many North Americans value, though often without understanding their origins.

The goal of this class is to trace the emergence of modern multi-ethnic Caribbean nations from the slave colonies of the not-so-distant past. We will show that that though they provide tourists with a picturesque “escape” destination, the islands of the Caribbean have played a central role in the history of the Atlantic world for the last 500 years.

Learning Outcomes:

  1. Students will be able to identify major Caribbean countries on a map. This will be assessed on a map quiz.
  2. Students will be able to use GIS tools to construct a map containing information from a primary source illustrating an event in Caribbean history. This will be assessed in the GIS project.
  3. Students will be able to construct reasonable interpretation of primary sources in Caribbean history. This will be assessed in class discussion and in the GIS project.
  4. Students will be able to construct reasonable interpretations of articles, books, and films about Caribbean history. This will be assessed in class discussions, two précis, and final essay.
  5. Students will be able to evaluate the impact on Caribbean peoples of factors including geography, global trade, slavery, racism, and imperialism. This will be assessed in class discussion and final essay.

Required Materials

Computer:

You’ll need a laptop to bring to class for the GIS aspects of this course, and you will need to be able to install software on that machine. It can be a PC or Mac.

Books:

  1. Brown, Vincent, The Reaper’s Garden: Death and Power in the World of Atlantic Slavery (Harvard University Press, 2008).
  2. Dubois, Laurent, Haiti: The Aftershocks of History (New York: Henry Holt and Co., 2012).
  3. Ferrer, Ada, Freedom’s Mirror: Cuba and Haiti in the Age of Revolution (New York: Cambridge University Press, 2014).
  4. Gibson, Carrie, Empire’s Crossroads: A History of the Caribbean from Columbus to the Present Day (Grove Press, 2015).
  5. Pérez, Louis, The Structure of Cuban History: Meanings and Purpose of the Past (Chapel Hill: The University of North Carolina Press, 2013).
  6. Popkin, Jeremy, You Are All Free: The Haitian Revolution and the Abolition of Slavery (New York: Cambridge University Press, 2010).
  7. Putnam, Lara, Radical Moves: Caribbean Migrants and the Politics of Race in the Jazz Age (Chapel Hill: University of North Carolina Press, 2013).
  8. Wheat, David, Atlantic Africa and the Spanish Caribbean, 1570-1640 Chapel Hill: University of North Carolina Press, 2016).

Chapters and Articles: [follow links or find PDFs on Blackboard]

  1. Trevor Burnard, “The Sexual Life of an Eighteenth-Century Jamaican Slave Overseer,” in Sex and Sexuality in Early America, ed. Merril D. Smith (New York: New York University Press, 1999), 163–189.
  2. Paul Cheney, “Chapter Two: Production and Investment,” in Cul De Sac: Patrimony, Capitalism, and Slavery in French Saint-Domingue, pp42–70 (Chicago: University Of Chicago Press, 2017).
  3. Paul Cheney, “Chapter Five: Husband and Wife,” in Cul De Sac: Patrimony, Capitalism, and Slavery in French Saint-Domingue, pp130–160 (Chicago: University Of Chicago Press, 2017).
  4. Bayard Faithfull, “Four Reads: Learning to Read Primary Documents,” Teaching History.org: National History Education Clearinghouse, accessed August 16, 2018, http://teachinghistory.org/teaching-materials/teaching-guides/25690.
  5. B. W. Higman, “The Sugar Revolution,” The Economic History Review, New Series, 53, no. 2 (May 2000): 213–36.
  6. Sidney W. Mintz, “Enduring Substances, Trying Theories: The Caribbean Region as Oikoumene,” The Journal of the Royal Anthropological Institute 2, no. 2 (June 1, 1996): 289–311, https://doi.org/10.2307/3034097.
  7. Marcy Norton, “The Chicken or the Iegue: Human-Animal Relationships and the Columbian Exchange,” The American Historical Review 120, no. 1 (February 1, 2015): 28–60, https://doi.org/10.1093/ahr/120.1.28.
  8. Mary Prince, The History of Mary Prince, a West Indian Slave. Related by Herself. With a Supplement by the Editor. To Which Is Added, the Narrative of Asa-Asa, a Captured African, 3rd ed. (London: F. Westley and A.H. Davis, 1831), https://docsouth.unc.edu/neh/prince/prince.html.
  9. Justin Roberts, “Chapter One: Clock Work: Time, Quantification, Amelioration, and the Enlightenment,” in Slavery and the Enlightenment in the British Atlantic, 1750–1807 (Cambridge: Cambridge University Press, 2014).
  10. Anthony Trollope, The West Indies and the Spanish Main, 5th ed. (London: Chapman and Hall, 1862),https://books.google.com/books?id=ZQC058-xIzoC

Description of Major Assignments with Dates

Map quiz

  • Date: [2018-09-10 Mon]
  • I’ll pick ten countries on a map of the Caribbean and ask you to identify each of them, together with the main European language spoken there.

Two précis

  • These are one-page documents in which you summarize the main points of an article. The characteristics I’m looking for, as well as a description of what I want you to avoid, are nicely described here: https://writemyessay4me.org/blog/critical-precis [this is not an endorsement of this writing service; all the writing you submit in this class must be solely your work]
  • Due dates: [2018-09-17 Mon] and [2018-09-24 Mon]

Show’N’Tell

  • Each member of the class will find some piece of reporting, image or short video [less than 4 minutes] of the Caribbean that connects with the themes we are studying. You’ll present it to the class in a 5-minute presentation [not counting video time]
  • Date: sign-up sheet (one per week, approximately)

GIS assignments

  • Depending on your level of GIS skill, during the GIS portion of the course you’ll complete 4 assignments that will build your skills at using maps, software, and data about world history.
  • We’ll mostly use QGIS, an open-source Geographic Information Systems program
  • We’ll also use ArcGIS On-line, a web-based interface
  • You’ll upload your completed work to Blackboard after class
  • Due dates: [2018-09-24 Mon] and [2018-10-01 Mon]

GIS project

  • To explore how historians can use GIS to illuminate the past, you will produce a map based on either Anthony Trollope’s West Indies or Richard Dana’s To Cuba and Back. Your map will be accompanied by a five-page paper analyzing the book and explaining your cartographic work. I’ll provide you with a detailed description of what I expect. We’ll spend a class day helping you troubleshoot this project.
  • Due date: [2018-12-10 Mon]

Class participation

  • I base this on two elements: your regular attendance and your oral/written participation in class, especially on our pre-announced discussion days.

Final essay

  • This will be a 10-page essay on the themes covered this semester in our reading.
  • Due date: [2018-12-07 Fri]

Important Policies:

Attendance:

At The University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I use your participation in Blackboard assignments to determine your attendance. However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients “begin attendance in a course.” UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically, when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or an engagement on-line via Blackboard. This date is reported to the Department of Education for federal financial aid recipients.

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Map quiz 100
Two précis 100
Show’N’Tell 50
GIS assignments 200
GIS project 200
Final essay 250
Class participation 100
TOTAL 1000

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student’s responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/).

Disability Accommodations:

UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAAt), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) http://www.uta.edu/disability/ or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at http://www.uta.edu/disability.

Counseling and Psychological Services, (CAPS):

http://www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.

Non-Discrimination Policy:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit http://www.uta.edu/eos.

Title IX Policy:

The University of Texas at Arlington (“University”) is committed to maintaining a learning and working environment that is free from discrimination based on sex in accordance with Title IX of the Higher Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of sex in educational programs or activities; Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits sex discrimination in employment; and the Campus Sexual Violence Elimination Act (SaVE Act). Sexual misconduct is a form of sex discrimination and will not be tolerated. For information regarding Title IX, visit http://www.uta.edu/titleIX or contact Ms. Michelle Willbanks, Title IX Coordinator at (817) 272-4585 or titleix@uta.edu

Academic Integrity:

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code in their courses by having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of the University’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/. Faculty are encouraged to discuss plagiarism and share the following library tutorials http://libguides.uta.edu/copyright/plagiarism and http://library.uta.edu/plagiarism/

Electronic Communication:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Campus Carry:

Effective August 1, 2016, the Campus Carry law (Senate Bill 11) allows those licensed individuals to carry a concealed handgun in buildings on public university campuses, except in locations the University establishes as prohibited. Under the new law, openly carrying handguns is not allowed on college campuses. For more information, visit http://www.uta.edu/news/info/campus-carry/

Student Feedback Survey:

At the end of each term, students enrolled in face-to-face and on-line classes categorized as “lecture,” “seminar,” or “laboratory” are directed to complete an on-line Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback via the SFS database is aggregated with that of other students enrolled in the course. Students’ anonymity will be protected to the extent that the law allows. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law and aggregate results are posted on-line. Data from SFS is also used for faculty and program evaluations. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

For semester-long courses, a period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/studentsuccess/success-programs/programs/resource-hotline.php

The IDEAS Center (2nd Floor of Central Library)

offers FREE tutoring to all students with a focus on transfer students, sophomores, veterans and others undergoing a transition to UT Arlington. Students can drop in, or check the schedule of available peer tutors at http://www.uta.edu/IDEAS, or call (817) 272-6593.

The English Writing Center (411LIBR):

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and on-line sessions to all UTA students on any phase of their UTA coursework. Register and make appointments on-line at https://uta.mywconline.com. Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see http://www.uta.edu/owl for detailed information on all our programs and services.

The Library’s 2nd floor Academic Plaza

offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation. http://library.uta.edu/academic-plaza

The History Librarian is Andy Herzog

You can contact him at amherzog@uta.edu or 817-272-7517

Schedule

Week 0: Preparing

  • [2018-08-20 Mon]
  • Zotero: View the “Getting Started with Zotero: Using Zotero Standalone” tutorial on YouTube
    • Install Zotero as the tutorial describes
    • Find two more YouTube Zotero tutorials that look interesting and watch them. Take notes to share with the class
    • You may want to bookmark this link: http://guides.library.oregonstate.edu/zotero
  • Homework for week 1: Read Gibson, chapters 1 and 2; and articles by Norton; Mintz; Faithfull

Week 1: Before 1492 : Tainos, Africans, Europeans

  • [2018-08-27 Mon] Geography; Native Peoples of the Caribbean
    • Show’N’Tell [by Dr. G.]
    • Discuss reading
    • Discuss primary sources
    • Presentation on Africa and the slave trade
  • Homework for week 2: Read Wheat, prepare for map quiz

Week 2: UTA closed for Labor Day

  • No class meeting on [2018-09-03 Mon]
  • Optional: use this week to work ahead on the reading; I recommend you read the assigned chapters in the Gibson book for the entire semester
  • Optional: learn a little about GIS before we start our class work by completing this easy tutorial about Google Maps: https://programminghistorian.org/en/lessons/googlemaps-googleearth

Week 3: The Spanish in the Caribbean

  • [2018-09-10 Mon]
    • Map quiz
    • Show’N’Tell
    • Discuss Wheat
    • Discuss primary sources
  • Homework for week 4:
    • Read Gibson chapters 3, 4, and 5
    • Read articles/chapters by Higman, Cheney, Cheney, Burnard, and Roberts
    • Write a précis of the Higman article, due on [2018-09-17 Mon]

Week 4: The Sugar Revolution; Higman précis due

  • [2018-09-17 Mon]
    • Presentation on sugar
    • Show’N’Tell
    • Discuss the articles
    • Review how to install a recent version of QGIS on your laptop
  • Homework for Week 5: [there’s no reading]
    • Write a précis of the Mintz article we read in Week 0; due [2018-09-24 Mon]
    • Install QGIS on a computer that you can bring to class
    • New-to-GIS students:
      • complete the “Installation and Adding Layers” tutorial in the Mapping and GIS area of The Programming Historian
      • complete the “Creating New Vector Layers” tutorial in The Programming Historian
    • Experienced students: Complete the QGIS tutorials 1, 2, and 3 [including the “one step further” sections] in the Mapping and GIS for Historians tutorial page

Week 5: GIS week 1; Mintz précis due

  • [2018-09-24 Mon]
    • Show’N’Tell
    • Reinforce skills you learned in “Adding Layers”
      • Learn how to find and import various shapefiles constructing the map of a Caribbean island
      • Manipulate and categorize the attribute tables that underly those shapefiles
      • Import a raster file containing a previously georeferenced historical map
      • We’ll also work with new geographic versions of this Caribbean island tutorial
    • Reinforce skills you learned in “Adding Vector Layers”
      • Import two previously georeferenced maps of Louisiana
      • Create several new vector [data] layers based on data that you input from these two rasters, recording vanished towns, roads
    • Upload your finished work to Blackboard affer class
  • Homework for week 6
    • new-to-GIS students complete the 3rd and 4th tutorials in the Mapping and GIS area of The Programming Historian
    • experienced GIS students, complete QGIS tutorials 4, 5, 6, and 7 including the “one step further” section] in the Mapping and GIS for Historians tutorial page

Week 6: GIS week 2

  • [2018-10-01 Mon]
    • Have a Show’N’Tell
    • Reinforce skills you learned in the third and fourth on-line tutorials
      • Import and georeference an historical map of Texas
      • Work through the new versions of this tutorial drafted by experienced students
    • Learn how to import historical data into QGIS and connect it to spatial data
    • Upload your finished work to Blackboard after class
  • Homework for week 7: Back to our books! Read Brown, Reaper’s Garden and Gibson, Chapter 5

Week 7: Life and Death on a Sugar Plantation

  • [2018-10-08 Mon]
    • Show’N’Tell
    • Discuss Brown
    • Discuss primary sources
    • Presentation: Overview of the Haitian Revolution
  • Homework: For week 8 read Popkin, You Are All Free and Gibson, Chapter 7

Week 8: The Haitian Revolution

  • [2018-10-15 Mon]
    • Show’N’Tell
    • Discuss Popkin
    • Discuss primary sources
  • Homework: For week 9 read Ferrer, Freedom’s Mirror

Week 9: The Impact of the Haitian Revolution

  • [2018-10-22 Mon]
    • Show’N’Tell
    • Discuss Ferrer
    • Discuss primary sources
  • Homework for week 10
    • Download and read Prince History of Mary Prince
    • Download and read Trollop The West Indies pp 1-222

Week 10: British Anti-Slavery and Colonies After Slavery

  • [2018-10-29 Mon]
    • Show’N’Tell
    • Discuss Mary Prince
    • Discuss Trollope
  • Homework for week 11: Download and read 24-280 of Dana, To Cuba and Back

Week 11: The Cuban Paradox

  • [2018-11-05 Mon]
    • Show’N’Tell
    • Discuss Dana
  • Homework for week 12:
    • Download files for GIS project
    • Complete GIS work outlined in handout

Week 12: GIS Project Day

  • [2018-11-12 Mon]
    • Show’N’Tell
    • Discuss GIS Project: approaches and issues
    • Work on GIS project in class: troubleshooting and discussion
  • Homework for week 13:
    • read Gibson, Chapter 8
    • read Dubois, Aftershocks of History

Week 13: The “Independent” Caribbean:

  • [2018-11-19 Mon]
    • Show’N’Tell
    • Discuss Dubois
    • Primary sources
  • Homework for week 14:
    • read Gibson, Chapter 9
    • read Putnam, Radical Moves

Week 14: Empire, Migration, and Racism

  • [2018-11-26 Mon]
    • Show’N’Tell
    • Discuss Putnam
    • Primary sources
  • Homework for week 15:
    • read Gibson, Chapters 10 and 11
    • read Pérez, Structure of Cuban History

Week 15: Nation and Culture in a Caribbean Context

  • [2018-12-03 Mon]
    • Show’N’Tell
    • Discuss Pérez
    • Primary sources
  • Homework for week 15: complete draft of GIS project
    • Final project due on Blackboard by [2018-12-07 Fri]
    • GIS project due on Blackboard by [2018-12-10 Mon]

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course – John Garrigus

Emergency Phone Numbers:

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. Non-emergency number 817-272-3381In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.

 

Syllabus for HIST4366: Latin America Origins through Independence on-line class

Eighteenth-century casta painting entitled “de español y mestiza castiza_español”

Important information

  1. Instructor: John Garrigus; website: http://johngarrigus.com
  2. Email: garrigus@uta.edu; please put “4366” in the subject line
  3. Faculty profile: https://mentis.uta.edu/explore/profile/john-garrigus
  4. Office: University Hall 343
  5. History Department Telephone: 817-272-2661
  6. Office Hours: Monday 4pm to 5:30pm; Wednesday 2pm to 3:30. You can also make an appointment via email to talk on the phone or in person.
  7. BlackBoard: http://elearn.uta.edu

Description of Course Content:

Focusing on the years between 1300 and 1825, this course charts the history of Mexico, Central America, and South America up to the era of political independence from Europe. We will focus on the cultural, social, and economic history of Latin America and, necessarily, on the indigenous, Iberian, and West African societies that shaped it. As we will do this we will use primarcy sources to understand how historians describe the past. Our readings reflect the ongoing “revisionism” that is an essential aspect of historical thinking.

Student Learning Outcomes:

  1. Students will be be able to accurately describe interpretations of specific aspects of the history of colonial Latin America as expressed in class readings and lectures. (assessed in on-line quizzes and country projects)
  2. Students will demonstrate critical thinking in the interpretation of primary source images and texts from Latin American history (assessed in weekly discussion board postings)
  3. Students will be able to research and write original essays connecting class lectures and readings with events in the colonial history of a specific Latin American country (assessed in country projects)

Expectations

What I expect of you:

  • I expect you to be in contact with me via the Blackboard email system about any questions or problems you have. The discussion boards are also a good place to raise general questions or concerns and I may put my answers there as well.
  • I expect you to keep up with the weekly pace of the class. Each week, starting on Monday, is a new unit in BlackBoard, where you can find links to the lectures, quizzes, and discussion boards.
  • I expect you withdraw from the class if you find that you can’t keep up with the course for any reason. If you find yourself in this situation, the sooner you drop, the better for your finances and transcript.
  • I expect you to be able to find a solution for any technical problem that comes up during the semester. This sounds harsh, but we all need to recognize that there is very little I can do to help you with a computer crash or a prolonged lack of Internet service. If you run into problems on your end that can’t be fixed over a period of, say, two weeks, I recommend that you drop the class. My goal in saying this is to get you to cut your losses and withdraw before your GPA suffers.
  • If you are one of the Show-N-Tell leaders for a given week, I expect you to post your materials or link to that week’s discussion board before 8am Monday of that week.
  • I expect you to look carefully at the posted criteria [I call them “grading grids”] for the different projects before you undertake them; you will find these under “Assignment Descriptions.”
  • I take plagiarism and other forms of academic dishonesty quite seriously, maybe more than other history instructors you have had.
  • I expect you to study the plagiarism definitions and consequences in the “Class Policies” section of the syllabus and to ask me if you have general or specific questions, at any time in the semester.

What you can expect of me:

  1. I will answer your email within 24 hours if you label it “4366”.
  2. I’ll give you ten days–Monday through Wednesday–to complete the discussion work and take the unit quiz on the lectures. For example, the assignments for a unit that starts on Monday, September 1 will be open until 11:59pm Wednesday, September 10. Once the deadline is past, you’ll be locked out.
  3. I will let you take the weekly quizzes twice, counting the highest score. Individually these quizzes are not worth a lot, but they are designed to prepare you for your country projects and to reinforce the material in the lecture.
  4. I will give you extensions of a few days for our country projects and final project IF you are keeping up with the quizzes and discussion.
  5. I will give you detailed feedback on your country project based on the grading rubric. On subsequent projects you can expect me to grade you on whether you used my feedback to improve your work.
  6. I will be glad to meet you in person! You are welcome to drop by during my on-campus office hours but I may have another appointment. Making your own appointment with me is the best thing. If you would like to meet in person but can’t come to office hours, send me a message and I’ll try to find a mutually convenient time we can get together on campus.

Required Books and Materials:

  1. Charles C. Mann, 1491: New Revelations of the Americas Before Columbus (Vintage Books, 2006) ISBN: 9781400032051
  2. Matthew Restall, Seven Myths of the Spanish Conquest (Oxford University Press, 2004) ISBN: 9780195176117
  3. Junia Ferreira Furtado, Chica da Silva: A Brazilian Slave of the Eighteenth Century (New York: Cambridge University Press, 2009).
  4. John Charles Chasteen, Americanos: Latin America’s Struggle for Independence (Oxford; New York: Oxford University Press, 2008).
  5. Computer equipment: I highly recommend that you have broadband access and a traditional computer/laptop as opposed to a cell phone or IPad. The course lectures are delivered in a variety of video formats and may not always work on some portable devices. The Blackboard on-line quizzes are NOT guaranteed to work on these portable devices either.

Description of Major Assignments:

Syllabus quiz

We’ll start this course with a multiple-choice quiz over the course syllabus documents and policies. Like all our quizzes, you can take it twice and keep the highest score.

Readings, Lectures, and Quizzes

On a weekly basis, you’ll read one of our four books and watch on-line lectures in screencast format. Some of the lectures will review important or difficult elements of the reading, and others will go deeper into historical topics. The lectures are NOT substitutes for reading the books, but are designed to help you get more out of them. You’ll have about 30 minutes of screencast lectures to watch every week, with a weekly multiple-choice quizzes on the content. You’ll be able to take each quiz twice within a 9-day window. Your highest score will count.

Quizzes on “Unpacking the Evidence”:

For four weeks during the semester, you will be assigned to read the materials and do the exercises on a website called World History: Unpacking the Evidence. [http://chnm.gmu.edu/worldhistorysources/whmunpacking.html] One week, for example, we will do a unit on using images (paintings, photographs) as primary sources. Another week the unit will be about using official documents. “Unpacking the Sources” will train you in the historical skills you need for your Show-N-Tell assignment. There will be a five-question multiple-choice quiz on these materials during each of these four weeks. And for each of those four weeks the Unpacking the Evidence site will be the basis of our weekly discussion.

Show-N-Tell (SNT):

In week one you will pick one of the four types of primary sources [images, maps, official documents, and personal accounts] we will cover in “Unpacking the Evidence.” Then you will sign up to do an SNT, analyzing an example of that type of primary source, using the skills we will learn from “Unpacking the Evidence”. The course schedule shows when each of the different primary sources has its SNT week on the discussion board. You will choose your specific primary source from a list I will provide. For example, if you choose to do your SNT on an image, you would select an image from among those I supply on Blackboard. Then on the Monday that begins Week 3, all the image people will post their image on the discussion board, along with a critical analysis of that material. I will supply you will a detailed template for this analysis. During week 3, all the other students in the class will review and critique the image analyses posted for these SNTs. Part of your SNT grade is based on how active and responsive you are in the class discussion of your post during that week.

Weekly discussions:

During each of the 9 weeks when you aren’t doing an SNT, you’ll be making two discussion posts about the “Unpacking” website, or the SNTs posted that week. I’ll assign you a discussion grade of 1 to 10 for each of those 9 weeks.

Country Projects:

  • In week one you’ll choose one Latin American country. During the semester you will write three five-page papers about that country. These “Country Projects” will ask you to explain and illustrate how themes from our assigned book can [or cannot] be seen in the history and culture of your country. Some countries cannot be chosen for a Country Project because they are too difficult to research. These are Belize, El Salvador, the Caribbean islands, Costa Rica, and Panama.
  • Country Project #1 is due [2018-09-14 Fri] 5pm
  • Country Project #2 is due [2018-10-05 Fri] 5pm
  • Country Project #3 is due [2018-11-09 Fri] 5pm

Final Country Project:

  • At the end of the semester you’ll use a template I provide to combine your three country project assignments, plus a fourth segment written about independence, into a single larger paper about the country you picked.
  • Final Country Project is due 11:59pm, [2018-12-05 Wed]

Important Policies:

Attendance:

At The University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I use your participation in Blackboard assignments to determine your attendance. However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients “begin attendance in a course.” UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically, when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or an engagement on-line via Blackboard. This date is reported to the Department of Education for federal financial aid recipients.

Grading Policy:

At the end of the semester, students who have accumulated 900 or more
points will receive a “A”; 800 to 899 is a “B”; 700 to 799 is a “C”;
and 600 to 699 is “D”. Less than 600 points is a failing grade.

Assignment Points
Syllabus quiz 50
4 quizzes on “Unpacking” 20
14 quizzes @ 7 pts 98
9 discussions @ 10 pts 90
1 Show-N-Tell presentation 92
Country Project 1 100
Country Project 2 140
Country Project 3 160
Final Country Project 250
TOTAL 1000

Drop Policy:

Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student’s responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/).

Disability Accommodations:

UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAAt), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) http://www.uta.edu/disability/ or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at http://www.uta.edu/disability.

Counseling and Psychological Services, (CAPS):

http://www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.

Non-Discrimination Policy:

The University of Texas at Arlington does not discriminate on the basis of race, color, national origin, religion, age, gender, sexual orientation, disabilities, genetic information, and/or veteran status in its educational programs or activities it operates. For more information, visit http://www.uta.edu/eos.

Title IX Policy:

The University of Texas at Arlington (“University”) is committed to maintaining a learning and working environment that is free from discrimination based on sex in accordance with Title IX of the Higher Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of sex in educational programs or activities; Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits sex discrimination in employment; and the Campus Sexual Violence Elimination Act (SaVE Act). Sexual misconduct is a form of sex discrimination and will not be tolerated. For information regarding Title IX, visit http://www.uta.edu/titleIX or contact Ms. Michelle Willbanks, Title IX Coordinator at (817) 272-4585 or titleix@uta.edu

Academic Integrity:

Students enrolled in all UT Arlington courses are expected to adhere to the UT Arlington Honor Code:

I pledge, on my honor, to uphold UT Arlington’s tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence.

I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code.

UT Arlington faculty members may employ the Honor Code in their courses by having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents’ Rule 50101, §2.2, suspected violations of the University’s standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the student’s suspension or expulsion from the University. Additional information is available at https://www.uta.edu/conduct/. Faculty are encouraged to discuss plagiarism and share the following library tutorials http://libguides.uta.edu/copyright/plagiarism and http://library.uta.edu/plagiarism/

Electronic Communication:

UT Arlington has adopted MavMail as its official means to communicate with students about important deadlines and events, as well as to transact university-related business regarding financial aid, tuition, grades, graduation, etc. All students are assigned a MavMail account and are responsible for checking the inbox regularly. There is no additional charge to students for using this account, which remains active even after graduation. Information about activating and using MavMail is available at http://www.uta.edu/oit/cs/email/mavmail.php.

Campus Carry:

Effective August 1, 2016, the Campus Carry law (Senate Bill 11) allows those licensed individuals to carry a concealed handgun in buildings on public university campuses, except in locations the University establishes as prohibited. Under the new law, openly carrying handguns is not allowed on college campuses. For more information, visit http://www.uta.edu/news/info/campus-carry/

Student Feedback Survey:

At the end of each term, students enrolled in face-to-face and on-line classes categorized as “lecture,” “seminar,” or “laboratory” are directed to complete an on-line Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each student’s feedback via the SFS database is aggregated with that of other students enrolled in the course. Students’ anonymity will be protected to the extent that the law allows. UT Arlington’s effort to solicit, gather, tabulate, and publish student feedback is required by state law and aggregate results are posted on-line. Data from SFS is also used for faculty and program evaluations. For more information, visit http://www.uta.edu/sfs.

Final Review Week:

For semester-long courses, a period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

Student Support Services:

UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at http://www.uta.edu/studentsuccess/success-programs/programs/resource-hotline.php

The IDEAS Center (2nd Floor of Central Library)

offers FREE tutoring to all students with a focus on transfer students, sophomores, veterans and others undergoing a transition to UT Arlington. Students can drop in, or check the schedule of available peer tutors at http://www.uta.edu/IDEAS, or call (817) 272-6593.

The English Writing Center (411LIBR):

The Writing Center offers FREE tutoring in 15-, 30-, 45-, and 60-minute face-to-face and on-line sessions to all UTA students on any phase of their UTA coursework. Register and make appointments on-line at https://uta.mywconline.com. Classroom visits, workshops, and specialized services for graduate students and faculty are also available. Please see http://www.uta.edu/owl for detailed information on all our programs and services.

The Library’s 2nd floor Academic Plaza

offers students a central hub of support services, including IDEAS Center, University Advising Services, Transfer UTA and various college/school advising hours. Services are available during the library’s hours of operation. http://library.uta.edu/academic-plaza

The History Librarian is Andy Herzog

You can contact him at amherzog@uta.edu or 817-272-7517

Schedule

Week 0: [2018-08-13 Mon] Getting Ready for the Semester

  • Print out the syllabus and read it carefully
  • Buy the 4 books, if you haven’t already
  • Write the due dates for Country Projects, quizzes and discussions in your calendar
  • Research which Latin American country you want for your Country Project

Week 1: [2018-08-22 Wed] The World in the 1400s and “The Encounter”

  • Take syllabus quiz
  • Sign up for Show-N-Tell
  • Watch approx. 27 minutes of on-line lectures; take quiz
  • Email Dr. G. about your country project choice
  • Read Mann, ix-xii, Chasteen, Preface; Mann, Ch1 (3-30)
  • Make 2 discussion postings about the reading and your country choice

Week 2: [2018-08-27 Mon] The Achievements of Early Americans

  • Approx. 25 minutes of on-line lectures plus quiz
  • Go to Using Images As Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Make 2 discussion posts on “Using Images”
  • Read Mann, Ch2 (33-67), Ch3 (68-106) and Ch4 (107-150)

Week 3: [2018-09-03 Mon] Early Americans and the Environment

  • Image Show-N-Tell postings due Monday 8am
  • Approx. 33 Minutes of on-line lectures plus quiz
  • Read Mann, Ch 6 (194-227), Ch7 (228-270)and Ch9 (315-349)
  • Make 2 discussion postings about the SNTs on images

Week 4: [2018-09-10 Mon] Looking More Closely at the Conquest; CP1 due

  • CP1 due at 5pm Friday
  • Approx. 27 minutes of on-line lectures plus quiz
  • Restall, xiii-xix & Ch1 (1-27); Restall, Ch2 (24-43)
  • Make 2 discussion postings

Week 5: [2018-09-17 Mon] African & Indian Conquistadors

  • Go to Using Maps as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Maps”
  • Restall Ch3 (44-63); Restall Ch4 (64-76) & Ch5 (77-99)

Week 6: [2018-09-24 Mon] Stories about Destruction of Civilizations

  • Maps SNT postings due Monday 8am
  • Approx. 18 minutes of on-line lectures plus quiz
  • Restall, Ch6 (100-130); Restall Ch7 (131-145) & Epilogue (147-157)

Week 7: [2018-10-01 Mon] People of Mixed Ancestry; CP2 due

  • CP2 due Friday at 5pm
  • Approx. 23 minutes of on-line lectures plus quiz
  • No discussion this week [changed on [2018-09-14 Fri]]
  • Furtado, preface (xvii-xxv); Introduction (1-19); Furtado, Ch1 (20-39)

Week 8: [2018-10-08 Mon] Colonial economies

  • Go to Using Official Documents as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 20 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Official Documents”

Week 9: [2018-10-15 Mon] Brazil and Africa

  • Approx. 30 minutes of on-line lectures plus quiz
  • Furtado, Ch2 (40-68), Furtado, Ch3 (69-103)
  • Make 2 discussion postings

Week 10: [2018-10-22 Mon] Urban spaces

  • Official documents SNTs due Monday 8am
  • Approx. 33 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on official documents
  • Furtado, Ch4 (104-129); Furtado, Ch5 (130-161)

Week 11: [2018-10-29 Mon] Reforming Two Empires

  • Approx. 26 minutes of on-line lectures plus quiz
  • Furtado, Ch6 (162-192); Furtado, Ch7 & Ch8 (193-238)
  • Make 2 discussion postings

Week 12: [2018-11-05 Mon] The American, French and Haitian Revolutions; CP3 due

  • CP3 due Friday at 5pm
  • Go to Using Personal Accounts as Primary Sources; read “Getting Started,” “Questions to Ask,” “Sample Analysis”
  • Complete “You Be the Historian” exercise; take “Unpacking” quiz;
  • Approx. 25 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about “Using Personal Accounts”
  • Approx. 9 minutes of on-line lectures plus quiz
  • Read Furtado, Ch9 (239-258), Furtado, Ch11 (284-304)

Week 13: [2018-11-12 Mon] Spain’s Crisis

  • Personal accounts SNTs due Monday 8am
  • Approx. 26 minutes of on-line lectures plus quiz
  • Make 2 discussion postings about the SNTs on personal accounts
  • Read Chasteen, 6-34; Chasteen, 35-65

Week 14: [2018-11-19 Mon] Revolutions in Mexico and Argentina

  • Approx. 30 minutes of on-line lectures plus quiz
  • Read Chasteen, 66-105; 105-158
  • Make 2 discussion posts

Week 15: [2018-11-26 Mon] Bolivar and San Martin; Independence Overview

  • Approx. 11 minutes of on-line lecture and quiz
  • 2 discussion postings
  • Chasteen, 159-181; 182-192

Week 16: [2018-12-03 Mon] Final project

  • Final project due on Blackboard by 11:59pm [2018-12-05 Wed]

As the instructor for this course, I reserve the right to adjust this schedule in any way that serves the educational needs of the students enrolled in this course. John Garrigus

Emergency Phone Numbers:

In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. Non-emergency number 817-272-3381In case of an on-campus emergency, call the UT Arlington Police Department at 817-272-3003 (non-campus phone), 2-3003 (campus phone). You may also dial 911. The non-emergency number is 817-272-3381.


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