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Modern World History Course Overview

HIST 106: The Making of the Modern World II is a spring 2025 course at Boğaziçi University that explores global historical changes from the 15th to the 20th centuries, focusing on cultural, political, and economic transformations. The course includes lectures, discussion sessions, and a variety of readings, with assessments based on attendance, participation, assignments, and exams. Students are encouraged to engage actively in discussions and complete creative assignments reflecting course themes.

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0% found this document useful (0 votes)
188 views9 pages

Modern World History Course Overview

HIST 106: The Making of the Modern World II is a spring 2025 course at Boğaziçi University that explores global historical changes from the 15th to the 20th centuries, focusing on cultural, political, and economic transformations. The course includes lectures, discussion sessions, and a variety of readings, with assessments based on attendance, participation, assignments, and exams. Students are encouraged to engage actively in discussions and complete creative assignments reflecting course themes.

Uploaded by

tolgakoak42
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Boğaziçi University, Department of History

HIST 106: THE MAKING OF THE MODERN


WORLD II

SPRING 2025

Coordinator: Z. Hale Eroğlu, e-mail: [Link]@[Link]

Teaching Assistants:

Metehan Aldoğan ([Link]@[Link]), Head TA- sections 4-9


Berkin Hızlan ([Link]@[Link]) - sections 1-6
Deniz İnce, ([Link]@[Link]) – sections 2-7
Aleyna Çalışkan (acaliskan17@[Link]) - sections 3-8
Yunus Elmalık (yunuselmalik@[Link]) - sections 5-10
Deniz Yüce ([Link]@[Link]) - sections 11-15
İbrahim Kılıçaslan ([Link]@[Link]) - sections 12-16
Şems Özkan (semsozkann@[Link]) - sections 13-17
Göksu Gün Alioğlu (goksugunalioglu@[Link]) - sections 14-18

Office Hours: Please contact the Teaching Assistants or the coordinator.


Lectures: MWF 444 at Albert Long Hall (and occasionally at GKM. We will announce beforehand if
there is a classroom change)
Discussion Sessions: Fridays in North Park Building (KP).

Sections 1-5 between 9:00-9:50


Sections 6-10 between 10:00-10:50
Sections 11-14 between 14:00-14:50
Sections 15-18 between 15:00-15:50

Course Description:
The Making of the Modern World (HIST 105; HIST 106) is a two-semester course providing a thematic
history of the world from ancient to modern times. The course surveys the major patterns and events
of human activity from a global perspective within a broad chronological framework, while
familiarizing students with interactions, parallelisms, and incongruities in the historical and cultural
patterns of diverse societies and civilizations. The course aims to develop an understanding of modes
and patterns of historical change and provides a perspective on the complex ways in which the legacy
of the past shapes our present.

HIST 106 explores the paths of specific historical change in the early modern and modern periods in
different regions of the world, covering the period between the 15th and the 20th centuries. Therefore,
the course is as much about the Renaissance and Reformation in Europe as about culture and society
in the early modern Middle East; as much about transformations in European feudalism as about the
methods of rule of East Asian polities; as much about the revolutions of 1789 and 1848 in Europe as
about the transformation of Ottoman political power in relation to the Habsburg and Russian empires.
Issues regarding the political, cultural, ideological, and institutional structures and transformations that
ushered in the modern era are discussed, as well as aspects of daily life and material culture.
Connections and interactions across spatial and cultural divides remain a focus throughout the survey.

Format:
The course is team-taught by members of the History Department. Each week’s lectures will be
followed by one-hour discussion sessions on Fridays led by the teaching assistants. There are two
types of readings for the course. The primary source readings for each week introduce a set of issues
and themes directly related to the lecture topics. The Heritage of World Civilizations, vol. 2: Since
1500 by A. M. Craig, W. A. Graham, D. Kagan, S. Ozment, F. M Turner, (New Jersey, 2011) and
The Birth of the Modern World,1780-1914, C. A. Bayly (Oxford: Blackwell, 2004) are the required
readings, which provide an introduction and background to the topics to be covered in the lectures.

It is highly important that students participate fully in the course attending the lectures before the
discussion sessions and having made the readings (preferably before lectures, certainly before the
Friday discussion hours). Friday discussion hours led by the teaching assistants will be devoted to an
in-depth discussion and interpretation of the primary sources. The discussion sessions are designed
to make the students express their opinions. The students’ performance in discussion sessions will
contribute substantially to the final grade.

All readings, lecture outlines, course announcements, and additional materials will be posted on
Moodle.

Special Accommodations: Please contact the Instructor and/or Teaching Assistants at the beginning
of the term if you require special accommodations due to learning disabilities, physical requirements,
medical needs, or any other reasons.

Academic Dishonesty: We do not tolerate any form of cheating and plagiarism. The use of another
student or scholar’s work, or the unattributed use of ideas and paraphrases that are not your own,
constitutes a serious breach of acceptable academic behavior. Any breach can result in failure of the
entire course for the student(s) involved.

Policy for electronics: Phones are not allowed in class, students using phones during class time will
lose participation points. However, laptops or tablets are permitted exclusively for note-taking.
Improper use of electronics will result in a loss of participation points.
Requirements and Grade Distribution:

Attendance and participation in discussion 20%

Weekly in-class assignment 10%

Creative Assignment 5%

Midterm exam 30%

Final exam 35%

Weekly in-class Assignment:

Each Friday, when in class, students will be provided a short and basic question about the weekly
primary source reading; students will respond in writing during the first 5 to 10 minutes of each class.

Creative Assignment:

You will be asked to express your opinions on a theme covered in the course in a creative format. You
can choose to write a short story, draw a picture, compose a song, write a poem, diary, travelogue, or
even make a short movie. You will also be asked to submit a commentary, explaining the ideas,
concepts, and symbols you used. The commentary should be around 350 words. Your work should
reflect the themes, concepts, and ideas you will be learning in the lectures and discussion sections.

For instance, in discussion 7, you will discuss Marx’s ideas. You might consider writing a
revolutionary poem, designing a propaganda poster, or writing a letter to a friend expressing your
appreciation or criticism of Marx’s ideas.

Important Reminders:
All necessary information regarding the course will be shared via the Moodle course page reserved
for each section. It is the student’s responsibility to make sure that they have access to the system,
to check their Moodle regularly, and to make sure that there is enough room in their inbox to
receive the e-mail notifications sent by Moodle system.

Please note that the weekly schedule may be subject to alteration and students will be notified
in case of a change.
SCHEDULE

10 February M Introduction Eroğlu


PART I: DISCOVERIES AND EXPANSION

12 February W European Expansion in the Atlantic Girardelli


and Indian Oceans

14 February F Early Expeditions and Asian Trade Esenbel

Required Readings: Craig, Ch. 17 (496-527) and Forges and Major, The Asian World 600-1500,
Chapter 4 and 12.
Discussion 1 (Friday, Feb 14): Introduction

PART II: RELIGION, CULTURE AND SOCIETY IN THE EARLY MODERN ERA

17 Feb M The Renaissance in Italy and Kafescioğlu


Northern Europe

19 Feb W Social and Cultural Transformation in Kafescioğlu


the Middle East

21 Feb F The Age of Religious Reforms Kafescioğlu

Required Readings: Craig, Ch. 15 (448-458) and Ch. 16 (460-496),


Martin Luther, Address to the Christian Nobility of the German Nation

Discussion 2 (Friday, 21 Feb):


Primary Sources for discussion:
Renaissance Maps and Visuals
Mappa Mundi
Francis Drake

PART III: STATE BUILDING AND POLITICAL CONFLICT

24 Feb M The Power of the Prince: The Kafescioğlu


Renaissance State
26 Feb W The Ming Bureaucratic Empire Eroğlu

28 Feb F Absolute Monarchy and Its Campbell


Challenges: France and England in the
Seventeenth Century

Required Readings: Craig, Ch. 18 (529-564), Ch. 19 (575-583), and Halcombe, A History of East
Asia, Chapter 6.

Discussion 3 (Friday, 28 Feb)


Primary Sources for discussion:
Li Zhizao, “preface to the true meaning of the Lord of Heaven”
Xu Guangqi, “a memorial in defense of the [western] teaching”
Yang Guangxian, “I cannot do otherwise”

3 March M An "Islamic” Empire in the Lands of Terzioğlu


Rum: The Ottoman Empire during the
Fifteenth and Sixteenth Centuries

5 March W An “Islamic” Empire in Hindustan: Terzioğlu


The Mughal Empire during the
Sixteenth and Seventeenth Centuries

7 March F Tokugawa Centralized Feudal Order in Esenbel


Japan

Required Readings: Craig, Ch. 18 (529-564) and Ch. 20 (612-630).

Discussion 4 (Friday, March 7)


Primary Sources for discussion:
Abu’l-fazl Allami, Akbarnama [Book of Akbar] (Excerpt)
Selections from Mustafa Ali

PART IV: ENLIGHTENMENT AND REVOLUTION

10 March M The Scientific Revolution: From Yerlioğlu


Renaissance to Newton
12 March W The Enlightenment and the Campbell
Critique of Monarchy

14 March F The French Revolution and the Birth Campbell


of Modern Politics

Required Readings: Craig, Ch. 21 (637-666) and Ch. 22 (667-698)

Discussion 5 (Friday, March 14)


Primary Sources for discussion:
Voltaire, The English Letters: “On Parliament”, “On the Government”, “On
Commerce” Rousseau, The Social Contract, Book I

PART V: EMERGENCE OF CAPITALISM

17 March M Agrarian Origins of Capitalism Terzibaşoğlu

19 March W Industrial Revolution Terzibaşoğlu

21 March F Convergence and Divergence around Terzibaşoğlu


the Globe

Required Readings: Craig Ch. 23 (705-712); Craig, Ch. 24 (731-748), Bayly, Ch. 2 (49-76) and Ch.
3 (86-112).

Discussion 6 (Friday, March 21)


Primary Sources for discussion:
Visual Materials on French Revolution
Declaration of the Rights of Man and the Citizens
Olympe de Gouges, The Declaration of the Rights of Woman (September 1791)

24 March M Imperialism: States and Capitalists Terzibaşoğlu


around the world

26 March W MIDTERM No Class


PART VI: NEW CULTURAL FORMS AND PRACTICES

28 March F The Changing Urban Landscape Ersoy

Required Readings: Bayly, Ch. 5 (170-198), Bayly, Ch. 10 (366-392)

Discussion 7 (Friday, March 28)


Primary Sources for discussion:
Karl Marx and Friedrich Engels, The Communist Manifesto; The People’s Petition,
1838 Movie for section discussion: The Young Karl Marx
Friedrich Engels, The Condition of the Working Class in England

7 April M Agency of Technology Ersoy

9 April W Women's Movement Öztürkmen

PART VII: EMPIRES AND NATIONS

11 April F Nations and Nationalism Cora

Required Readings: Arzu Öztürkmen, “The Women’s Movement under Ottoman and Republican
Rule: A Historical Reappraisal,” Journal of Women’s History, 25:4, 2013.
Jürgen Habermas, “Modernity, an Incomplete Project”, in: Hal Foster, ed., The Anti-Aesthetic Essays
on Postmodern Culture, 1998, pp: 1-16

Discussion 8 (Friday, April 11)


Primary source for discussion:
Evgeny Morozov, “The Death of the Cyberflâneur”, New York Times, Feb 4,
2012. Movie: Dziga Vertov, “Man With A Movie Camera,” 1929,
[Link]

14 April M Orientalism Ersoy

16 April W Colonialism and Decolonization Ersoy


18 April F Reform as Resistance: Meiji Esenbel
Modernity and Japan’s Asian Empire

Required Readings: Craig, Ch. 26 (792-803); Bayly, Ch. 6 (199-243).

Discussion 9 (Friday, April 16)


Primary Sources for discussion:
E. Renan, What is a Nation?

21 April M Old Empires, The Struggle for Cora


Survival: The Ottomans

23 April W PUBLIC HOLIDAY No Class

25 April F

Required Readings: Craig Ch. 19 (583-595), Ch. 26 (803-820) and Halcombe, “Meiji
Restoration” in A History of East Asia (213-229).

28 APRIL-2 MAY: SPRING BREAK

5 May M Old Empires, The Struggle for Survival: Eroğlu


The Opium Wars and the Qing Empire

Required Reading: Craig, Ch. 27 (695-710).

PART VIII: REVOLUTION, WAR, AND MODERNITY

7 May W Origins of WWI Eroğlu

9 May F A World of Extremes: Russian Revolution Eroğlu

Required Readings: Craig Ch. 28 (863-892).


Discussion 10 (Friday, May 9)
Excerpts from Ahmet Midhat, Basis of Reform
Excerpts from Fukuzawa Yukichi, Outline of a Theory of Civilization
Suggested Film: How Japan Became a Great Power in Only 40 Years (1865 - 1905)
[Link]

12 May M A World of Extremes: National Socialism Eroğlu

14 May W China between Two Revolutions Eroğlu

16 May F World War II Deringil


Lecture will be
streamed via BULive

Required Readings: Craig Ch. 27 (710-723), Ch. 29 (895-922), Ch. 30 (923-950)

Discussion 11 (Friday, May 16)


Primary Sources for discussion:

Mussolini, “The Doctrine of Fascism”


Lenin, “The Economic Basis of the Withering Away of the State”
Nazi and anti-Nazi Propaganda Posters
Suggested film: All Quiet on the Western Front

Common questions

Powered by AI

Technological advancements played a crucial role in shaping industrialization during the 18th and 19th centuries by enabling mass production and improving efficiency. Innovations such as the steam engine, spinning jenny, and power loom transformed manufacturing processes, leading to increased productivity and the growth of factory systems . These technologies facilitated the mechanization of tasks that were previously performed manually, reducing labor costs and accelerating production times. The development of railways and steamships revolutionized transportation, enabling faster movement of goods and resources, thus expanding markets and fostering economic growth . Overall, these advancements were instrumental in driving the Industrial Revolution and the subsequent societal transformations .

The Scientific Revolution significantly altered perceptions of authority during the early modern era by challenging the prevailing reliance on religious and traditional interpretations of the natural world. Figures such as Copernicus, Galileo, and Newton promoted the use of empirical evidence and reason, encouraging a more questioning and critical approach to authority . This shift undermined the authority of the Church and its interpretations of natural phenomena, leading to a broader acceptance of scientific inquiry and skepticism toward traditional dogmas . The revolution also laid the foundations for modern scientific methodologies, influencing not only scientific disciplines but also philosophical and political thought .

The Ottoman Empire adapted its political system by reforming administrative and military structures to maintain competitiveness with the Habsburg and Russian empires. These adaptations included the implementation of new military technologies and tactics, centralization of administrative control to ensure more effective governance, and diplomatic efforts to navigate complex alliances and conflicts with European powers . Additionally, the Ottomans engaged in strategic marriages and territorial expansion to counterbalance the influence of neighboring empires . However, these efforts were met with varying degrees of success due to internal and external challenges, such as corruption within the bureaucracy and the rise of nationalist movements .

Marxist ideas stimulated revolutionary movements by providing a framework for understanding capitalist exploitation and class struggle, inspiring calls for proletarian revolution and the establishment of a classless society . Marx's analysis of capitalism highlighted systemic inequalities and the inevitability of working-class overthrow, which resonated with oppressed and industrialized populations across Europe, Russia, and Asia, leading to significant political upheavals . Revolutionaries such as Lenin in Russia adapted Marxist theory to local conditions, advocating for a vanguard party to lead the revolution, influencing global socialist and communist movements . These ideas sparked widespread social and political reforms and the establishment of socialist regimes, particularly in the aftermath of World War I .

The primary arguments for capitalism included the idea that it fosters economic growth, innovation, and individual freedom by allowing market forces to dictate resource allocation . Proponents argued that capitalism incentivizes productivity and efficiency through competition, leading to enhanced prosperity and advancement. Conversely, critics highlighted issues such as economic inequality, exploitation of labor, and environmental degradation, arguing that capitalism prioritizes profit over people's welfare and equitable resource distribution . Marxist critiques specifically focused on the alienation of labor and the capitalist system's inherent class struggles, advocating for a more equitable distribution of resources and power . These debates remain central to discussions on the merits and limitations of capitalist systems.

The Renaissance contributed to the transformation of European society by fostering a revival of classical learning and the arts, leading to new intellectual currents and cultural developments . This period marked a shift away from purely religious worldviews toward more secular and human-centered perspectives, promoting advancements in science, exploration, and political thought. The Reformation, on the other hand, challenged the religious and political authority of the Catholic Church, leading to profound social and political upheavals, including wars and the establishment of Protestant churches . Together, these movements significantly altered the intellectual landscape, leading to increased individualism, critical thinking, and the questioning of traditional power structures .

In France, the political response to the Enlightenment was marked by significant upheavals, culminating in the French Revolution. Enlightenment ideas fueled the demand for democracy, individual rights, and the dismantling of the absolute monarchy, leading to radical political changes and the establishment of a republic . Conversely, in England, the Enlightenment brought about gradual political reforms rather than revolutionary upheaval. The constitutional monarchy system allowed for an integration of Enlightenment principles into existing structures, such as expanded suffrage and legal reforms, while maintaining political stability and continuity . These differing responses highlight the varying impact and reception of Enlightenment ideas across Europe .

Nationalism had a profound impact on the dissolution of old empires and the formation of new nation-states during the 19th and early 20th centuries. It fueled movements for self-determination and independence within multi-ethnic empires such as the Ottoman, Austro-Hungarian, and Russian empires, leading to their fragmentation into smaller nation-states . Nationalist ideologies emphasized shared language, culture, and history, fostering a sense of common identity and destiny, which motivated people to seek political autonomy . The subsequent creation of new political boundaries often resulted in ethnic conflicts and efforts to consolidate national unity through policies of assimilation or marginalization of minority groups .

The Industrial Revolution accelerated urbanization by drawing large numbers of people from rural areas to cities in search of employment in factories, leading to significant growth in urban populations . This rapid urbanization created crowded living conditions, as cities often lacked adequate infrastructure to support the influx of new residents . Social structures were transformed as new industrial working and middle classes emerged, altering traditional relationships and hierarchies . The concentration of laborers in factory settings facilitated the organization of labor unions and political movements demanding better wages, working conditions, and social reforms, contributing to significant societal shifts and the development of modern labor rights .

European colonialism significantly impacted the Middle East by restructuring its political and social systems. The imposition of Western-style governance led to centralization of authority and the introduction of new legal and educational systems that often disrupted traditional power balances and societal hierarchies . Economically, colonial powers exploited resources and established trade dependencies that prioritized European benefits, often exacerbating local inequalities. Socially, colonial rule introduced Western cultural elements that influenced local customs and triggered resistance movements aimed at restoring traditional values and sovereignty . These impacts laid the groundwork for ongoing conflicts and nationalist movements in the region .

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