HIST 510: Graduate Seminar in World
History
Course Summary
Course: HIST 510 Title: Graduate Seminar in World History
Length of Course: 8
Prerequisites: N/ACredit Hours: 3
Description
Course Description:
This course is a comprehensive seminar in world history designed to provide a foundation in historical
theory, trends, and concepts for further study of topical history at the graduate level. Students examine
the broad sweep of world history, major interpretive questions in world historiography, and major
periods of interaction between civilizations. This course is not designed as a refresher of undergraduate
history survey courses; rather, it is a concentrated study of world history for serious history students and
professionals.
Course Scope:
The course introduces students to the broad sweep of world history, acquaints them with major
interpretive questions in world historiography, and familiarizes them with major zones and periods of
interaction between civilizations. It provides context for the students’ knowledge of particular periods
and civilizations, and it encourages them to examine history utilizing a variety of approaches.
HIST 510: Seminar in World History exposes students to the work of several historians of recent
generations. Patrick Manning’s Navigating World History covers the entire development of world history
in the 20th century, and is both descriptive and prescriptive. Tom Standage’s refreshing book shows
how the catalyzing power of common inventions/discoveries can affect the interpretation and analysis
of world history.
As a graduate seminar, the course demands more reading, more writing, and more interaction than
most APUS offerings. It will be worth it
Objectives
By the end of this course, you will be able to:
• CO1: Assess, compare, and contrast the three models presented and debate their utility in
dialogues with the instructor and fellow learners. (Ongoing throughout the seminar)
• CO2: Evaluate the three World History models and select one for the research paper.
• CO3: Research, write, and present three persuasive and properly annotated short essays.
• CO4: Organize and plan a research paper utilizing the model chosen
Outline
Week 1: Introduction
Learning Outcomes
• Introduce yourselves to other members of the class.
• Familiarize yourself with course navigation and requirements.
• Analyze how historians have stretched the boundaries of their discipline.
• Distinguish between "the history of the world" and "world history.
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• “Shapes of World History in Twentieth-Century Scholarship”
• “World History as a Way of Thinking”
• “Islam as a Special World-System”
• Introduction to The Birth of the Modern World
Assignments
• Week 1 Discussion – Introduction
• Week 1 Discussion -- Faculty Honor Code
Week 2: History, World History, and Civilization
Learning Outcomes
• Assess Voll's argument that Islam ought to be considered a special world system.
• Evaluate the meaning and applicability of Wallerstein's world-systems approach.
• Establish the contributions of Wallerstein and Frank to the writing of world history
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Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• “Shapes of World History in Twentieth-Century Scholarship”
• “World History as a Way of Thinking”
• “Islam as a Special World-System”
• Introduction to The Birth of the Modern World
Assignments
• Week 2 Discussion – History, World History, and Global History
Week 3: The Clash of Civilizations?
Learning Outcomes
• Evaluate Huntingdon's argument that the primary source of conflict in the modern world will be
the cultural and religious identities of nations.
• Debate whether Huntingdon was talking about nations or civilizations.
• Explain why cultural identity is perhaps more important than ideology or economics.
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• “The clash of civilizations?”
• “Review: Conflict or Cooperation? Three Visions Revisited”
• “The Future of History: Can Liberal Democracy Survive the Decline of the Middle Class?”
• “If Not Civilizations, What? Paradigms of the Post-Cold War World”
• “Is there a clash of civilizations? The failure of the United Nations response”
Assignments
• Week 3 Discussion – The Clash of Civilizations
• Short Essay 1 (SE1) due Week 3, Wednesday
Week 4: Evolution and Revolution: The New World History
Learning Outcomes
• Break down the major characteristics that have defined world history in the past.
• Evaluate the grand synthesis of world history, 1900-65.
• Justify the development of world history as a distinct discipline of history.
• Explain the ways in which world history has been reorganized as a result of advances of what
Manning calls "scholarly apparatus."
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• Deduce the reasons why world history has been stigmatized by both supporters and opponents
in the academic world.
• Assess the significance of Manning's "revolution in historical studies.
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• Navigating Word History: Historians Create a Global Past, pp.1-180
Assignments
• Week 4 Discussion – Evolution and Revolution – The New World History
Week 5: Recent Research and the Logic of Analysis in World History
Learning Outcomes
• Break down the various sub-fields of world history and explain the ways in which those sub-
fields have their own "research agenda."
• Evaluate the contribution of each sub-group of history to the global patterns in history.
• Establish what Manning means by "the logic of analysis in studies of world history."
• Analyze the systematic effort to compare and contrast, link and explore historical systems.
• Question the world historian's desire to develop "coherent strategies for analysis" alongside
mere interpretation.
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• Navigating World History : Historians Create a Global Past, pp. 181-323
Assignments
• Week 5 Discussion – The Results of Recent Research
• Short Essay 2 (SE2) due Week 5, Wednesday
Week 6: The Writing of World History - History Lite
Learning Outcomes
• Assess Standage's notion of taking something simple, like beer, and making grand global claims
about its significance.
• Analyze the role of wine in the creative thought processes of the Greek elite.
• Establish what world historians learn about presenting history using popular drinks as their main
theme.
• Assess the academic rigor of Standage's discussion of drink in world history.
• Explain the reasons why Coca Cola has become a symbol of American imperialism.
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Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• A History of the World in 6 Glasses
Assignments
• Week 6 Discussion – Drink, World History, and Globalization
Week 7: The World From Afar: Brave New World History
Learning Outcomes
• Assess the “world history factor” in Lazier’s “Earthrise.”
• Debate the following statement: “All historians are world historians.
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• “World History in a Global Age”
• “Earthrise; or, The Globalization of the World Picture”
Assignments
• Week 7 Discussion -- Brave New World History
• Short Essay 3 (SE3) due Week 7, Wednesday
Week 8: Conclusion
Learning Outcomes
• Assess the nature and scope of world history
• Deduce the reasons why a historiography is essential
Reading and Resources
Links for all readings are provided in the course e-reserve. This is located in each of the weekly lessons.
• There are no assigned readings this week
Assignments
• Week 8 Discussion – Why a Historiography of World History?
• The Analysis Essay is due Week 8, Sunday
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Evaluation
Late Assignments
Students are expected to submit assignments by the due dates listed in the classroom. Late
assignments, including but not limited to Assignments, Discussions, posts and responses, quizzes, and
exams, may or may not be accepted after the course end date. Submitting an assignment after the due
date may result in a penalty of up to 10% of the grade per day late, not to exceed a maximum 50% of
the grade. The amount of the penalty is at the faculty member’s discretion. Faculty recognize that
students have limited time and maybe more flexible if potential delays are communicated ahead of
time.*
*Doctoral and Programs with specialty accreditation may have different late policies.
**Students with DSA accommodations may have different late policies applied. For more information
regarding our DSA services, please contact [email protected].
Grading
Name Grade %
Discussions 45%
Week 1: Introduction 5.63%
Week 2: History, World History, and Globalization 5.63%
Week 3: The Clash of Civilizations 5.63%
Week 4: Evolution and Revolution: The New 5.63%
World History
Week 5: The Results of Recent Research and the 5.63%
Logic of Analysis in World History
Week 6: Drink, World History, and Globalization 5.63%
Week 7: Brave New World History 5.63%
Week 8: Why a Historiography of World History? 5.63%
Assignments 55%
(SE1) Short Essay 1 10%
(SE2) Short Essay 2 10%
(SE3) Short Essay 3 10%
Analysis Essay 25%
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Materials
Book Title: Various resources from Trefry Library and/or the Open Web are used. Links provided
inside the classroom. All required readings are located in the Reading and Resources tab under the
Lessons tab.
Course Guidelines
Writing Expectations
All activities completed in this course are to follow the stated instructions (inside the classroom). Also,
be sure you have read the APUS Plagiarism Policy (the entire Academic Dishonesty section) before
submitting work in this or in any other course. See the above Course Outline or the Policies section on
this Syllabus for links. It is also essential that you familiarize yourself with the University Guideline and
Resources: AI in the Classroom.
Citation and Reference Style
Attention: You will follow the citation style that is common to your discipline. Instructions regarding
citation styles are included in the classroom. The Department of History requires that all History majors
use Chicago/Turabian.
Late Assignments
Students are expected to submit assignments by the due dates listed in the classroom. Late
assignments, including but not limited to Assignments, Discussions, posts and responses, quizzes, and
exams, may or may not be accepted after the course end date. Submitting an assignment after the due
date may result in a penalty of up to 10% of the grade per day late, not to exceed a maximum 50% of
the grade. The amount of the penalty is at the faculty member’s discretion. Faculty recognize that
students have limited time and maybe more flexible if potential delays are communicated ahead of
time.*
*Doctoral and Programs with specialty accreditation may have different late policies.
**Students with DSA accommodations may have different late policies applied. For more information
regarding our DSA services, please contact [email protected].
Also, completing all Assignments (under the Assignments tab) is paramount to your success in this
course.
Netiquette
Online universities promote the advancement of knowledge through positive and constructive debate,
both inside and outside the classroom. Forums on the Internet, however, can occasionally degenerate
into needless insults and flaming. Such activity and the loss of good manners are not acceptable in a
university setting. Basic academic rules of good behavior and proper Netiquette must persist.
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Remember that you are in a place for the rewards and excitement of learning, which does not include
descent to personal attacks orstudent attempts to stifle the learning of others.
• Humor Note: Despite the best of intentions, jokes and especially satire can easily get lost or
taken seriously. If you feel the need for humor, you may wish to add emoticons to help alert
your readers: ;-), : ), .
Disclaimer Statement
Course content may vary from the outline to meet the needs of this particular group.
Communications
Student Communication
To reach the instructor, please communicate through 1:1 Chat with Prof. located in Discussions and on
the main page of the classroom.
• Students and instructors communicate in Discussion posts and other learning activities.
• All interactions should follow APUS guidelines, as noted in the Student Handbook, and maintain
a professional, courteous tone.
• Students should review writing for spelling and grammar.
• Tips on Using the Office 365 Email Tool
Instructor Communication
The instructor will post announcements on communications preferences involving email and Instant
Messaging and any changes in the class schedule or activities.
• Instructors will periodically post information on the expectations of students and will provide
feedback on assignments and Discussions.
• Instructors will generally acknowledge student communications within 24 hours and respond
within 48hours, except in unusual circumstances (e.g., illness).
• The APUS standard for grading of all assessments (assignments, Discussions, quizzes, exams) is
five days or fewer from the due date.
• Final course grades are submitted by faculty no later than seven days after the end date of the
course or the end of the extension period.
University Policies
Consult the Student Handbook for processes and policies at APUS. Notable policies:
• Drop/Withdrawal Policy
• Extension Requests
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• Academic Probation
• Appeals
• Academic Dishonesty / Plagiarism
• Disability Accommodations
• Student Deadlines
• Video Conference Policy
Mission
The mission of American Public University System is to provide high-quality higher education with
emphasis on educating the nation’s military and public service communities by offering respected,
relevant, accessible, affordable, and student-focused online programs that prepare students for service
and leadership in a diverse, global society.
Minimum Technology Requirements
• Please consult the catalog for the minimum hardware and software required for undergraduate
and graduate courses.
• Although students are encouraged to use the Pulse mobile app with any course, please note
that not all course work can be completed via a mobile device.
Disclaimers
• Please note that course content – and, thus, the syllabus – may change between when a student
registers for a course and when the course starts.
• Course content may vary from the syllabus’ schedule to meet the needs of a particular group.
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