HIS311 logo HIS 400
Seminar on "Making the Atlantic World"

Spring 2014, Mon-Wed 3-4:15pm, 214 Main Hall

What's New?

Apr. 29: I revised the description of the in-class presentation assignment in line with what we discussed in class on Monday, April 28.
Apr. 15: Your final exam will take place on Wed. May 7 from 3-4:15pm.
NOTE: This syllabus is located at courses.wcupa.edu/jones/his400.htm.

Emergency? Call 610-436-3311

Instructor: Jim Jones
Email: jjones@wcupa.edu;
Telephone: 610-436-2168
Office: 519 Main Hall
Office hours: Mon-Wed-Fri 12-1:50pm, and by appointment

Organization of this syllabus: The course outline is at the top, since you will use that every week, followed by an explanation of how the objectives of this class meet History Department learning goals. After that, you will find explanations of class policies on evaluation (i.e. assignments and grades), required textbooks and readings, professor and student responsibilities, attendance, "Academic Dishonesty" (i.e. cheating, plagiarism, etc.), ADA compliance (i.e. disabilities), discrimination, substance abuse, and emergency preparedness. Detailed instructions for each assignment are available on a separate page.

Week Date Topic Details
1 Jan. 22 Intro to the seminar Based on the "Introduction" in your textbook, pages ix-xiv
2 Jan. 27 The Atlantic World as a concept Read "Reparation and Repair: Reform Movements in the Atlantic World" by Maxim Matusevich (textbook chap. 15, pages 338-358). Summary optional.
Jan. 29 Before the Atlantic World Read "The World of the Atlantic before the Atlantic World: Africa, Europe, and the Americas before 1450" by Patricia Pearson (textbook chap. 1, pages 3-26). Summary optional.
Because of the snow days, you have until 11:59pm on Wed. Jan. 29 to drop or add a class by
going on-line. If you add a class late, you are responsible for ALL earlier assignments.
3 Feb. 3 Origin(s) of European exploration Snow Day -- class does not meet.
Feb. 5 Origin(s) of European exploration and European expectations Snow Day -- class does not meet. Read "Contact and Conquest in Africa and the Americas" by Timothy P. Grady (textbook chap. 2, pages 27-47) and "Africa and the Atlantic Islands Meet the Garden of Eden: Christopher Columbus's View of America" by William D. Phillips Jr. in Journal of World History (Fall 1992), available at JSTOR. Summary of Phillips article optional. Note any questions that you have about either reading and bring them to the class discussion on Feb. 10
4 Feb. 10 Migration across the Atlantic Read "Migrations and Frontiers" by Alison Games (textbook chap. pages 48-65). Summary optional. Everyone must submit a REQUIRED SUMMARY of the Grady reading before the start of class. Also bring your questions about the Grady and Phillips readings.
Feb. 12 Primary Sources Discussion of ANCESTOR RESEARCH PAPER due at the beginning of class.
5 Feb. 17 Sugar in history Read "The Sugar Revolution" by B. W. Higman in Economic History Review (May 2000), available at JSTOR. REQUIRED SUMMARY.
Feb. 19 The switch to slavery Read "From Servitude to Slavery" by Michael Guasco (textbook chap. 4, pages 69-95).
6 Feb. 24 The height of slavery Read "The Slave Trade's Apex in the Eighteenth Century" by Timothy R. Buckner (textbook chap. 5, pages 96-113). Summary optional.
Feb. 26 The plantation complex Read "The Plantation Revolution and The Industrial Revolution, 1625-1775" by Richard B. Sheridan in Caribbean Studies (Oct. 1969), available at JSTOR. REQUIRED SUMMARY .
7 Mar. 3 Changes in Atlantic commerce Snow Day -- class does not meet, but read "British Marketing Enterprise: The Changing Roles of Merchants, Manufacturers and Financiers, 1700-1860" by Stanley D. Chapman in Business History Review (1979), available at JSTOR.
Mar. 5 Changes in Atlantic commerce and seminar projects The PROPOSAL FOR YOUR FINAL RESEARCH PROJECT is due before class starts. We will discuss Chapman's "British Marketing Enterprise: The Changing Roles of Merchants, Manufacturers and Financiers, 1700-1860" (Summary optional.) and your seminar projects
8 Mar. 10 Another point of view Read "The Nineteenth-Century Black Atlantic" by Aribidesi A. Usman (textbook chap. 6, pages 114-134). Summary optional.
Mar. 12 History and Theory Read "The Black Atlantic: Theory, Method, and Practice" by Douglas B. Chambers (textbook chap. 8, pages 151-173). Summary optional.
  Mar. 17 SPRING BREAK Class does not meet.
Mar. 19
9 Mar. 24 Sources of change Introduction to the rest of the course. (There is no assignment due so you can work on your seminar project during Spring Break.)
Mar. 26 Democratic revolution Read "Rêves d'Empire: French Revolutionary Doctrine and Military Interventions in the Southern United States and the Caribbean, 1789-1809" by Philippe R. Girard in Louisiana History (2007), available at JSTOR.
10 Mar. 31 Abolition of Slavery Read "The Rise of Abolition" by Maurice Jackson (textbook chap. 10, pages 211-248). REQUIRED SUMMARY.
Apr. 2 Why abolish? Read "Introduction: Atlantic Ambiguities of British and American Abolition" by Joseph C. Miller in The William and Mary Quarterly (2009), available at JSTOR.
11 Apr. 7 Industrial revolution Read "Images of Africa and British Slave-Trade Abolition: The Transition to an Imperialist Ideology, 1787-1807" by Ralph A. Austen & Woodruff L. Smith in African Historical Studies (1969), available at JSTOR. Summary optional.
Apr. 9 The Structure of Colonialism Read "The Thin White Line: The Size of the British Colonial Service in Africa" by A. H. M. Kirk-Greene in African Affairs (Jan. 1980), available at JSTOR. Summary optional.
12 Apr. 12 Latin America Independence Read "Independence Movements in the New World" by David Cahill (textbook chap. 9, pages 177-210). Summary optional.
Apr. 16 Independence in the Caribbean Read "The Diasporic Dimensions of Caribbean Nationalism, 1900-1959" by E. G. Iweriebor and Amanda Warnock (textbook chap. 12, pages 275-293). The DRAFT of your final research project is due before class begins.
13 Apr. 21 Neocolonialism Introduction to independence and neocolonialism.
Apr. 23 Cold War Read "The Cold War in the Atlantic World" by Carol Anderson (textbook chap. 13, pages 294-314). Summary optional.
14 Apr. 26 Independence in Africa Read "African Independence Movements" by Joel E. Tishken (textbook chap. 11, pages 249-273). Summary optional.
Apr. 30 Research presentations INSTRUCTIONS and SCHEDULE The FINAL DRAFT of your research project is due before class begins.
15 May 5 Research presentations continued INSTRUCTIONS and SCHEDULE We will also talk about the final exam.
May 7 Final exam 3:-4:15pm in our regular classroom. EXAM DESCRIPTION

OBJECTIVES: This course provides an opportunity to examine many different aspects of modern history using the concept of "the Atlantic World." Besides learning about the broad themes that appear in the histories of peoples on all sides of the Atlantic Ocean, students will reach their own conclusions about the usefulness of the concept of "the Atlantic World" as a way to understand history. They will present their work during in-class presentations and in the form of analytical papers that employ primary and secondary sources from history, geography, economics and anthropology. Successful students will achieve positive learning outcomes for information literacy, general education, and knowledge of history by demonstrating skill in written and oral communication, critical thinking, and life-long learning.

RESPONSIBILITIES: The professor must deliver interesting and relevant introductions to the readings, facilitate meaningful classroom discussion, maintain regular office hours, write fair assignments and provide written feedback. Students must read the assignments before coming to class, participate in class discussion, show respect for opinions that differ from their own while exercising critical judgement of sources and logic, and complete all required written and oral assignments on time.

TEXTBOOK (required): Toyin Falola and Kevin D. Roberts, editors, The Atlantic World, 1450-2000 (Bloomington: Indiana University Press, 2008).

GRADES: Your final grade will be based on 200 points as follows:

Total Points -- Grade Total Points -- Grade Total Points -- Grade Total Points -- Grade Total Points -- Grade
186-200 ----- A
179-185 ---- A-
175-178 ---- B+
166-174 ----- B
159-165 ---- B-
155-158 ---- C+
146-154 ----- C
139-145 ---- C-
135-138 ---- D+
126-134 ----- D
119-125 ---- D-
115-118 ---- F+
0-114 ----- F

To obtain points, you must complete the following assignments:

Due date Possible points Item (click on name for instructions)
Feb. 3, Feb. 17, Feb. 26, Mar. 31 40 (10 each) Required reading summaries
To be assigned 10 Lead class discussion
Feb. 12 20 Ancestor research essay
Mar. 5 20 Project proposal
Apr. 16 40 Draft research paper
Apr. 30 40 Final research paper
Apr. 30 - May 5 10 Research presentations
May 7 20 Final exam
Various days 20 (5 each) Up to four (4) reading summaries for extra credit

Please remember that all written assignments -- article summaries, ancestor essay, research project drafts -- should be printed on white paper using 1" margins and a 13-point Arial, Courier, Helvetica or Times Roman font. Do not include a separate title page, but instead put your name, the date and "HIS400" at the top of the first page, skip a line, and then begin writing your assignment. Use the Chicago Manual of Style to determine the correct formatting for everything else. Every assignment must be turned in before class begins on the date they are assigned; late assignments will automatically lose 10% of the possible points, and assignments overdue by 24 hours or more will receive a 0 (zero).

ATTENDANCE: Attendance in a seminar is especially important because every class member contributes to the group's understanding of the assigned readings and discussions. As a consequence, if you miss a class, you are responsible for getting notes from a classmate and completing all assigned readings. If, after that, you have questions, talk to your professor during office hours (i.e. don't send an email asking "what did I miss?") To discourage absences, the professor will reduce the final grade of anyone with more than three unexcused absences during the semester, and will treat multiple incidents of tardiness as additional unexcused absences. There is no penalty for an excused absence which occurs as the result of a documented medical condition, legal proceeding, university-sanctioned event or death of an immediate family member (i.e. parent, sibling or child), as long as you provide documentation. All other absences are unexcused. If you wish to request an exception to this rule, you must discuss it with the professor during office hours before the absence -- exceptions will not be granted after an unexcused absence has occurred.

CHEATING/PLAGIARISM: Cheating is any act that "defrauds, deceives or employs trickery" in order to obtain credit for work which has not been completed. Plagiarization is the act of "passing off the ideas of another as one's own work." Do not do either of these things. Anyone who cheats or plagiarizes will receive a penalty as provided for in the WCU Academic Integrity Policy. If you have any questions about this policy or what constitutes a violation, discuss it with Professor Jones before submitting your work for a grade.

DISABILITIES: We at West Chester University wish to make accommodations for persons with disabilities. Please make your needs known by contacting Professor Jones and/or the Office of Services for Students with Disabilities at ext. 3217. Sufficient notice is needed in order to make the accommodations possible. The University desires to comply with the ADA of 1990.

DISCRIMINATION: Professor Jones supports West Chester University's prohibition against discrimination (including sexual harassment) of any individual based on race, color, national origin, sex, sexual orientation, marital status, age, religious creed, disability or veteran status. The University is committed to providing leadership in extending equal opportunities to all individuals and will continue to make every effort to provide these rights to all members of the University community, including students, staff, and administrators, as well as all applicants for admission or employment and all participants in University-sponsored activities. Any individual having suggestions, problems, complaints or grievances with regard to equal opportunity or affirmative action is encouraged to contact the Director of Social Equity at ext. 2433.

SUBSTANCE USE/ABUSE: West Chester University is committed to improving retention, graduation and time-to-degree rates by assisting students during key transitional periods in their academic careers. Because Professor Jones believes that alcohol and drug issues can compromise student success, he has participated in the "Partners in Prevention" training program to learn how to recognize addiction and provide referrals for assistance. If you wish to talk about any of this -- in strictest confidence -- please contact Professor Jones outside of class.

EMERGENCY PREPAREDNESS: All students are encouraged to sign up for the University's free WCU ALERT service, which delivers official WCU emergency text messages directly to your cell phone. For more information and to sign up, visit www.wcupa.edu/wcualert. To report an emergency, call the Department of Public Safety at 610-436-3311.

Visit Jim Jones' other course web sites at courses.wcupa.edu/jones .