WOH2001: SPRING 2012, CLASSROOM BRIEF COURSE GUIDE: HOW TO SUCCEED IN THIS CLASS. Each of your term papers needs a strong, original argument, and you need to prove that you have read the assigned material. Coming up with a thesis statement is the most difficult aspect of writing papers in this course. Keep your essays unified around proving your argument. The theme of the course is Killer Apps of Western Civilization. You will write a term paper on this with three parts. Your first part of the term paper should discuss Niall Fergusons presentation of one aspect of some way in which he thinks Western Civilization is superior to other civilizations. Focus on what he says about the West. The second part of the term paper should discuss a book that you have chosen that deals with this aspect of the culture of a (mostly) non-Western society. There will also be books which deal with certain topics in Western Civilization, including the American, French and Russian revolutions and individualism. In your first part of the term paper, you should describe how the non-Western society deals with this aspect of their culture in some detail. I have tried to get books which might refute Ferguson or at least present the strongest possible case against Ferguson. The third part of the term paper should compare and contrast Fergusons discussion of West vs Rest on this particular aspect with the non-Western society in the book that you have chosen. (Or something about Western revolutions or individualism which is different from what Ferguson has to say.) Here you should draw up a balanced assessment of who is right and who is wrong in this argument. Your final term paper should bring all three sections together and add an overall introduction with a thesis statement for the whole paper and an overall conclusion. * PREZI PRESENTATION SOFTWARE Each of the three parts of the term paper should be followed by a graphic presentation of the same material using Prezi. This is a visual representation which can be used to show connections and contrasts between different elements in our work. We are using Prezi because it can help us to analyze historical patterns in a visual

fashion. You can get across both time and space in a three-dimensional way with Prezi by having several related layers. You can take the viewer through your show in order. Each Prezi file must include at least twenty different aspects of the assignment and at least five new Prezi elements which you have not used in previous Prezi assignments. Prezi has a very elaborate website which explains how it can be used. This website also includes a very large number of examples from which you can learn. You should not copy the Prezi files of fellow students in this class. For your third and final Prezi presentation, you should link all three of your Prezi files together to make one very large, inter-related Prezi presentation. By the end of the course, you should be integrating sound and video with your Prezi files.

GENERAL INFORMATION Prof. Brian Peterson; Teaching Assistants Angelo Santa Lucia and Mary Antelo; Teaching Instructors: Phone: Interns Evan Wexler, Alexander Gordon, Angela Scotello, Thomas Oravec and Jordan Malfoy Office: Office Hours: DM 396 Fax: Mon, Wed, Fri, 9:15-10:45 AM E-mail:

(305) 348 2343. No phonemail

N/A

peterson@fiu.edu

COURSE DESCRIPTION

We will study the history of the world over the past 5,000 years. The theme for the semester is Niall Fergusons concept of Killer Apps in Western Civilization. Ferguson is arguing in favor of the superiority of Western Civilization, and his ideas are controversial. We will be pairing his views with contrary views in the term papers that you will write. As a Gordon Rule writing course, an emphasis will be placed on improving your ability to write argumentative essays. Every paper that you write for this course should have a strong, original thesis statement which is supported by evidence. COURSE OBJECTIVES Upon successful completion of this course, students will be able to:

Read books with care so that subtle points are understood. Identify and use primary sources and scholarly secondary works as opposed to unscholarly works. Explain key differences between the cultures and political organization of four important cultures in world history West Africa, India, China and the West. Develop a complex, nuanced and balanced view of the differences between Western and non-Western cultures. Write argumentative historical essays with strong, original arguments and appropriate citations.

TEXTBOOKS

Civilization: The West and the Rest (Paperback Edition) by Niall Ferguson Penguin (2011) ISBN-10: 1594203059 *

Things Fall Apart. (Paperback Edition) By Chinua Achebe Anchor (1994) ISBN: 0385474547

* The Ramayana. (Paperback Edition) By R. K. Narayan Penguin Classics (2006) ISBN: 0143039679

* The Analects of Confucius. (Paperback Edition) By Confucius and Simon Leys Norton Paperback (1997) ISBN: 0393316998

GRADING

Letter Grade A

Range

Letter Range Letter Grade Grade B80 82 D+

Range

> 95

N/A

AB+ B

90 94 87 89 83 86

C+ C C-

75 79 70 74 N/A

D DF

N/A N/A < 69

Plagiarism could cause you to fail the course and to be sent to Academic Affairs for further discipline. Turnitin.com catches almost all plagiarism, so put everything in your own words. Do not use any quotations in your essays so that you do not slip into plagiarism. The term papers are worth 33% in total 11 points each. The quizzes are worth 33%. Attendance, participation in daily team research, and participation in the course play is worth 33%. EXTRA CREDIT: You can earn five extra course points for serving as a section representative to weekly meetings on Mondays at 7:30 AM to discuss the course. You can earn five points for serving as the director of a class play or as the choreographer. You can earn ten points by working of an hour a week at Marjory Stoneman Douglas Elementary helping in our class garden there and in the classroom. ASSIGNMENTS The more research you do for your term papers, the better. The minimum is reading in Ferguson for the first term paper, reading an outside book from our list for the second term paper. And comparing and contrasting what you have previously read for the third term paper. It would be better to read five extra scholarly books or articles for each section of the paper. WRITING PAPERS IN THIS COURSE Our special writing task in this course is to help you to develop argumentative essays. Most students who take this course need work in developing strong, original arguments that they express in the first paragraph of their essay, develop through the whole essay,

and sum up in the conclusion. Every paper must have a strong, original argument. Every essay must express this argument in the first paragraph. Include a word count in each essay. Make sure that you have footnotes and a bibliography in every essay. Try to use several scholarly sources and primary sources. Here are some hints about how to write successful essays:

Make sure that your argument relates well to the question that you are required to write about. Find a unique, original approach to the topic. You should not just retell the story that the author of the book already told. Tell your own special story that imposes your ideas and values on your material. You do not have to be profound, but you do have to put your own personal spin on the essay. Try to relate this paper to something you have learned in another course or at some other point in your life. Make sure that everything in the paper is related to your main argument. Make this connection explicit with transitional sentences. Your argument could have many aspects and many implications, but it all needs some connections. As you move deeper into this course, it will become easier to relate each essay to the previous material that you have learned in the course. This is a good way to make your papers more original -- while remaining focused on the history of education in relation to trade. Shape the paper to meet your interests. The required topics can be approached from several different vantage points. Do not write a boring, straightforward, "right down the middle" paper. Go off to the side. Find a surprising perspective. In your reading, watch for the unexpected and then use this in your paper. If you can find things in your reading that your grader has never noticed, your grade will probably be higher, because we will respect you as an attentive reader. Your grade will be higher on each paper if you use good scholarly sources and primary sources. JSTOR and MUSE are good places to look for scholarly articles. Both are databases in the FIU Library and can be found online. Books from university presses are also good. Every part of the term paper should include at least five images which will also appear in the Prezi.. Make sure that your images are documented. Explain what they show and where and when the original image (the original work of art or the activity being depicted) was made. Refer to the images in your text. Google Images

is a good place to find images, but museum websites are also good. TERM PAPERS Each student should pick one killer app from Ferguson for the first term paper. His killer apps include competition (of states, religions and companies), science, democracy (meaning especially the rule of law and protection of private property), medicine, consumerism (meaning a high standard of living) and the work ethic. Choose your book for the second part of the term paper before you write the first part of the term paper and make sure that your discussion of Ferguson in the first part relates closely to what you will be discussing in the second part. So look at your special book before writing the first part. Discuss what he says about the West with regard to this. Give full credit to any ideas that you considered justified, but think critically here. Are there ways in which the West does not really live up to Fergusons claims? For the second part of the term paper, each student must choose a unique book from our list. No two students with the same instructor can have the same source.

Be sure to check your sources carefully before committing to them. Do not use secondary books or articles which are older than 1960. Do not use books or articles that do not make good sense to you. Do not claim a book or an article unless you are certain that you can acquire it. Most of these books are listed in Google Scholar, but they are not necessarily available there. The articles could be from Google Scholar or JSTOR. Check other online databases such as MUSE. Check the FIU Library, the Miami-Dade Public Library and the Richter Library of the University of Miami, all of which have online catalogues. STRONG ARGUMENTS FOR HISTORY ESSAYS The biggest problem with essays in history courses is the lack of a strong, original argument (also called a thesis statement). Grades are helped or hurt more by thesis statements than by any other factor. Here are some ideas for developing strong, successful main arguments: 1. Always make sure that you have a unified argument that is presented in the first paragraph. Write this in capital letters so that you and the grader both know exactly what

your main argument is. Boldface or italics will not show up in Turnitin. 2. Set out to prove one thing and one thing only. Your argument could be an umbrella that has three different aspects, but the umbrella is very important. You have to have a unified argument that covers the whole essay. 3. Focus on something original. This could be a small aspect of the overall book that you can develop into an argument. Or it could be an alternative interpretation of the subject at hand. 4. You are writing for an audience that will consist of your fellow teammates, the undergraduate preceptors, the graduate teaching assistants and the professor. You have the task of telling us something that we do not know from having read the assigned book. If your essay is not interesting to your readership, the essay is unsuccessful no matter how much you have learned in writing it. You are always writing for an audience. 5. Try to bring in something that you have learned from another course or from your life experience and incorporate this into your main argument. It has to be relevant to the topic, but try to make it relevant. Do not use the first person, however. Formal academic writing is objective. 6. Do further research on some aspect of the book that is interesting to you and bring in additional information from this new source. Cite your sources. Make your main argument relate to this additional research. You have to be original, but the more information you have, the more original you can be. COURSE CALENDAR

Mon, Jan 9: Course Introduction. Discussion of Killer Apps and the West vs the Rest. * Wed, Jan 11: Lecture and team activities: Shifting patterns of social development leadership between China and Europe: Ian Morris, Why the West Rules for Now. Tell your grader what book you will be using for the second part of the term paper. BRING A LAPTOP OR iPAD TO CLASS TODAY AND EVERY DAY. NO SMARTPHONES. IF YOU DO NOT HAVE ONE OF THESE DEVICES, CHECK OUT A LAPTOP FROM THE LIBRARY BEFORE CLASS. THEY ARE OPEN AT 7:30 AM. * Fri, Jan 13: Lecture and team activities: Defining Western Civilization. Be sure to

research JSTOR and MUSE among other places. * Mon, Jan 16: Martin Luther King Holiday. No class. * Wed, Jan 18: Quiz on Ferguson, Civilization, pp. 1-95. Whole class discussion: Change in Europes role in the world after 1411 CE. Killer App: Competition between states. * Fri, Jan 20: Lecture and team activity: The loss of Muslim leadership in science after the Middle Ages. Check JSTOR and MUSE. * Mon, Jan 23: Quiz on Ferguson, pp. 96-195: Whole class discussion: The ideas of John Locke: Liberty and Property. * Wed, Jan 25: Lecture and team activity: Property rights in North America and Latin America. * Fri, Jan 27: Lecture and team activity: Hernando de Soto Polar: Creating property rights in squatter communities * Mon, Jan 30: Quiz on Ferguson, pp. 196-325. Whole class discussion: Mass consumption today.. * Wed, Feb 1: Lecture and team activity: Max Weber, The Protestant Ethic and the Spirit of Capitalism. * Fri, Feb 3: Getting ready for the first part of the term paper.

* Sun, Feb 5: By 11:59 PM, post in Turnitin.com the first part of your term paper which uses material from the Ferguson book to discuss a topic relevant to the book you have chosen for the second part of the term paper. This will be given a technical grade based on the following: absence of any plagiarism (the slightest bit will result in failure for this assignment); length (must be at least 1500 words); correct use of footnotes and bibliography (use The Chicago Manual of Style). Make sure that you cite all information from your sources and include every work cited in your bibliography. DO NOT USE ANY QUOTATIONS OR UNORIGINAL MATERIAL IN THIS PAPER. DO NOT PLAGIARIZE. You do not need to read any outside sources, but the more outside sources you use, the better you are likely to do. Do not criticize Ferguson in this paper, but present his viewpoints and the viewpoints of other scholars who agree with him. Try to find other authors who agree with him to use in this section. Two very good places to look for scholarly articles is JSTOR and MUSE in the databases of the FIU Library. However, it is very important that you have an overall main argument that is original to you and not just what Ferguson says. You do not have to agree with Ferguson here, but your do need to present his arguments. You will present the ideas of a critic of Ferguson in the second part of the term paper and you will present your own views in the third part. There is no right or wrong answer to this question. * Mon, Feb 6: Bring three hardcopies of your paper to class, and bring your laptop or iPad. We will go over these papers for plagiarism, main argument and writing. * Wed, Feb 8: Lecture and team activity: West African Geography, Culture and History. POST FINAL VERSION OF THE FIRST PART OF THE TERM PAPER ON TURNITIN.COM BY 11:59 PM.

* Fri, Feb 10: Team activity: Work together with your team to make Prezi presentations out of the first part of your term paper. Use a circular format for your first paper. If you already know Prezi, teach your teammates. Try to get music and videos into your Prezis. Dont use too much text. Make it mostly visual. * Sun, Feb 12: Send URL for your Prezi to your grader. * Mon, Feb 13: Go over Prezis in sections and present best Prezi from each section to the whole class. * Wed. Feb 15: Quiz on Things Fall Apart the whole book. Whole class discussion in gender roles in Ibo society. * Fri, Feb 17: Lecture and team activity: Using Google Earth to research the geography of the village of Umuofia. Where did Achebe live? What village was the model for Umuofia? What can you see about this area on Google Earth? Do you see palm groves? Why did Achebe conceal the fact that his village was actually located on the Congo River and was a much more sophisticated place than he presents it to be? What was the earlier history of this area in the slave trade? * Sun, Feb 19: Post first draft of the second part of your term paper on Turnitin by 11:59. This deals with your special book which is critical of the ideas of Ferguson. Have an original argument of your own for this section, but concentrate on bringing out the criticisms of Fergusons ideas found in your special book. * Mon, Feb 20: Bring three hardcopies of your second section of the term paper and go over them with teammates and grades for plagiarism and main argument, as well as writing. *

Wed, Feb 22: Lecture and team activity: Indias geography, culture and history. POST FINAL VERSION OF THE SECOND PART OF THE TERM PAPER ON TURNITIN BY 11:59 PM. * Fri, Feb 24: Lecture and team activity: The caste system in India. * Sun, Feb 26: BY 11:59 PM, SEND GRADER THE URL FOR THE PREZI FOR THE SECOND PART OF THE TERM PAPER. KEEP THIS CONNECTED WITH THE FIRST PREZI. HAVE 20 NEW HISTORICAL ELEMENTS AND AT LEAST FIVE NEW PREZI TECHNIQUES. * Mon, Feb 27: Go over Prezis in sections and present the best Prezis from each section to the whole class. Choose only from people who have not previously presented Prezis.

* Wed, Feb 29: Lecture and team activity: Compare and contrast Rama and Krishna. What social groups do they relate to most closely? What attitudes do they represent? How are they portrayed in traditional images (not modern, westernized, commercial images)? * Fri, Mar 2: Quiz on The Ramayana the whole book. Whole class discussion: Discuss gender roles in this epic.

* Mon, Mar 5: Lecture and team activity: The geography, culture and history of ancient China. * Tues, Mar 6: Post first draft of third part of term paper. You should develop your own ideas about the historical question that you dealt with in the first two papers. Discuss both

Ferguson and your special book and any other scholarly sources that you have consulted. * Wed, Mar 7: Go over third part of term paper in class. * Thurs, Mar 8: POST THE FINAL VERSION OF THE THIRD PART OF THE TERM PAPER ON TURNITIN BY 11:59 PM. * Fri, Mar 9: Lecture and team activity: Confucius and Ancient Chinese Cities. * Mar 12-16: SPRING BREAK. NO CLASS. * Sun,. Mar 18: Send Prezi on third part of the term paper to grader. Must have 20 new historical elements and five new Prezi features. Include on the same Prezi with the previous two Prezis. \ * Mon, Mar 19: Go over Prezis in section and pick best one from each section for presentation to the whole class only from students who have not previously presented Prezis. * Wed, Mar 21: Lecture and team activity: Confucianism and Daoism.

* Fri, Mar 23: Lecture and team activity: The Chinese Bureaucracy: Mandarins and the Examination System.

* Mon, Mar 26: Quiz on Confucius the whole book. Bureaucracy vs Feudalism:

Centralism vs Decentralism. * Wed, Mar 28: Lecture and team activity: Mao Zedong and the Chinese Revolution * Fri, Mar 30: Lecture and team activity: World History and the Future of Humanity. * Mon, Apr 2: START WORK ON CLASS PLAYS * Wed, Apr 4: Work on class plays. * Fri, Apr 6: Work on class plays. * Mon, Apr 9: Work on class plays. * Wed, Apr 11: Work on class plays. * Fri, Apr 13: Work on class plays. * Mon, Apr 16: Present class plays. * Wed, Apr 18: Present class plays. *

Fri, Apr 20: Present class plays. RULES FOR PLAYS: 1. Be careful! Make sure no one gets hurt! 2. Make sure that no other classes are disturbed by your rehearsals or the final performance. We might have to change the venue for rehearsals and performance in order not to disturb other classes. 3. The play should last around 10 minutes. Make sure that everything is ready to go. 4. CHECK THE ELECTRONICS OF SOUND AND IMAGE PROJECTION IN THE CLASSROOM PRIOR TO PUTTING ON YOUR PLAY. THE GRADE THAT YOU GET WILL PARTLY DEPEND ON YOUR BEING READY ON TIME AND FINISHING ON TIME. OTHER GROUPS ARE DEPENDENT ON YOU CLEARING OFF THE STAGE IN A TIMELY MANNER. 5. Use costumes, makeup and props for the set, but do not spend more than you can afford on this. Flamingo Plaza at 901 East 10th Avenue in Hialeah has several secondhand stores and there is another cluster in the Wynwood neighborhood. 6. The grade of the group will be based on the performance of the weakest member of the cast. Make sure that everyone is doing a good job. TAKE OUT ANY ACTORS WHO CANNOT LEARN THEIR LINES OR DO A GOOD JOB OF ACTING. DO NOT LET ANY DANCERS PARTICIPATE IF THEY ARE NOT DOING A GOOD JOB. The director has to be tough and put the performance first. 7. Actors have to memorize their lines. It is totally unacceptable to have actors who are reading from cue cards or who have to be prompted all of the time. 8. Almost everyone should appear on stage, perhaps in singing and dancing. Everyone should also help in other aspects of the play. Everyone should spend about the same number of hours in preparing the play. 9. Everyone in the section will get the same grade for the play except for those who do not do their share of the work. The individual who directs the play and the person in charge of music and dance for the play can each earn up to 5 course points of extra credit depending on the quality of their work.

* IDEAS FOR PLAYS: One technique that sometimes works well is to have a video projected on the screen while live actors perform in front of this. This could give some very wild special effects. Think of the possibilities. However, you may not do a video as your total play. We have found that live acting is much better than a pure video for this project. Using projected still images can also give you a nice backdrop. * A play can never be too funny. Work hard at making yours funnier. Have lots of people contribute additional humor to the script after the basic script has been written. Have running gags and characteristic quirks for your characters. Books on killer apps and other key ideas of Niall Ferguson We are looking for important facts that Ferguson did not write about and interpretations contrary to those of Ferguson. * GENERAL WORKS ON THE WEST VS THE REST: 1. Europe and the Third World: from colonization to decolonization, c. 1500-1998, by Bernard Waites 2. The great divergence: China, Europe, and the making of the modern world economy, by Kenneth Pomerance 3. The rise of modern business: Great Britain, the United States, Germany, Japan, and China, by Mansel G. Blackford COMPETITION BETWEEN STATES:

4. Imperial China: 900-1800, by F. W. Mote 5. Rome and China: comparative perspectives on ancient world empires, edited by Walter Scheidel 6. The first great political realist: Kautilya and his Arthashastra, by Roger Boesche (Political pluralism in India) 7. The early Chinese empires: Qin and Han, by Mark Edward Lewis 8. The rise of the Chinese empire, by Chun-shu Chan 9. British Imperialism, 1688-2000, by P. J. Cain and A. G. Hopkins 10. Trade and empire in the Atlantic, 1400-1600, by David Birmingham 11. The blood of government: race, empire, the United States and the Philippines, by Paul A. Kramer 12. Gods arbiters: Americans and the Philippines, 1898-1902, by Susan K. Harris Merchant Kings: when companies ruled the world, 1600-1900, by Stephen R. Brown 13.The rise and fall of the British Empire, by Lawrence James PORTUGALS EMPIRE 14. Vasco da Gama: Renaissance crusader, by Glenn J. Ames 15. The career and legend of Vasco da Gama, by Sanjay Subrahmanyam 16. Holy war: how Vasco da Gamas epic voyages turned the tide in a centuries-old clash of civilizations, by Nigel Cliff DUTCH EMPIRE:

17. The Rajas of Cocin, 1663-1720: kings, chiefs and the Dutch East India Company, by Hugo K. sJacob 18. Pepper, guns, and parleys: the Dutch East India Company and China, 1662-1681, by John E. Willis 19. Networks of empire: forced migration in the Dutch East India Company, by Kerry Ward 20. The first modern economy: success, failure and perseverance of the Dutch economy, 1500-1815, by Jan de Vries 21. Nathaniels Nutmeg, by Giles Milton AFRICA: 22. King Leopolds Ghost: a story of greed, terror, and heroism in Colonial Africa, by Adam Hochschild 23. Guns, race and power in colonial Africa, by William Kelleher Storey 24. The washing of the spears: a history of the rise of the Zulu nation under Shaka and its fall in the Zulu War of 1879, by Donald R. Morris 25. Cotton is the mother of poverty: peasants, work, and rural struggle in colonial Mozambique, 1938-1961, by Allen Isaacman 26. The peasant cotton revolution in West Africa: Cote dIvoire, 1880-1995, by Thomas J. Bassett 27. Power relations in Nigeria: Ilorin slaves and their successors, by Ann OHear 28. Serfs, peasants, and socialists: a former serf village in the Republic of Guinea, by William Derman 29. The end of Chidyerano: a history of food and everyday life in Malawi, 1860-2004, by Elias C. Mandala

30. The building of an empire: Italian land policy and practice in Ethiopia, 1935-1941, by Haile M. Larebo LATIN AMERICA: WHY DID IT REMAIN POOR? CULTURE? THE WORLD ECONOMY? DEPENDENCY? 31. Bananas and Business: The United Fruit Company in Colombia, 1899-2000, by Marcelo Bucheli 32. Conquest: the destruction of the American Indios, by Massimo Livi-Bacci 33. Silver, trade, and war: Spain and America in the making of early modern Europe, by Stanley J. Stein and Barbara H. Stein 34. Rivers of Gold: the rise of the Spanish Empire, from Columbus to Magellan, by Hugh Thomas 35. The British in the Americas, 1480-1815, by Anthony McFarlane 36. The logic of the latifundio: the large estates of northwestern Costa Rica since the late nineteenth century, by Marc Edelman 37. Provincial patriarchs: land tenure and the economics of power in colonial Peru, by Susan E. Ramirez 38. Conquest and agrarian change: the emergence of the hacienda system on the Peruvian coast, by Robert G. Keith 39. Medieval Iberian tradition and the development of the Mexican hacienda, by William Schell, Jr. 40. Haciendas and economic development: Guadalajara, Mexico, at independence, by Richard B. Lindley 41. Haciendas and ranchos in the Mexican Bajio, Leon, 1700-1860, by D. A. Brading

42. Remembering the hacienda: religion, authority, and social change in highland Ecuador, by Barry J. Lyons 43. Hacienda and market in eighteenth century Mexico: the rural economy of the Guadalajara region, 1625-1820, by Eric Van Young 44. The sweat of their brow: a history of work in Latin America, by David J. McCreery 45. Peasants on plantations: subaltern strategies of labor and resistance in the Pisco Valley, Peru, by Vincent C. Peloso ISLAM: WHY DID IT FALL BEHIND AFTER LEADING THE WEST IN THE MEDIEVAL PERIOD? THE UMAYYAD AND ABBASID CALIPHATES: 46. The first dynasty of Islam: the Umayyad caliphate AD 661-750, by G. R. Hawling 47. Putting the caliph in his place: power, authority and the late Abbasid Caliphate, by Eric J. Hanne 48. The armies of the caliph: military and society in the early Islamic state, by Hugh Kennedy EARLY MODERN ISLAM: 49. What went wrong? Western impact and Middle Eastern response, by Bernard Lewis 50. Islam and the West, by Bernard Lewis LAW AND PROPERTY IN ISLAMIC HISTORY: 51. Sharia: theory, practice, transformations, by Wael B. Hallaq 52. Law, society, and culture in the Haghrib, 1300-1500, by David S. Powers 53. Islamic law: the Sharia from Muhammads time to the present, by Hunt Janin and Andre

Kahlmeyer 54. An introduction to Islamic law, by Wael B. Hallaq THE OTTOMAN EMPIRE: THINK ABOUT ALL OF FERGUSONS GENERALIZATIONS OF WHY THE WEST ADVANCED OVER THE NON-WEST AND APPLY THESE TO THE LONG COMPETITION BETWEEN THE OTTOMAN EMPIRE AND THE CHRISTIAN EUROPEAN NATIONS. HOW WELL DO FERGUSONS KILLER APS HOLD UP? 55.The Ottoman Turks: an introductory history to 1923, by Justin McCarthy 56. A military history of the Ottomans: from Osman to Ataturk, by Mesut Uyar 57. The Ottoman steam navy, 1828-1923, by Bernd Langensiepen and Ahmet Guleryuz 58. Miners and the state in the Ottoman Empire: the Zonguldak coalfield, 1822-1920, by Donald Quataert 59. Ottoman warfare, 1500-1700, by Rhoads Murphey 60. Guns for the Sultan: military power and the weapons industry in the Ottoman Empire, by Gabor Agoston 61. Defeat in detail: the Ottoman Army in the Balkans, 1912-1913, by Edward J. Erickson 62. State and peasant in the Ottoman Empire, by Huri Islamoglu-Inan 63. The Ottoman Empire, 1700-1922, by Donald Quataert 64. A monetary history of the Ottoman Empire, by Sevket Pamuk 65. European and Islamic trade in the early Ottoman state: the merchants of Genoa and Turkey, by Kate Fleet 66. The Ottoman empire and the world economy: the nineteenth century, by Resat Kasaba

THE JAPANESE EMPIRE: HOW WAS JAPAN ABLE TO AVOID BEING DOMINATED BY THE WEST? HOW WERE THEY ABLE TO BUILD THEIR OWN EMPIRE? 67. The origins of Japanese trade supremacy: development and technology in Asia from 1540 to the Pacific War, by Christopher Howe 68. Breaking open Japan: Commodore Perry, Lord Abe, and American imperialism in 1853, by George Feifer 69. Emperor of Japan: Meiji and his world, 1852-1912, by Donald Keene 70. Early modern Japan, by Conrad Totman 71. Warriors of the Rising Sun: a history of the Japanese military, by Robert B. Edgerton 72. Japans Imperial Army: its rise and fall, 1853-1945, by Edward J. Drea 73. Japanese industrial history: technology, urbanization, and economic growth, by Carl Mosk 74.Native sources of Japanese industrialization, 1750-1920, by Thomas C. Smith MILITARY TECHNOLOGY 75. Firearms: a global history to 1700, by Kenneth Chase 76. The field artillery: history and sourcebook, by Boyd L. Dastrup 77. Artillery: an illustrated history of its impact, by Jeff Kinard 78. Naval guns: 500 years of ship and coastal artillery, by Hans Mehl 79. Mughal artillery, by M. K. Zaman 80. The artillery of the Dukes of Burgundy, 1363-1477, by Robert Douglas Smith and Kelly

DeVries 81. Medieval sieges and siegecraft, by Geoffrey Hindley 82. Ships and guns: the sea ordnance in Venice and Europe between the 15th and 17th centuries, edited by Carlo Beltrame 83. Warfare and empires: contact and conflict between European and non-European military and maritime forces and cultures, edited by Douglas M. Peers 84. War at sea in the Middle Ages and the Renaissance, edited by John B. Hattendorf LAW, PROPERTY AND BUREAUCRACY IN CHINESE HISTORY: 85. Manslaughter, markets and moral economy: violent disputes over property rights in eighteenth-century China, by Thomas Buoye 86. To steal a book is an elegant offense: intellectual property law in Chinese civilization, by William Alford 87. State, peasant, and merchant in Qing Manchuria, 1644-1862, by Christopher Isett 88. Law in imperial China, by Derk Bodde and Clarence Morris 89. Chinese Imperial City Planning, by Nancy Steinhardt 90. Law codes of dynastic China, by John W. Head 91. Chinese civil justice, past and present, by Philip C. C. Huang 92. The system of taxation in China in the Tsing dynasty, 1644-1911, by Chao Kwan Chen 93. Local merchants and the Chinese bureaucracy, 1750-1950, by Susan Mann 94. The Hong merchants of Canton: Chinese merchants in the Sino-Western trade, by Weng Eang Cheong

95. The salt merchants of Tianjin: state-making and civil society in late Imperial China, by Kwan Man Bun 96. Honorable merchants: commerce and self-cultivation in late imperial China, by Richard John Lofrano 97. State or merchant: political economy and political process in 1740s China, by Helen Dunstan 98. Bureaucracy and famine in eighteenth-century China, by Pierre-Etienne Will 99. Heaven is high, the emperor far away: merchants and mandarins in old Canton, by Valery M. Garrett

THE OPIUM WAR: 100. Opium, soldiers and evangelicals: Englands 1840-41 war with China and its aftermath, by Harry G. Gelber 101. CONFUCIANISM AS AN ALTERNATIVE WORK ETHIC: 102. 103. Confucianism, by Jennifer Oldstone-Moore Confucianism, by Paul R. Goldin The Opium War, 1840-1842, by Peter Ward Fay

104. Confucianism and modernization: industrialization and democratization of Confucian regions, by Wei-Bin Zwang 105. 106. An introduction to Confucianism, by Xinzhong Yao Chinas new Confucianism: politics and everyday life in a changing society, by Daniel

A. Bell AMERICAN REVOLUTION VS FRENCH REVOLUTION: 107. Sister revolutions: French lightning, American light, by Susan Dunn

108. Sister republics: the origins of French and American republicanism, by Patrice Higonnet 109. On revolution, by Hannah Arendt. Has big discussion of American and French revolutions by an important political philosopher 110. 111. 112. 113. CONSUMERISM: 114. The Golden Peaches of Samarkand: a study of Tang exotics, by Edward Shafer The French Revolution: a very short introduction, by William Doyle Fatal purity: Robespierre and the French Revolution, by Ruth Scurr Robespierre, by J. M. Thompson Robespierre: portrait of a revolutionary democrat, by George Rude

115. Material culture in Europe and China, 1400-1800: the rise of consumerism, by Samuel Adshead 116. Narcotic culture: a history of drugs in China, by Frank Dikotter

117. Luxury for export: artistic exchange between India and Portugal around 1600, by Pedro Moura Carvalho 118. The confusions of pleasure: commerce and culture in Ming China, by Timothy Brook

COMMUNISM IN RUSSIA: 119. The harvest of sorrow: Soviet collectivization and the terror-famine, by Robert Conquest 120. Stalins peasants: resistance and survival in the Russian village after collectivization, by Sheila Fitzpatrick 121. Faulty Foundations: Soviet economic policies, 1928-1940, by Holland Hunter and Janusz M. Szyrmer 122. Hammer and rifle: the militarization of the Soviet Union, 1926-1933, by David R. Stone 123. The Russian Revolution, by Sheila Fitzpatrick

124. Everyday Stalinism: ordinary life in extraordinary times: Soviet Russia in the 1930s, by Sheila Fitzpatrick 125. Industry, state and society in Stalins Russia, 1926-1934, by David R. Shearer

126. Farm to factory: a reinterpretation of the Soviet industrial revolution, by Robert C. Allen 127. WOMEN: 128. Gender in world history, by Peter N. Stearns Magnetic mountain: Stalinism as a civilization, by Stephen Kotkin

129. The reformation of machismo: evangelical conversion and gender in Colombia, by Elizabeth E. Brusco 130. Labors appropriate to their sex: gender, labor, and politics in urban Chile, 1900-1930, by Elizabeth Quay Hutchison

131.

Women and labour in late colonial India: the Bengal jute industry, by Samita Sen

132. Peasants, traders, wives: Shona women in the history of Zimbabwe, 1870-1939, by Elizabeth Schmidt INDIA: CASTE, ECONOMY, STATE: 133. The Hindus: an alternative history, by Wendy Doniger

134. Being Brahmin, being modern: exploring the lives of caste today, bu Ramesh Bairy Slavery and American economic development, by Gavin Wright 135. 136. 137. 138. Feeding the Baniya: peasants and usurers in Western India, by David Hardiman Hinduism, by K. M. Sen Hinduism, by R. C. Zaehner Hinduism and modernity, by David Smith

139. Death and afterlife in a Tamil village: discourses of low caste women, by Nathalie Peyer 140. 141. Playing host to deity: festival religion in the South India tradition, by Paul Younger Labour bondage in West India, by Jan Breman

142. The warrior merchants: textiles, trade, and territory in South India, by Mattison Mines 143. Merchants, politics and society in early modern India: Bihar, 1733-1820, by Kumkum Chatterjee 144. The transition to a colonial economy: weavers, merchants and kings in South India, 1720-1800, by Prasannan Parthasarathi

145. Religion, caste and politics in India, by Christophe Jaffrelot The trading world of Asia and the English East India Company, 1660-1760, by K. N. Chauduri 146. Late Victorian holocausts: El Nino famines and the making of the third world, by Mike Davis 147. Peasants, famine and the state in colonial western India, by David Hall-Matthews

148. Famine, philanthropy, and the colonial state: North India in the early nineteenth century, by Sarjay Sharma 149. 150. 151. 152. 153. The butcher of Amritsar: General Reginald Dyer, by Nigel Collett Untouchable freedom: a social history of a Dalit community, by Vijay Prashad Peasant state and society in medieval South India, by Burton Stein Elementary aspects of peasant insurgency in colonial India, by Ranajit Guha Peasants and monks in British India, by William R. Pinch

154. Industry, trade and peasant society: the jute economy of eastern India, 1900-1947, by Omkar Goswami 155. 156. The agrarian history of Mughal India (1526-1707), by Irfan Habib Business, race and politics in British India, c. 1850-1960, by Maria Misra

157. A great estate and its landlords in colonial India: Darbhanga, 1860-1942, by Stephen Henningham 158. Precolonial India in practice: society, region, and identity in medieval Andhra, by Cynthia Talbot WESTERN INDIVIDUALISM:

159. 160. 161.

Are human rights Western? By Arvind Sharma The collective and the individual in Russia, by Oleg Kharkhordin Organizing empire: individualism, collective agency and India, by Purnima Bose

162. Between the Middle Ages and modernity: individual and community in the early modern world, edited by Charles H. Parker and Jerry H. Bentley 163. The origins of English individualism: the family, property, and social transition, by Alan Macfarlane 164. The moral circle and the self: Chinese and Western approaches, edited by Kim-chong Chong 165. The myth of American individualism: the Protestant origins of American political thought, by Barry Alan Shain 166. Kinship and capitalism: marriage, family and business in the English speaking world, 1580-1720, by Richard Grassby 167. 168. Myths of Renaissance individualism by John Jeffries Martin The origins on European individualism, by Aaron Gurevich

169. The Japanese novel of the Meiji period and the ideal of individualism, by Janet A. Walker 170. Individualism in early China: human agency and the self in thought and politics, by Erica Fox Brindley 171. John Locke and the origins of private property, by Matthew H. Kramer

172. The gargantuan polity: on the individual and the community in the French Renaissance, by Michael Randall

173. The political theory of possessive individualism: Hobbes to Locke, by C. B. Macpherson 174. Why Europe grew rich and Asia did not: global economic divergence, 1600-1850, by Prasannan Parthasarathi

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