Description
DISCUSSION OVERVIEW
Welcome to our discussion on Early Modern Asia, the Middle East, and Africa. This discussion allows for exploring diverse cultures, complex histories, and profound transformations in these regions between the 15th and 18th centuries. We will use our readings and lectures to delve into the rich and often underrepresented histories of Asia, the Middle East, and Africa during significant change. With their intricate tapestries of culture, politics, and society, these regions played crucial roles in shaping the modern world.
The early modern period marked the increased interactions between different parts of the world, including trade, cultural exchanges, and conflicts. Hopefully, our materials and discussions will help you see the interconnectedness of these regions with the rest of the world, challenging the Eurocentric narratives often predominant in historical studies.
We have also gained an understanding the historical trajectories of China, the Middle East, and Africa is key to developing a truly global perspective. We now have the tools to think critically about global histories and how they inform contemporary issues and international relations.
Our discussions will allow you to hone your critical analysis and comparative study skills as you learn to compare and contrast different historical developments, governance systems, and cultural practices, enhancing your ability to understand and interpret complex historical phenomena.
These discussion opportunities are not just an academic exercise; they are an opportunity to foster cultural sensitivity and awareness. Understanding the historical contexts of these regions is crucial in today’s interconnected and multicultural world. .
Your participation will deepen your understanding and enrich the entire class’s learning experience. Engaging with your peers and instructors will expose you to new perspectives and ideas, enhancing intellectual growth.
In an increasingly globalized world, knowledge of different regions and their histories is invaluable. This module will equip you with a broader understanding of the world, which benefits careers in international relations, education, business, and beyond.
In conclusion, our work on Early Modern Asia, the Middle East, and Africa offers an exciting opportunity to delve into the histories of regions that have played pivotal roles in shaping our world. Your active participation in the lectures will enrich your understanding of these regions and help you develop critical skills and perspectives vital in today’s globalized context.
I am excited to embark on this educational journey with you and look forward to your contributions to our class discussions.
Option A
Please discuss the Chinese voyages of exploration. Please note the time the Chinese were actively exploring, the key figures, motives for exploration, and where they explored. Why didn’t the voyages continue? Finally, assess what would have been different about world history had the voyages continued. Please remember to respond to one other student.
Option B
Discuss unification in Japan under the Tokugawa. What were the positive aspects of the Tokugawa Shogunate, and what were the negatives? Answering this requires looking closely at the society and thinking about what was happeningoutside of Japan. Please remember to respond to one other student.
Option C
Option D
After watching The Black Atlantic at Kanopy (Links to an external site.) (you will (using your Grossmont user name and password), please discuss Africa and the African slave trade. I have also embedded the video here if you have issues with Kanopy. The library has some great films and documentaries we can watch using Kapopy. It is worth browsing through it. Why would some African people engage in the slave trade? What role did racism have in the expansion of the slave trade and the experiences of enslaved peoples in what would become the United States? Remember to respond to one other student.
OBJECTIVES
OBJECTIVES
In addition to our student learning outcomes, I will also use discussions to assess our objectives:
Module Objectives:
Understanding the Islamic Empires: Explore the major Islamic empires of this era – the Ottoman, Safavid, and Mughal Empires. Delve into their political structures, cultural achievements, economic systems, and the religious dynamics that shaped their development and interactions with neighboring regions.
Studying Asian Dynasties and States: Gain insights into the political, social, and cultural landscapes of major Asian states such as the Ming and Qing Dynasties in China, the Joseon Dynasty in Korea, and the feudal system in Japan. Examine their internal developments and external relations, including trade, diplomacy, and conflict.
Exploring African Kingdoms and Societies: Understand the complexities of African kingdoms and societies, including the Mali and Songhai Empires, the states of the Swahili coast, and the kingdoms of Ethiopia and Great Zimbabwe. Study their political systems, trade networks, social structures, and cultural contributions.
Analyzing Trade and Cultural Exchange: Investigate the vibrant trade networks that connected these regions, such as the Silk Road and Indian Ocean trade. Understand how these exchanges facilitated the spread of ideas, technologies, religions, and cultures.
Examining Colonial Encounters: Explore the early interactions between these regions and European powers, focusing on the impact of these encounters, including the beginning of European colonization in these areas.
Developing Comparative Perspectives: Cultivate the ability to compare and contrast different political systems, cultural traditions, and societal structures across these regions, enhancing a global understanding of history.
Critical Analysis of Historical Sources: Hone your skills in analyzing primary and secondary sources, fostering a deeper understanding and a critical approach to historical narratives and interpretations.
Connecting Past to Present: Draw connections between historical events of these regions in the 14th-17th centuries and contemporary global issues, understanding the historical roots of modern political, social, and cultural landscapes.
INSTRUCTIONS
INITIAL POST:
Please read Chapters 4, 5, 6 & 7 in our e-text and the information found in any links I have included. I know it is a lot; pace yourself and skim for essential people, terms, causes, and consequences. Please remember the minimum word count for your main discussion and peer responses is just a base-level minimum number of words. If you do the bare minimum, that is average. The average equates to 100% if it is excellent, comparative, out of the box, perfectly supported, masterfully analyzed, with spot-on spelling and grammar. The average College-level history grade is C, which fits the grade scale: A excellent, B Above average, C average, D below average, F – we don’t go there.
We also have a test this week. it will be on everything we have done since the class began. Please be sure you review. You only get one attempt at the Test. I will reopen it or answer any questions once it closes.
REPLY POSTS(S):
You will also respond to one other student with the same due date during the same period. The response should be a minimum of 150 words. Your response should be substantive. I do not want you to agree or disagree but rather comment on why you agree or disagree, raise more points, indicate commonalities or differences, discuss the issue to our readings, and raise new questions about which we can all think. One hundred and fifty words is well-developed paragraph at maximum. A sentence will not get you credit. I don’t want you to respond with “Great job. Keep it up.” That is an F response. Failure to respond to 1 other student will result in 15 points being deducted from your grade. This counts for every week.
Netiquette
As you read and respond to others’ posts, keep in mind some basic netiquette rules:
Be kind and respectful to others
Use full sentences
Don’t use too much jargon
Treat others online as you wish to be treated
Use language that supports others
GRADING & FEEDBACK
The anticipated turn-around time for grading is 3-5 days
The criteria is outlined in the rubric. Click the “options” (3-dots) menu at the top of the page to see the rubric for this discussion.
I will respond to every tenth post in the discussions with general replies. I will respond in Grades using either a written or oral comment when I give grades to help you improve future points or praise excellence.
Please use my or our TAs feedback to improve future discussions
CANVAS GUIDES
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