HIST 1311:
World Civilizations 1500—Present
Fall 2012, Section 102
(3 credit hours)
Instructor:
Office:
Phone:
Email:
Office Hours:
Section 102:
Web Pages:
Dr. Abu Muhammad Shajaat Ali
F122
Ext. 9620
[email protected]
Check the schedule posted on my office door for current
office hours this semester.
Saturdays, 1700—1950, Room S-145
Blackboard and textbook web pages
I.
Course Overview
This course is a survey of the development of the major civilizations of the world
from 1600 to the present. HIST 1311 stresses the dynamism and expansion of the
West, the interpenetration of cultures in the modern era, and the resurgence of nonWestern independence in the 20th century.
II.
PMU Competencies and Learning Outcomes
The study of history requires analytical thinking. The course provides a logical
framework for critical thinking and problem solving by introducing students to the
historical concepts and understanding needed to develop global awareness. Students
will learn to recognize the importance of specific concepts and how they fit together.
Through critical reading and listening students will be able to extrapolate from history
those interrelated concepts that will allow them to comprehend the causes and
consequences of change. Course exercises will require students to work as a team to
analyze a problem, write and orally present a report. Students will work in groups on
projects and assignments and use the Internet to retrieve relevant information and data
needed to address the projects and assignments.
III.
Detailed Course Description
This course is a multimedia introduction to the modern world. History is the story of
attempts to respond to the challenges of new global civilization western institutions
and ideas became so influential that western culture swept the globe. Yet, the western
culture has turned into a global international culture. The cultural conflict, economic
transformation, and political strife that came with this process of globalization
continue to this day.
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IV.
Requirements Fulfilled
HIST 1311 satisfies three hours of the six hour College Core Curriculum requirement
in Social and Behavioral Sciences. Whether or not it is a required course is
determined by each college’s core requirements.
V.
Required Prerequisites
This course does not have a prerequisite.
VI.
Learning Outcomes
General
1. Understand the basic terminology, concepts, and analytic models of historical
development.
2. Understand basic organizational structures and how and why an they function.
3. Be able to use economics to understand human behavior.
4. Know how to use historical concepts to grasp human behavior and comprehend
changes.
5. Be capable of using economic knowledge and improved economic thinking skills
to: a) assess public policies, b) make better policy decisions, and c) make better
everyday personal decisions.
Specific
1. Understand cultural diversity.
2. Recognize not only each civilization’s distinctive features, but also their
commonality.
3. Demonstrate knowledge of world geography for understanding World History.
4. Present conclusions to others in class discussions, reports and assignments.
5. Prepare and complete assignments and exams, improving study, analytical and
writing skills.
6. Interpret events occurring in the world today.
7. Establish computer literacy.
8. Learn to complete projects in advance instead of waiting for deadlines
9. Achieve the motivation to read, write, and participate fully in class activities
10. Manage time to devote approximately six hours weekly to work outside class in
addition to three hours in class.
11. Attain the ability to work independently.
12. Achieve flexibility in dealing with technology problems
VII.
Topics Covered
A.
B.
C.
D.
E.
F.
G.
H.
Expansion, Reformation, and Religious Wars in Europe
Development of the Transatlantic Economy
Late Traditional East Asia
Society in Early Modern Europe
Last Great Islamic Empires
European Age of Enlightenment
Transatlantic Revolutions
Nineteenth Century Political Consolidation
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I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
Northern Transatlantic Economy and Society
Latin American Independence
India, Islamic Heartlands, and Africa
Modern East Asia
Imperialism and World War I
Depression, European Dictators, and the New Deal
World War II
The Post-World War West
Recent East Asia
Postcolonialism
VIII. Assessment Strategy
Assignments focus on guided collaborative learning, media-assisted instruction,
research projects, and laboratory and computer assignments.
Late Assignments



Late assignments will be graded out of 50%, no excuses, no exceptions. Late
means submitted after the due date and time as per the assignment document
and/or posted on Blackboard as appropriate. Assignments more than three days
late will not be accepted, for any reason.
Sometimes people procrastinate and don’t complete their assignments until the
last minute. Then a computer failure or glitch kicks them off-line and their
assignments cannot be submitted on time. If that happens, the assignment is
graded according to the above late scale when it is actually turned in.
The key is to complete your assignments ahead of time in case of technical
difficulties. Technical difficulties are real. They happen. They must be anticipated.
They are not an excuse for a late submission.
Assessment by Percentage
Group Project
Examination of a contemporary social
issue from an historical perspective
Presentation
Group
10%
Individual Research Project
10% for proposal and 20% for final
product
Multimedia
Individual
30%
Oral Presentation
Examination of an important historical
event from 1500-Present
Presentation
Individual
10%
Visual History
Regular series of online assignments
focused on historical artifacts and objects
Blackboard
Individual
10%
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Midterm Tests
Two non-cumulative exams
Blackboard
Individual
20%
Final Exam
Cumulative exam at semester’s end
Blackboard
Individual
10%
Individual
10%
Participation and Attendance
Regular participation during in-class
discussion and mandatory attendance (5%
each)
TOTAL
100%
Grading Scale
96-100% = A+
76-79% = C+
59% and below = F
90-95% = A
70-75% = C
86-89% = B+
66-69% = D+
80-85% = B
60-65% = D
At no time and for no reason will the instructor negotiate grades with students!
All assignments are due on the date scheduled and cannot be made up unless
arrangements have been made in advance with the instructor, which will only be
allowed in extremely unusual circumstances. A minimum grade of 66% (D+) is
required to pass this course.
IX.
Course Format
Students are expected to attend all classes, read the assigned material before class, and
spend an average of two hours per week outside of class for every hour of lecture.
These are minimum expectations. The class consists of lectures, group assignments
and projects, and online discussions. Assignments are due approximately every
second or third week. Some assignments and projects should be done as part of a
group.
An online discussion group forum is set up in Blackboard to discuss the topics of the
course outside of the classroom. Students are required to actively participate in this
online discussion forum to obtain information about interesting new ideas, to discuss
current policy issues and to elaborate on materials presented in class. The instructor
contributes regularly to the discussion and replies to questions asked and comments
offered.
X.
Technology Component
Students will have a computer account on Blackboard so the instructor and the
students can communicate via email, messages, and the discussion board forums.
Students are required to participate in the online discussion forums on a weekly basis
to obtain information about interesting new ideas, to discuss their assignments, and to
elaborate on materials presented in class. The instructor contributes regularly to the
discussion and replies to questions asked and comments offered.
All assignments and projects are submitted online via Blackboard (BB). BB can be
accessed at http://bbappsrv.pmu.edu.sa/.
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The course homepage in Blackboard will contain the following:
 Course syllabus
 Course calendar with assignments, readings
 Course e-mail, messages
 Course discussion forum
 Peer review and utilizing the discussion forum
XI.
Textbooks and Teaching Aids
Required Textbooks
Craig, A. M., Graham, W. A., Kagan, D., Ozment, S. M., & Turner, F. M. (1990).
Heritage of World Civilizations, Combined Volume (8th Edition) (MyHistoryLab
Series) (7 ed.). Alexandria, VA: Prentice Hall.
Supplemental Online Materials
1. General History Resource
http://www.ukans.edu/~iberia/ssphs/genhist.html
2. Global History Sourcebook
http://www.fordham.edu/halsall/global/globalsbook.html
3. Islamic History Sourcebook
http://www.fordham.edu/halsall/islam/islamsbook.html
4. Social Studies
http://killeenroos.com/links.htm
5. 20th Century
http://www.fsmitha.com/h2/index.html
6. Timelines
http://www.fsmitha.com/timeline.html
7. Historical Documents
http://www.fsmitha.com/docu.html
XIII. Important Information
Course Requirements
Students are expected to: 1) complete all assigned readings and assignments on time,
2) actively participate in class and group discussions, and 3) be in class on time every
day. If absent, students are still responsible for all class work.
Academic Dishonesty and Plagiarism
All assignments submitted as part of this course will be run through SafeAssign,
an online academic honesty tool within Blackboard. Students are not discouraged
from studying for this course together outside class. However, assignments must be
done by the individual unless a “team effort” is directed by the instructor. Copying the
words or ideas from material that is not your own without indicating the source of the
material is plagiarism and is considered cheating. Students will receive an automatic
zero for all plagiarized work. Copying or recycling assignments and plagiarism of any
kind will not be tolerated. Problems with plagiarism and cheating will be reported in
accordance with PMU policy (see Student Handbook pages 139-142 for a clear
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explanation of action that is taken by the university when cheating, dishonesty
and plagiarism occur).
Students are not allowed to do the following:



Use work created by another student, at any time and for any reason;
Use work you have created in a previous class—even if for a prior attempt in
completing this course;
Use words taken directly from the Internet or any other source without giving
credit to the source through a proper citation.
Attendance
Attendance is mandatory. Students are expected to attend, be prepared, and be on time
for all classes. Attendance will be taken. In the rare instance that you must be absent,
contact the instructor before class to explain the circumstances. If you must be late,
enter the class as quietly as possible.
The PMU attendance policy states that if a student misses more than 15% of the
course, the student may fail or be withdrawn from the course. This means that
students must not miss more than six hours of class time during this semester.
Students who are more than 5 minutes late will be marked tardy. Three tardies
or late appearances to class equal one absence. Students more than 15 minutes
late for a class, or who leave a class early, will be marked absent for the class.
Finally, the weekly lab section is a required part of this course. Lab absences count
toward the total number of absences for the course.
Here are the procedures for absences and notification for HIST 1311:
6% absences (1 class) = first warning letter from Registrar
12% absences (2 classes) = second warning letter from Registrar
18% absences (3 classes) = withdrawal from the course by the Registrar
Students who are absent from a class will have one week (7 days) to provide
documentary evidence (e.g. doctor’s certificate) to their teacher. If they fail to
give this evidence to their teacher within the one week period they will be marked
absent for the missed class. You are entirely responsible for making up all work that
you miss when you are absent. The instructor is not responsible for telling you what
you missed or tutoring you for lectures that you missed. Please share phone numbers
with other students so that you can find out what assignments you missed. Where
applicable, class materials will be available in Blackboard.
Classroom and Assignment Policies



All assigned reports and presentations are due on the day assigned. All reports that
are submitted must be typed and double-spaced on white paper using Times New
Roman or Arial font size 12.
Computer problems are not a valid excuse for late work.
All assignments given through Blackboard (BB) must be handed in (posted)
through BB. All written assignments will be posted on Blackboard at appropriate
times.
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

Students must contribute to BB online discussion sessions during the week they
are opened.
Make up of exams is not allowed. Extreme circumstances will require the student
to both obtain approval from the instructor in advance of the exam and
obtain an excused absence from the registrar.
Classroom Expectations
A mutual relation of respect is essential. A fair and respectful atmosphere for all is
expected in this course. If you feel that you have been treated unfairly at any time
(given an unfair grade/put down somehow, etc) please feel free to discuss the matter
with the instructor at any time so that unnecessary conflict or antagonistic feelings can
be avoided. Out of respect for your teacher and your classmates, please follow these
rules:
1. Put your mobile on silent. If you receive an emergency call from your family,
please quietly walk outside the class to have the conversation.
2. No texting, web surfing, or listening to music while in class.
3. No conversations with others while the teacher or a student is presenting.
4. If you arrive late, please sit down quietly. Save the greetings for later.
5. Do not put pressure on others to “help” you or give you answers.
6. No sunglasses or baseball caps in class, especially during a test!
7. Respect the opinion of others.
Mobile phones should be on silent during class time. Talking on mobile phones
during class sessions will not be tolerated. Those students engaged in the disruptive
behavior above will be asked to leave the class, and will be counted tardy for the day.
Students who engage in extremely disruptive behavior will be dismissed from the
classroom, given an absence for the day, and their behavior will be reported to
the appropriate PMU authorities. Examples of extremely disruptive behavior
include, but are not limited to: exhibiting physical displays of anger, threatening or
verbally abusing students or the instructor (e.g., taunting, badgering, and
intimidation).
Disabilities
Students with documented disability that might affect their performance in class are
encouraged to contact the instructor at the beginning of the course.
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Global Warming
World Civilizations
HIST 1311
Section 102
Proposal 1
Dr. ABU MUHAMMAD SHAJAAT ALI
By
Khalid Alarji
201102016
HIST 1311
Section 102
Proposal 1
Dr. ABU MUHAMMAD SHAJAAT ALI
By
Raed Alqahtani
Khalid Alarji
Abdulaziz al-aqeel
Omar Aldowesh
#200801312
#201102016
#200801227
#200901888
Page 8 of 27
Throughout human history land knew many of the climate changes. Scientists could
justify most of it as natural causes such as: some volcanic eruptions or solar fluctuations.
However, the dramatic increase in the Earth's surface temperature over the past two
centuries (since the Industrial Revolution begin), especially the last twenty years scientists
could not be subject to the same natural reasons. Where human activity during this period a
significant impact must be taken into account to explain this rise in the temperature of the
Earth's surface or as it called global worming. In fact, my methodology in this topic is by
using a books and websites. The expectation of this research is to find out a solution that
helping us to overcome global warming.
How does global warming start? How can we deal with it? What are the solutions of
this problem? What can people and governments do to reduce the warming? What would be
happened if we ignore it?
We writing this research to find solutions for global warming because our planet is dying
and we have to be aware of the result if we kept burning and destroying the life.
Page 9 of 27
Khalid Alarji
201102016
Assignment 2
Dr. Shajaat Ali
HIST 1212 WORLD CIVILIZATION
TEST2
20 points
ANNOUNCEMENT: This test will cover Chapter 28: Imperialism and World War I in your textbook.
There are short questions that will require careful reading of the textbook chapter to find out clear,
short, and to the point answers. Brief answer will help you to understand the situation better why
the World War I
broke out.
1. Define New Imperialism (1 points)
The policy of extending a nation’s authority by territorial acquisition or by establishing
economic and political hegemony over other nations.
2.
What were motives of New Imperialism? (1 point)
The main motive was economist, “imperialism is the monopoly stage of capitalism”. So they
can find higher profits from investments and new markets. Second, some said that the
advanced European nations had a duty to bring the benefits of their higher culture and
superior civilization to more so called backward people. Third, religious groups demanded
that western governments support Christian missionaries politically and militarily.
3. Discuss the effect of new Imperialism on: (1 point each) 4 points
i.
North Africa:
The experience of imperialism was slightly different from the sub-Saharan Africa. Because much of
North Africa was still part of Ottoman Empire, the European secured their interests in two ways:
through economic penetration and diplomatic pressure. Force was always an option.
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ii.
Egypt:
British Imperialism primary goal was stability: Egypt had to repay its debts, and Britain was to retain
control of the Suez Canal. They also built a naval base and installed a large garrison. However, they
prevented the Egyptians from establishing a textile industry that would compete with Britain.
Economically, this meant that while the Egyptian economy grew and tax revenues increased, per
capita income actually declined among Egyptians. Politically, it led to the growth of Egyptian
nationalism and to increasing demands that the British leave Egypt.
iii.
Belgian Congo:
The goal in the Congo was economic exploitation of the most brutal kind. Leopold’s administration
used slave labor, intimidation, torture, mutilation, and mass murder to extract rubber and ivory from
what become known as the Congo Free State.
iv.
South Africa:
Africans and people of mixed race whom the British were forbidden to own land, denied the right to
vote, and excluded from positions of power. To preserve their political power and economic
privileges, the white elite of SA eventually enforced a policy of racial apartheid “separateness” that
turned the country into a totally segregated land.
4. Who were the members of the Three Empires League established Bismarck in 1873? 1 point
Tsar Alexander II of Russia, Emperor Franz Joseph I of Austria-Hungary and Kaiser Wilhelm I
of Germany.
i.
What was the role of Russia during the War in the Balkans? 1 points
Russia went to war with turkey in 1877 as a result of uprisings in the Ottoman Balkan
provinces. Then Russia entered the fray and created a major international crisis. The Russians
hoped to expand at Ottoman expense.
ii.
Who were members of the Triple Alliance? How the Triple Alliance was formed? 1
points
Germany, Austria, and Italy
In 1882 italy, ambitious for colonial expansion and annoyed by the French preemption
of Tunisia, asked to join the Dual alliance. Marck’s policy was a complete success
because he was allied with three of the great powers and friendly with Britain. The
triple alliance was renewed five years to restore German relation with Russia.
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iii.
What are key features of: 3 points
a. Franco-Russian Alliance?
Political isolation and the need for foreign capital unexpectedly drove the Russians towards
France. The French were glad to pour capital into Russia if it would help produce an alliance
and security against Germany.
b. British-Germany Relationship?
Britain became the key to the international situation. Within a decade, Germany had become
the enemy in the minds of the British. Germany tried to win the British over to the triple
alliance, but it could not. So, the Germans began to exert pressure against Britain in Africa.
But then the British were alarmed enough to abandon their attitudes and policies.
c. Entente Cordiale?
Britain concluded a series of agreements with the French in 1904, called
Entente cordiale. It was not a formal treaty and had no military provisions, but it settled all
outstanding colonial differences between the two nations.
5. How Russia contributed to weaken and destroy the Ottoman Empire? 2 points
The conflicting interests of European states propped up the Ottoman Empire until after World
War I. Great Britain especially was determined to keep Russia from gaining direct access to
the Mediterranean from the Black Sea. Britain, France, and Sardinia helped the Ottomans
during the Crimean War (1854-56) to block the Russians.
The Russo-Turkish war of 1877-78 brought Russia almost to Constantinople. The Ottomans
were forced to sign the Treaty of San Stefano, which would have ended their rule in Europe
except that the European states called the Congress of Berlin. It succeeded in propping up the
old empire for a few decades more.
Abdulhamid II (ruled 1876-1909) developed strong ties with Germany, and the Ottomans
fought on Germany's side in World War I. Russia hoped to use the war as an excuse to gain
access to the Mediterranean and perhaps capture Constantinople. This aim was frustrated by
the Russian Revolution of 1917 and withdrawal from the war. Ottoman defeat in war inspired
an already fervent Turkish nationalism. The postwar settlement outraged the nationalists
6. What are the key features of the first Morocco Crisis? 1 point
The First Moroccan Crisis (also known as the Tangier Crisis) was an international crisis
between March 1905 and May 1906 over the status of Morocco. Germany attempted to use
the issue of Morocco's independence to increase frictions between France and the United
Kingdom, as well as to advance German commercial interests in Morocco. They succeeded in
their stated goal of assuring Moroccan independence, but failed to attract diplomatic support
for their positions at the resulting international conference. The crisis worsened German
relations with both France and the United Kingdom
Page 12 of 27
7. What was the key feature of British agreement with Russia? 1 point
With French support, the British made overtures to the Russians and in 1907 concluded an
agreement with them that settled Russo-British quarrels in central Asia and Persia and opened
the door for wider cooperation. The triple entente, an informal but powerful association of
Britain, France, and Russia, was now ranged against the triple alliance.
8. What three crises led to the World War I? Briefly discuss each of them and how that
contributed to the war. 2 points
(The Bosnian crisis, second Moroccan crisis, and the Balkan wars)
The Bosnian crisis: 1908 the Austrian and Russian government decided to act before
Turkey became strong. They agreed to call international conference. So, Russia would
agree to the Austria annexation of Bosnia and Herzegovina, and Austria would support
Russia’s request to open the Dardanelles to Russian warships.
Austria took advantage of this crisis and seized the provinces of Bosnia and Herzegovina,
this upset Serbia because people in those provinces wanted to join Serbia. Russia backed
Serbia and demanded an international conference but was forced to back down when
Germany made it clear they would support Austria
Second Moroccan crisis: was a reaction caused by the appearance of the German
gunboat, Panther, in the Moroccan port of Agadir on July 1, 1911. Its deployment was an
attempt to intimidate the French into compensating Germany for certain concessions at
the Algericas Conference. Germany also dropped the significant hint that the Panther
would be withdrawn from Agadir as soon as the French withdrew from Fez. But the
maneuvers of Panther also sparked hostility with Britain because Germany and Britain
had been naval rivals. In fact, the British saw Panther's deployment as an attempt to
establish a German naval base on Morocco's Atlantic coast. British support of the French
in the Second Moroccan Crisis also reflected the strength of the Entente Cordiale
The Balkan wars: Bulgaria, Greece, Montenegro and Serbia had achieved independence
from the Ottoman Empire, but large parts of their ethnic populations remained under
Ottoman rule. In 1912, these countries formed the Balkan League. The First Balkan War
broke out when the League attacked the Ottoman Empire on 8 October 1912. The Second
Balkan War broke out on 16 June 1913. Bulgaria was dissatisfied over the division of the
spoils in Macedonia, made in secret by its former allies, Serbia and Greece, and attacked
them. The Serbian and Greek armies repulsed the Bulgarian offensive and counter-attacked
into Bulgaria, while Romania and the Ottoman Empire also attacked Bulgaria and gained (or
regained) territory. In the resulting Treaty of Bucharest, Bulgaria lost most of the territories it
had gained in the First Balkan War.
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9. Discuss how Sarajevo Assassination of Archduke Ferdinand triggered the World War I; and
how
Germany & Austria responded to it; and what was the Triple Entente’s response? 2 point
The assassination: the assassin was a member of a conspiracy hatched by a political
terrorist known as Black Hand. The chief of intelligence of the Serbian army’s general staff
had helped plan the crime. So, because the Serbian officials were involved, the war had
started.
Germany and Austria response: Austria considered the murder of the heir to the throne an
open Serbian attack on the existence of the Dual Monarchy because if Francis Joseph died
Austria would be left without an heir. Although she could not find any evidence that the
Serbian government was connected with the assassination, Austria consciously exploited the
occasion to destroy Serbia as a state to put an end to the Serbian threat to the existence of
the Dual Monarchy forever. A war with Serbia might lead to a war with Russia. Thus Austria
wanted to be assured of German support.
The German Kaiser decided to support Austria because he regarded Austria as the only ally
of Germany and because he believed that the Russian Czar would not come to help Serbia in
a war involving the death of a future monarch. On July 6, Germany assured Austria that
should there be an Austro-Serbian war, Germany would stand by her (Austrian) side and give
her unlimited support as an ally. This was called the "Blank Check".
Triple Entente’s response: The Serbian ally, Russia, learnt of the ultimatum on July 24. On
July 26 the Czar reassured the Serbian crown prince that "Russia will in no case be
indifferent to the fate of Serbia." Russia certainly could not bear humiliations from Germany
anymore; if she failed to defend Serbia again and again, Russia could no longer set her foot
on the Balkans as the leader of the Slav nations. The Russian Czar was probably encouraged
by the French to take a firm stand against Germany, for France had learnt of the Schlieffen
War Plan. France urged Russia to mobilize for fear of an immediate German attack. After the
bombardment of Belgrade on July 30, the Czar was persuaded by his ministers and Chief of
staff to order full mobilization.
Khalid Alarji
201102016
Dr. Shajaat Ali
Assignment 3
1. What are three causes of the Great Depression in Europe? 1 points
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First, financial crisis stemmed directly from the war and the peace settlement. Second, crisis in
the production and distribution of goods in the world market. Finally, both of these difficulties
become worse than they might have been because no major western European country or the US
provided strong, responsible economic leadership.
2. What are problems agricultural commodities experienced after World War I? 1 points
1. Higher industrial wages raised the cost of the industrial goods that farmers used.
2. Farmers had great difficulty paying off their mortgages and normal annual operation debts.
3. the prices they received for their products plummeted.
3. How did the problem of decreasing prices of agricultural commodities contributed to
economic
Depression in Europe? 1 points
Farmers or peasants could no longer make enough money to buy finished goods from
industries. Which make coal; iron and textiles had depended largely on international markets.
Unemployment spread from these industries to those producing finished consumer goods.
So, the policies of the depression further weakened domestic demand.
4. What do you mean by War Communism? What was its role in generating the domestic
opposition to the Bolsheviks? 1 points
The revolutionary government confiscated and then operated the banks, the transport
facilities, and heavy industry.
War communism helped the Red Army defeat its opponents. The revolution had survived and
triumphed. The policy generated domestic opposition to the Bolsheviks
5.What was key feature of the New economic Policy? 1 points
The NEP was allowed enterprise, so peasants could farm for a profit. NEP was consistent
with Lenin’s earlier conviction that the Russian peasantry held the key to the success of the
revolution. After 1921 the countryside did become more stable, and a secure food supply
seemed assured for the cities.
6. What were the key features of collectivization of Russian (Soviet) agriculture? Who were
the Kulaks? Why did Soviet peasants resisted collectivization? What was the objective and
effect of the Great Purges? 1 points
In the Soviet Union, collectivization was a policy introduced in 1929 1930, of consolidation
of individual land and labor into co-operatives called collective farms and state farms. 25
million peasant farms needed to be collectivized in order to form 240 000 collective farms.
This policy had the goals of increasing agricultural production and putting agriculture under
the control of the state. There was also an important communist political goal: the transfer of
land and agricultural property from so-called kulaks to collectives of peasants. But many
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peasants did not want to participate in collectivization and protested the move, resulting in
substantial conflict.
The Kulaks: any peasant who opposed Stalin’s policy.
Stalin launched the Great Purge, a campaign to purge the Communist Party
of people accused of sabotage, terrorism, or treachery; he extended it to the
military and other sectors of Soviet society. In practice, the purges were
indiscriminate.
8. What is called the Weimer republic? What was its objective and how long did it survive?
What was cause of Ruhr invasion and how it caused inflation in Europe? 1 points.
People use the term “Weimar Republic” to refer to a period in German history between 1919
and 1933 when the government was a democratic republic governed by a constitution that
was laid out in the German city of Weimar. Technically, the Weimar Constitution lasted until
1945, when the German government was formally dissolved in the wake of the Second World
War, but most people date the end of the Weimar Republic to 1933
The Occupation of the Ruhr between 1923 and 1925, by troops from France and Belgium,
was a response to the failure of the German Weimar Republic under Chancellor Cuno to pay
reparations in the aftermath of World War I.
9. What is the Locarno agreement? What were its effects in Europe? 1 point
The Agreement establishes a classification for industrial designs (the Locarno Classification).
The competent offices of the contracting States must indicate in the official documents
reflecting the deposit or registration of industrial designs the numbers of the classes and
subclasses of the Classification into which the goods incorporating the designs belong. They
must do the same in any publication which the offices issue in respect of the deposit or
registration.
The Locarno Treaties were regarded as the keystone of the improved western European
diplomatic climate of 1924–1930, introducing a hope for international peace, in Poland, the
public humiliation received by Polish diplomats was one of contributing factors to the fall of
the Grab ski cabinet. Locarno contributed to the worsening of atmosphere between Poland
and France (despite the French-Polish alliance), and introduced distrust between Poland and
Western countries.[10] Locarno divided borders in Europe in two categories: those
guaranteed by Locarno, and others, which were free for revision
10. Briefly discuss the events that during the Depression and Political deadlock in Germany
and show how that let Hitler to Power in Germany. 1 point
The Nazi rise to power marked the beginning of the Third Reich. It brought an end
to the Weimar Republic, a parliamentary democracy established in defeated Germany after
World War I. The last years of the Weimar Republic were plagued by political deadlock,
increasing political street violence, and economic depression.
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Culture, the economy, education, and law all came under Nazi control. The Nazi regime also
attempted to "coordinate" the German churches and, although not entirely successful, won
support from a majority of Catholic and Protestant clergymen. The Nazis were also
particularly successful in mobilizing support from among Germany's educated and
professional elites, including the legal, law enforcement, education, and medical professions.
The Nazis also mobilized support from among the civil service elite by making good on
electoral promises to tear up the Versailles Treaty, restore Germany to the ranks of the Great
Powers
11. What were key features of Great Depression? How did the New American Deal help the
United States to recover from the Great Depression? 2 Bonus Points
The Depression caused many farmers to lose their farms. At the same time, years of erosion
and a drought created the “Dust Bowl” in the Midwest, where no crops could grow.
Thousands of these farmers and other unemployed workers traveled to California to find
work. Many ended up living as homeless “hobos” or in shantytowns called “Homerville’s,"
named after then-President Herbert Hoover.
Unemployment soared from 3.2% in 1929 to 24.9% in 1933. These figures represent a daily
increase of 12,000 reaching a total of 13 million by 1933. Those still in work faced wage cuts
and a reduction on hours.
US gave money back to the tax payers
It created desperately needed good paying jobs
It encouraged wealthy people to do the same thing
It made trade easier with Mexico
It allowed construction companies to make a large profit
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Global warming
COMM 1312: Writing and Research
Dr. Shajaat Ali
Raid Alqahtani
Khalid Alarji
Abdulaziz Alaqeel
Omar Aldowesh
Ali Alfirtish
200801312
201102016
200801227
200901888
201002559
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Abstract:
This research will be about the reasons of global warming and will summarize the
science and the impacts of climate change around the world, now and in the future. It focuses
on climate change impacts in different regions of the world, on various aspects of society and
the economy such as energy, water, agriculture, and health. Also the possible solution of the
of this problem and how the human can overcome global warming.
Literature Review:
During my research about global warming. I've found a books that will help me to be a
aware about global warming. One of those books is The Discovery of Global Warming by
Spencer R. Weart. This booke ” It took a century for scientists to agree that gases produced
by human activity were causing the world to warm up. Now, in an engaging book that reads
like a detective story, physicist Weart reports the history of global warming theory, including
the internal conflicts plaguing the research community and the role government has had in
promoting climate studies”. Also, (The Challenge of Global Warming) by Timothy Wirth,
Dean E. Abrahamson.This book" is a collection of articles that discusses the causes and
effects of this phenomenon and offers some policy suggestions to respond to it. Most of the
articles, written by experts and intended for policy makers and other nonscientists, were
compiled from proceedings and reports from conferences, Congressional testimony, and
other sources". Furthermore, (Global Climate Change Impacts in the United States) by
Thomas R. Karl. "The report summarizes the science and the impacts of climate change on
the United States, now and in the future. It focuses on climate change impacts in different
regions of the U.S. and on various aspects of society and the economy such as energy, water,
agriculture, and health".
Methodology:
The sources I will use it is the websites that explain the causes and consequences of
global warming. Also, the interesting books that describe the dramatic increase in the Earth's
surface temperature over the past two centuries.
Introduction:
Global warming is in originally a natural phenomenon where there a range of gases in
addition to the water vapor present in the atmosphere as essential components and these gases
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is working to keep the planet temperature. As a result of increasing emission of these gases
due to human activity since the beginning of the industrial age has increased the heat-trapping
effect in the atmosphere which led to the largest and most serious negative environmental
phenomena in our own time, which called "climate change". Throughout human history land
known many of the climate changes that scientists could justify Most of it as natural causes,
such as some volcanic eruptions or solar fluctuations. However, the dramatic increase in the
Earth's surface temperature over the past two centuries (since the Industrial Revolution
begin), especially the last twenty years scientists could not be subject to the same natural
reasons. Where human activity during this period a significant impact must be taken into
account to explain this rise in the temperature of the Earth's surface or as it called global
warming. Certainly the climate system on the planet is more complex than that occurring
increase in the surface temperature. Actually, there are many other factors that affect the
temperature such as increase greenhouse gas emissions. Honestly, after we know all these
things about global warming and the negative effect we should find the solutions to overcome
our problem. Fundamentally, this is our planet we are the people who most maintain it
because our planet is dying and we have to be aware about what will happen if we keep burn
and cut trees. This research will mention the reasons of global warming, the effect, and how
the problem got solved.
Reasons of global warming:
Anything happens in the global must has reason. Certainly the climate system on the
planet is more complex than that occurring increase in the surface temperature. Actually,
there are many other factors that affect the temperature such as increase greenhouse gas
emissions, since the beginning of the Industrial Revolution, and greenhouse gases, which
consist of water vapor, carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O) and
ozone (O3). But with the increasing emissions of these gases and accumulate in the
atmosphere and with the passage of time began to show some of the negative effects of this
phenomenon (Ollila, 2012). The last those effects which confirm the start of global warming
are warming ocean waters during the last fifty years, diminishing the Snow and thickness of
snow and dramatic increase in the Earth's surface temperature (Ollila, 2012). Global warming
is a natural phenomenon without it the earth's surface temperature will be between 19 and 15
degrees Celsius below zero (Douville, Apr2006). Where those gases lead to the existence of
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this phenomenon (greenhouse gases) and also exist in the atmosphere of the planet by
absorbing infrared that emitted from the Earth's surface as a reflection of the rays falling on
the Earth's surface from the sun and being confined in the Earth's atmosphere. Therefore,
those trapped rays operate to heating the Earth's surface and raise the temperature, and the
most important of these gases are water vapor, carbon dioxide, methane and nitrous oxide.
So, these gases are caused by many humanitarian activities, especially as a result of burning
fossil fuels (such as oil and coal), either in industry or in transport; This led to increased rates
of such gases in the atmosphere (Douville, 2006).
In fact, proponents argue the idea that an increase in global warming is causing global
warming that increased rates of greenhouse gases in the atmosphere lead to the retention of a
greater quantity of solar radiation (Christopher,Sep2010, p777). Therefore, will lead to
increase the temperature of the earth's surface are more than normal rates. On the other side,
the opponents see that many reasons make them not sure that the global warming causes the
high temperature on the surface of the earth. While others see that the main reason for the
increase in the Earth's temperature is the solar wind, where lead those solar winds with the
help of the sun's magnetic field to reduce the amount of cosmic rays that penetrate the Earth's
atmosphere, which contain of high energy particles are collision with air molecules to
Produce new molecules that help to cool the Earth's surface (Christopher,Sep2010,p777).
According to this thinking that it is more logical and simpler justification for global warming,
and that when this solar activity drops temporary earth's temperature will return to normal.
Effects of global warming:
It s not that easy to know the effect of global warming precisely is difficult to predict,
Among the effects that can be expected is more floods. Gaining the water vapor in both land
and sea, when the weather getting warmer (Global Change Biology; Feb2011). Excessive
amount of water vapor may cause flood in parts of the world. Decreasing snow and ice, the
glaciers become more faster around the world and that maybe cause drought and shortage of
drinking water, the Intergovernmental Panel on Climate Change noted the report that sixth of
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the world population live in areas affected because of it If the climate change warmer (Global
Change Biology; Feb2011). More weather events expected to cause warmer weather in
causing more heat waves, more cases of heavy rainfall and may also cause an increase in the
number and severity of storms leads to climate change warmer (Global Change Biology;
Feb2011)
.
Moreover, sea level rise for two reasons; is partly due to the melting of snow and ice, and
partly because of the thermal expansion of the Sea, the process of thermal expansion takes
long time, but it is expected to increase in temperature by two degrees Celsius cause sea level
rise about approximately one meter (Journal of Biogeography; Dec2010). In the Himalayas
found twenty glacial lakes in Nepal also have found 24 glacial lakes in Bhutan has covered
by melt water On top of the Himalayan glaciers Which threatens crops and property
drowning For ten years. Therefore Scientists think that the reason is filled with the melt
water. According to World Environment Programme found that Nepal has increased the rate
of temperature one degrees Celsius and ice cover over Bhutan decline 30 to 40 meters per
year (Journal of Biogeography; Dec2010).
The research was published in magazine that if the cause of global warming in melting
the mountains and rivers glaciers, likely communities who based on these sources natural
disasters, also as a result of high temperature global climate during the last century the ice
started to melt clearly at the poles and over the tops of the mountains (Nature on Nov. 16).
The scientist (John Morgan) comment on this perplexing phenomenon and says: that
Australia is located in the middle of the Earth and with this rate of melting ice Australia could
lose the glacial environment during this century It has been observed in Semi-polar that trees
become more taller than before, Height has increased forty meters from the usual (Oikos;
Jul2012).
This is early warning indicator for the rest of the world because the phenomenon of
increasing global warming may occur environmentally damaging in other areas and Ice may
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disappear entirely during this century (Oikos; Jul2012). Also, the consequences of global
warming extinction many kinds of animals and plants and the experts confirmed that seventy
types of frogs have extinct due to climate change, also that the dangers still surrounding
between one hundred to two hundred types of animals that live in cold areas (Oikos;
Jul2012). Furthermore, Scientists show great concern to some animals in cold areas such as:
Penguins and polar bears and how to adapt with this high speed of global warming (Oikos;
Jul2012). Penguin numbers fell from three hundred of adult pair to just nine in the western
pole As well as the Bears that have decreased in their numbers and weights. Also the global
warming contributes the increase of spread of disease and the epidemics settlement like
malaria, dengue fever, typhoid and cholera because of the migration of insects that cause
these diseases from the south to the north because of the high temperature, humidity and lack
of drinking water (Journal of Climate; Dec2011). On the other hand the environmental
imbalance lead to increase the percentage of arid land and reduce the agricultural production
as a direct result of the increasing percentage of drought And large number of agricultural
crops has affected because of temperature Change, and Changing patterns of rainfall, snow
and ocean currents, High salinity and acidity of sea water. The consequent is increase in
droughts, forest fires and the severity of storms (Journal of Climate;Dec2011).
.
Solutions of global warming:
as we know the difficulty of finding the solution of global warming and how can we
overcome the problem still the scientists trying to find solutions to the problems of global
warming by accelerating the natural cycle of carbon dioxide by inject it in the ground or in
the oceans to store carbon dioxide trapping heat in natural reservoirs rather than leaving it
accumulates in nature (Review of Policy Research; Nov2009). Also, it is possible to pump it
in geological formations underground such as coal layers cannot be extracted or oil or gas
wells (Review of Policy Research; Nov2009). The possibility of pumping carbon dioxide
directly into the ocean where do not affect the environmental system in the area, at depths to
ensure its survival in the ocean (Review of Policy Research; Nov2009). Also needed here to
international cooperation and solidarity of communities, governments and individuals to help
to overcome the crisis of global warming in several ways which are, reduce the amount of
energy that deplete non-compensation, reduce environmental pollution for example, there is
the possibility to generate electricity using wind or solar radiation, far from inexhaustible
sources of energy, use the public transport instead of using your private car and reduce the
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number of unnecessary trips in the car and the Flyers and use well-insulated buildings such as
old earthen buildings.
All of these solutions can be used to reduce energy consumption, and we can look to the
people experiences; Japanese forced the community to not wearing a tie to reduce their need
for air conditioning in the summer while working, Scandinavian people use bicycles to go to
work and hiking also (Esquire; Aug2009). Also there are scientists who have a different
solution which is that titanium dioxide may distract the sunlight, thus reduce global warming
this is proven by scientists recently (Journal of Applied Physics; Sep2011). This idea requires
the use of balloons to launch millions of tons of titanium dioxide, Immediately after launch
this element of particles into the atmosphere the element will spread around the planet to
reflect some of the Sunlight to other places in space, and scientists expect that the required
quantity of titanium dioxide is 3 million tons, this amount is enough to address global
warming and reduce the level of carbon dioxide in the atmosphere (Journal of Applied
Physics; Sep2011). For information titanium dioxide is a chemical element found in paint,
ink, and even in some types of food (Journal of Applied Physics; Sep2011).
Climate scientist (John Ethan) and engineer (Steven Slater) say that they believe that we
can reduce the warming by increasing the reflectivity of clouds to sunlight 10% more than
normal, by design ships capable of puffs seawater particles to clouds that are meant to
increase reflecting the sun's rays, and these people envisioned a fleet consists of one thousand
and five hundred of these ships, moving between the world's oceans to the required target
clouds and sprayed (Engineering & Technology, Aug2007). However, some scientists believe
that this method is not safe and it will cause flooding in areas and drought in other regions
such as Africa (Engineering & Technology, Aug2007). Thus will kill precious forests and
considered too risky because the sun has many benefits, not only heating the globe. The other
option is to reduce the harmful gases from the air instead of blocking the sun's rays, these
gases, although it is invisible, but the effects are clear. Environmental engineer Marc Hodges
Says "we lose large areas every day of green forest for several reasons, including timber
industry", Hodges wants to replant trees and he think that if this simple solution succeeded
that could help combat climate change, but the area is large therefore he suggested to product
millions of bottles in the form of small aerial bombs carry small plants and then throw it from
the planes in large quantities to be re-planting large areas at a reasonable cost and within a
short period(Engineering & Technology, Aug2007).
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Conclusion:
To conclude, The study of global warming is not easy because it is difficult to measure
and expect the climate change in upcoming decades. Scientists agree concerned in this topic
that we should work to reduce the high temperatures before it's too late, through tackling
underlying causes of global warming and take official action at the level of the whole world
because more greenhouse gases in the world leads to a rise in temperature. . The most
important, that represents the fundamental basis for all other solutions is the recognition that
the phenomenon exists, that the potential effects are serious and we are responsible and
believe that global warming is caused by our own actions. Up to today, we have already
emitted such huge amounts of greenhouse gases that they will be enough to cause the
warming to continue for decades and possibly even centuries ahead, so we have to be more
responsible about our global because our planet is dying and we have to be aware about what
will happen if we keep burn and cut trees because global temperatures by the end of the next
century will be higher than at any time during the last 120,000 years. We must say that these
solutions require the cooperation of all country and people around the world.
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References:
Caldeira, Ken. Scientific American. Sep2012, p78-83. 6p. 2 Color Photographs, 1 Graph.
Carey, John. Scientific American. Nov2012, Vol. 307 Issue 5, p50-55. 6p.
Kvaløy, Berit; Finseraas, Henning; Listhaug, Ola. Journal of Peace Research. Jan2012, Vol.
49 Issue 1, p11-22. 12p. DOI: 10.1177/0022343311425841.
Book of Global Warming : The Complete Briefing
Houghton, J. T. Publisher: Cambridge University Press
Location: Port Chester, NY, USA
Date Published: 10/1997
Transboundary & Emerging Diseases; Dec2010, Vol. 57 Issue 6, p404-413, 10p, 1 Chart, 5
Graphs
Zhang, Liping; Wu, Lixin. Journal of Climate. May2012, Vol. 25 Issue 9, p3417-3430.
14p. DOI: 10.1175/JCLI-D-11-00172.1.
Franchito, Sergio; Brahmananda Rao, V.; Moraes, E. Climate Dynamics. Nov2011, Vol. 37
Issue 9/10, p2021-2034. 14p. 2 Diagrams, 4 Charts, 6 Graphs. DOI: 10.1007/s00382-0100952-6.
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