History of the Middle East
Dr. Vladimir Brovkin
9th grade, American School of Marrakech, 2015/ 2016 academic year.
The purpose of this course is to provide a survey of the History of Middle East and North Africa from the time of the rise of Islam in the 6th century to the middle of the 20th century. In this kaleidoscope of counties, events, cultures and dynasties, the main organizing principle is to focus on key achievements of specific periods in the story such as the Umayyad dynasty, the Abbasid dynasty, the Fatimid dynasty as they replaced each other as the leaders of the Islamic world and then followed by the splintering of the empire into successor states and divisions in religion of Sunni and Shia Islam and geographical fault lines of middle east,, Persia, north Africa and a separate story of Muslim Spain. In each of these periods we shall survey economy, government, culture religion, science technology trade as ever changing attributes of successive waves of historical change.
Approximately in the middle of the course we shall examine the causes of the decline of Arab North African and Arabian states under the impact of Crusader and Mongol invasions and the slow conquest of the entire area by the Ottoman Turks.
The study of Ottoman empire will follow the same pattern, government, economy, trade, political organization, culture military relations with the West and the slow decline in the 18th and 19th centuries. We shall continue our examination with the study of modernization attempts under Muhammad Ali in Egypt and Tanzimat reforms of the Ottoman leading up to the revolution of the Young Turks, after WW1. We shall examine the age of Imperialism starting with Napoleon\s appearance in Egypt, French takeover of Algeria and Morocco and British takeover of Egypt and Palestine.
The last trimester in this course shall be devoted to the study of Morocco from 1830 to 1955 reestablishment of independence.
Dr. Vladimir Brovkin
9th grade, American School of Marrakech, 2015/ 2016 academic year.
The purpose of this course is to provide a survey of the History of Middle East and North Africa from the time of the rise of Islam in the 6th century to the middle of the 20th century. In this kaleidoscope of counties, events, cultures and dynasties, the main organizing principle is to focus on key achievements of specific periods in the story such as the Umayyad dynasty, the Abbasid dynasty, the Fatimid dynasty as they replaced each other as the leaders of the Islamic world and then followed by the splintering of the empire into successor states and divisions in religion of Sunni and Shia Islam and geographical fault lines of middle east,, Persia, north Africa and a separate story of Muslim Spain. In each of these periods we shall survey economy, government, culture religion, science technology trade as ever changing attributes of successive waves of historical change.
Approximately in the middle of the course we shall examine the causes of the decline of Arab North African and Arabian states under the impact of Crusader and Mongol invasions and the slow conquest of the entire area by the Ottoman Turks.
The study of Ottoman empire will follow the same pattern, government, economy, trade, political organization, culture military relations with the West and the slow decline in the 18th and 19th centuries. We shall continue our examination with the study of modernization attempts under Muhammad Ali in Egypt and Tanzimat reforms of the Ottoman leading up to the revolution of the Young Turks, after WW1. We shall examine the age of Imperialism starting with Napoleon\s appearance in Egypt, French takeover of Algeria and Morocco and British takeover of Egypt and Palestine.
The last trimester in this course shall be devoted to the study of Morocco from 1830 to 1955 reestablishment of independence.
History of the Middle East Advanced
Syllabus
Weekly Topics and Readings
Content and Weekly topic for reading and discussion:
Unit 1
Introduction. Mediterranean World in 5th and 6th Centuries
Standard: 1.12.a Identify and evaluate long term changes, enduring influences ,and recurring patterns in world history. 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.
Unit 2
Arabian Society before Muhammad. Governance, customs, beliefs, practices. Muhammad, personality, teaching, reception.Formation of Islam in the context of Arab culture, poetry, traditions and customs. What was new?
Standard: 4.12.d Examine how certain texts came to be viewed as sacred.
4.12.c Compare the development of Greco‐Roman philosophy and science to the development of ethical monotheism, transcendental religion, and ancient eastern philosophies.
Unit 3
The Four Righteous Caliphs. Ulama, elections, continuity and change. Secular and religious leadership: Arabs, Byzantines and Persians, Interaction of Cultures, Religions and Governments 530-590.
Standard : 3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc. 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.
Unit 4
Caliph Ali and Governor Mu’awiya/ authority, power, government, religion, precedent, the making of a schism. The Battle of the Camel, new division in Islam. Ummayad dynasty, the spread of Islam, From Spain to India, government, interaction of cultures, religions, cultural practices. The Murder of Hassan in Karbala, the foundations of Shia Islam.
Standard: 2.12.d Analyze how trade has contributed to cooperation and conflict. 4.12.e Examine syncretism, acculturation, and assimilation in the context of belief systems and culture
Unit 5
The Rise of the Abbasid Dynasty, the rise of Baghdad. The Age of Harun Rashid, the Flowering of Arab Islamic Civilization
Standard: 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.4.12.c Compare the development of Greco Roman philosophy and science to the development of ethical monotheism, transcendental religion, and ancient eastern philosophies
Unit 6
Achievements in Science, Math, Medicine, Greek heritage, Aristotle in the Arab world, the house of Wisdom, Al Kindy.
Standard: 6.12.b Evaluate strengths and weaknesses of various kinds of political philosophies and ideologies. 8.12.i Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.
Unit 7
Arab poetry, calligraphy, architecture, Mosques, ships, hospitals, cities: Cordoba, Cairo, Baghdad, Samarkand, Jerusalem.
Standard: 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history.
Unit 8
Splintering of the Abbasid Caliphate , Moorish Spain, Fatimid Egypt, Barmakid Persia, the arrival of the Turks. 10th 11th centuries.
Standard: 2.12.d Analyze how trade has contributed to cooperation and conflict. 3.12.a Discuss how the physical environment contributes to the development of distinct cultures.
Unit 9
Fatimid Egypt, the rise of Kahira (Cairo), Achievements and limitations of Fatimid rule. Jews and Christians in Egypt.
Standard: 8.12.i Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.
Unit 10
The Crusaders and the Fall of Jerusalem 1099. The Templars, trade, banking, weapons, ships, the Pope and the Emperor.
Standard: 7.12.f Describe reciprocal influences of changes in transportation and communication and changes in trade and economic activities.
Unit 11
Collapse of the Fatimid Egypt , the Rise of Salahadin. Middle East in the Age of Crusades. Economic, political, religious interactions.
Standard: 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.
Unit 12
The Mongol Conquest, Khan Halegu. The fate of Empires, who conquers whom. The theory of the History the World by Khaldun.
Standard: 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history. 1.12.b Compare models for organizing history into periods (periodization). 3.12.a Discuss how the physical environment contributes to the development of distinct cultures.
Unit 13
Qutuz and the Rise of Mamluk Egypt. Foundations of government trade, taxation, succession.
Standard: 6.12.c Evaluate issues regarding distribution of powers and responsibilities within political systems.
Unit 14
Decline of Mamluk Egypt, decline of Moorish Spain, the Assassins, a medieval terrorist religiously inspired organization. Its origin, practices and outcomes Types of resistance to change.
Standard: 6.12.a Explain the roots of and historical development of contemporary political systems.
Unit 15
The Rise of the Ottoman Empire, the 15 century: Government, taxation, religious policy, corruption, administration, religious self/rule.
Standard 1.12.b Compare models for organizing history into periods (periodization). 1.12.c Interpret graphic presentation of quantitative data. 7.12.b Explain patterns of trade from ancient times to the present.
Unit 16
The Age of Suleiman the Magnificent: Military expansion, on and, in the Mediterranean, in the Indian ocean, government, succession, role of janissaries, and of Grand Visier.
Standard: 6.12.c Evaluate issues regarding distribution of powers and responsibilities within political systems. 6.12.d Evaluate the role of law and order in political systems.
Unit 17
Ottoman Empire under Suleiman’s successors. Pasha Sokolu, naval battles in the Mediterranean, Barbary coast and the corsairs, the expeditions to the Red sea and the Indian ocean.
Standard: 7.12.b Explain patterns of trade from ancient times to the present.
Unit 18
The storming of Vienna 1683 as a turning point. The rise of the West. The rise of Ukraine and Russia.
Standard: 1.12.b Compare models for organizing history into periods (periodization). 3.12.d Evaluate the impact of migration on the structure of societies.
Unit 19
Decline of the Ottoman Empire in the 18th century and the rise of Europe: technology, government, religion? Catherine II of Russia war with the Ottoman empire in 1776. Janissaries as slave army out of control. The weakening of the power of the Sultan, localism, parochialism, local dynasties, ethnic diversity and resistance to Ottoman rule.
Standard: 1.12.c Interpret graphic presentation of quantitative data. 2.12.b Analyze how cooperation and conflict influence political, economic, and social conditions.
Unit 20
Napoleon Bonaparte in Egypt. The Meeting of civilizations, The battle of the Pyramids, the rediscovery of the Orient in the West, impact on economy, foreign policy, trade, tastes and culture. Modernization attempts in Egypt under Muhammad Ali.
Standard: 8.12.j Analyze instances in which economic conditions have influenced and been influenced by scientific developments and technological developments.
Unit 21
Tanzimat reforms, 1820s to 1878. Modernization, Westernization and preservation of cultural identity. The rise of nationalism, national liberation movements, in dependence of Greece, turmoil in the Balkans.
Standard: 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.
Unit 22
Russo Turkish War of 1878.The sick man of Europe. Great Power clash of Ottoman inheritance. Balkan rivalries and consequences.
Standard: 8.12.d Explain how different socioeconomic groups within a culture may react differently totechnological innovation.
Unit 23
Imperialism, Great Powers and the Decline of the Ottoman Empire, the Balkan wars and the coming of World War One.
Standard: 2.12.c Evaluate efforts to resolve conflict within and among nations.
Unit 24
Middle East in WWI. British expedition to Iraq, occupation of Egypt and Palestine, fiasco at Galipoli. The rise of Young Turk movement.
Standard: 1.12.b Compare models for organizing history into periods (periodization).
Unit 25
The Great Powers and Morocco in the Age of Imperialism. The French in Algeria, the Spanish in Northern Morocco, the British trade penetration.
Standard: 2.12.a Analyze the causes and effects of alliances and multinational organizations. 2.12.c Evaluate efforts to resolve conflict within and among nations. 7.12.b Explain patterns of trade from ancient times to the present. 7.12.d Explain the major economic Systems.
Unit 26
Morocco in the1880s and 1890s. the Sultan, the Government, Caids, tribes, slaves, Jews,
women, geography, local diversity, Arabs and Berbers.
Standard: 5.12.a Explain how sociological circumstances (race, ethnicity, gender, class, etc.) influence an individual's perceptions of and reactions to the world.5.12.d Examine how many cultures reflect and reinforce oppositional ideas of gender (e.g., hard and soft strong and weak, "sun" and "moon").
Unit 27
Towards Protectorate 1900 / 1912. British and French policy in North Africa, the German challenge, the first Moroccan Crisis, resistance of the Caids.
Standard: 8.12.d Explain how different socioeconomic groups within a culture may react differently to technological innovation. 8.12.e Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.
Unit 28
Morocco under the French Protectorate up to 1930. Resident Governor General, Caids, economic policy Maroc utile, colonization, the Jews and the Colonists.
Standard: 3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc. 5.12.b Analyze the socialization of individuals by groups, organizations, and institutions. 6.12.a Explain the roots of and historical development of contemporary political systems.
Unit 29
Spanish Morocco in the 1920s and 1930s. Karim, as a leader of resistance movement
The war of 1924 against Spanish occupation. Spanish defeat, political crisis in Spain, General Franco and his policy in Morocco.
Standard: 2.12.c Evaluate efforts to resolve conflict within and among nations. 3.12.f Analyze geographical factors(such as natural resources, environment) that contribute to cooperation or conflict between human societies.
Unit 30
Emergence of modern Moroccan society, nation building, crystallization of Moroccan identity, and independence movement in the 1930s and 1940s.
Standard: 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements. 5.12.b Analyze the socialization of individuals by groups, organizations, and institutions.
Unit 31
Anglo/American Conference in Casablanca in1943, President Roosevelt, Churchill and Muhammad V. Towards eventual independence.
Standard: 2.12.a Analyze the causes and effects of alliances and multinational organizations. 6.12.e Evaluate how groups and institutions work to meet individual needs and address necessary social changes.
Unit 32 Towards Independence 1945 / 1955. The Crisis of Imperialism, the crisis of French colonial policy, the war in Algeria and situation in Morocco.
Assessment procedures and policies:
Class Work:
Every class shall begin with questions posed randomly to two students at the blackboard. Students are invited to pose questions, the instructor approves or disapproves of the posed questions and directs the question to a student at the blackboard. That way all students are involved in formulating the question and following on the ways it is answered. If the student at the board fails to answer the question, the instructor addresses the question to the class. There correct answers provide 99 point to the category of class work in the total list of assessment. In addition to questions, class work grade includes, evaluation of preparedness, class participation in discussion and intellectual vigor in formulating responses and ideas.
Note-Taking:
Students are required to take notes using Cornell system. Every class they must take notes on the proceedings and material presented by the instructor and the students making summaries and presentations.
Summaries and Presentations:
Students are required to prepare summaries on a particular topic from the text book and from on-line resources and present the content in class. Likewise students choose a topic for individual research presentation once a trimester on atopic which is not in the textbook and prepare a research based presentation in class.
Essay writing: Students are required to write at least two document based essays in a given trimester. As a group in class students read and discuss the historical document. The instructor explains the origin of the document and ways of its interpretation. Students are then invited to write a document based essay using the rubric criteria of assessment provided by the instructor. Students are required to submit the paper to their account in Turnitin.com.
Tests:
Students will take a test approximately every two weeks on the content of one or two units in the syllabus. The tests will usually combine multiple choice questions and regular questions.
Grades for all categories of activities are entered into Engrade.com. Students are encouraged to follow their performance on Engrade.
The overall grade for the trimester is composed of the following
Class work 10%
Note-taking 10%
Summaries 10%
Tests 30%
Presentation 20%
Essays 20%
Materials: Students shall use the text book as one of the sources for learning. Equally important are materials distributed, discussed and provided by the instructor in class. Almost every class we shall use Internet resources, such as documents, videos and documentaries. Students are required to take notes on the content of those materials. The complete list of those resources will be too long. It includes biographies of American Presidents, letters, declarations, speeches, and other relevant materials.
The books we shall use:
Arthur Goldschmidt and Lawrence Davidson, A Concise History of the Middle East (Westview 2010)
Desmont Stewart: Early Islam (New York Time/Life books)
Karen Armstrong: Islam
Will Durant: The Age of Faith, History of Medieval Civilization Christian, Islamic and Jadaic from Constantine to Dante (Simon and Schuster 1950)
And additional materials distributed in class.
Gavin Maxwell, Lords of Atlas, The Rise and Fall of the House of Glaoua 1893 -1956 (London, Longman 1966)
Syllabus
Weekly Topics and Readings
Content and Weekly topic for reading and discussion:
Unit 1
Introduction. Mediterranean World in 5th and 6th Centuries
Standard: 1.12.a Identify and evaluate long term changes, enduring influences ,and recurring patterns in world history. 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.
Unit 2
Arabian Society before Muhammad. Governance, customs, beliefs, practices. Muhammad, personality, teaching, reception.Formation of Islam in the context of Arab culture, poetry, traditions and customs. What was new?
Standard: 4.12.d Examine how certain texts came to be viewed as sacred.
4.12.c Compare the development of Greco‐Roman philosophy and science to the development of ethical monotheism, transcendental religion, and ancient eastern philosophies.
Unit 3
The Four Righteous Caliphs. Ulama, elections, continuity and change. Secular and religious leadership: Arabs, Byzantines and Persians, Interaction of Cultures, Religions and Governments 530-590.
Standard : 3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc. 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.
Unit 4
Caliph Ali and Governor Mu’awiya/ authority, power, government, religion, precedent, the making of a schism. The Battle of the Camel, new division in Islam. Ummayad dynasty, the spread of Islam, From Spain to India, government, interaction of cultures, religions, cultural practices. The Murder of Hassan in Karbala, the foundations of Shia Islam.
Standard: 2.12.d Analyze how trade has contributed to cooperation and conflict. 4.12.e Examine syncretism, acculturation, and assimilation in the context of belief systems and culture
Unit 5
The Rise of the Abbasid Dynasty, the rise of Baghdad. The Age of Harun Rashid, the Flowering of Arab Islamic Civilization
Standard: 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 3.12.b Use spatial models to investigate relationships between places and patterns of settlement and human interaction.4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.4.12.c Compare the development of Greco Roman philosophy and science to the development of ethical monotheism, transcendental religion, and ancient eastern philosophies
Unit 6
Achievements in Science, Math, Medicine, Greek heritage, Aristotle in the Arab world, the house of Wisdom, Al Kindy.
Standard: 6.12.b Evaluate strengths and weaknesses of various kinds of political philosophies and ideologies. 8.12.i Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.
Unit 7
Arab poetry, calligraphy, architecture, Mosques, ships, hospitals, cities: Cordoba, Cairo, Baghdad, Samarkand, Jerusalem.
Standard: 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history.
Unit 8
Splintering of the Abbasid Caliphate , Moorish Spain, Fatimid Egypt, Barmakid Persia, the arrival of the Turks. 10th 11th centuries.
Standard: 2.12.d Analyze how trade has contributed to cooperation and conflict. 3.12.a Discuss how the physical environment contributes to the development of distinct cultures.
Unit 9
Fatimid Egypt, the rise of Kahira (Cairo), Achievements and limitations of Fatimid rule. Jews and Christians in Egypt.
Standard: 8.12.i Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.
Unit 10
The Crusaders and the Fall of Jerusalem 1099. The Templars, trade, banking, weapons, ships, the Pope and the Emperor.
Standard: 7.12.f Describe reciprocal influences of changes in transportation and communication and changes in trade and economic activities.
Unit 11
Collapse of the Fatimid Egypt , the Rise of Salahadin. Middle East in the Age of Crusades. Economic, political, religious interactions.
Standard: 3.12.a Discuss how the physical environment contributes to the development of distinct cultures. 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.
Unit 12
The Mongol Conquest, Khan Halegu. The fate of Empires, who conquers whom. The theory of the History the World by Khaldun.
Standard: 1.12.a Identify and evaluate long term changes, enduring influences, and recurring patterns in world history. 1.12.b Compare models for organizing history into periods (periodization). 3.12.a Discuss how the physical environment contributes to the development of distinct cultures.
Unit 13
Qutuz and the Rise of Mamluk Egypt. Foundations of government trade, taxation, succession.
Standard: 6.12.c Evaluate issues regarding distribution of powers and responsibilities within political systems.
Unit 14
Decline of Mamluk Egypt, decline of Moorish Spain, the Assassins, a medieval terrorist religiously inspired organization. Its origin, practices and outcomes Types of resistance to change.
Standard: 6.12.a Explain the roots of and historical development of contemporary political systems.
Unit 15
The Rise of the Ottoman Empire, the 15 century: Government, taxation, religious policy, corruption, administration, religious self/rule.
Standard 1.12.b Compare models for organizing history into periods (periodization). 1.12.c Interpret graphic presentation of quantitative data. 7.12.b Explain patterns of trade from ancient times to the present.
Unit 16
The Age of Suleiman the Magnificent: Military expansion, on and, in the Mediterranean, in the Indian ocean, government, succession, role of janissaries, and of Grand Visier.
Standard: 6.12.c Evaluate issues regarding distribution of powers and responsibilities within political systems. 6.12.d Evaluate the role of law and order in political systems.
Unit 17
Ottoman Empire under Suleiman’s successors. Pasha Sokolu, naval battles in the Mediterranean, Barbary coast and the corsairs, the expeditions to the Red sea and the Indian ocean.
Standard: 7.12.b Explain patterns of trade from ancient times to the present.
Unit 18
The storming of Vienna 1683 as a turning point. The rise of the West. The rise of Ukraine and Russia.
Standard: 1.12.b Compare models for organizing history into periods (periodization). 3.12.d Evaluate the impact of migration on the structure of societies.
Unit 19
Decline of the Ottoman Empire in the 18th century and the rise of Europe: technology, government, religion? Catherine II of Russia war with the Ottoman empire in 1776. Janissaries as slave army out of control. The weakening of the power of the Sultan, localism, parochialism, local dynasties, ethnic diversity and resistance to Ottoman rule.
Standard: 1.12.c Interpret graphic presentation of quantitative data. 2.12.b Analyze how cooperation and conflict influence political, economic, and social conditions.
Unit 20
Napoleon Bonaparte in Egypt. The Meeting of civilizations, The battle of the Pyramids, the rediscovery of the Orient in the West, impact on economy, foreign policy, trade, tastes and culture. Modernization attempts in Egypt under Muhammad Ali.
Standard: 8.12.j Analyze instances in which economic conditions have influenced and been influenced by scientific developments and technological developments.
Unit 21
Tanzimat reforms, 1820s to 1878. Modernization, Westernization and preservation of cultural identity. The rise of nationalism, national liberation movements, in dependence of Greece, turmoil in the Balkans.
Standard: 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements.
Unit 22
Russo Turkish War of 1878.The sick man of Europe. Great Power clash of Ottoman inheritance. Balkan rivalries and consequences.
Standard: 8.12.d Explain how different socioeconomic groups within a culture may react differently totechnological innovation.
Unit 23
Imperialism, Great Powers and the Decline of the Ottoman Empire, the Balkan wars and the coming of World War One.
Standard: 2.12.c Evaluate efforts to resolve conflict within and among nations.
Unit 24
Middle East in WWI. British expedition to Iraq, occupation of Egypt and Palestine, fiasco at Galipoli. The rise of Young Turk movement.
Standard: 1.12.b Compare models for organizing history into periods (periodization).
Unit 25
The Great Powers and Morocco in the Age of Imperialism. The French in Algeria, the Spanish in Northern Morocco, the British trade penetration.
Standard: 2.12.a Analyze the causes and effects of alliances and multinational organizations. 2.12.c Evaluate efforts to resolve conflict within and among nations. 7.12.b Explain patterns of trade from ancient times to the present. 7.12.d Explain the major economic Systems.
Unit 26
Morocco in the1880s and 1890s. the Sultan, the Government, Caids, tribes, slaves, Jews,
women, geography, local diversity, Arabs and Berbers.
Standard: 5.12.a Explain how sociological circumstances (race, ethnicity, gender, class, etc.) influence an individual's perceptions of and reactions to the world.5.12.d Examine how many cultures reflect and reinforce oppositional ideas of gender (e.g., hard and soft strong and weak, "sun" and "moon").
Unit 27
Towards Protectorate 1900 / 1912. British and French policy in North Africa, the German challenge, the first Moroccan Crisis, resistance of the Caids.
Standard: 8.12.d Explain how different socioeconomic groups within a culture may react differently to technological innovation. 8.12.e Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.
Unit 28
Morocco under the French Protectorate up to 1930. Resident Governor General, Caids, economic policy Maroc utile, colonization, the Jews and the Colonists.
Standard: 3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc. 5.12.b Analyze the socialization of individuals by groups, organizations, and institutions. 6.12.a Explain the roots of and historical development of contemporary political systems.
Unit 29
Spanish Morocco in the 1920s and 1930s. Karim, as a leader of resistance movement
The war of 1924 against Spanish occupation. Spanish defeat, political crisis in Spain, General Franco and his policy in Morocco.
Standard: 2.12.c Evaluate efforts to resolve conflict within and among nations. 3.12.f Analyze geographical factors(such as natural resources, environment) that contribute to cooperation or conflict between human societies.
Unit 30
Emergence of modern Moroccan society, nation building, crystallization of Moroccan identity, and independence movement in the 1930s and 1940s.
Standard: 4.12.a Analyze sources and characteristics of cultural, religious, and social reform movements. 5.12.b Analyze the socialization of individuals by groups, organizations, and institutions.
Unit 31
Anglo/American Conference in Casablanca in1943, President Roosevelt, Churchill and Muhammad V. Towards eventual independence.
Standard: 2.12.a Analyze the causes and effects of alliances and multinational organizations. 6.12.e Evaluate how groups and institutions work to meet individual needs and address necessary social changes.
Unit 32 Towards Independence 1945 / 1955. The Crisis of Imperialism, the crisis of French colonial policy, the war in Algeria and situation in Morocco.
Assessment procedures and policies:
Class Work:
Every class shall begin with questions posed randomly to two students at the blackboard. Students are invited to pose questions, the instructor approves or disapproves of the posed questions and directs the question to a student at the blackboard. That way all students are involved in formulating the question and following on the ways it is answered. If the student at the board fails to answer the question, the instructor addresses the question to the class. There correct answers provide 99 point to the category of class work in the total list of assessment. In addition to questions, class work grade includes, evaluation of preparedness, class participation in discussion and intellectual vigor in formulating responses and ideas.
Note-Taking:
Students are required to take notes using Cornell system. Every class they must take notes on the proceedings and material presented by the instructor and the students making summaries and presentations.
Summaries and Presentations:
Students are required to prepare summaries on a particular topic from the text book and from on-line resources and present the content in class. Likewise students choose a topic for individual research presentation once a trimester on atopic which is not in the textbook and prepare a research based presentation in class.
Essay writing: Students are required to write at least two document based essays in a given trimester. As a group in class students read and discuss the historical document. The instructor explains the origin of the document and ways of its interpretation. Students are then invited to write a document based essay using the rubric criteria of assessment provided by the instructor. Students are required to submit the paper to their account in Turnitin.com.
Tests:
Students will take a test approximately every two weeks on the content of one or two units in the syllabus. The tests will usually combine multiple choice questions and regular questions.
Grades for all categories of activities are entered into Engrade.com. Students are encouraged to follow their performance on Engrade.
The overall grade for the trimester is composed of the following
Class work 10%
Note-taking 10%
Summaries 10%
Tests 30%
Presentation 20%
Essays 20%
Materials: Students shall use the text book as one of the sources for learning. Equally important are materials distributed, discussed and provided by the instructor in class. Almost every class we shall use Internet resources, such as documents, videos and documentaries. Students are required to take notes on the content of those materials. The complete list of those resources will be too long. It includes biographies of American Presidents, letters, declarations, speeches, and other relevant materials.
The books we shall use:
Arthur Goldschmidt and Lawrence Davidson, A Concise History of the Middle East (Westview 2010)
Desmont Stewart: Early Islam (New York Time/Life books)
Karen Armstrong: Islam
Will Durant: The Age of Faith, History of Medieval Civilization Christian, Islamic and Jadaic from Constantine to Dante (Simon and Schuster 1950)
And additional materials distributed in class.
Gavin Maxwell, Lords of Atlas, The Rise and Fall of the House of Glaoua 1893 -1956 (London, Longman 1966)