New York College of Technology
The City University of New York
History 1103
Professor Stephanie Boyle
Office Hours: W/ 9-11am
Pearl 410

Course Description

This course is a chronological and thematic introduction to the history of Western interactions with the wider world from the late 1800s to the present, emphasizing the following events: the rise of nationalism in Europe and the race for empire in the late 19th century, the First World War, the interwar years, the Second World War, the Cold War, the post-Cold War world and the effects of globalization.  It explores how the United State engaged with the Soviet Union via proxy wars and spheres of influence via third parties in Europe, Asia, Africa, Latin America and the Middle East. It shows students the cultural, social and political background and implications of this important period in history.

 Required Texts

 Content Learning Outcomes and Assessment Measures

LEARNING OBJECTIVES: For the successful completion of this course, students should be able to: ASSESSMENT METHOD: Instructional activity and evaluation methods. Students will:
Distinguish between different approaches to world history. Read and discuss a variety of historical texts. Students will use these texts to complete written assignments and presentations.
Understand how historians utilize sources and critical analysis to draw historical conclusions. Use primary and secondary sources to create their own historical conclusions. Students will discuss their conclusions in written quizzes and exams, as well as in oral in-class presentations.
Explain how the impact of western and non-western peoples shaped the foundation of the modern world. Read from a variety of primary and secondary sources in history, philosophy, sociology, and economics. Students’ content knowledge and critical thinking ability will be tested through in class quizzes and exams, as well as through in-class discussion.
  • assessment rubrics can be found on blackboard and classroom website on openlab.

General Education Objectives and Assessment Methods

LEARNING OBJECTIVES: For the successful completion of this course, students should be able to: ASSESSMENT METHOD: Instructional Activity, Evaluation Methods and Criteria.
KNOWLEDGE: Engage in historical inquiry, research, and analysis. Students will demonstrate the ability to evaluate a variety of historical sources for their credibility, position, and perspective, as well as contextualize materials from the past with appropriate precision and detail.Assignments that examine competency are primary source analysis and primary source worksheets
Skills: Understand the complex nature of the historical record and generate significant, open-ended questions about the past and devise research strategies to answer them. Students will demonstrate the ability to 1) Distinguish between primary and secondary source materials and decide when to use each, 2) Choose among multiple tools, methods, and perspectives to investigate and interpret materials from the past,  and 3) Recognize the value of conflicting narratives and evidence, 4) Generate significant, open-ended questions about the past and devise research strategies to answer them, 5) Seek a variety of sources that provide evidence to support an argument about the past, 6) Develop a methodological practice of gathering, sifting, analyzing, ordering, synthesizing, and interpreting evidence, and 7) Identify and summarize other scholars’ historical arguments. Students will demonstrate this competency complete written exams, quizzes, assignments, in-class discussion and presentations.All written assignments in this course will build these skills
Integration: Craft historical narrative and argument. Students will demonstrate the ability to 1) Generate a historical argument that is reasoned and based on historical evidence selected, arranged, and analyzed, 2) Write effective narrative that describes and analyzes the past for its use in the present, 3) Understand that the ethics and practice of history mean recognizing and building on other scholars’ work, peer review, and citation, and 4) Defend a position publicly and revise this position when new evidence requires it. Students will demonstrate this competency complete written exams, quizzes, assignments, in-class discussion and presentations.Peer to peer, quizzes, novel and film summary essays will develop these skills
Values, Ethics, and Relationships: Practice historical thinking as central to engaged citizenship. Students will demonstrate the ability to 1) Engage a diversity of viewpoints in a civil and constructive fashion, 2) Work cooperatively with others to develop positions that reflect deliberation and differing perspectives, and 3) Apply historical knowledge and analysis to contribute to contemporary social dialogue.Peer to peer, quizzes, novel and film summary essays will develop these skills


Course Requirements

Regular attendance is mandatory and all unexcused absences will count against the student’s final participation grade.

Assignments- all work must be typed and delivered via blackboard in .docx or.pdf format

* no google docs and absolutely no screenshots or assignments embedded in emails

Grade Breakdown

plagiarism test 5%
Reading Questions 30%

Two Exams 30 %
documentary analysis 15%
Primary Source analysis 15%
Discussions 5%


Reading Questions

Weekly, I will provide a link to readings, lectures and questions that must be answered. It shouldn’t be more than a page single spaced of work. Please submit your work via blackboard in the assignments section-please name your file with your last name, date, assignment type. For example BoyleWeek1weekly. These will be graded 1-5. The grade will be based on:

  1. clarity-this means how well it is written
  2. content- how well you answer the question
  3. analysis/argument- how much of your voice is in the answer. I don’t want historical information parroted back at me, I want you to present a thesis driven response. I mean what is your perspective about what you read.
  4. General sloppiness/ neatness- Does this assignment look like you wrote it in 5 minutes? Does it look like you took great care in your work?
  5. The Rubric is here on the OER.


  • please submit via Blackboard in the appropriate location as (Last Name, date, assignment-for example BoyleSept1Exam1)

The questions will focus on the material from the readings/ lectures. Answers should provide historical evidence from the readings/ lecture to support an argument-driven essay.  Your grade will be between 1-100. There will also be some short answers as well. Because this is essentially an open book test, I expect great detail and clarity and the following:

  • clarity-this means how well it is written
  • content- how well you answer the question
  • analysis/argument- how much of your voice is in the answer. I don’t want historical information parroted back at me, I want you to present a thesis driven response. I mean what is your perspective about what you read.

You may not cut and paste, or have another person do you assignment. You must cite all answers

Primary Sources

please submit via Blackboard as (Last Name, date, assignment-for example BoyleSept1PS1)

You will write two primary source paper. This paper will be no longer than 450 words, but no shorter than 300.  Please write three single spaced paragraphs and use Times New Roman 12pt font or something comparable. Your grade will be between 1-100 (grade breakdown found below).

Primary Source Paper

  • posted on blackboard and the OER website

P1- Should provide the title of the source, a very brief summary of the text and say what students hope to critique-argue in P2.  Students need to provide an argument-thesis driven statement. A summary alone is neither desirable nor enough to thoroughly complete the assignment.

P2- Should be an analytical paragraph that provides (at least) one example from the text to support the author’s claim…ie. The slave’s story provides insight into the cruelty of the system, “insert quotation from text here.”  Using direct quotations provides clarity and helps to support the author’s claims.

P3- Should summarize briefly what was covered in P1 and P2 and also say something about the significance of this document for the study of world history and how it shows global interconnectivity.  Do not throw this paragraph away, put as much effort into it as P1 and P2.



  • please submit each via Blackboard  (Last Name, date, assignment-for example BoyleJune1Podcast)

You are to write your response paper that offers a clear understanding of the argument of the scholar. Your grade will be between 1-100. (grade breakdown found below).

P1- Summarize the article/source-

Who is the scholar?

What is their argument?

Is it compelling?

P2- What is your evidence for your critique? What is your critique? Use quotations when appropriate.

P3- Offer a conclusion

Grade Breakdown

93-100 A (exceptional)
92-90 A- (superior)
87-89 B+ (very good)
83-86 B (good)
80-82 B- (above average)
77-79 C+ (slightly above average)
70-76 C (average)
60-69 D (poor)
Below 59 F (fail)

Please note that there are no plus or minus grades below C so be mindful that if you fall below 70 there is no cushion. Keep on top of your grades and come see me during office hours if you feel like you are lagging behind.

Also note that missing one or more assignments nearly guarantees that you will not get a score above a D.  If you cannot do an assignment or attend a test, you must inform the professor in advance and ask for an extension. THERE IS NO LATE WORK

Course and Classroom Policies

In order to provide an atmosphere of mutual respect that fostered intellectual cooperation and free thinking the following criteria for the classroom are not negotiable.  These policies are based on my experience as a professor and do not necessarily reflect you as individuals or students.

  1. You must use your Citytech email address and have access to Blackboard.
  2. You must have an OpenLab account.
  3. You must complete the plagiarism test before you submit any work and submit your score via email. Follow the link here:
  4. All students and the professor recognize that this class is a learning environment. Students may read perspectives that you may not agree with, may find offensive and may wholeheartedly believe are wrong. However, it is a college level class and being confronted with ideas that upset our worldview is a healthy and necessary process in a globalized world.
  5. All reading and writing assignments are mandatory and must be turned in by 11:59 pm on the date that they are due.
  6.  I give extensions, but there are NO late papers.
  7. Submit all work via blackboard by the due date at 1159pm
  1. Attendance is mandatory; all absences are unexcused unless the instructor is notified in advance. Your attendance will be tracked via an attendance assignment. Unexcused absences will affect the student’s final grade. Six unexcused absences equal an F in this course.
  2. Plagiarism of any kind will result in an F in the course.
  3. You must complete the plagiarism exam:
  4. Please review the cheating and plagiarism requirements found here on the OER
    • You will be expected to submit plagiarism free assignments from DAY 1. Remember ANY ideas that do not emerge from your head, must be cited. Even readings for this class for your daily assignments. Please cite all work with quotations that are direct quotations and also all paraphrased citations.
  5. The instructor will provide well prepared lectures, assist students at any length and answer all questions and concern with respect and courtesy.
  6. I respond to emails between 9-5pm M-F- If you send me an email late at night or over the weekend, it will take me longer to get back to you then when I am at school during the week.
  7. If you stop attending class then you will receive a WU, if you have poor attendance that results in missed assignments then you will receive an F.
  8. I give lots of feedback- It is meant to help you improve for your next assignment.  It is never meant to hurt or insult you.
  9. If you have a question about an assignment, grades or anything related to this course, please refer to this syllabus first. Most answers can be found here.
  10. The syllabus is the law regarding grades, policies and assignment deadlines.
  11. This syllabus will serve as a contract between student and instructor and if at any time there is any question with regard to the policies of the classroom, this syllabus will serve as the foundation.

Paraphrased ideas from your assignments must be cited. 

If you have any questions about citations, please come and see me. Below you will find the NYCCT academic integrity statement:

Academic Integrity at City Tech

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the
College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of
Technology and is punishable by penalties, including failing grades, suspension, and expulsion.  The complete text of the College policy on Academic Integrity may be found in the catalog.
— NYCCT statement on academic integrity

Weekly Schedule

Assignment due dates (tba)