UC Santa Barbara > History Department > Prof. Marcuse > Courses > Hist 2c homepage
World map, scaled by population, from asiaintheschools.org
World map, scaled by population
Which countries shrink, which grow?
Should "size" determine which to focus on in this course?
World History, 1700-present
(UCSB Hist 2c), by
Professor Harold Marcuse
(Prof's homepage, Courses Page, Publications Page)

contact: marcuse@history.ucsb.edu

page created March. 28, 2003; last update: Feb. 6, 2008

Jump down to section headings on this page:
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Old Announcements
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Lecture outlines

Course materials:
direct links:

2006 syllabus
hyperlinked Reader,

& goals
World History Links
Hist 500
TA seminar
Grading policies

Plagiarism Policy
Prof's other courses:
Hist 2c-2003:
133c, 33d, 133p
trial new menu bar:
Announcements (at top)

Old Announcements
(at bottom)

2006 sample
Plagiarism Policy
2006 syllabus
hyperlinked Reader TOC
textbook reviews
World History Links
Hist 500
2c TA seminar
Prof's other course sites:
Hist 2c-2003;
133c, 33d, 133p

Announcements (old announcements move to bottom [with visitor statistics])
  • March 25, 2008: This page has been decommissioned.
    It has been superceded by the 2008 Hist 2c course website.
  • Feb. 6, 2008: In order to enroll for the honors section, you must now simply enroll in a regular section. On the first day of class all interested students will meet, and we will set a time when the maximum can meet. Those students will receive enrollment codes.
  • Jan. 16, 2008: The course will meet Tue-Thu, 12:30-1:45 in Campbell Hall. (List of sections on draft of Hist 500 syllabus). See the 2006 syllabus for an idea of how I teach this course.
  • Jan. 16, 2008: Course Books for 2008. We will be using the same books this year as I used in 2006, except that they have all come out in new editions: worlds together textbook cover
    1. textbook will be Tignor et al, Worlds Together, Worlds Apart: A History of the World from the Beginnings of Humankind to the Present (Norton, 2nd ed. Feb. 2008, vol. II) (publisher's website)
      • note 1: we will be reading chaps 13-21 of the new edition. Vol. II=10-21; Vol. C=14-21. The publisher has agreed to offer vol. II at the price of C since their custom edition won't be available. It should be $57 (instead of $66).
      • note 2: the previous editions of the next two readings will be acceptable, if you want to purchase used copies. The differences are not very great.
    2. Robert Allison (ed.), The Interesting Narrative of the Life of Olaudah Equiano: Written by Himself (Bedford, 2nd ed. 2006)($16 at amazon)
    3. Mary Lynn Rampolla, A Pocket Guide to Writing in History (Bedford, 5th edition 2006)($16 at amazon)
  • Jan. 16, 2008: I found several other textbooks quite appealing, but for various reasons--among them price--I decided to stick with Tignor et al. (The other are $25-30 more for the vol. C, and I didn't see their strengths being worth that much more: publishers take note!):
    • Felipe Fernandez-Armesto, The World: A History, Volume C (from 1700 to the Present) (Prentice-Hall, 2006)($86.60 at amazon)
      • The website is awkward to navigate (and the non-resizeable windows a huge pain), but the listing of documents in the back of the textbook is nice.
    • Craig Lockard, Societies, Networks, And Transitions: A Global History (Houghton-Mifflin, 2007)($81 for vol. C; amazon page)
      • Very similar in the design features to Tignor (guiding section questions, headings), it also has pronunciation and glossary items in the text. Not quite as dense, but conceptually interesting. (I'm going to prepare a comparison table to see how they each handle the chapter divisions.)
    • Stearns, Adas, Schwartz. By now almost a classic, but I'm surprised at how Eurocentric it is.
    • Bentley/Ziegler. Although several of my colleagues use this (including for 2B this year), I still don't find it fits conceptually with my course, nor that it has enough depth.
  • Nov. 3, 2007: Benita Blessing's comments about an H-German exhibition review speak exactly to my feeling about the usual fact-emphasis of survey courses.
  • Feb. 14, 2007: As part of my preparation for a guest presentation in UCSB Hist 200W, a graduate seminar on teaching world history, I've created a Hist 200W Links page.
  • Dec. 22, 2006: Nov. 2006 World History Connected issue has good articles on teaching about religions in World History (index of all issues)
  • June 21, 2006: Here is the overall grade distribution for Spring 2006 (1/10/08: page):
    total #: 227
    B+    26 C+   20 D+    1 F     6
        A     19 B      61 C       8 D      1 withdraw/incomplete: 3
        A-   37 B-    39 C-     8 D-     1 avg. grade: 85.0 (w/o "F"s)
    In my final evaluation of the course I've also posted the Midterm Survey responses.
    I hope you have a nice summer! --Prof. Marcuse
  • June 8, 2006: Final exam study guide now available (hard copies outside HSSB 4221)
    Any updates (responses to e-mail questions) will be noted here and posted on the guide page.
  • June 5, 2006: 2006 Sample Papers page now available. After reading 16 of the best event analysis papers preselected by the TAs, I've chosen the five prize-winners. I'm posting the papers so that other students can refer to them while preparing their final versions. As requested in my e-mail, the prize-winners should please send me an e-mail message.
    • I hope that reading one or two of these papers will help everyone to improve their final versions, which are due Thursday at 11am in lecture, WITH THE FIRST DRAFT, AND MUST ALSO BE UPLOADED TO PAIRWISE.
    • Second, for everyone, in Tuesday's lecture (June 6) I will be doing some sample source interpretations. I'd recommend bringing your textbook and reader to class, to make it easier to follow along (or make photocopies). In addition to Reader nos. 19, 21-28 (sorry I messed up on the page numbers in the table of contents: 80=102), the following textbook pages are esp. relevant:
      377 (Gandhi 1909); 399 (Mao 1940); 402 (Nehru 1940); 405 (Senghor 1959).
      Of course I can't interpret all of these in lecture, but any work you do on them now will be a head start on studying for the final.
    • Last but not least, I will be making a study guide for the final, as promised. I will be working on it on Wednesday, and will e-mail the class again when it is ready.

Lecture outlines (back to top)

thumbnail of cover of Prof. Marcuse's course readerworlds together textbook coverCourse materials (back to top)

Course Description (back to top)

  • This lecture course with discussion sections is designed for undergraduates of all disciplines (natural and social sciences, fine arts, humanities) with no prior college-level coursework in history. It fulfills the General Education requirement in area E-1, Civilization and Thought, and is approved as a GE writing course. (UCSB catalog info on GE)
  • The UCSB General Catalog description for Hist 2A,B,C reads as follows:
    "Survey of the peoples, cultures, and social, economic, and political systems that have characterized the world's major civilizations in Europe, Asia, Africa, the Americas, and Oceania."
    Hist 2C covers the period 1700CE-present.
  • Of course, it is utterly impossible to cover this much temporal and spatial ground in a meaningful way during a 10-week quarter, and I don't even try to do that. In fact, I don't think of history as a lot of information that "everyone should know." For me, it is a wealth of experiences, some of which are interesting and entertaining (like good books or movies), and some of which help me to understand and evaluate what is going on in the world around me. In this course we will study some of the historical experiences I have found to be interesting and helpful in understanding the present (we won't pass judgment on the entertainment value). Some of those experiences are the lives of exceptional people, some of ordinary people. Some are great cataclysmic events such as revolutions or wars. And some are ideas (or systems of beliefs) that have helped people to see the world around them in new ways, and have led to monumental changes in the way they--and we--live. Along the way of learning about these experiences, we will also learn and practice some skills, such as how to understand and draw meaning from primary sources, how to think beyond the obvious level of a story to its deeper meanings, and how to express our thoughts clearly in discussion and in writing.

Course Goals (back to top)

By reading the assignments, attending the lectures, participating in section discussion and doing the written work, you should:

  1. gain a better understanding of the nature and relevance of historical study in general;
  2. better appreciate the historical forces and events that have shaped the modern world (since ca. 1700);
  3. better appreciate the diversity of modern nations and peoples and the ways they act on each other in time and space;
  4. improve your ability to understand and interpret (draw reasoned conclusions about) historical source materials (including texts, images and music);
  5. improve your ability to write a short paper with research, analysis, interpretation and argumentation.

Links to interesting web sites (back to top)

Doonesbury comic on gradingGrading issues (back to top)

Please note that we grade YOUR WORK, not you.
If you feel that the grade you received on an assignment, exam or paper does not correspond to the quality of work that you submitted, you must first meet with your TA.
No grading reassessments will be done before 24 hours have elapsed since the work was returned to you, nor after two weeks after the work was returned.
If you are within that window of time, you can:

  1. EITHER: Print out, complete, and submit this Universal Grade Change Application Form.;-)
  2. OR: Write a page (or paragraph, whatever it takes) explaining WHY you think your work is better than the grade assigned to it. Please refer to the appropriate assignment sheet, and make sure you fulfilled the formal requirements of the assignment.
    1. Then resubmit the work in question with your explanation to the TA.
    2. If you are not satisfied with that reevaluation, please ask your TA to date and sign your explanation sheet, and then submit it and ALL of your work for this course to me (I need everything so that I will have the comparable knowledge of your work as your TA). I will assess your work for the course and the assignment in question, and get back to you.
    3. Note that I may lower your grade as well as raise it.
    4. Finally, be sure to put some contact address on your explanation sheet, so that I can be in touch with you
  • Here is the overall grade distribution for Spring 2003:
    total #: 108 B+    29 C+   8 D+    0 F       2
    A      7 B      19 C     7 D      0 withdraw/incomplete: 0
    A-   23 B-    13 C-   0 D-     0 mean grade: 86.2
  • Here is the overall grade distribution for Spring 2006:
    total #: 227
    B+    26 C+   20 D+    1 F     6
    A     19 B      61 C       8 D      1 withdraw/incomplete: 3
    A-   37 B-    39 C-     8 D-     1 mean grade: 85.0 (w/o Fs)
Plagiarism-presenting someone else's work as your own, or deliberately failing to credit or attribute the work of others on whom you draw (including materials found on the web)-is a serious academic offense, punishable by dismissal from the university. It hurts the one who commits it most of all, by cheating them out of an education. I will report offenses to the appropriate university authorities for disciplinary action. details

Old Announcements (back to top)

  • 7/13/04: The on-line journal World History Connected (homepage) has some excellent articles for teachers. Next time I teach this course I'm going to start the course by discussing this June 2004 article about the fundmental approaches found in world history textbooks: Tom Laichas, "History and the Textbooks". I think it lays out very clearly one of my goals for this college-level required introduction to the discipline of history, namely to help us recognize our underlying assumptions in the ways we conceive of our world. We are not teaching The Truth, but how to find principles that can guide our understanding about how and why things happen, then and now. It would be fun to have each TA's sections take one of my EIEIO/C causes (see L1 outline) and make arguments for it as the writing assignment.
    By the way, I find that William Everdell's article "How To Use the Theme Of Technology in Teaching the World History Survey Course" offers some insightful new approaches for examining some of the tried-and-true events of world history.
  • 9/28/04: After seeing the film Outfoxed (official Outfoxed site) about how the Fox "News" network systematically obfuscates opinion and fact, I think historians need to focus more than ever on teaching students how to assess the reliability and relevance of their sources. This is a step that would precede the interpretation of primary source material, which many World History courses (and the notorious DBQ) emphasize. 11/10/05: here are some good sites:
  • Sept. 29, 2004: I found an interesting and very comprehensive teaching site developed since 1999 by Alexander Ganse, a German historian teaching World History at an elite school in South Korea, "World History at KMLA" (Korean Minjok Leadership Academy) hosted by the Center for Instructional Media (ZUM) in Germany. It is in English, and especially the links seem to be excellent and unique (that is, not the usual top 3 google results).
  • Oct. 2, 2004: Well-designed lesson plan about the genocide in Darfur, Sudan, at newzcrew.org, which is run by Global Kids and NewsHour Extra. Global Kids is a New York City-based educational organization that supports urban youth to become global citizens and community leaders. NewsHour Extra is the student section of the Online NewsHour, the Web site for PBS's daily news broadcast, The NewsHour with Jim Lehrer.
  • Jan 7, 2005: World History Connected (homepage) has an excellent newsletter with many interesting articles. See, for instance, this 2004 special issue on Africa, and the index of issues.
  • March 2, 2005: Adam Hochschild, author of superb books about slavery in the Belgian Congo and about the antislavery movement, published an editorial in the LA Times, "A Monument to Denial," about how this year's anniversary exhibition at the Brussels Royal Museum of Central Africa whitewashes Belguim's atrocities in the Congo.
    • 2/5/06: I've updated my Imperialism lecture notes with information about the new documentary based on Hochschild's book King Leopold's Ghosts.
  • April 19, 2005: When I teach this course again in Spring 2006, students may work in groups to complete the research projects. Each TA will nominate up to 5 projects for publication on the course web site. (I and the other TAs will be the judges.) Authors of published projects may present their work to the class instead of taking the final exam.
  • July 13, 2005: Note to self: possibly use PAIRwise anti-plagiarism software.
  • Sept. 1, 2005: UC Santa Cruz's UC Atlas of Global Inequality has good resources, including map projection discussion.
  • Sept. 14, 2005: I'm currently reviewing textbooks to order for my spring 2006 offering. This is a constant source of agony for me, since I find most narratives severely lacking. (In plain English, my mind wanders after only a couple of pages.)
    • While doing this, I took the multiple choice quiz on the site of the Bentley/Ziegler textbook (click m.c. quiz link on left) that I used last time, for chapter 37, "New Conflagrations: World War II." Arguably, I should know A LOT about this period, and I used that textbook before. I scored 71%. Am I dumb? I hope not. I'd rather claim this as evidence that my interests in history don't match the textbook's aims, and multiple choice tests measure how much you think like the test-makers. I scored 86% on ancient China (which I've never studied), without reading the text...
    • To choose a textbook, one should be clear about one's goals. For "norms" I looked at:
    • For ideas on getting away from a textbook,
      Pahl, Ron H., 1943-, Breaking away from the textbook: creative ways to teach world history (Lanham, Md.: Scarecrow Education, 2002). UCSB D16.2 .P24 2002 ($17 at amazon)
      ... is not much help. It's basically a compendium of activities you can do on topics, like "quick writes," bumper stickers, posters, poetry, "time traveler,""meet the press," etc.
    • Idea: Examining various panels from El Fisgon's How to Succeed at Globalization (2004) would be a fun and profitable exercise in lecture ($15 at amazon)
    • My scratch pad for comparing various college-level World history texts:
      • Adler's World Civilizations (vol. 2=$77 at amazon). Used in 2004, forget it, way too Eurocentric.
      • Bentley/Ziegler, Traditions & Encounters (v. 2=$75 at amazon) 3rd ed. 2005; vol. c=ch.29-41
        • maps definitely weak, illustrations ok; can't get excited about it
        • I used it in 2000; used in my son's AP World History; my colleague Prof. Spickard uses it.
      • Brummett, Civilization Past & Present ($87 at amazon). Longman, 11th ed. 2005
        • The publisher's rep gave me a very persuasive sell on this one, very revised from the 10th edition, especially the web ancillaries. I liked it very much, but with the way I teach I like the shorter Tignor text better--I like my own (smaller) selection of ancillaries, and feel this comprehensive website would be too dominant in my course and necessitate relying on the textbook more than I like to.
      • Bulliet, Crossley, Headrick, Hirsch, Johnson, Northrup, The Earth and Its Peoples: A Global History (Houghton-Mifflin 3rd ed. 2005) v. C=ch. 22-34
        • more of a core Western narrative, but interesting graphics & theme boxes; maps fine
      • Duiker/Spielvogel's World History (vol.2=$77 at amazon)
        • I used Spielvogel's Western Civ text 1994-98, and liked it very much. But the World History version doesn't make enough of a conceptual change to be effective for the larger framework.
      • Fields, Lanny B. , Cheryl A. Riggs, Russell J. Barber,
        Global Past (Bedford)(v.2=$81 at amazon); Reading the Global Past v. 2
        • Leaving out a few chaps, possible to do ch. 31-42/44 in 10 weeks
        • more global than Western view, with unique conceptualizations
        • monochrome, but good illustrations, not the usual, with informative captions & source info
        • suggested readings are annotated
      • Johnson/Halverson, Sources of World Civilization (v.2=$50 at amazon)
      • Kishlansky's Sources of World History (vol. 2=$54 at amazon)
      • Kishlansky's Society & Cultures World Hist (v.
      • John and William McNeill, The Human Web: A Bird's-Eye View of World History ($18 at amazon), 370pp.
      • Mitchell, Mitchell, Taking Sides: Clashing Views in World History, v. 2, 2nd ed. (McGraw-Hill)
        • Publisher: "presents timely issues in a debate-style format. The "pro" and "con" essays foster critical thinking in students while encouraging them to develop a concern for serious social dialogue"
      • Riley, Global Experience: Readings in World History (Prentice)(v2=$38 at amazon)
      • Sanders et al's Encounters in World History (2005 1st ed)($43 at amazon)
      • Sherman, World Civilizations: Sources, Images and Interpretations (v2=$40 at am.)
      • Stearns, Adas, Schwartz, Gilbert, World Civilizations: The Global Experience (Longman 4th ed. 2004)
        • chaps 28-41=industrialization to present; 25=slave trade
        • one document per chapter, sources are attributed
        • more color, good contrasting maps, narrative suggested readings & web sites
      • Tignor, Adelman, Aron, Kotkin,..., Worlds Together, Worlds Apart (Norton 2002)
  • Sept. 16, 2005: I definitely need to have a lecture (or unit) on the relationships between religion and politics in what we call the "modern age" (does that relationship define what we mean by "modern"?). Timothy Garton Ash's "What's your problem with Islam?" (LAT 9/15/05) is remarkably astute and thought-provoking, also somewhat cryptic.
  • Oct. 12, 2005: textbook worlds together textbook coverwill be Tignor et al, Worlds Together, Worlds Apart (Norton, 2002)
  • Feb. 9, 2006: [note to self] need to start a "World History Resources page" with a section of important links (like George Mason U's World History Matters, and the World History Association's World History Connected); a section of textbook reviews; a section of recommended books for the essay assignment, such as:
  • Feb. 22, 2006: Crashing/Wait List. The Spring 2006 course filled up on Feb. 16, and several students have contacted me about how they can get in. Unfortunately, until the first class meeting, there is nothing I can do for you--you just have to keep checking on GOLD and register when you find an open space. On the first day of class I will freeze enrollment and then TAs can start waiting lists for any spaces that open up. I WILL ask them to give priority to certain students. My thinking at this point is:
    • First, students (esp. history majors) who have already taken 2A and 2B
    • Second just 2B
    • Third just 2A
    • Then any other students who can make a reasonable argument that they are a hardship case. I note that Hist 4B and 4C are also offered this spring, and Hist 2C (I'm pretty sure) will be offered in summer sessions.
  • Feb. 28, 2006: There are 13 sections. Section meeting times are:
    • Tue. 3pm
    • Wed. 8, noon, 1, 2, 4, 5, 6
    • Fri. 8, 9, 10, 11, noon
    • History 500 for the TAs should meet some time in the slot Tue. 12:30-2:30 [3/23: 12:30-2 in 4041].
  • March 5, 2006: Course books. In case you want to try to get a head start or save some money ordering the course books on-line or used, these are the three required books:
    1. Textbook Tignor et al, Worlds Together, Worlds Apart (Norton, 2002) ($35/78 at amazon)
    2. Mary Lynn Rampolla, A Pocket Guide to Writing in History (Bedford, 4th edition 2004)($9/14 at amazon)
    3. Robert Allison (ed.), The Interesting Narrative of the Life of Olaudah Equiano: Written by Himself (Bedford, 1995; written 1789)($5/14 at amazon)
      • 3/23: UCen bookstore has about five used copies for $9, lots of new for $14 plus tax
  • March 23, 2006: TA Section Assignments
    • Rafaela Acevedo-Field: W 4-5, 5-6; F10-11
    • Ricardo Caton : W 1-2, 2-3; F 12-1
    • Laurence Christian: W 6-7 plus 2CH TBA
    • Mary Donaldson: F 8-9, 9-10, 11-noon
    • Heidi Marx-Wolf: T 3-4, W 8-9, 12-1
  • April 3, 2006: The course is now closed, no need to try GOLD anymore. Come to class on Tuesday for more info. (And see Feb. 22 announcement, below)
  • April 4, 2006:
  • April 5, 2006:
    • The honors section meets Wed. 11-1 in HSSB 4041. Please see Laurence in HSSB 3217 on Thursday between 1-5 p.m. or on Friday between 9-11:30 a.m. for the first week's meeting. Note 4/12: there is still room, if you are interested.
    • See syllabus table for all TA/section details, and TA office hours.
  • April 12, 2006:
    • Today (Wed.) at 4pm is the first event I recommend for the second paper topic:
      "Wal-Mart: The Face of Twenty-First-Century Capitalism," presentations with film clips by: Prof. Nelson Lichtenstein (History, UCSB), and Das Williams (Santa Barbara City Council). Wednesday, April 12 / 4:00 PM, McCune Conference Room, 6020 HSSB
      Prof. Lichtenstein will discuss America’s largest and most influential company. Santa Barbara City Councilman Das Williams will join him with a look at Wal-Mart efforts to site stores on the South Coast. Also screening will be clips from Robert Greenwald’s Wal-Mart: The High Cost of Low Price.
    • I'm working on lecture notes for L1 and L2 now, hopefully ready later today. (template)
    • I'm still getting e-mail from people trying to crash this course. It's unlikely, but I'll post an enrollment update Thursday afternoon after I meet with the TAs. See the old announcements from Feb. 22 and Apr. 4, below.
  • April 13, 2006: notes for L1 (and part of L2) available. (updated 4/14)
  • April 14, 2006: L1 and L2 notes done.
  • April 18, 2006: L3+4 notes in progress; Events & Books for 2nd paper started.
  • April 20, 2006: The two EVN videos on the Industrial Revolution shown in L3 are now available to watch in the Kerr Hall language lab (2nd floor). The Equiano video is from the UCSB library's media collection (1st floor, behind gov't documents): HT 869.E6 S66 1996
  • April 28, 2006: Events page updated (see also ideas for papers based on photo exhibition).
    I'm working on more lecture notes now.
  • April 29, 2006: Notes for French Revolution lectures L7+L8 are essentially done.
    • If you missed L8, you missed (I think) something important that will shape later lectures, and you may be confused about what's going on. In any case, be sure to do the following before L9 on Tuesday, May 2:
      Read (at least!) textbook pp. 210-213, and reader #3-9 (pp. 27-48), esp. Bolivar, pp. 42-44.

      The lecture is titled "Leaders and Popular Mobilization in Latin America."
    • I will try to get more notes and study tips for the midterm done Sunday night and Monday morning. For the format of the midterm see the 2003 midterm study guide.
  • May 1, 2006: Notes for L5: Slavery & Antislavery almost complete; Events page updated.
    Ok, so many students are asking, I've started a Midterm Study Guide. But it will be preliiminary until Wednesday.
  • May 2, 2006: model source analysis of Sun Yat-Sen text available.
  • May 3, 2006, 2:45pm: midterm study guide now updated. I will add some comments to the model source analysis (in May 2 announcement) by 11pm tonight. [11pm: updated source handout; be sure to click 'refresh' on your browser to get the updated version!]
    Note 10:20pm: several students have contacted me that the study guide was not updated. It was and is. Be sure to click "refresh" or "reload" on your browser's menu bar to get the current version. I just changed the instruction for the essay question to make clear that you will get only one of the questions--no choice--on the actual exam.
  • May 5, 2006: now that the midterm is passed, you need to start thinking about the second paper (see assignment at top of the Events page [updated 5/10]). If you have questions about topics or the assignment, e-mail me in advance or ask them in lecture May 9, and I will answer them then.
  • May 12, 2006: Yesterday evening I sent out an announcement that the 2006 midterm survey (18 brief questions) is now ready. Please take it as soon as possible.
    View submitted surveys
    (one by one--not very enlightening; 75 by 8am Friday, 100 by 10am Sat.); chnm login.
  • May 14, 2006: Notes for L11+12 on China and Japan are available.
    As of 8pm Sunday only 116 students have completed the midterm survey. Please do so asap!
    129 by 5pm Monday.
    By the way, the textbook website has review materials: summaries, quizzes, chronologies.
  • May 18, 2006: Adding some links that will be relevant soon:
  • May 19, 2006: Events page updated with Second Paper Advice and FAQ.
  • May 20, 2006: 2003 Sample Papers page added, with 3 first draft papers from 2003.
    • Best paper prize competition! Inspired by the History Department's prizes ceremony last week, and by the 2003 sample papers, I am going to sponsor a prize competition for the best 3-5 papers submitted for the second paper assignment.
    • Procedure: Each TA will nominate 2-4 papers (roughly 1 per section) that I will review and select up to five. Some TAs will rank those five to determine the final winners.
    • Prizes: total of $50 in gift certificates to amazon.com or the UCen bookstore, winners' choice (so $20, 15, 15; or $15, 15, 10, 10; or all $10, depending on how many winners).
    • If the winners are willing, I would like to publish the papers (final versions) on the course website.
  • June 11, 2006: Mon & Tue office hours: noon-2pm on 6/12 and 6/13 only.
    • I've had several requests to post more lecture notes. I'll only have time for one or at most 2. I'm going to start with L17 (EIEIO of genocide, World Systems Theory, 3x authoritarian rule). Unless I receive requests for others, I'll do L19: Cold War after that.
      [note 12/20: never had time] I'll shoot for Monday around noon for the next update.
  • June 12, 2006 (Monday): L17 pretty much complete. 5pm: Study Guide updated.

author: H. Marcuse

visitors since March 31, 2003
(April 1, 2003=1st class)

These are "unique" hits, so the same person checking multiple times in one day (from the same computer) only counts once.

Rough calculation of usage:
April 2003: 25.1/day
(each student checked site once every 4.5 days);
May 2003: 19.8/day
(once every 5.5 days)
June '03 til final: 28.5/day
(once every 4 days).
2003: 7.5/day (course of 110)
2004: 1.67/day (no course)
2005: 3.67/day
(no course)
Apr. 2006: 35/day
(on average, each student checked once every 6 days)
May 2006: 53/day
(on average, each student checked once every 4 days)
June '06 til final: 66/day
(on average, each student checked once every 3.5 days)
back to top

40 on 4/2/03
300 on 4/21/03 [13/day]
490 on 4/27, midnight
572 on 4/28, midnight [82]
[midterm guide published]
582 on 4/29, 10am
1000 on 5/12/03 [30/day]
1100 on 5/14/03 [50/day]
1300 on 5/28/03 [16/day]
1420 on 6/3/03 [20/day]
1565 on 6/9, noon [24/day]
[study guide published]
1615 on 6/9, 10pm [50]
[final exam 6/11, noon]
1765 on 6/11, 9pm [75/day]
1800 on 6/15/03 [9/day]
hits after end of course:
1840 on 7/28/03 [1.4/day]
7.38 in 2003
2060 on 1/4/04 [1.5/day]
2650 on 12/23/04 [1.6/day]
1.67/day in 2004
(class not taught in 2004)
2675 on 1/7/05 [1.6/day]
2830 on 3/2/05 [3/day]
2900 on 3/26/05 [3/day]
3000 on 4/17/05 [4.5/day]
3100 on 5/10/05 [4.1/day]
3270 on 7/15/05 [2.6/day]
3363 on 9/1/05 [2.0/day]
3400 on 9/10/05 [3.5/day]
3750 on 11/11/05 [6/day]
(ca. 4000 on 1/1/06)
3.7/day in 2005
(class not taught in 2005)

4250 on 2/7/06 [5.2/day]
[registration for spring]
4270 on 2/9/06 [8/day]
4340 on 2/22/06 [5.3/day]
4380 on 2/28/06 [6.6/day]
4400 on 3/3/06 [6.5/day]
4550 on 3/21/06 [8.5/day]
4640 on 4/2/06 [7.4/day]
[4/4/06: first class, 11am]
4673 on 4/4/06, 10am
4734 on 4/4/06, 8pm [59]
4800 on 4/5/06, 4pm [127]
5000 on 4/11/06 [33/day]
5060 on 4/12/06 [60/day]
5100 on 4/16/06 [10/day]
5250 on 4/19/06 [50/day]
5550 on 4/28/06 [33/day]
5685 on 5/1/06, 3pm
5880 on 5/2/06, 11pm [82]
5945, 5/3, 3pm [study guide]
6085 on 5/3/06, 11pm [205]
6140 on 5/4, 11am=midterm
(195 after guide posted)
6165 on 5/5/06, 11am [25]
6340 on 5/10/06, 11am [35]
6435 on 5/12/06, 11am [47]
6480 on 5/14, 9pm [30]
6680 on 5/18, 9am [80/day]
6750, 5/18, 11am before e-mail
6800 on 5/20 before e-mail
7420 on 6/4/06 [41/day]
e-mail re: sample papers
7570 on 6/6/06 [75/day]
7740 on 6/8=last class [85/d]
7890 on 6/11/06 [50/day]
8200 on 6/14=exam [100/day]
8340 on 6/21=grades [20/day]

8450 on 6/23 [60/day]
9650 on 12/22/06=6.6/day
9676 on 12/31/06=3/day
12.8/day in 2006
10,700 on 6/20/07=6/day
11,280 on 10/8/07=5.3/day
11,500 on 11/5/07=9/day
11,854 on 12/31/07=6.3/day
6.0/day in 2007
(class not taught in 2007)
12,010 on 1/16/08=10/day
12,200 on 2/7/08=9/day

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