World History

Spring 2023
School of Education, ADA University
Instructor: Dr. Jeyhun Rzayev
Teaching hours:

Tuesday, 20151 – 8:30-9:45 B Lecture

Thursday,
20151 – 8:30-9:45 B Seminar

Office Hours: (online/E319)

Monday: 13:00-15:00 (upon student request)
17:00 – 19:00 (upon student request)

Tuesday: 13:00-15:00 (upon student request)

Thursday: 13:00-15:00 (upon student request)

Office: Inform me about your request beforehand by email please. Preferably several hours
before.

E-mail: jrzayev@ada.edu.az
Course Description:

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“This course is a continuation of the study of the rise and decline of the world’s major
civilizations since 1500 with a special emphasis on the colonization, industrialization, and
ideological conflicts.”
Because of the large time covered by this course, the class will not be primarily events-driven but
will instead focus on the importance of major ideas for the period surveyed.

Learning Outcomes:
Students completing this course should be able to demonstrate a basic understanding of the
major events and ideologies arising from world history since 1500; use historical comparison as an
analytic tool, recognize the different interpretations of the various themes within this half world
history; appreciate and interpret multiple forms of evidence (textual, visual, oral, statistical,
artifacts from material culture); differentiate between primary and secondary sources and
understand how each is used.

The outcomes listed above relate to the Goals of the History Program:
1. That students will possess a general knowledge of human history,
2. Students will understand historical interpretation and historiography,
3. Students will practice the skills inherent in the craft of history,

Required Texts: Bentley and Ziegler, Traditions and Encounters A Brief Global History Vol.
2 (3E, McGraw Hill) [hereafter “BZ”]

Andrea and Overfield, The Human Record, Sources of Global History Vol. II (Cengage)
[hereafter “AO”]

Instructional Methods/Class Format:

Most classes will consist of a lecture (with some give and take as questions come up) and
discussions of texts from the AO reader or additional readings. Do not hesitate to bring up relevant
questions and comments. Since this is a university and no one is forcing you to be here, I assume
that you will complete the assigned readings for each week. It is also assumed that you will attend
all classes.

Office Hours and other Class Communications:

Please feel free to see me during office hour, or by appointment. You can also contact me via
email; I check it on Monday - Friday. I will use ADA Blackboard for course related
announcements; therefore, you MUST check the web site daily.
I encourage you to contact each other as well, either individually, or through the web site for course
related issues. If you are absent, I highly recommend that you take the initiative to contact
classmates to find out what happened in class as well as follow the schedule from syllabus
(uploaded in Course information).

University Policy:
The academic community assumes that you understand the ethical violation of plagiarism.
Successful academic and professional writing involves careful reading and composing skills to
avoid any semblance of plagiarism. Be sure to give yourself plenty of time to complete various
assignments in order that you will never be so overwhelmed that you are tempted to, or

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inadvertently, claim another’s work as your own. Clearly, you will not learn or benefit cognitively
by plagiarizing. Strict standards of academic honesty will be enforced in this course. Serious
repercussions will be issued if you are caught plagiarizing. The consequences may include failure
of this course.

ADA University Honor Code defines following principles of Academic honesty and Integrity:

 Purposefully providing false information and gaining an advantage or avoiding

consequences by lying, falsification, deception, or fraud is not acceptable behavior at ADA
University.

 Violating the rules of the exams, tests, and other assignments as well as accepting
unauthorized help is not acceptable behavior at ADA University.

 Using someone else's intellectual work without giving proper credit to the author and
submitting the same paper for two or more classes/courses is not acceptable behavior at
ADA University.

 Discrimination based on race, gender, ethnicity, religious affiliation, sexual orientation, or

disabilities is not acceptable behavior at ADA University.

 Do not Help Others Violate These Principles!

ADA HONOR CODE (http://www.ada.edu.az/en-US/Documents/Honor%20Code%202015.pdf)

“Student members of the ADA University community pledge not to cheat, plagiarize, steal, or lie in
matters related to academic work.”

Office Hours and other Class Communications:

Please feel free to see me during office hours, or by appointment. You can also contact me via
email; I check it on Monday, Tuesday, Wednesday, Thursday, and Friday. I will use ADA
Blackboard for course related announcements; therefore, you MUST check the course website
email daily.
I encourage you to contact each other as well, either individually, or through the course website for
course related issues. If you are absent, I highly recommend that you take the initiative to contact
classmates to find out what happened in class.

Course Requirements and Grading:

 Attendance: 5%
 Discussion Board participation: 10 %
 Seminar classes 15%
 Midterm exam/written assignment: 35%

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  Final Exam: 35%

ATTENDANCE & TARDINESS 5%

Attendance (physical presence in class) is an indispensable element of the educational
process. According to the Azerbaijan legislation students failing to attend at least 75% of classes
will fail the course. It means that students having 8 (eight) unexcused absences will fail the course
technically, having “FX” right away as their Final Overall Grade for the course and will not be
allowed to have any remaining assignments (if any) in the framework of this course.

Discussion Board participation: 10 %

Class Participation is critical to any course and a significant portion of your grade.
Short Essays will be assigned during the semester over supplemental readings. (follow my
announcements for the clarifications of how to use the discussion board and about any deadlines).

Seminars: 15%
Each consequent lecture (dedicated to one extended or several interconnected topics) will be
followed the next week by seminars dedicated to the topic/s of the previous lectures. Therefore,
students will have one week to prepare for seminars properly. Seminars starts from the second
week of the course. (time of the seminar is indicated on a first page of the syllabus – schedule of
the classes). For each seminar students will be given reading materials with the purpose to facilitate
comprehension by them of topics covered by the professor during two consequent lectures (see the
lessons’ schedule below). To be able to properly participate in seminars, students are strongly
advised and encouraged to at least look through the reading materials. This will significantly
facilitate their comprehension of the lectures’ content. Students are free to choose certain segments
from the topic/s explained by the professor during lectures and to discuss them at seminars.
Students also must be prepared to answer questions of the professor related to the topic/s covered
by him at respective lectures.
Students must be prepared for each seminar. At each seminar the professor will be asking students
randomly (priority will be given to those who will be raising their hands first, and students are
encouraged to raise their hands to be asked at seminars).
Students will be graded at each seminar using the scale from 1 to 100 according to the following
criteria: (i) Correctness of a student’s answers (30 out of 100), (ii) Coherent and logical
argumentation (20 out of 100), (iii) Ability not to simply repeat information mechanically
memorized from the professor’s slides or given reading materials (20 out of 100), (iv) English
proficiency (15 out of 100), (v) Ability to deliver clear (not confusing) speech (15 out of 100).
Final seminar grades will be calculated based on the highest one received by students at seminars
and will be uploaded into the BB Grade Center. (Example: student participated 2 times and got
80% then 90%. His/her final grade is average – 85%)
Students are encouraged to ask the professor for feedback about their progress or mistakes and to
learn about their current grades for Seminars.
Incorrectly answered questions, partially correct answers, inability to structure speech logically,
non-coherent unclear speech and way of delivering of information, low English proficiency (not
understandable or hardly understandable English speech) will decrease grades for Seminars.
Students should not find texts in internet and read them during seminars (or mechanically
memorize them without proper understanding of their content just to repeat them at the lessons).
This is always obvious and such attitude to lessons will decrease the respective grades.

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No additional time (extra class, office hours of the professor, etc.) or bonus assignments will be
provided for students who will fail with, and/or have low grades for Seminars. Seminars will take
place strictly according to the schedule (see below). Class participation is required during the
seminar - 10% and activeness in a discussion board - 5%. Follow the announcements for the
clarifications of how to use the discussion board and about any deadlines.

Midterm exam/written assignment: 35%

One interpretive self-discovery essay is assigned this semester. You will be asked to write
on an assigned by me from the syllabus before midterm week and analyze it from historical aspect.
Two A4 pages in length, grammatically correct, showing evidence of text usage and some library
research knowledge. The topics, the due dates and detailed instructions will be provided in class.

Typed assignment should be 1200 words in length, grammatically correct, showing

evidence of text usage and some library research. Times Roman 12, Line space: Single.
It is Bb Turnitin Assignment and should be submitted before the deadline and only once. You'll not
be able to resubmit it for the second time and won't be able to submit it after the deadline. If the
assignment is not posted on time, it means you have failed your midterm exam.
Note: Midterm exam paper should be uploaded to the Turnitin Assignment before the
deadline.

All detailed information about exams criteria and regulations will be provided in midterm
exam study guides. Follow the announcements.

Below you can see the criteria of evaluation.

Evaluation Criteria:
Rubric of open-ended questions:
60 Clearly demonstrates the understanding of the task, completes all requirements, provides an
insightful explanation or opinion of the text, extends aspects of the text and personal analyses

50 demonstrates the understanding of the task, completes some requirements, provides an insightful
explanation or opinion of the text, using ideas from text and personal analyses

40-30 may address all requirements, but demonstrates only the partial understanding of the task or
using text incorrectly, attempts for personal analyses

20-10 demonstrates minimal understanding of the task, does not complete all requirements, shows
vague reference or no use of the text, no personal analyses.

0 completely irrelevant or off topic (or no answer).

Content: 60% Language 15 Organization 15 Tardiness 10

If you have written less words that have been shown on your test paper for each missed word
you will lose 1 point out of content (60%).

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Content: 60%
Analyzing of the event, from the cultural and civilizational aspect. Personal analysis is priority for
the high result. If you have written less words that have been shown on your test paper for each missed word you will lose
1 point out of content (60%).

Language: 15%
Assignment has to be grammatically correct

Organization: 15%
Assignment should be in a form of essay with introduction, paragraphs/body, conclusion

Tardiness: 10%
Accurate/clean and not crossed exam paper

Final Exam: 35%

It will be an interpretive self-discovery essay you will be asked to write on an assigned

theme “to be announced at the day of exam” analyze it from the historical aspect. Personal
analysis is priority for the high result. You have to revise all topics from the syllabus.
Rubric All
of open-ended questions:about exams criteria and regulations will be provided in the final
detailed information
60
examClearly
study demonstrates
guide. Follow the
the understanding
announcements.of the task, completes all requirements, provides an
insightful explanation or opinion of the text, extends aspects of the text and personal analyses

50 demonstrates the understanding of the task, completes some requirements, provides an insightful
explanation or opinion of the text, using ideas from text and personal analyses

40-30 may address all requirements, but demonstrates only the partial understanding of the task or
using text incorrectly, attempts for personal analyses

20-10 demonstrates minimal understanding of the task, does not complete all requirements, shows
vague reference or no use of the text, no personal analyses.

0 completely irrelevant or off topic (or no answer).

Content: 60%
Analyzing of the event, from the historical aspect. Personal analysis is priority for the high result. If
you have written less words that have been shown on your test paper for each missed word you will lose 1 point out of
content (60%).

Language: 15%
Assignment must be grammatically correct

Organization: 15%
Assignment should be in a form of essay with introduction, paragraphs/body, conclusion

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Tardiness: 10%
Accurate/clean and not crossed exam paper

Feedback on Your Work:

This class operates as an interactive lecture/discussion; please be prepared to share all your writing
with peers and to read and respond helpfully to peers' work. Please see me if you have any
questions about grading your written quiz.

Grading:
A
94 – 100%
A-
90 – 93%
B+
87 – 89%
B
83 – 86%
B-
80 – 82%
C+
77 – 79%
C
73 – 76%
C-
70 – 72%
D+
67 – 69%
D
60 – 66%
F
0 – 59%

Classroom decorum:

Students should plan to arrive punctually to their classes. All mobile phones and other electronic
devices should be switched off during classes unless there are exceptional circumstances permitted
by instructor in advance. Laptops and tablets can be used for instructional purposes if they have
been permitted by the instructor. If the instructor or student addresses the whole class students must
not talk to each other to disrupt the class. Only bottled water may be taken into the classroom. No
other food or drinks are allowed inside the classroom.

Plagiarism/Cheating: Unethical. I follow ADA Honor Code policy. ADA’s expectation is that
students will not cheat or plagiarize. Academic misconduct not only jeopardizes the career of the
individual student involved, but also undermines the scholastic achievements of all ADA students
and attacks the mission of this institution. Students are inherently responsible to do their own work,
thereby ensuring the integrity of their academic records.
Academic Misconduct is a breach of university policy. Misconduct includes:
1. Plagiarism, representing the work of another as one's own work;

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2. Preparing work for another that is to be used as that person's own work;
3. Cheating by any method or means;
4. Knowingly and willfully falsifying or manufacturing scientific or educational data and
representing the same to be the result of scientific or scholarly experiment or research;
5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this policy.
Academic Misconduct will not be tolerated in this course. Any offense will result in an F in the
class (not simply on the assignment) and be referred to the appropriate academic officials for
adjudication. If you have any questions regarding this subject, please see me.

Withdrawal policy: If a student drops a course after the end of the drop/add period and before the
beginning of the eighth week, he/she will receive a grade of “W” (withdrawal). The grade of “W”
will not affect the calculation of a student’s GPA. Effective September 2015, all undergraduate
students are limited to three (3) course withdrawals during their enrollment at ADA University.
Master’s students are limited to only one (1) course withdrawal during their studies. Students
cannot withdraw from more than one class a semester. In addition, students cannot withdraw after
the eighth week of classes. No tuition refund is available for withdrawals from classes that occur
after the drop/add period. All probation and expulsion rules apply regardless of a withdrawal. All
withdrawals are noted on a student's transcript. Students should be careful when withdrawing from
a class in order to avoid being expelled from the University for Failure to fulfill the requirements of
their academic school. Students cannot apply for ADA University scholarships or tuition waivers in
a semester that follows one where they have withdrawn from a class. In order to initiate a
withdrawal, students first must talk to their Deans and fill out a Course Withdrawal Form, which
may be obtained from the Office of the Registrar.

Disability Statement
ADAU provides upon request appropriate academic accommodations for qualified students with
documented disabilities. Any student who feels s/he may need an accommodation based on the
impact of a disability should notify the Office of Disability Services about his/her needs before the
start of the academic term.
Disclaimer: Instructor could modify schedule of the classes as necessary.

"All the grades for this course (including Final Overall Grade) are not subject to discussions,
changes, “curving”, etc. All such requests from students will be just a waste of time.

Grading curve: Dear students please note that you should not ask for grading curve at all in
this course. You have a right to come and discuss course content, look at you written assignments’
content, ask questions for clarification but not for grading curves.

Also, please take into consideration that after final grade submission no need to come and talk
about your results. Final Grade Submission is official end of you course.

Students’ progress with, and grades for other courses are not considered during the process of
grading for this course and will not have any impact on their grades for this course.
This course cannot assist students to increase their GPAs, to solve their “probation” and/or
“graduation” related problems if from the very first lesson they are not diligent, self-disciplined,
and responsible, as well as are not capable of individual time-management and not ready to work
hard with the purpose of escaping problems at the end of the semester.

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 Class Topic and Reading Schedule

Note: The optional readings are presented here to expand your personal knowledge, if you
are particularly interested by this topic, and to serve as a bibliographical orientation for your
paper, in case you chose this one. If no specific indication is provided, the texts can be
downloaded on https://www.jstor.org/ .

(BZ= Bentley and Ziegler textbook. AO=Andrea/Overfield reader; links are readings found
online.)

Week 1 Jan 24-26

Introduction to the course/syllabus

Week 2 Jan 31- Feb 02

The Idea of the West – Ethnocentrism or Enlightenment Machiavelli – our starting point
Readings: Treaty of Westphalia; Machiavelli, The Prince
Compulsory reading: Derek Croxton, “The Peace of Westphalia of 1648 and the Origins of
Sovereignty,” The International History Review, Vol. 21, No. 3 (September 1999), pp. 569-591.
Optional readings: Henry Kamen, “The Economic and Social Consequences of the Thirty Years’
War,” Past & Present, No. 39 (Apr., 1968), pp. 44-61.
Peter M. R. Stirk, “The Westphalian model and sovereign equality,” Review of International
Studies, Vol. 38, No. 3 (July 2012), pp. 641-660.
James A. Nathan, “The Heyday of the Balance of Power: Frederick the Great and the Decline of the
Old Regime,” Naval War College Review, Vol. 33, No. 4 (July-August 1980), pp. 53-67.

Week 3 Feb 07-09

The Enlightenment
Readings: Compulsory reading: Jean-Jacques Rousseau, The Social Contract, Oxford-New York:
Oxford University Press, 1994, pp. 53-79.
Optional readings: Lester Crocker, “Diderot as a Political Philosopher,” Revue internationale de
Philosophie, Vol. 38, No. 148/149, 1984, pp. 120-139; Hamish Scott, “The Seven Years War and
Europe’s ‘Ancien Régime’,” War in History, Vol. 18, No. 4 (November 2011), pp. 419-455.
BZ 25; AO 34; Vico, The New Science; Rousseau, Discourse on the Inequality
Among Men

Week 4 Feb 14-16

The French Revolution. The revolutionary decade (1789-1799): The ideas and phases
Compulsory reading: Jean-Jacques Rousseau, The Social Contract, Oxford-New York: Oxford
University Press, 1994, pp. 53-79.
Optional readings: Lester Crocker, “Diderot as a Political Philosopher,” Revue internationale de
Philosophie, Vol. 38, No. 148/149, 1984, pp. 120-139; Hamish Scott, “The Seven Years War and
Europe’s ‘Ancien Régime’,” War in History, Vol. 18, No. 4 (November 2011), pp. 419-455.
Compulsory readings:
Michael P. Fitzsimmons, The Night the Old Regime Ended, pp. VII-IX and 215-221.

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Peter MacPhee, Liberty or Death. The French Revolution, New Haven-London: Yale University
Press, 2017, chapter 5 (pp. 102-118).
Optional reading: Peter MacPhee, Robespierre. A Revolutionary Life, New Haven-London: Yale
University Press, 2012, chapter 9 (pp. 133-157).
Readings: BZ 25; AO 38, 39, 40

Week 5 Feb 21- 23

Napoleon: An Imperial Fight for Political Modernity (1799-1815)
Compulsory reading: Edward A. Whitcomb, “Napoleon's Prefects,” The American Historical
Review, Vol. 79, No. 4 (Oct., 1974), pp. 1089-1118.
Optional reading: Raymond J. Maras “Napoleon: Patron of Science,” The Historian, Vol. 21, No. 1
(November 1958), pp. 46-62.

Week 6 Feb 28 March 02

Monarchist diplomacy, liberal contestation, national awakings (1814-1871)
Compulsory reading: James R. Sofka, “Metternich’s Theory of European Order: A Political
Agenda for ‘Perpetual Peace,’” The Review of Politics, Vol. 60, No. 1 (Winter, 1998), pp. 115-149.
Optional reading: Matthijs M. Lok, “’Un oubli total du passé’? The Political and Social
Construction of Silence in Restoration Europe (1813–1830),” History and Memory, Vol. 26, No. 2
(Fall/Winter 2014), pp. 40-75.

Week 7 March 7-9

The two first industrial revolutions, 1780s-1920s
R. C. Allen, “Why the industrial revolution was British: commerce, induced invention, and the
scientific revolution,” The Economic History Review, Vol. 64, No. 2 (May 2011), pp. 357-384.
Optional reading: Sven Beckert, “Emancipation and Empire: Reconstructing the Worldwide Web
of Cotton Production in the Age of the American Civil War,” The American Historical Review,
Vol. 109, No. 5 (December 2004), pp. 1405-1438.

Week 8 March 14-16

Unification of Italy and unification of Germany
Andreas Dorpalen, The Unification of Germany in East German Perspective
The American Historical Review Vol. 73, No. 4 (Apr., 1968), pp. 1069-1083
Sinclair W. Armstrong, The Social Democrats and the Unification of Germany, 1863-71
The Journal of Modern History Vol. 12, No. 4 (Dec., 1940), pp. 485-509

Week 9 March 28-30

The First World War: An industrial and total conflict (1914-1923)
Compulsory readings: Michel Goya, Flesh and Steel During the Great War, 2018, chapter 11 and
conclusion.
Optional readings: David Stevenson, “French War Aims and the American Challenge, 1914-1918,”
The Historical Journal, Volume 17, No. 4, December 1979, pp. 877-894.
Marc Ferro, The Great War, London: Routledge, 2002, pp. 124-136.
Compulsory reading: Jeremy Salt, The Last Ottoman Wars. The Human Cost, 1878-1923, Salt
Lake City: University of Utah Press, 2019, chapter 15 (pp. 285-309).
Optional readings: Marc Ferro, The Great War, London: Routledge, 2002, pp. 210-226.
Antoine Prost, “The Impact of War on French and German Political Cultures,” The Historical

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Journal, Vol. 37, No. 1 (Mar., 1994), pp. 209-217.
Readings: BZ 29, AO 82, 83, 84

Week 10 April 4-6

Inter-war Years: Communism, Fascism and Depression The development of the Soviet
totalitarianism (1917-1939)
Compulsory reading: Shapiro, The Origin of the Communist Autocracy. Political Opposition in the
Soviet State. First Phase, 1917-1922, London: MacMillan Press, 1987, ch. XVIII (pp. 343-361).
Optional readings: Yuri Shapoval and Marta D. Olynyk, “The Holodomor: A Prologue to
Repressions and Terror in Soviet Ukraine,” Harvard Ukrainian Studies, 2008, Vol. 30, No. 1, pp.
99-121.
David R. Shearer, “Social Disorder, Mass Repression, and the NKVD during the 1930s,” Cahiers
du Monde russe, Vol. 42, No. 2, avril-décembre 2001, pp. 505-534.
André Gide, Return from the U.S.S.R., New York: Alfred A. Knopf, 1937, pp. 3-60,
https://archive.org/details/returnfromtheuss010214mbp
Fascism(s)
Compulsory reading: Robert Paxton, “The Five Stages of Fascism,” The Journal of Modern
History, Vol. 70, No. 1 (March 1998), pp. 1-23.
Optional readings:
Ken Ishida, “Racisms Compared: Fascist Italy and ultra-nationalist Japan,” Journal of Modern
Italian Studies, Volume 7, No. 3, 2002, pp. 380–391.
Bruno Bongiovanni and John Rugman, “Totalitarianism: the Word and the Thing,” Journal of
Modern European History / Zeitschrift für moderne europäische Geschichte / Revue d'histoire
européenne contemporaine, Vol. 3, No. 1, (2005), pp. 5-17.
Nazism
Compulsory reading: Ian Kershaw, “Hitler and the Uniqueness of Nazism,” Journal of
Contemporary History, Vol. 39, No. 2, (Apr., 2004), pp. 239-254.
Optional readings:
Ian Kershaw, “‘Working Towards the Führer.’ Reflections on the Nature of the Hitler
Dictatorship,” Contemporary European History, Vol. 2, No. 2 (July 1993), pp. 103-118.
Walter Krivitsky, In Stalin’s Secret Service, New York-London: Harper & Bro., 1939, chapter I,
“Stalin Appeases Hitler” (pp. 1-25),
https://archive.org/details/in.ernet.dli.2015.75364/page/n7/mode/2up
Readings: BZ 30; AO 85, 87
The Nazi policy of domination and extermination
Compulsory reading: Avishai Margalit and Gabriel Motzkin, “The Uniqueness of the Holocaust,”
Philosophy & Public Affairs, Vol. 25, No. 1 (Winter, 1996), pp. 65-83.
Optional reading: Guenter Lewy, “The Travail of the Gypsies,” The National Interest, No. 57 (Fall
1999), pp. 78-86.

Week 11 April 11-13

World War II
Readings: BZ 32; AO 88, 89, 90, 91, Multiple Voices VII (1-6)

Week 12 April 18-20

The Cold War until 1963
Compulsory reading: David G. Engerman, “Ideology and the origins of the Cold War, 1917–1962,”
in Mevlin Leffler and Odd Arne Westad (ed.), The Cambridge History of the Cold War, volume I,

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Cambridge-New York: Cambridge University Press, 2010, Volume I, pp. 20-43. The PDF will be
provided.
Optional reading: Christopher A. Preble, “’Who Ever Believed in the ‘Missile Gap’?’: John F.
Kennedy and the Politics of National Security,” Presidential Studies Quarterly, Vol. 33, No. 4
(Dec., 2003), pp. 801-826.
Readings: BZ 33; AO 103, 104

Week 13 April 27
What détente? (1963-1975)
Compulsory reading: Jussi M. Hanhimäki, “Détente in Europe,” in Mevlin Leffler and Odd Arne
Westad (ed.), The Cambridge History of the Cold War, Volume II, pp. 198-218. The PDF will be
provided.
Optional reading: Guenter Lewy, “Vietnam: New Light on the Question of American Guilt,”
Commentary, February 1978, https://www.commentary.org/articles/guenter-lewy/vietnam-new-
light-on-the-question-of-american-guilt/April 13, 15,17

Week 14 May 2-4

The End of the Cold War and its convulsions (1985-1995)
Compulsory reading: Philip D. Zelikow, “Review: The Suicide of the East? 1989 and the Fall of
Communism,” Foreign Affairs, Vol. 88, No. 6 (November/December 2009), pp. 130-140.
Optional readings:
Rafael Reuveny and Aseem Prakash, “The Afghanistan War and the Breakdown of the Soviet
Union”, Review of International Studies Vol. 25, No. 4 (Oct., 1999), pp. 693-708.
André Fontaine, “A World Without Hegemony,” Pakistan Horizon, Vol. 46, No. 3/4 (July-October
1993), pp. 9-16.
Readings: BZ 33 (647-651); AO 115

Week 15 May 11
History continues (1995-2022)
Compulsory reading: Shuo-Yan Chou, “The Fourth Industrial Revolution: Digital Fusion with
Internet of Things,” Journal of International Affairs, Vol. 72, No. 1, (Fall 2018/Winter 2019), pp.
107-120.
Optional reading: Luke Coffey and Efgan Nifti, “Why the West Needs Azerbaijan,” Foreign Policy,
28 May 2018, https://foreignpolicy.com/2018/05/28/why-the-west-needs-azerbaijan/

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