Students will receive an introduction to the course aims, structure and methods of evaluation. World/Global History, a field of historical study that examines history from a global perspective will be discussed. Instructor will divide the class into groups for the Group Presentations and distribute topics for the Diverging Perspectives Assignment. Reading: Syllabus. Assignments/deadlines: none

Lecture: In this lecture, we will examine the groundbreaking voyages of 15th-century navigators such as Christopher Columbus, Vasco da Gama, and Zheng He, each of whom left an indelible mark on global history. Alongside their contributions to maritime exploration and the opening of new trade routes, we will discuss the profound and often unintended consequences of their journeys, particularly the Columbian Exchange, which reshaped economies, societies, and ecosystems across continents. The session aims to offer a comprehensive understanding of the economic, cultural, and political ramifications of these expeditions, including their role in initiating global trade, colonization, and cultural interchanges. Reading: Nathan Nunn and Nancy Qian. “The Columbian Exchange,” Journal of Economic Perspectives 24:2 (2010) 163–188. Assignments/deadlines: None

Lecture: Has there always been—and does there remain today—a "clash" between Islamic and Christian civilizations? This lecture will focus on the history of Islam after the "Islamic Golden Age", specifically on one of the major Islamic empires in history, the Ottoman Empire. It will explore the Ottomans' relationships with religious minorities as well as their geopolitical and economic rivalry with the Venetian Empire in the Mediterranean. Reading: Roberts & Westad: Book 4/ch. 2. “Islam and Arab empires”, pp. 333-356 and 4. “The New Middle East and the Making of Europe”, pp. 384–429. Assignments/deadlines: None

Lecture: Why didn't the Chinese discover America? This lecture explores the organizational and cultural influence of Confucian civilization. We will also touch upon developments in Japan, Vietnam, and Korea. Additionally, the session will briefly examine the interactions between European missionaries and traders and the peoples and cultures of China and Japan. The lecture will conclude with a discussion based on a pre-assigned reading. Reading: Roberts & Westad: Book 5/ch. 1. “Qing China and Mughal India”, pp. 537–550 Assignments/deadlines: None

Lecture: In this lecture we will delve into the complex geopolitics and global impact of the Seven Years War, often regarded as the first global conflict. The war involved all of the major European powers and extended its reach into colonies across Asia, Africa, and the Americas. Simultaneously, we will explore the far-reaching dominion of the Spanish Empire, whose territories spanned from Europe to the Americas, Asia, and even Oceania. By juxtaposing the Seven Years War and the Spanish Empire, this lecture aims to shed light on the global interconnectedness of the 18th century, setting the stage for the modern geopolitical landscape. We will also discuss how these historical phenomena shaped global trade, diplomacy, and power dynamics. Reading: Roberts & Westad: Book 5/ch. 5. “Europe´s Assault on the World”, pp. 633–660. Assignments/deadlines: 1) By 23.59 CET via MyLearning: Syllabus test

Seminar: In this seminar, we will explore the religious dynamics of the 16th to 18th centuries, examining key developments such as the spread of Catholicism in China, the ideas Confucianism, the intense religious conflicts between Protestantism and Catholicism in Europe, and the intricate power struggles within Islam, particularly between the Ottoman and Safavid Empires. Through an exploration of these historical contexts, we will uncover the complex interplay of religion, politics, and culture that shaped the early modern world. Reading: Yu Liu. “The Spiritual Journey of an Independent Thinker: The Conversion of Li Zhizao to Catholicism,” in Journal of World History 22:3 (2011) 433–453. Assignments/deadlines: Diverging Perspectives: Ottoman-Safavid Relations (Ottoman vs. Safavid perspectives on their geopolitical and religious rivalry) and/or Thirty Years' War (Catholic vs. Protestant states on the causes and outcomes)

Lecture: In this lecture, we will explore a transformative period marked by groundbreaking shifts in science, politics, and society. Beginning with the Scientific Revolution, we'll discuss how foundational discoveries in physics, astronomy, and medicine radically changed the way humanity understood the natural world. Then, we'll shift our focus to the wave of political revolutions that swept across America, France and Haiti, setting the stage for the modern world. Reading: Roberts & Westad: Book 6/ch. 2. “Political Change in an Age of Revolution”, pp. 723–747. Assignments/deadlines: None

Seminar: This seminar aims to provide an integrated understanding of how revolutions in science and politics were deeply interconnected and collectively shaped the trajectory of human history. We will analyze causes, ideologies and impacts of revolutions examining how the influenced the world history. Reading: Jack Goldstone. “The Comparative and Historical Study of Revolutions,” in Annual Review of Sociology 8 (1982), 187-207. Assignments/deadlines: Diverging Perspectives: Mexican War of Independence (Mexican Insurgents vs. Spanish Royalists on the push for Mexican independence and its implications) and The American War of Independence (British Loyalists vs. American Revolutionaries)

Seminar: Group A will present and lead a discussion on “History of Slavery”’, beginning with a 20-30-minute presentation. Reading: Group A material Assignments/deadlines: 1) Group A presentation. Other students are expected to read at least some of this material (preferably all) and be prepared to discuss the group’s ideas and interpretations from an informed position. 2) By 23.59 CET via MyLearning or email: AI-Generated Sources and Historical Verification.

Lecture: Every student in the class knows how a railroad works because by about 1900 every inhabited continent, and even some of the most remote parts of the world, had railroads. Railroads in Japan, California, South Africa, India, Egypt, the Congo, and elsewhere were all universal symbols of a new, industrial culture. The Industrial Revolution began in Europe, but it quickly created a new global culture that still unites us all, regardless of “race” or “nationality.” Reading: Roberts & Westad: Book 6/ch. 1. “Long-term Change”, pp. 703–722. Assignments/deadlines: None

Seminar: Group B will present and lead a discussion on “Climate Change in History”, beginning with a 20-30-minute presentation. Reading: Group B Material Assignments/deadlines: Group B presentation. Other students are expected to read at least some of this material (preferably all) and be prepared to discuss the group’s ideas and interpretations from an informed position.

Lecture: This lecture explores the Great Divergence, the pivotal economic shift that began in the late 18th century when Western Europe and the United States surged ahead of other major world economies. We'll examine the causes and consequences of this divergence, focusing on the role of the Industrial Revolution and the varied impacts on global economic patterns. We will also explore what drove the expansive reach of European powers into far-flung territories, and how indigenous societies reacted. We will consider the ideological, economic, and technological factors that facilitated European domination. The session will also examine the concept of 'the White Man's Burden' and the moral justifications made for colonial expansion. Reading: Roberts & Westad: Book 6/ch. 6. “Imperialism and Imperial Rule”, pp. 791–814. Assignments/deadlines: None

Seminar: Group C will present and lead a discussion on “Mughal Empire”, beginning with a 20-30-minute presentation. Reading: Group C Material Assignments/deadlines: Group C presentation. Other students are expected to read at least some of this material (preferably all) and be prepared to discuss the group’s ideas and interpretations from an informed position.

Lecture: This lecture investigates the complex and multifaceted phenomena of imperialism and colonialism, with a specific focus on the 19th and early 20th centuries. We will also look at the social, cultural, and political undercurrents that heralded the end of the 19th century and paved the way for the outbreak of World War I. This lecture takes a close look at the "Fin de Siècle," a period marked by both optimism in human progress and deep anxieties about societal change. Reading: Roberts & Westad: Book 7/ch. 1. “Strains in the System”, pp. 863–881. Assignments/deadlines: None

Seminar: Group D will present and lead a discussion on “Scramble for Africa”, beginning with a 20-30-minute presentation. Reading: Group D Material Assignments/deadlines: Group D presentation. Other students are expected to read at least some of this material (preferably all) and be prepared to discuss the group’s ideas and interpretations from an informed position.

Lecture: The session will focus on the causes of WWI and also explore how the assassination of Archduke Franz Ferdinand served as a catalyst for unleashing the pent-up conflicts between major powers, culminating in the devastation of WWI. We will then look at how World War I reshaped the global landscape and paved the way for seismic shifts in politics and society. This lecture explores the Great War from a global perspective, examining not only the Western Front but also its far-reaching implications in Asia, Africa, and the Middle East. Students will learn about the collapse of empires—such as the Ottoman, Russian, and Austro-Hungarian—and how these voids led to the reshaping of national borders and fueled decolonization movements. Reading: Roberts & Westad: Book 7/ch. 2. “The Era of the First World War”, pp. 882–913. Assignments/deadlines: None

Seminar: Peace was and exception in the world shortly before the Great war. With Diverging Perspectives presentations, we will return to that era and evaluate some of the conflicts that preceded the First world war. We will also consider, what makes the first world war a truly global conflict. Reading: Robert Gerwarth and Erez Manela. “The Great War as a Global War,” in Diplomatic History 38:4 (2014), 786–800. Assignments/deadlines: Diverging Perspectives: The Dreyfus Affair (French Army vs. Dreyfus Supporters) and The Battle of the Somme (British vs. German perspectives on the tactics, objectives, and human costs of one of WWI's most infamous battles)

Lecture: This lecture will explore the profound repercussions of the Great War and the transformative decades that followed. We will explore the intricacies of the Treaty of Versailles and the establishment of the League of Nations, providing students with a nuanced understanding of how World War I shaped the geopolitical landscape of the 20th century. Additionally, the lecture will examine the ascendancy of the United States and Japan, tracing the trajectory that led to their eventual confrontation. We will also discuss significant developments in China during this period, assessing their impact on global dynamics. Through this comprehensive analysis, students will gain valuable insights into the interwar years and their lasting influence on contemporary history. Reading: Roberts & Westad: Book 7/ch. 2. “The Era of the First World War”, pp. 882–913. Assignments/deadlines: Optional Early Essay Submission: in print and as a Turnitin assignment by the beginning of class.

Seminar: This seminar explores the Bolshevik Revolution, delving into its origins, key events, and profound consequences. We will examine the ideological, social, and political transformations that led to the rise of the Soviet Union and assess the global impact of the revolution. Through critical analysis and discussion, students will engage with scholarly debate to understand the complexities of this pivotal moment in history. Reading: James Ryan. “The Sacralization of Violence: Bolshevik Justifications for Violence and Terror during the Civil War,” in Slavic Review 74 :4 (2015), 808–831. Assignments/deadlines: Diverging Perspectives: Treaty of Brest-Litovsk (Bolshevik Russia vs. Central Powers) and/or Civil War in China (The Chinese Nationalist Party (Kuomintang) vs. the Chinese Communist Party (CCP))

Lecture: This lecture delves into the tumultuous years between the two World Wars, with a focus on the rise of fascism as a transnational phenomenon. We will explore how fascist movements emerged not just in Europe but also in other parts of the world, examining their similarities and differences. The session will also scrutinize how the socio-political climate of the interwar years facilitated the spread of fascist ideologies, and what implications this had for global politics. We will also discuss the role of various fascist regimes in shaping international relations during this period. Reading: None Assignments/deadlines: None.

Seminar: This seminar examines key primary sources to explore the political and ideological developments that led to World War II. Students will analyse Haile Selassie’s Appeal to the League of Nations (1936), Winston Churchill’s Broadcast to the United States (1938), the Japanese Prime Minister’s Radio Speech (1938), and the Molotov-Ribbentrop Pact (1939). By studying these documents, we will discuss themes of resistance, diplomacy, and aggression, while considering their broader impact on the global political landscape. The seminar aims to strengthen students' skills in primary source analysis and deepen their understanding of the interwar period. Reading: Primary sources (provided by me in class) Assignments/deadlines: None

Lecture: This lecture takes an in-depth look at World War II. We will explore how the entry of the United States and the Soviet Union into the war in 1941 fundamentally altered its trajectory. The ramifications of these events extended far beyond mere military alliances, reshaping global political landscapes and setting the stage for a new world order. Additionally, we will examine key battles and diplomatic shifts that occurred throughout the war. Reading: Roberts & Westad: Book 7/ch. 5. “The Second World War”, pp. 944–966. Assignments/deadlines: Diverging Perspectives: The Atlantic Charter (British vs. American perspectives on the post-war vision, including principles like self-determination and free trade) and/or Yalta Conference (British vs. American vs. Soviet perspectives)

Seminar: This seminar will explore the multifaceted racial dimensions of World War II, illustrating that the “fascists” were not the only racists. We will explore the often-untold story of race during the conflict, revealing complex narratives where the lines between the “good guys” and “bad guys” blur, as racial prejudices and policies were not limited to the Axis powers. Through this exploration, we will uncover how racial ideologies shaped strategies, influenced military decisions, and affected the lives of millions. Reading: My-Van Tran. “Japan through Vietnamese Eyes (1905-1945),” Journal of Southeast Asian Studies 30:1 (1999), 126-146. Assignments/deadlines: Diverging Perspectives: Internment of Japanese Americans (US government vs. Japanese Americans) and Yalta Conference (British vs. American vs. Soviet perspectives)

Lecture: This lecture explores the intricacies of the post-World War II era, focusing on the dual phenomena of decolonization and the onset of the Cold War. We will examine how the struggle for independence in colonized nations often intersected with Cold War geopolitics, as both the United States and the Soviet Union sought to influence newly independent states. The session will explore case studies of key regions and events, such as the Suez Crisis, the Vietnam War, and the Cuban Revolution, to illustrate the complexities of this period. In understanding these dynamics, the lecture aims to provide a nuanced view of how the global power structure evolved in the wake of World War II, affecting nations and peoples around the world. Reading: Roberts & Westad: Book 7/ch. 6. “Decolonization and Cold War”, pp. 967–990. Assignments/deadlines: None.

Seminar: Group E will present and lead a discussion on the “Decolonization”, beginning with a 30-40-minute presentation. Reading: Group E material Assignments/deadlines: Group E presentation. Other students are expected to read at least some of this material (preferably all) and be prepared to discuss the group’s ideas and interpretations from an informed position.

Seminar: In-class screening of The Cold War (CNN, 1998), Episode 23: "The Wall Comes Down." Produced by Jeremy Isaacs for CNN, the 24-part series was the first major documentary history of the Cold War made with access to post-Soviet archives and to participants on both sides. Episode 23 traces 1989 from the Polish round-table talks and Hungary's opening of its Austrian border to the night of 9 November in Berlin, presenting the collapse as a cumulative regional process. We will discuss the film afterwards, focusing on its symmetry in its treatment of the two superpowers (criticized at the time too) and how it constructs causation and agency, whose testimony it privileges, and what a documentary produced in 1998 could not yet know. Reading: N/A Assignments/deadlines: N/A

Lecture: In this concluding lecture we will briefly examine the international system after the collapse of the Soviet Union and the "unipolar moment" of the 1990s, then turn to globalization itself — its early forms in the ancient world, and above all its post-1945 acceleration through economic integration, technological change, global institutions, and cultural exchange. The final part treats China since 1989 as the decisive counter-case: Tiananmen, Deng's southern tour of 1992 and the relaunch of market reform without political liberalization, WTO accession in 2001, and the assertive turn under Xi. This raises the question with which the course closes — whether economic integration was ever likely to produce political convergence and what it means that the leading beneficiary of globalization was not a liberal democracy. Reading: Roberts & Westad: Book 8/ch. 5 “Openings and Closures”, pp. 1144–1175 Assignments/deadlines: None.

Seminar: Students who chose the test instead of the essay will sit it in this class. Test is a 20 multiple-choice questions and two short written answers covering the whole course, 60 minutes. Students submitting the essay have no in-class obligation in this session. Reading: Everything. Assignments/deadlines: Essay submission for all students who did not submit early and who did not choose test as the final assignment. Students who submitted early and wish to submit a revised version must do so by this deadline, in print and as a Turnitin assignment (by 23.59 CET, 14 Dec 2026).