Dr. Doug Campbell, docampbell@nvcc.edu
Office Hours via Zoom:
Mondays, Tuesdays, and Wednesdays, 11 am -2:00pm; Thursdays
6-7pm,or by appointment.
Email me at least 24 hours in advance to schedule an appointment
if you need to consult during office hours
You just happen to be lucky enough to have enrolled in a class on
the history of western civilization. Seriously. History is
enormously interesting, and I love teaching it. If I
do my job correctly, you will love learning about it. And of
course, not only is history fascinating, but it's also valuable in
an intellectual sense. Learning about how people lived in
the past can help broaden your horizons, making your outlook less
parochial and more cosmopolitan. It's sort of like traveling
to a foreign country without the discomfort of a long,
uncomfortable plane ride. History, of course, can also in
your understanding of the present by showing you the deeper
roots of problems and trends in the contemporary world. And
finally, a well-taught history course is chock full of practice in
all sorts of useful skills that employers are interested in, such
as critical thinking, analyzing documents, and crafting
well-written arguments based on evidence. So history can be
fun, can enrich your intellectual life, and make you more
money. What could be more awesome?
One thing to
keep in mind with this course, however, is the fact that learning
is not a spectator sport. You can't just sit back passively
and expect to get anything near the full benefit of this
class. You need to be actively engaged in your own
education. I certainly have to play my part, and I
promise to do my best to present an interesting and dynamic class
which offers you all sorts of opportunities to learn cool
stuff. The actual learning is your job, though. To put
it another way, I can cook the most delicious banquet imaginable,
and set the table in the most attractive way possible, piling it
high with all sorts of fabulous delicacies. But in the end,
you're the one who actually has to eat the meal. So if
you're going to take this class, I'll ask you to make a conscious
decision to engage in all of the opportunities available to you,
and to commit to coming to all of the class sessions, to
participating in an active and thoughtful manner in all of our
class discussions, to completing all of the assigned readings, and
to submitting all of the required assignments. If you do, I
promise it will be worth your while. Your place at the table
is set, and you are invited....
Stuff the
College makes me include:
Course
Description
Examines
the
development of western civilization from ancient times to the
present. Part II of II. Lecture 3
hours per week.
General Course Purpose
Surveys
the
general history of the Western world from about 1600 CE to the
present and allows students to reach a basic understanding of
the characteristic features of the Western world's historical
development in that span of time. Students will learn about
some of the important political, economic, social,
intellectual, cultural and religious changes that shaped the
development of West in this period of time.
Course objectives
Upon completion of the course, the student will be able to:
- Establish
a
chronology of historical events in the Western world since
1600 CE.
- Explain
the
changing geopolitical structures of the Western world up
since 1600 CE.
- Define
the
importance of key individuals and developments in Western
civilization before 1600 CE.
- Identify
the
social, economic and political forces at work in the
evolution of modern Western history.
- Recognize
and
describe the significance of some of the cultural
achievements of modern Western civilization.
- Analyze
complex
historical sources and materials and reach conclusions
based on interpretations of those materials.
Course Prerequisites: None
Our primary goal is to investigate what it means to be human by
looking at what humans were like in the past. To that end, this
class is going to use several themes as "lenses" through which to
examine the human past. The themes are:
Ideology:
What is ideology? What role does it play in human societies?
Which systems of ideas are most beneficial to human societies?
Which are most harmful?
Government: What are the
origins of human governments? What are the various forms
that government has taken over the centuries? Which forms work
best? Which are worst?
Gender: Are different social
roles for men and women essential or arbitrary? How have human
opinions on gender, marriage, and sexuality changed over time?
Social Class: Are
inequalities in wealth and power an inherent part of human life
or an evil to be overcome? On what basis should wealth and power
be allocated?
There are of
course plenty of other lenses through which to look at the past,
but these are a good start and should give plenty of interesting
questions to examine for one class.
There are no
books you need to purchase for this class. We will be making use,
as much as possible, of Open Educational Resources (OER) which are
available online for free.
Even though
we have left the more traditional paper textbook-oriented model of
a history class behind, however, this course still requires you to
do a great deal of reading, writing, and, above all,
thinking. You should take the course readings seriously, and
make sure to keep up with the reading assignments described below
in the Class Schedule.
Course readings should be completed BEFORE you come to the first
class session of the week for which they are assigned, and you should have access to an
Internet-enabled device with a large screen (a smart phone won't
cut it). It is especially important to read the documents listed
as "Primary Sources to Read" as we will definitely be discussing
those in class. Taking notes on them,
marking the most important passages, and jotting down any
questions you might have is highly encouraged.
Your overall
grade for the class will consist of the following elements.
No work for the course except the
Final Exam will be accepted after December 4-- no exceptions!
Scores will
be posted on Canvas, and will be accompanied by general comments
about the strengths and weaknesses of your work. If you would like a more detailed
description of aspects of the assignment which could be
improved, just ask me and I will be happy to provide one.
Grading Scale
Your final grade for the course will be calculated according to
the scale below.
Percentage
|
Final Course Grade |
Above 90%
|
A |
80-89% |
B |
70-79% |
C |
60-69% |
D |
Below 60%
|
F |
You will need
access to the internet and to word processing software for this
class. You should be familiar with using Canvas (the
College's learning management system) in order to submit
assignments and view your grades, and you should regularly check
your NOVA email account, which is the only way I have of getting
in touch with you outside of class.
Guidelines for Conduct During Online
Class Meetings
You are responsible for being logged
on and attentive during the online class sessions. You should
always log into your NOVA Zoom account from MyNOVA in order to
access Zoom for the online class sessions. Logging in through a
private Zoom account may result in being marked as absent for the
class session.
Disruptive Behavior: Please be
considerate. Disruptive behavior will not be tolerated.
Private conversations during lecture or class discussions all
distract and disturb your instructor and your classmates, and
will count against your participation grade. Repeated
instances of rude behavior may result your removal from the
online classroom. If you have a question or a
comment on the course material, please type it in the class
"chat."
Announcements: If there is
something I need to communicate to the class, I will post an
announcement to the course Canvas page. It is the your
responsibility to check the course's Canvas page and your
College email account in a timely manner in order to receive
information on the substitute assignment and when it is due. You
should adjust the settings of your Canvas account to make sure
that you are promptly notified.
Abuse: Any student who seems
to be under the influence of alcohol or intoxicating drugs, or who
is abusive or violent will be referred to the appropriate College
authorities.
Course Content Warning: Lectures and course materials
may contain disturbing content, including, but not limited to:
violence, sexual assault, war crimes, genocide, mental or physical
illnesses or disabilities, discrimination or persecution on the
basis of gender, race, ethnicity, religion, and/or sexual
orientation, etc. If you have been personally impacted by one or
more of these topics and suffer from PTSD, please email the
professor if you would like prior notification of lectures
containing discussions of the effecting topics.
Accommodations: Students
requiring special accommodations for assignments or exams should
have the appropriate forms from the Disability
Support Service (DSS). Forms should be given to me no
fewer than 7 days before the date the assignment or exam requiring
the accommodation is due, and preferably at the very beginning of
the semester.
Guidelines for
Written Work
Formatting: All written work
should be double spaced, using 12 point Times New Roman font and
one inch margins. All papers must be word processed and
submitted through Canvas as files in .doc, .odt, .pdf, or .rtf
format (No .pages format files,
please). E-mail
submissions will not be accepted. See this rubric
for a more detailed description of how you will be graded.
Style and Grammar: All of
your work for this class must present a main argument or thesis
which addresses the question(s) posed by the assignment, should
support that argument with evidence, and should be written in
grammatical and stylistically correct English. Make sure
to proofread and use spell-check. For information on writing
papers for this class, make sure to read my Tips for
History Papers page. You also might want to consult
the following handy websites:
NVCC
Loudoun's Writing Center
Patrick Rael, "Avoid
Common
Mistakes In Your History Paper"
Steven Kreis, "Writing the
Short Essay"
Citations: You MUST include a formal
citation any time you refer to a specific passage in a text, even
if you do not quote the text directly. The required method
for citing sources in this class is the Chigago
Manual
of Style's format, which is the standard for the discipline
of history. According to this format, at the end of any
sentence or paragraph drawn from a specific part of a source, you
insert superscript number which corresponds to a footnote at the
bottom of the page with the appropriate bibliographic
information. Number your footnotes consecutively. Consult
the previous web link for more detailed information on citations
in this format. You also might find this video
on "Inserting
Chicago Style Footnotes and Endnotes Using Microsoft Word"
helpful. EVERY PAPER you complete for this
class should include a bibliography at the end listing all of the
sources you consulted (even if the list includes only one source).
You bibliography page does not count toward the page length
of your assignment.
Plagiarism: Any student
caught plagiarizing or cheating in this course will be subject to
appropriate disciplinary action, including at a minimum no credit
whatsoever for the assignment or exam in question (No
exceptions!!!). Particularly flagrant instances of
cheating or multiple instances of plagiarism will result in a
grade of "F" for the course. Procedures for disciplinary measures
and appeals are outlined in the NOVA
Student Handbook.
Please note
that even copying a sentence or two from another source without
citing it is enough to trigger a plagiarism penalty.
Likewise, changing a word here or there from content which you
copy is still plagiarism. Your work should be entirely in
your own words except for the passages which you quote and
appropriately cite.
For a bit
more discussion on why you will probably get caught if you try to
use the web to plagiarize, see "How
Dumb
Do They Think We Are?" by Jonathan Malesic. All of
your papers for the class will be checked for plagiarism by
Turnitin software.
Late Work: Late papers and
assignments will receive a one letter grade late penalty. The
Attendance and Participation activities associated with our online
class meetings depend on your active interaction with your
classmates, and cannot be completed late.
Guidelines for E-Mail Communication
The easiest
way to contact me outside of class is through e-mail. In
order to receive a response to your message, however, your e-mail
must contain the following elements:
- Your
full name, the name of the class, and the day and time when it
meets in the title of your message.
- Appropriate
salutations
and
signatures.
- Correct
grammar and punctuation.
Messages sent using "text-ese" or rude or abusive
language will be ignored (b/c it makes u look ignorant d00d)!
I have on
average between 150-200 students a semester, so you need to
provide me with as much information as possible if you want a
timely answer to your message. Please allow at
least 48 hours before following up. If you haven't received
a response within a couple of days, however, feel free to nag me.
Description of Course Elements |
Attendance and Participation
Your attendance and active
participation is expected at every class meeting. A
significant portion of most class sessions will be devoted to
small group discussions of particular issues or sources in online
break-out rooms. Early in the semester, you will be
assigned a group for these discussions. Generally, for
each class discussion, the group will be asked to fill out a brief
form based on their discussions which should be turned in through
Canvas at the end of the class session by the Group Leader.
Attendance Policy: In
order to get full credit for Attendance and Participation for that
particular class session, you must be logged into the class
session for the entire time it is in session, and should actively
participate in your group's discussion as evidenced by the
submitted form. You are allowed two unexcused
absences for the semester. More than two absences without a
valid, documented excuse will affect your grade for the
course. If you have a personal or medical emergency which
prevents you from being present, you should let me know. While you
don't need to share all aspects of your personal life, I can only
work with you to accommodate your difficulties if I have some
sense of what the problem is.
Preparedness: You should make
sure that you have completed the assigned readings and any
required assignments BEFORE you log into the class session for
which they are assigned, especially the readings labelled as
"Discussion Readings." You may be asked to discuss both
readings and assignments, so you should have access to them during
class.
You are expected to treat your fellow group members with respect
and a spirit of generosity and good-will. If you have a problem
with one of the members of your group that you are unable to
resolve on your own, please contact the professor for guidance and
assistance.
At least 5 times over the
course of the semester, each student will serve as the leader of
their group for class discussions. The group leader is responsible
for noting which group members are present and participating in
the discussion, and should help guide the group's conversation so
that the form associated with that particular discussion has been
completely filled out. The group leader will also share the
group's findings with the rest of the class, if applicable, for
that particular class session. Finally, the group leader should
also turn in the appropriate completed form through Canvas at the
end of the class session, and should submit a brief paragraph
describing what they did to prepare and how they helped to
facilitate the discussion.
Read the
excerpts from Burke's "Reflections
on
the Revolution in France," and then
write a paper at least two double-spaced pages long which
answers the following question: "Did Burke think the French
Revolution was justified? Why did he believe that
Revolution was doomed to fail? What role did he think
tradition ought to play in any healthy political system?" You
should make sure to have a clear, specific main argument, to
refer to or quote specific examples from the document in order
to support your arguments, and to cite them using Chicago-format
footnotes. Please follow
the guidelines for
written work in this class, and make sure to check the "Tips for
History Papers" page before turning in your final draft.
See
this rubric
for a more detailed description of how you will be graded.
Liberalism and
Socialism Paper
Read the excerpts from
Mill's On
Liberty and Marx's The Communist Manifesto , and then write
a paper at least two double-spaced pages long which answers the
following question: "According to each of these thinkers, what are
the most important characteristics of a truly just society?
What sorts of arguments do they use to support their
respective positions? How might Marx critique Mill's
emphasis upon individual liberty? How might Mill critique
Marx's focus on social equality?” You should make
sure to have a clear, specific main argument, to refer to or quote
specific examples from the documents in order to support your
arguments, and to cite them using Chicago-format
footnotes. Please follow the guidelines for written work
in this class, and make sure to check the "Tips for
History Papers" page before turning in your final draft. See this rubric
for a more detailed description of how you will be graded.
You must find a Wikipedia
page dealing with a topic
related to the topic of your Research
Paper and compare it to a scholarly article written
within the past 50 years on the same basic
subject from a history-focused
scholarly
journal (see below for more detailed
information on how to find a scholarly journal article). Then in a 2 page,
double-spaced paper write a comparative analysis of the two
articles as sources of historical information. You may
not complete this assignment unless you have
received approval for your sources. Your proposed
sources for the Source Criticism Paper should be uploaded for
approval using this form. Make sure to
check the professor's feedback to see if your sources were
approved, or if you need to resubmit the form.
Once
your sources are approved, you should write a paper at least
two double-spaced pages long with a main argument which answers
this major question: "Which
of these sources is more useful to a scholar researching this
particular subject?" Your analysis also ought to address the following
secondary questions:
- Is the author of each
article identified? If so, what is his or her level of
expertise with the subject matter?
- What is the main
argument or each source?
- Does each article specify
its evidence or sources of information? If so, what
sorts of evidence are cited?
- Given what you know about
the subject matter from reading your textbook and attending
class, how reliable and accurate is each article?
- Which article seems to be
more useful as a resource?
You should mention the title of
the website and the title of the article, the name of the journal,
and the name of the author of the scholarly journal article in the
introduction of your paper. You should also include the full
bibliographic citations for each in a bibliography page.
Please follow
the
guidelines for written work
in this class, and make sure to check the "Tips for
History Papers" page before turning in your final draft. See this rubric
for a more detailed description of how you will be graded.
How To Find A Scholarly
Journal Article:
This video
walks you through the process of finding a scholarly journal
article using the NOVA Library and JSTOR: How to Find a Scholarly
Journal Article
A scholarly journal is a periodical
which contains research-based articles and reviews by
established scholars in a given field. These sorts of
journals are geared towards a professional or academic audience,
and are intended to serve as an intellectual resource rather
than to earn a profit for the publisher. In order to have
an article published in a scholarly journal, an author must
submit it to the editorial board of the journal first. The
editors then will have the prospective article reviewed by other
scholars in the field. Only an article which passes
through this process of evaluation by recognized experts ("peer
review") can be published in a scholarly journal. All
scholarly journal articles meticulously document their sources
of information and contain ample foot or endnotes. While
some scholarly journals make some or all of their content
available on the web, a genuine scholarly journal is also always
published in paper form so it can become part of the collections
of research-oriented libraries. Consult the NOVA Library's
page on scholarly journal articles for more
information on what distinguishes a scholarly journal from other
sorts of periodicals.
Just a few
examples of some of the most prominent scholarly journals
dealing with modern Western history include The American Historical Review, The Journal of Modern History,
Central European History, The Russian Review, French Historical
Studies, Historische Zeitschrift, Journal of British Studies, and
VIctorian Studies (This is not a complete
list-- there are many, many more!). Please note that
magazines like History
Today, National
Geographic Magazine, and American History certainly contain
interesting material, they are intended for a popular audience
rather than a professional academic one, and hence do not
qualify as scholarly journals.
Not too
terribly long ago, the only place one could go to access a
scholarly journal was an academic library. These days,
however, many journals allow readers to access their contents
online. The best place to start is JSTOR, a service which provides the full
text of articles from several hundred different scholarly
journals. You can use JSTOR for free by accessing it
through the NVCC Library's site.
You can
access JSTOR from the NOVA library's homepage. Go to http://www.nvcc.edu/library/
Click on the "Articles" tab;
then click
"Databases by Subject";
the click
"History (HIS)";
then click
"JSTOR" and login with the same id you would use to access My
NOVA.
Once in
JSTOR, you should select the "advanced search" option, scroll
down to "Narrow by Item Type" and click the "Articles" box, and
then scroll down again to "Narrow by discipline and/or
publication title:" and click the "History" box.
Then plug in your search topic and see what comes up.
An annotated
bibliography is an organized list of sources (like a reference
list). It differs from a straightforward bibliography in that
each reference is followed by a paragraph length annotation. The
Annotated Bibliography is part of your Research Paper. You
should provide annotations for the sources that will then be
used in the Research Paper. Sources should be directly
related to the Research Paper’s topic. Annotations should
be a brief paragraph (about 100 words) long.
Your Annotated Bibliography should include:
-
At least 5 Primary Sources (either online or in
print). For
primary sources, you should be looking for documents which
were originally written during the time period they are
trying to study. While architectural or archaeological
remains certainly do qualify as primary sources which can be
used by scholars to reconstruct the past, they are
problematic for an assignment like this. Written documents
from the past should be your focus!
-
At least 5 Secondary Scholarly Sources,
including:
- At
least 1 Scholarly Journal Article (you learned about these
in your Source Criticism Paper)
- At
least 1 Scholarly Monograph (A book lengthy scholarly study)
- For
the other 3 secondary sources, you should use high quality
scholarly sources, and avoid using the textbook,
encyclopedia articles, or anonymously authored websites.
What am I required to include in my annotations?
For each of the Primary Sources:
- Bibliographic
information according to Chicago style.
- The
name and background of the author, if known.
- The
date the document was originally written, if known.
- The
author’s purpose in writing the document and its historical
context.
- Any
bias displayed by the author.
- The
significance of the document (ie, why should anybody in the
present care?).
For each of the Secondary Sources:
- Bibliographic
information according to Chicago style.
- The
name and scholarly background of the author (education,
publications, university appointments, etc.)
- The
author’s main argument (note, this is not the same thing as a
simple description of the subject matter-- what is the author
trying to say about this subject?).
- The
specific types of evidence used to support the author’s main
argument (are they primary sources? Scholarly secondary
works?)
- How
successful/convincing is the author’s argument?
Please follow
the guidelines for
written work in this class.
As the capstone of your work in the course, you are asked to
complete a Research Paper which is at least 5 double-spaced
pages long, and which draws together all of the skills you have
acquired over the course of the semester.
Your
paper
should attempt to answer a specific question relevant to the
subject matter of the course which deals with one or more of the themes of the course
(ideology, government, gender, and social class) and discuss how
it/they have changed over time. Your topic should not
primarily deal with American history.
The themes
themselves are too broad to be the focus or your paper, so your
topic should narrow the focus down in some way (For example, the
topic, "Ideology in Western Civilization" is too
broad). Here are some sample research questions.
You are free to pick one of these or suggest your own.
- What
role did religion play in European society during the 20th
century? (theme: ideology)
- How
have attitudes toward sex and sexuality changed in the Western
world during the past century?(theme: gender)
- What
does the rise of spectator sports in Europe between 1900-2000
reveal about ideals of masculinity? (theme:
gender)
- What
was life like under communism behind the Iron Curtain,
1945-1989? (theme: government and ideology)
- How did
conservatism help shape the development of Europe since the
end of World War II? (theme: government and ideology)
- What
was middle class life like during the Industrial
Revolution? (theme: social class)
- What
was working class life like during the Industrial
Revolution? (theme:
social class)
- How and
why did Fascism become popular in Interwar Europe? (theme:
ideology)
- How and
why has the relationship between liberalism and democracy
changed during the 20th century? (theme:
ideology)
- What
role did racism play in justifying Western imperialism? (theme:
ideology)
- What
role did Anti-Semitism play in leading to the rise of Nazi
Germany and the Holocaust? (theme: ideology)
- What
impact did modernist culture have on European society between
1850 and 1950?(theme: ideology)
- How did
the ideas of modern science affect the course of the 20th
century? (theme: ideology)
- How did
feminism change the way women lived in the modern era? (theme:
gender and ideology)
- What
was the impact of Enlightenment ideas on the French
Revolution? (theme: government and ideology)
- To what
extent was the French Revolution the product of the
aspirations of the rising middle class?(theme:
government and social class)
As with all
of your written work in this course, your paper should paper
should present a coherent
argument or thesis, and then support that position with
as much evidence as possible, especially
primary source evidence. In terms if
evidence, you should feel free to draw from sources you have
already considered for your other course work. At a minimum,
however, your paper must refer to and correctly cite:
- At
least 5 Primary
Sources (either online or in print)
- At
least 1 Scholarly Journal Article (you
learned about these in your Source Criticism Paper)
- At
least 1 Scholarly Monograph (essentially a book by a scholar
focused on one narrow historical subject relevant to your
research topic)
- At
least 3 Other Secondary Sources (either online or in print).
For primary
sources, you might consult the following resources (some of these
sites also contain secondary sources as well):
Directory
of
World History Primary Sources
Please follow
the
guidelines for written work
in this class, and make sure to check the "Tips for
History Papers" page before turning in your final draft. See this rubric
for a more detailed description of how you will be graded.
Research Paper Element |
Description |
Due Date |
Topic
Proposal |
You
should fill out and submit this form
describing the research question which you would like to
examine and which theme(s) you will be examining. You may
not turn in an Annotated Bibliography or a Finished Research
Paper without getting your Topic Proposal approved in
advance. |
Oct. 2
|
Annotated
Bibliography |
You
should submit a bibliography of the sources which you intend
to use for your Research Paper. The bibliography should
include at least 5 primary sources (historical documents
from the past) and 5 scholarly secondary sources (including
at least one scholarly journal article and one scholar
monarch). Each source should be accompanied by a brief
paragraph of analysis (See the Annotated Bibliography
assignment description for more detailed information). |
Nov. 20 |
Finished
Research Paper |
You should submit a final
draft of at least 4 double-spaced pages which advances a
clear main argument which answers your research question,
and which supports that argument with specific, correctly
cited evidence drawn from the primary and secondary
sources listed in your bibliography. |
Dec. 4 |
There
are two unproctored exams for this course which are to be
completed at home and submitted through Canvas. You can use
any notes, course readers, or other resources you wish as long
as you cite them (simply listing the bibliographic information
or web address at the end of the question is sufficient-- no
need to include footnotes). All of your responses should be in
your own words rather than quoted from other sources. If you
use any additional sources without citing them, you will not
receive any points for the exam.
Midterm Exam. You
should submit a file through Canvas with your responses to the
following questions:
1) Provide a Time Line which lists
what you think are the ten most important events in the history
of Western civilization from 1600-1900. Each item on your
Time Line should contain the following information:
- The approximate
date.
- A brief
description of the event.
- The event's
significance (Why should anybody in the 21st century care?)
2) An
analysis of what you think are the most important developments
or changes in the history of
Western civilization from 1600-1900. for each one of the four
class themes. Refer to specific primary sources we have read
for the class which back up your arguments. Write a
substantial paragraph for each theme:
- Ideology
- Government
- Gender
- Social Class
Final Exam.
You should submit a file through Canvas with your responses to
the following questions:
1) Provide a Time Line which lists
what you think are the ten most important events in the history
of Western civilization from between 1900 and the present. Each
item on your Time Line should contain the following information:
- The approximate
date.
- A brief
description of the event.
- The event's
significance (Why should anybody in the 21st century care?)
2)
An analysis of what you think are the most important
developments or changes in the history of Western
civilization from between
1900 and the present for each one of the four class
themes. Refer
to specific primary sources we have read for the class which
back up your arguments.Write a substantial paragraph
for each theme:
- Ideology
- Government
- Gender
- Social Class
Week 1
Week 2
Week 3
(NO CLASS September 7)
Week 4
Monday, September 14:
The Enlightenment
|
Discussion Readings: John
Locke,
excerpt from Two
Treatises on Government
(1689); Thomas
Paine, excerpts from The
Age of Reason (1794).
French
Lane,
"The
Enlightenment:
The Salons," "The
Enlightenment:
Sexuality."
Kreis, "Écrasez l'infâme!:The
Triumph of Science and the Heavenly City of the 18th
Century Philosophe."
|
Wednesday, September 16:
The French Revolution
|
Discussion Readings: Declaration
of the Rights of Man and Citizen (1789);
Olympe de Gouges, excerpt from "Declaration
of
the Rights of Women" (1791)
Watch Was The
French Revolution B.S.?
Kreis, "The
Origins
of the French Revolution," "The
French
Revolution: The Moderate Stage, 1789-1792;"
|
Week 5
Monday, September 21:
The Reign of Terror |
Discussion Reading: Maximilien
Robespierre, Justification
of the Use of Terror (1794)
Watch Evidence,
Citations, and Plagiarism: Who Cares?
Kreis,
"The
French
Revolution: The Radical Stage, 1792-1794," "The
Language
of Politics: England and the French Revolution," |
Wednesday, September 23:
Napoleon |
Discussion
Reading: Edmund Burke, Excerpts
from Reflections
on
the Revolution in France (1790).
Kreis, "Europe
and
the Superior Being: Napoleon," "The
Romantic
Era."
"Napoleon:
The
Man and the Myths" Part 2 (BBC Podcast, 14:10).
|
Assignments to Complete: |
Conservatism Paper
due September 25
|
Week 6
Monday, September 28:
Industrial Revolution
|
Discussion
Reading: Thomas Carlyle, Excerpts from "Signs
of the Times" (1829)
Watch Was the
Industrial Revolution B.S.?
Kreis, "The
Origins
of the Industrial Revolution in England."
Lane,
"Industrialization:
The
Technology," "Industrialization:
Coal
and Steam,"
|
Wednesday, September 30:
Working Class Life
|
Discussion
Readings: The
Life
of the Industrial Worker in Nineteenth-Century
England" (1832); Women
Miners
in the English Coal Pits (1842).
Lane, Industrialization:
The
People," "Industrialization:
Spread
and Effects."
|
Assignments to Complete: |
Proposed
topics for the Research Paper
should be uploaded to Canvas using the appropriate link
under "Assignments" by 11:59 pm, October 2. You
should fill out and submit this form
describing the research question which you would like to
examine and which theme(s) you will be examining.
|
Week 7
Monday, October 5:
Liberalism
|
Discussion
Reading: J.S. Mill, excerpts from On Liberty
(1859);
Kreis, "The
Utopian
Socialists: Charles Fourier,"
"The
Utopian
Socialists: Robert Owen and Saint-Simon," |
Wednesday, October 7:
Marxism
|
Discussion
Reading: Karl
Marx and Friedrich Engels, excerpts from The Communist Manifesto
(1848)
Kreis, "The
Age
of Ideologies: Reflections on Karl Marx."
Lane, "Anarchism,"
|
Assignments to Complete: |
Liberalism and
Socialism Paper due October 9
|
Week 8 (No
Class October 12)
Wednesday, October 14:
Cultural Modernism
|
Discussion Readings: Selection
of Love Letters from
Oscar Wilde to Alfred "Bosie" Douglas (1892-1897);
Oscar Wilde, Selected
Prison Writings (1897)
Douglas O. Linder, "The
Trials of Oscar Wilde: An Account
Lane, "19th
c.:
Victorian Values," "19th
c.:
Women's Roles," "19thc.:
Sexuality," "19th
c.:
Fashion. " Lane, "19thc.:
Natural
Selection," "Feminism,"
"Symbolic
Art."
Kreis, "Nietzsche,
Freud
and the Thrust Toward Modernism (1)," "Nietzsche,
Freud
and the Thrust Toward Modernism (2)."
|
Week
9
Monday, October
19:
Imperialism
|
Discussion
Readings: Cecil Rhodes, "Confession
of
Faith" (1877); Ruyard Kipling, "The
White
Man's Burden" (1899);
Watch
Was the English
East India Company B.S.?
Evans, "The
Scramble
for Africa." (Just read the transcripts for these
lectures under "Extra Lecture Materials") |
Wednesday, October 21:
Nationalism
|
Discussion Reading: Ernest
Renan, Excerpts
from
"What is a Nation?" (1882)
Evans, "War
and
Peace in Europe from Napoleon to the Kaiser: The Wars of
German Unification, 1864-1871," (Just read the
transcripts for these lectures under "Extra Lecture
Materials") Sowards, "Nationalism
in
Hungary,"
|
Assignments to Complete: |
Midterm Exam due
October 23
|
Week 10
Week 12
Monday, November 9:
Fascism
|
Discussion
Reading: Adolf
Hitler, Excerpts
from
Several
Speeches.
Watch Is
Fascism B.S.?
Kreis,
"The
Age
of Anxiety:
Europe in the
1920s (1),"
"The
Age
of Anxiety:
Europe in the
1920s (2),"
Lane, "Women
and
Fascism,"
"Fascist
Italy," "Hitler's
Germany."
|
Wednesday,
November 11:
World War II
Begins
|
Discussion Readings: Neville Chamberlain, Excerpts
from
In Search of
Peace; The
Molotov-Ribbentrop
Pact
Kreis,
"Hitler
and
World War Two."
|
Week 13
Week 14. (No Class November 25)
Week
15
Monday, November 30:
Decolonization
|
Discussion Reading: Kwame
Nkrumah, "Speech
to the Organization of African Unity" (1963)
U.S. Office of the Historian, "Decolonization
of Asia and Africa, 1945–1960"
|
Wednesday, December 2:
The Upheaval of the 1960s
|
Discussion
Reading: Simone de Beauvoir, excerpts from The Second Sex
(1949);
Watch Is
Globalization B.S.?
Kreis, "The
Existentialist
Frame of Mind," "George
Orwell
and The Last Man in Europe.""1968:
The
Year of the Barricades,"
Lane, "Cold
War: Gender
and Sexuality."
|
Assignments to Complete: |
Research
Paper due December 4
|
Week 16
Monday,
December 7:
1989 and the Neo-Liberal Order
|
Discussion
Reading: Vaclav
Havel, “New Year’s
Address to the Nation,"
(1990)
Watch Was
the End of the Cold War B.S.?
Kreis, "1989:
The Walls Came Tumbling Down."
Lane, "65to85:
Politics," "65to85:
Sexual Revolution," "65to85:
Fashion," "65to85:
Rock 'n' Roll," "65to85:
Postmodernism.
Sowards, "The
Failure of Balkan Communism and the Causes of the
Revolutions of 1989," "The
Yugoslav Civil War." |
Assignments to Complete: |
Final
Exam December 9
|