Dr.
Doug Campbell, Office: LC- 320
Office
Hours
docampbell@nvcc.edu
The
best way to
get in touch with me outside of class is through email, which I check
several times a day during business hours. If you need to meet with me
in person, making an appointment is always a good idea, even if you
want to meet during my office hours. While I am usually in my office
during office hours, sometimes I may briefly be away from desk to make
copies, check my departmental mail, meet with colleagues, etc.
Making
an appointment is the most effective way to ensure you won't have to
wait.
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 opportunites 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 them in class, either by printing them out, or
through an Internet-enabled device with a large screen (a smart phone
probably 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 will be accepted
after May 6-- no exceptions!
Scores
will be posted on Blackboard, 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.
Your final grade for the course will be calculated according to the
point scale below. Don't pay any attention to the percentage
calculated in Blackboard's grade center. The only things that
matters in terms of your overall grade is the total number of points
you have earned by the end of the semester as compared to this point
scale.
Points
|
Final
Course Grade |
| 900-1000 |
A |
| 800-899 |
B |
| 700-799 |
C |
| 600-699 |
D |
| 599
and Below |
F |
You
will need access to the internet and to wordprocessing software for
this class. You should be familiar with using Blackboard (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 Class Meetings
Disruptive Behavior:
Please be considerate. Disruptive behavior will not be
tolerated.
Private conversations during lecture or class discussions, ringing
mobile phones, texting, sleeping, or walking into class late or out of
class early 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
classroom. If you have a question or a comment on
the
course material, please raise your hand and share it with the class.
Electronic Devices:
The use of electronic devices is permitted in classes only with the
approval of the professor, and with the
understanding that such devices are to be used only for class-related
purposes. Class is not the time to browse the internet, send
or
read email, use social media or game. Smart phones may be
stored by the professor at
his
discretion at the front of the room for the duration of the class
meeting if it seems like they are becoming an obstacle to student
learning.
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
campus police immediately.
Firearms: All
students must adhere to the College's policy
on firearms and dangerous weapons and materials. Students who
violate this policy will be referred to campus police immediately.
Make-Ups:
For exam sessions, make-ups will not be given other than in the case of
a genuine emergency with appropriate documentation (ie, emergency room
documents, court summons, etc.) Missing class due to "not
feeling
well," not being able to get a ride, having to work, and the like are
not genuine emergencies. Please plan
ahead!
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 the instructor 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 Blackboard as files in
.doc, .odt, .pdf, or .rtf format (No .pages
format files, please. Click here
for instructions on submitting assignments). 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
SafeAssign software.
Late Work:
Late
papers and projects will be accepted for one week after the due
date with a one
letter grade penalty. After one week, late papers and projects will no
longer be
accepted. Late extra credit paragraphs or exams will not be
accepted at all.
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
Attendance Policy:
Given the fact that participation is part of your grade, your
attendance is expected at every class meeting. You are
allowed
one unexcused absence for the semester. You will only receive
credit for attending a class session if you are present when I take
roll at the beginning of class. More than one absence without
a
valid excuse will affect your grade for the course. Students
who
miss more than 2 consecutive weeks of class without notifying the
instructor with a valid and documented excuse will be administratively
withdrawn from the course.
Preparedness: You
should make sure that you have completed the assigned readings and any
required assignments before you walk into the first class meeting that
week, especially the readings labelled as "Primary Sources."
You may be asked to discuss both readings and
assignments, so you should have access to them during class either by
bringing hard copies or through the use of any appropriate electronic
device (NOTE: Smartphone screens are too small to really be useful for
this purpose-- use a laptop or a tablet).
Participation:
A portion of your grade will be determined by the degree to which you
participate in the class discussions on the discussion readings (see
Course Schedule). You should come to class each
session
having
completed all the required readings and ready to discuss
them. I
reserve the right to give unannounced quizzes on any reading
material for the week. Please make sure to adhere to the guidelines for class conduct.
Behavior which distracts me and your classmates will count against your
participation grade.
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 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 cite 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 my approval
for your sources. Proposed
sources (including
full bibliographic information)
for this assignment should be uploaded to Blackboard as part of
the Prospective Bibliography for the Research Paper using this
form.
Make
sure to check the professor's feedback on your Prospective Bibliography
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:
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.
You also
might want to consult the Research
Guide for this class prepared by the College research
librarians.
You should
select a scholarly
monograph (ie, a book written on a specialized topic by a
recognized scholar) written with the past 50 years which deals with the
topic you are researching for your
Research Paper.
This book cannot be an encyclopedia, a sourcebook, a
children's
book, or a collection of essays or historical documents, nor can it
deal primarily with US history. The book you have chosen must be
approved by the professor before you can proceed any further with this
assignment.
Your
proposed sources for the Book Review Paper should be
uploaded as part of the Prospective Bibliography for the Research Paper using this
form.
Make
sure to check the professor's feedback on your Prospective Bibliography
to see if your sources were approved, or if you need to
resubmit the form.
Once your scholarly monograph is approved, you should read it and then,
in a paper at least two double-spaced pages long,
write book review with a main argument which answers this major
question:
"How useful is this
book to a scholar researching its subject matter?"
Your
analysis also ought to address the following secondary questions:
- Who is the
author, and what is his or her
level of expertise with the subject matter?
- What
is the author's main argument ?
- What
specific sorts of evidence are cited to support the argument?
Are any primary sources cited?
- How
successfully does the evidence support the author's argument?
- Is the book
clear and well-written?
- Are there
any other weaknesses?
Please
note that you should definitely not comment on whether you found the
book entertaining or boring. I certainly hope you enjoyed the
book, but whether you did or not is not actually relevant to a
consideration of how useful the author's work might be to scholars and
researchers.
The
title of your paper should be the full bibliographic citation of the
book you are reviewing (author,
title, publisher, year,
pages) in Chicago
format. See
the following links for more infromation on how to write a scholarly
book review.
How
to Write a History Book Review
Writing
a Book Review
To
find an appropriate scholarly mongraph, I would recommend that you
consult the NOVA
library's website. You can easily order any book
from any NOVA campus' library and have it delivered to the campus of
your choice. There are also quite a few books available as
e-books as well.As a NOVA
student you have borrowing privileges at GMU’s
libraries. To check
items out you must have a valid
NOVACard and a copy of your registration for the current semester.
For more information, visit the GMU Circulation webpage.
Visit the GMU
Library website to search
for
titles.
You
also might want to consult the Research
Guide for this class prepared by the College research
librarians.
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.
As the capstone of your work in the course, you are asked to complete a
Research Paper which is at least 4 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 relevent 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. Paper topics should be
uploaded to Blackboard for approval by February 16.
- 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 (you will have read and reviewed one for your Book
Review Paper)
- At
least 5 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):
The
Avalon
Project: Documents in Law, History, and Diplomacy.
German
History in Documents and Images.
Marxists
Internet Library.
The Modern
History Sourcebook.
The
Victorian Web.
The
Women's
Library at LSC.
Cambridge Digital Library.
Hanover
Historical Texts Collection.
Your
Prospective Bibliography
of sources for the Research Paper should be
uploaded for approval by April. 6
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 |
Points |
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.
|
5 Points |
Feb.
15 |
| Prospective
Bibliography |
You
should submit a list the sources which you intend to use in your paper
using this form.
Divide your bibliography into seperate lists for primary and secondary
sources, alphabetizing each of them in ascending order according to the
last nake of the author. Include the FULL bibliographic citation for
each source
using Chicago
format. |
40
Points |
March
22 |
| Thesis
Statement Draft |
You
should
submit a draft of your thesis statement for the paper. The
statement should answer your research question, and clearly state the
main argument(s) which you intend to
make in your research paper.
Your thesis draft does not need to be any longer than a single sentence. |
5 Points |
April
19 |
| 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. |
150
Points |
April
26 |
There
are two exams for this course which are each worth 10% of your total
grade. The Midterm Exam deals with material from the first
half
of the course and the Final Exam deals with material from the second
half. Each exam will feature a 10 item Map Quiz, 4 term
identifications, and an essay.
You
must bring a blue book (they can be purchased at
the bookstore or
the vending machines on campus) to the exam.
For the Map Quiz, you will be given a list of ten locations from the
following list and asked to place them on a blank
map of
the Western World.
| Vienna |
Danube
River |
St.
Petersburg |
Ireland |
Russia |
Hungary |
| Prague |
Italy |
Rome |
Seine
River |
Mediterranean
Sea |
Paris |
| Cairo |
Jerusalem |
Serbia |
Germany |
Volga
River |
Germany |
Black
Sea
|
Mecca |
Italy |
London |
Berlin |
Spain |
| Finland |
Rhine
River |
Norway |
Caspian
Sea |
Munich |
Scotland |
| Belgium |
Spain |
Moscow |
Sarajevo
|
Poland |
Ottoman
Empire |
For
the midterm exam's term identifications, you will be given a
list of 8 terms taken
from the following list, and asked to write a paragraph identifying 4
of them, including their approximate timeframe and significance to
understanding world history.
| Absolutism |
Louis XIV |
Versailles |
The Enlightenment |
| John Locke |
Jeans-Jacques Rousseau |
Tennis Court Oath |
French Declaration of the Rights of
Man and Citizen |
| Committee of Public Safety |
Napoleon Bonaparte |
Conservatism |
Congress of VIenna |
| Steam Engine |
Factories |
Adam Smith |
Capitalism |
| Socialism |
The People's Charter |
The
Communist Manifesto |
Revolution of 1848 |
| Frankfurt Parliament |
Austro-Prussian War |
Treaty of Frankfurt |
Otto von Bismarck |
| Charles Darwin |
Friedrich Nietzsche |
Sigmund Freud |
Olympe de Gouges |
| Berlin Conference of |
British East India Company |
Opium Wars |
Treaty of Nanking |
| Liberalism |
Social Democracy |
Romanticism |
Beethoven's 9th Symphony |
For
the final exam's term identifications, you will be given a
list of 8 terms taken
from the following list, and asked to write a paragraph identifying 4
of them, including their approximate timeframe and significance to
understanding world history.
| Gavrilo Princip |
trench warfare |
Schlieffen Plan |
U-Boats |
| 14 Points |
Treaty of Brest-Litovsk |
Treaty of Versailles |
Tsar Nicholas II |
| Bolskeviks |
Leon Trotsky |
March Revolution of 1917 |
October Revolution of 1917 |
| Russian Civil War |
New Economic Policy (NEP) |
Joseph Stalin |
collectivized agriculture |
| "The Rite of Spring" |
Weimar Republic |
Benito Mussolini |
National Socialism |
| Gleichschaltung |
Munich Conference |
Maginot Line |
Molotove-Ribbentrop Pact |
| Battle of Stalingrad |
Marshall Plan |
North Atlantic Treaty Organization (NATO) |
Breton Woods System |
| Beveridge Plan |
Simone de Beavoir |
existentialism |
Decolonization |
| Berlin Wall |
Vaclav Havel |
glastnost |
European Union |
Over the course of the semester, you will have the opportunity to
complete up to 6 short extra credit assignments. You will
receive
up to 10 points for each one you
complete. Late Extra Credit Paragraphs are
not accepted.
There are complete descriptions of each of the assignments in
the Course Schedule, but
each should be about 100 words long, should
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.
Please follow
the guidelines
for written work in this class. See this rubric
for a more detailed description of how you will be graded.
| Assignment |
Due
Date |
| Absolutism
Paragraph |
January
25 |
| French
Revolution Paragraph |
February
1 |
| Industrialization
Paragraph |
February 15 |
| Darwin
Paragraph |
March
1 |
| Nazi
Paragraph |
April
5 |
| Feminism
Paragraph |
April
19 |
Week
1. January 14 and 16: So What and Who Cares?
Week 2. January 23 (NO CLASS JAN.
21): Absolutism and Enlightenment
| Primary Sources to Read: |
Jacques-Bénigne
Bossuet,
excerpts from Politics
Taken From the Very Words of Scripture (1679);
John Locke, excerpt
from Two
Treatises on Government (1689);
Thomas Paine, excerpts from The Age of Reason
(1794).
|
| Secondary Sources to Read or View: |
Lane, "The
17th Century: Absolutism in France," "The
17th Century: Society," "17th
c.: Fashion," "The
Enlightenment: The Salons," "The
Enlightenment: Sexuality."
Kreis,
"Écrasez l'infâme!:The Triumph
of Science and the Heavenly City of the 18th Century Philosophe."
|
| Assignments
to Complete: |
Absolutism Extra
Credit Paragraph
due by 11:59 pm, January 25:
After thoughtfully reading the excerpt from Bossuet for
this week, write a paragaph of at least 100 words answering the
following questions: "According the Bossuet, where does a
king's
authority come from? What happens if the people disagree with
a
king's decisions?" Make sure that your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument. |
Week
3. January 29
and 31: The French Revolution
| Primary Sources to Read: |
French
Declaration of the Rights of Man and Citizen (1789);
Olympe
de Gouges, excerpt from "Declaration
of the Rights of Women" (1791) |
| Secondary Sources to Read or View: |
Lane,
"The
18th Century: Agriculture," "18th
c.: Marriage and Family," "18th
c.: Food and Medicine," "18th
c.: Economy."
Kreis, "The
Origins of the French Revolution," "The
French Revolution: The Moderate Stage, 1789-1792;"
Green, "The
French Revolution: Crash Course World History #29."
|
| Assignments
to Complete: |
French Revolution Extra
Credit Paragraph
due by 11:59 pm, February 1:
After thoughtfully reading the "French
Declaration of the Rights of Man
and Citizen," write a paragraph of at least 100 words
answering the
following question: "Why did the French National Assembly want to issue
this declaration? Do you think this document sounds like a
good
foundation for a government? Why or why not?" Make
sure that your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument. |
Week
4. February 4
and 6: Reaction
and Romanticism
Week
5. February 11
and 13:
Industrialization
| Primary Sources to Read: |
"The
Life of the Industrial Worker in Ninteenth-Century England"
(1832)
Women
Miners in the English Coal Pits (1842). |
| Secondary Sources to Read or
View: |
Kreis,
"The
Origins of the Industrial Revolution in England."
Lane,
"Industrialization:
The Technology," "Industrialization:
Coal and Steam," Industrialization:
The People," "Industrialization:
Spread and Effects."
Green,
"Coal,
Steam, and The Industrial Revolution: Crash Course World History #32."
|
| Assignments
to Complete: |
Industrialization Extra Credit Paragraph
due by 11:59 pm, February
15: Read
"The
Life of the Industrial Worker in Ninteenth-Century England",
and write a paragaph of at least 100 words answering the following
questions: "Imagine you are one of the workers whose testimony is
recorded in the document. How would you feel about life as a
factory
worker? How would you feel about the owner of the factory?
About
industrialization in general? Why? " Make sure that
your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument.
Proposed
topics
for the Research Paper
should be uploaded to Blackboard using the appropriate link under
"Assignments" by 11:59 pm, February
15. 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
6. February 18 and 20:
Liberalism and Marxism
| Primary Sources to Read: |
J.S. Mill,
excerpts from On Liberty
(1859);
Karl Marx and Friedrich Engels, excerpts from The Communist Manifesto
(1848) |
| Secondary Sources to Read or View: |
Kreis, "The
Utopian Socialists: Charles Fourier,"
"The
Utopian Socialists: Robert Owen and Saint-Simon," "The
Age of Ideologies: Reflections on Karl Marx."
Lane,
"Anarchism,"
"19th
c.: Victorian Values," "19th
c.: Women's Roles," "19thc.:
Sexuality," "19th
c.: Fashion. "
Green,
"Capitalism
and Socialism: Crash Course World History #33."
|
| Assignments
to Complete: |
Liberalism and
Socialism Paper
due by 11 pm, February 22. |
Week
7. February 25 and 27: Nationalism
and
Modernism
| Primary Sources to Read: |
Ernest
Renan, Excerpts
from "What is a Nation?" (1882)
Charles
Darwin, excerpt from The
Descent of Man (1879) |
| Secondary Sources to Read or View: |
Lane,
"19thc.:
Natural Selection," "Feminism,"
"Symbolic
Art."
Kreis,
"Nietzsche,
Freud and the Thrust Toward Modernism (1)," "Nietzsche,
Freud and the Thrust Toward Modernism (2)."
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: |
Darwin
Extra Credit
Paragraph
due by 11:59 pm, March 1: Read the
excerpt from Darwin's The Descent of Man,
and write a paragaph of at least 100 words answering the following
question: "Despite winning over the scientific community fairly
quickly, Darwin's theory of evolution through natural selection remains
controversial with broader public even more than a century later.
Why do you think so many people have found this idea so
unsettling?" Make sure that your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument. |
Week 8. March 4 and 6:
Imperialism
March 11
and 13 (No Class, SPRING BREAK)
Week
9. March
18
and 20: The
Great War
| Primary Sources to Read: |
Constitution
of the "Black Hand."
Woodrow
Wilson's
Fourteen
Points (1918)
|
| Secondary Sources to Read or View: |
Lane,
"WWI:
The Assassination and Alliances." "The
Technology and Trench Warfare," " War
Fever and Nationalism," "Women
and the War," "The
Peace to End All Peace."
Sowards, "The
Balkan Causes of World War I;"
Green, "Archdukes,
Cynicism, and World War I: Crash Course World History #36." |
| Assignments
to Complete: |
Prospective Bibliography for the Research
Paper due
by 11:59 pm, March 22 using this form.
Several of the sources you propose here will also be used for the Source Criticism Paper
and the Book Review Paper.
Divide your bibliography into seperate lists for primary and secondary
sources, alphabetizing each of them in ascending order according to the
last nake of the author. Include the FULL bibliographic citation for
each source
using Chicago
format. Make sure to check the professor's feedback on Blackboard to
see if
your sources have been approved, or if you need to resubmit this
assignment.
NOTE: March 24 is
the last day you may withdraw from the course.
|
Week
10. March
25
and
27:
The Russian Revolution
| Primary Sources to Read: |
Excerpts
from the works of V.I. Lenin, (1902, 1917);
Nikolai
Ezhov, Operational
Order on Mass Repressions (1937)
|
| Secondary Sources to Read or View: |
Kreis,
"The
Russian Revolution, February - October 1917," "The
Russian Revolution: Red October and the Bolshevik Coup," "The
Aftermath of the Bolshevik Revolution."
Lane, "Russia
Before the Revolutions," "Revolutions
of 1917."
Sowards, "The
Legacies of 1917 and 1919."
|
| Assignments
to Complete: |
Source Criticism
Paper
due by 11:59 pm March 29 (Your
sources MUST be approved by the instructor before you turn this in). |
Week
11. April
1 and 3:
Inter War Culture and Fascism
| Primary Sources to Read: |
Adolf
Hitler, Excerpts
from Several Speeches.
Igor
Starvinsky and Vaslav Nijinsky "The
Rite of Spring"
(2003 Ballet Mariinsky Theater Recreation of the Original 1913
Performance- No need to watch the whole thing unless you want to, but
view at least a few minutes worth) |
| Secondary Sources to Read or View: |
Kreis,
"The
Age of Anxiety: Europe in the 1920s (1)," "The
Age of Anxiety: Europe in the 1920s (2)," "The
Age of Totalitarianism: Stalin and Hitler."
Lane, "Women
and Fascism," "Fascist
Italy," "Hitler's
Germany."
|
| Assignments
to Complete: |
Nazi Extra
Credit Paragraph due
by 11:59 pm, April 5:
Read the Excerpts
from Hitler's
Speeches
and
write a paragaph of at least 100 words answering the following
question: "According to Hitler, what does Nazism stand for and what
does it stand against? Why might people have found this sort
of message appealing?" Make
sure that your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument. |
Week
12. April
8 and 10: World
War II
Week
13. April
15 and 17:
Building a Post-War Order
| Primary Sources to Read: |
Simone
de Beauvoir, excerpts from The Second Sex
(1949);
The Beveridge
Report (1942).
|
| Secondary Sources to Read or View: |
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: |
Feminism Extra
Credit Paragraph due
by 11:59 pm, April 19:
Read the excerpt from Beauvoir's
The Second Sex
and
write a paragaph of at least 100 words answering the following
question: "According to Beauvoir, how do the traditional conceptions of
appropriate roles for women and men negatively impact both genders?
Do you find her arguments persuasive? Why or why
not?" Make sure that your paragraph
begins
with a sentence which clearly states your main argument, and that it
refers to specific evidence from the sources in order to support that
argument.
Thesis Statement Draft for the Research Paper
Due by
11:59 pm April 19. You should submit a draft of
your thesis statement for the paper. The
statement should clearly state the main argument(s) which you intend to
make in your research paper. Your thesis draft does not need to be any
longer than a single sentence.You should submit a draft of
your thesis statement for the paper. The
statement should clearly state the main argument(s) which you intend to
make in your research paper. Your thesis draft does not need to be any
longer than a single sentence. |
Week
14. April 22 and 24:
The Cold War
| Primary Sources to Read: |
Winston
Churchill, "Iron
Curtain" Speech
(1946);
Josef
Stalin's Response
to
Churchill (1946).
|
| Secondary Sources to Read or View: |
Kreis, "The
Origins of the Cold War,"
Lane, "Cold
War: Theater," "Cold
War: Fashion,"
Sowards, "Forging
the Iron Curtain in the Balkans, 1944-1956."
Green, "USA
vs USSR Fight! The Cold War: Crash Course World History #39."
"Decolonization
and Nationalism Triumphant: Crash Course World History #40,"
|
| Assignments
to Complete: |
Research Paper due by
11:59 pm
April 26.
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. |
Week 15. April
29 and May 1. The End of History?
| Primary Sources to Read: |
Address
by Mikhail Gorbachev to the U.N. General Assembly (1988)
Czech President Vaclav Havel, “New
Year’s Address to the Nation," (1990) |
| Secondary Sources to Read or View: |
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: |
Reflective Paragraph
due by 11:59 pm May 4: Write
a paragraph of at least 100 words answering the following
questions: "Describe
thing that you think was helpful about the course, and one
thing that you think could be improved. Then describe one
thing that
you did well in your work for the class, and one thing about
your work
that you would like to improve in the future."
Final
Exam May 6, 2 pm. Please make sure to
bring a blank blue book with you to the exam.
|
No
work for the course will be accepted
after May 6-- no exceptions!
