History 002 Growth of Western Civilization, Section 1009

Dr. Timothy G. McMahon Marquette University

Coughlin Hall, 225 Spring 2002

Phone: 8-3559 Office Hours: MF 1-2, TR 11-12 &

Email: timothy.g.mcmahon@marquette.edu by appointment

Teaching Assistant

Mr. Will Lewis

Phone: 8-6465

Email: william.lewis@marquette.edu

Office: Coughlin Hall, 313

Office Hours:

Course Description: History 002 is the second half of an introduction to Western Civilization, and it seeks to cover the period from the Scientific Revolution of the seventeenth century and the Enlightenment of the eighteenth century, through the upheavals of the French and industrial revolutions to our present day. A particular emphasis of this course will be the interaction of peoples and cultures within and outside of Europe. Significantly this course will focus on four themes: 1) the enduring Enlightenment notion of progress and major challenges to that notion; 2) the uneven emergence of social classes and the languages of class in the wake of the industrial revolution; 3) the impact of European imperial expansion, particularly in the nineteenth century, and imperial decline in the twentieth century; and 4) the construction of racial thinking as applied by Europeans to themselves and to other peoples. History 002 will present a basic narrative of events, but I want to encourage you to question that narrative through applying the tools of the historian.

Course Objectives for Students: As a part of the university’s core curriculum and a central component of fulfilling Marquette’s mission, History 002 aims to help you

1) Grasp more fully the changing nature of societies and the variety of ways in which people

have adapted to and coped with those changes in the past.

2) Attain a fuller understanding of the impact and interrelationship of ideas and material

conditions on human behavior.

3) Recognize culture as relating to a particular political and/or intellectual climate.

4) Achieve a higher understanding of history as a discipline and of the tools historians use to

interpret the past.

Student Skills Development: Your assignments in this course are designed to help you build three interrelated skills. You will

1) Develop more sophisticated critical thinking skills, through the process of marshalling evidence

to produce logical arguments and to reach defensible conclusions.

2) Enhance your critical reading skills, so that you can move beyond the basic narrative or story

you are reading to understand what the author was trying to say in historical context and then to

formulate your own interpretations of the text.

3) Improve your critical and analytical writing skills through applying critical reading and thinking

to the formulation of written arguments.

Course Requirements:

Writing Unit 1 Paper 20 % A 100-93

Writing Unit 2 Paper 25 % A/B 92-88

Quizzes 10 % B 87-83

First In-Class Test 20 % B/C 82-78

Final Exam 25 % C 77-73

_______ C/D 72-68

TOTAL 100% D 67-60

F 59-

Assignments:

A. Writing Units (45 percent of your final grade). This course requires all students to complete two (2) “writing units,” which will feature a reading component, a discussion component, and most important, a writing component.

Both units are based on two major readings, augmented by a set of primary source documents, related directly to major themes discussed in the lectures and covered in your textbook. A list of these documentary sources is included with this syllabus. You should print off those readings from the Marqcat Electronic Reserve for your own use because you will need to have a hard copy of them. You should also have access to each individual document in the Electronic Reserve through the Blackboard website for this course.

For each writing unit, you will have two discussion sessions with the teaching assistants to talk about the major readings for the unit. In the case of the first unit, about the Enlightenment and reactions to it, you will discuss Voltaire’s Candide and Mary Shelley’s Frankenstein. For the second unit on race and the construction of race, you will discuss Chinua Achebe’s Things Fall Apart and Elie Wiesel’s Night. In addition, the document readings listed throughout the syllabus perform an important purpose in helping you understand the key ideas running through each unit. After the second of your discussion sessions for each unit, your instructor will also devote a specific lecture period to enhancing your grasp of the connections between the various readings in order to prepare you for the written assignment. Thorough preparation will enable you to participate more actively in the discussion, and that active participation will help you enormously with the final portion of the assignment. You will then choose from a selection of essay questions and write a 5-page paper (typed, double-spaced).

Writing Unit 1 Paper (20 percent)

Writing Unit 2 Paper (25 percent)

B. Quizzes (10 percent): There will be four scheduled quizzes during the semester, but only three will factor into your final grade. (Your TA and I will drop your lowest quiz grade from our final tabulations.) Quizzes are designed to help you develop your critical reading skills, as well as to familiarize you with the major readings for each writing unit. Each quiz will feature questions related directly to the major reading to be discussed in the following period, as well as a short map component. Each quiz will be given at the beginning of the class period, and I will devote only the first fifteen (15) minutes of class time to each quiz. Thus, if you arrive late for class that day, you will have less time to answer the questions than those who arrived on time.

C. Test and Exam (45 percent): There will be one in-class exam (Monday, March 4) and a final exam during the scheduled exam week in May. These exams consist of identifications, essays, and maps. One week prior to each test, I will distribute study sheets that include all possible IDs, essays, and map items which will appear on the test. Each test will emphasize the unit that it concludes, but the final will also include a cumulative essay component to be discussed later in the term.

Final Exams: Section 1005 (8:00 am class): Monday, May 6, 2002, 10:30 am

Section 1007 (10:00 am class): Monday, May 6, 8:00 am

Section 1009 (12:00 noon class): Thursday, May 9, 8:00 am

Course Materials:

· Donald Kagan, Steven Ozment, and Frank M. Turner (eds.), The Western Heritage, 7th Edition, Vol. II, Since 1648 (New York, 2001). Hereafter: WH.

· Voltaire, Candide (Boston, 1999).

· Mary Shelley, Frankenstein (New York, 1994).

· Karl Marx and Friedrich Engels, The Communist Manifesto (New York, 1999).

· Elie Wiesel, Night (New York, 1986).

· Chinua Achebe, Things Fall Apart (New York, 1994).

· History 002, Electronic Reserve Collection. (See attached bibliography) Hereafter: ER.

Calendar of Assignments and Lectures:

Date	Lecture and Readings
Jan. 14	Course Introduction
Jan. 16	Politics after 1648: Constitutionalism and Absolutism WH pp. 418-19; 430-46; 458-64; 481-510 ER John Locke, from “Two Treatises on Government”
Jan. 18	Scientific Revolution WH pp. 449-58; 464-78 ER Galileo Galilei, from “Letter to Grand Duchess Christina”
Jan. 21	NO CLASS: Martin Luther King, Jr., Day
Jan. 23	Society in the 18^th Century WH pp. 513-28; 551-68; 582-85
Jan. 25	Society in the 18^th Century (cont.): Quiz #1 on the Introduction to Candide WH pp. 537-47
Jan. 28	Discussion: Voltaire’s Candide
Jan. 30	The Enlightenment, Part I WH pp. 589-603 ER Geoffrin and d’Alembert, The Salon of Madame de Geoffin WEB Voltaire, from “A Treatise on Toleration”: academic.brooklyn.cuny.edu/history/virtual/reading/core4-05r03.htm
Feb. 1	The Enlightenment, Part II WH pp. 603-21 ER Kant, “What is Enlightenment?” ER Montesquieu, from Persian Letters WEB Rousseau, from The Social Contract: www.constitution.org/jjr/socon.htm
Feb. 4	The French Revolution WH 569-80; 625-63 ER Sieyes, What is the Third Estate? ER National Assembly, “The Declaration of the Rights of Man and Citizen” ER Olympe de Gouges, “The Delaration of the Rights of Woman” ER Wollstonecraft, from The Vindication of the Rights of Woman
Feb. 6	Napoleon: Quiz #2 on the Four Documents from 2/4 WH pp. 667-689
Feb. 8	Discussion: Shelley’s Frankenstein
Feb. 11	Romanticism WH pp. 689-701
Feb. 13	The Concert of Europe WH pp. 706-34
Feb. 15	Industrial Revolution WH pp. 528-37; 743-55
Feb. 18	Society in the 1830s and 1840s Paper Due for 1^st Writing Unit WH pp. 755-62 ER Engels, from The Condition of the Working Class in England ER Heine “The Silesian Weavers”
Feb. 20	1848 WH pp. 764-75
Feb. 22	The Manifesto WH pp. 762-64 Karl Marx and Friedrich Engels, The Communist Manifesto
Feb. 25	Napoleon III, Italian Unification, and the Austrian Ausgleich WH pp. 781-87; 798-803 ER Mazzini, from Life and Writings of Joseph Mazzini
Feb. 27	German Unification, Bismarck and the French 3^rd Republic WH pp. 787-98
Mar. 1	Britain and Russia in the Late 19^th Century WH 803-11
Mar. 4	Test #1
Mar. 6	Changing Times, the Second Industrial Revolution, & the Great Depression WH pp. 815-24; 853-62 ER Darwin, from The Descent of Man WEB Herbert Spencer, from “Progress: Its Laws and Cause”: www.fordham.edu/halsall/mod/spencer-darwin.html
Mar. 8	Modernism and Fin-de-Siecle Ideas WH pp. 862-75 ER Freud, from Five Lectures on Psychoanalysis
Mar. 11-15	NO CLASS: SPRING BREAK
Mar. 18	Women in the Late-19^th Century WH, pp. 824-33; 878-84 ER Pankhurst, from “Speech from the Dock”
Mar. 20	Imperialism & Race: Quiz #3 on the four documents for 3/20 WH pp. 928-33; 834-35; 875-78; 886-97 ER Sattianadan, from Saguna ER Daudet, “The Punishment” WEB Rudyard Kipling, “The White Man’s Burden”: www.fordham.edu/halsall/mod/Kipling.html WEB Edward D. Morel, “The Black Man’s Burden”: www.fordham.edu/halsall/mod/1903blackburden.html ER The I-ho-ch’uan, “The Boxers Demand Death for all ‘Foreign Devils’”
Mar. 22	Discussion of Achebe’s Things Fall Apart
Mar. 25	Alliances and the Road to World War I The Great War WH pp. 897-920 ER Junger, from The Storm of Steel ER Audoin-Rouzeau, “Ever-present Death”
Mar. 27	Versailles, Revolutions & Redrawn Maps WH pp. 920-26
Mar. 29-Apr. 1	NO CLASS: EASTER BREAK
Apr. 3	Fascism in Italy and Communism in the USSR WH pp. 935-46; 981-90; 1033-36; 1038-1042 ER Mussolini, The Doctrine of Fascism
Apr. 5	Weimar, the Saarland, and the Beginnings of Nazism WH pp. 946-62; 973-81; 1036-38 WEB Adolf Hitler, “Adolf Hitler’s First Anti-Semitic Writing”: www2.h-net.msu.edu/~german/gtext/kaiserreich/hitler2.html
Apr. 8	Civil War in Spain and the Descent to World War II WH pp. 950-53; 966-73; 995-1004
Apr. 10	The Final Solution: Quiz #4 on Wiesel’s Night WH, pp. 1009-12; 1042-46 ER Goebbels, “Nazi Propaganda Pamphlet”
Apr. 12	Discussion: Wiesel’s Night
Apr. 15	The Course of World War II WH pp. 1004-08; 1012-24
Apr. 17	Post-War Settlement and the Beginnings of the Cold War WH, pp. 1024-28; 1069-79
Apr. 19	Rebuilding Europe WH pp. 1048-58
Apr. 22	Decolonization 2^nd Writing Unit Paper Due WH pp. 1085-1092 WEB United Nations Universal Declaration on Human Rights: www.fordham.edu/halsall/mod/1948HUMRIGHT.html
Apr. 24	Cold War II: Invasions, the Wall & Cuba WH pp. 1079-85
Apr. 26	1968: Questioning Authority WH pp. 1058-65 ER, Student Protest Voices
Apr. 29	Détente, the Thatcher/Reagan Axis WH pp. 1092-97
May 1	And the Wall Came Tumbling Down WH pp. 1097-1114
May 3	Finals Prepartions

Further Course Policies:

Attendance Policy: In the College of Arts and Sciences, you are expected to attend class regularly, and attendance will be taken in class daily. Students who miss a class are still responsible for the material covered, but neither the instuctor nor the TA will give out lecture notes. If you miss class, ask one

of your classmates for the notes. Be aware that a failure to keep up with the readings and lectures will have a significant impact on your ability to perform adequately on your assignments. Furthermore, quiz dates, test dates, discussion dates, and paper due dates are all clearly noted on this syllabus, and you are responsible for fulfilling the required work on those dates. Students who must miss class for unavoidable absences (illness or emergency) should notify their TA and the instructor via email PRIOR to the class period in question. Make-up tests and quizzes or paper extensions will be considered ONLY when such prior notification has come. Finally, persistent absences may result in the instructor assigning you a “WA” grade and dropping you from the class.

Blackboard Virtual Classroom: This course will make use of a virtual classroom available through the Marquette website. This site will post documents and images referred to in class to allow you to examine them further on your own. The site will also allow your instructor and TAs to post any announcements that may be relevant to the course. A “virtual conference” feature will give you the chance to ask questions about lectures, readings, and assignments and to offer your own insights about the topics we are covering. More details about the Blackboard Classroom, including access codes and web address, will follow.

Academic Integrity & Respect: In order to create a civil learning environment, I expect each of you to treat your classmates and their opinions with respect. One feature essential to the life of a university is the freedom to express oneself without fear of ridicule for one’s opinions. This does not mean, of course, that we agree with all opinions expressed, but we should -- within the bounds of common civility -- respect honest inquiry. Furthermore, Marquette University and I consider academic integrity a prerequisite in such an environment. Plagiarism and cheating will be considered very serious violations of this trust by me, as will the use of papers purchased or procured through internet distribution sites. Proper documentation of others’ ideas and words is essential in your written assignments, and I will discuss the use of citation in academic writing prior to your first paper.

Retaining coursework and Post-Evaluation Moratorium: All students should hold on to all graded assignments until the final grade has been turned in. Students should also retain a second copy of their papers until their graded papers have been returned. Lastly, when assignments are returned, we ask that you take twenty-four (24) hours to look over our comments and your assignment before coming to see us with any questions about your grade. We will be glad to talk to you about your completed assignments and to offer advice about how to improve your future performance.

Late Papers: All students are expected to turn in the papers for the two writing units at the beginning of the class period on the dates scheduled on this syllabus. Late papers will be marked down according to the following schedule:

-5 points Same date but after the assigned time

-10 points One day late

-15 points Two days late

-20 points Three days late

-25 points Four days late

Failing Grade Five days late or later.

In the event that you cannot complete a paper in a timely manner because of an illness or a family emergency, I might make an exception to this schedule. However, I will consider only those cases in which students notify the TA prior to the paper due date.

Some Final Words: Reading, thinking, and writing critically are tough work. Expect to re-read many items in order to think through and understand what the author is saying. Anticipate that you won’t always be able to express your own ideas about a subject clearly on the first try. Say it and say it again, or write it and expect to re-write it. Such practices are not the signs that you “don’t get it.” They are the markers that you CAN get it. And your TA and I will try our best to help you do just that.