CONN 333A: Nations and Nationalism in Modern Europe
MoWe 2:00PM - 3:20PM / Wyatt Hall 308Benjamin Tromly
Department of History
Office: Wyatt 128
Email (preferred method of contact):
Telephone: X 3391
Office Hours: M 12-1, W 10-11, Fr 1-3 and by appt. (write me an email to find a time)
Class web resources:
-Course Moodle page: access through moodle.pugetsound.edu
The course examines the rise of nationalism in continental Europe from 1789 to 1918, a period beginning with the French Revolution and ending with World War One. The course is an interdisciplinary look at the process by which nationalism—understood as the doctrine that states should conform to a single dominant people—formed as a coherent way of seeing the world and then spread its influence throughout the continent. By 1918, nationalism had become the dominant principle for organizing states and societies in Europe.
The millions of Europeans and others who have died in the name of the nation—not to speak of many more who toiled in service of it—are ample proof of its power in modern times. But scholars have always had a difficult time explaining the unique influence of nationalism as well as its limitations. With this in mind, our course begins by examining perspectives drawn from political science, history, sociology and anthropology that have revolutionized thinking about nationalism. In this section of the course, we address key debates in this literature dealing with the age and nature of the nation. First, how old is the nation and what came before it? Are scholars correct in stressing that nations are a fundamentally modern phenomenon, a product of the processes of “modernization” like state-building, industrialization, and mass education? Associated with these issues is a broader question of historical agency: when did nationalism come to dominate different sectors of European societies? Were Europeans living in the age of nationalism able to hold out against it and define themselves in non-national ways? Second, what is the essence of nationalism as a political doctrine? Is it one or many phenomena? Should we endorse the conceptual categorization of European nationalisms into civic and ethnic, democratic and authoritarian, Western and Eastern types?
After addressing theoretical perspectives, we address these problems through the tools of history by examining concrete cases of nation-building in Europe. Our focus is on five highly interrelated parts of Europe: France, Germany, Hapsburg Austria, Poland and Russia, and to a lesser extent nations and peoples that emerged from them (Czechs, Ukrainians) or interacted with them (Jews, colonial peoples of Southeast Asia). We base much of our discussions on primary source materials like speeches, literary works, memoirs and diaries written by Europeans who embraced or struggled with the principle of national belonging. We approach these texts using broader perspectives on the study of nationalism. Interspersed throughout the term are special topics days when we examine the relationship of nationalism to other important identities in modern Europe like gender or imperialism.
COURSE OBJECTIVES
- To explore an important theme in European history by thinking across several disciplines and questioning the interrelationships between them.
- More specifically, to bring into contact a rich theoretical literature on nationalism and the historian’s methodology of analyzing primary source texts.
- To develop skills in integrating materials from different disciplines in written work.
- To examine the development of scholarly debate on a single topic and appreciate how and why shifts in it might have occurred.
- To develop comparative thinking by exploring the interrelationships of national projects in Europe.
COURSE TEXTS:
The following titles are available for purchase at the Campus Bookstore and through online services. They are also available on two-hour reserve at Collins Memorial Library.
Philip Spencer and Howard Wollman, Nations and Nationalism: A Reader. New (Brunswick, N.J: Rutgers University Press, 2005). This volume contains selections from many important students of nationalism.
Dahbour Omar and Micheline Ishay, The Nationalism Reader (Atlantic Highlands, N.J: Humanities Press, 1995). This volume is a collection of primary source texts written by national thinkers.
Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism (London: Verso, 1991)
Eric M. Remarque, All Quiet on the Western Front (Paramus, N.J.: Globe Fearon, 1995). A classic novel depicting the tragedy of World War One, a watershed in history brought about by and fought in the name of the nation.
Timothy Snyder, The Red Prince: The Secret Lives of a Habsburg Archduke. (New York: Basic Books, 2008).
Course reader. The course reader is important for the course and should be purchased.
Optional: Mark A. Kishlansky, Patrick J. Geary, and Patricia O'Brien, Civilization in the West. Volume 2 Volume 2. Upper Saddle River, N.J.: Prentice Hall, 2009
Note: the Kishlansky et al. textbook is reference material which is optional reading (and, therefore, optional for purchase). As this is an upper-division course, it is assumed that you will have a broad outline of European history in the period covered. The book is on reserve and is expected in the bookstore in early February.
COURSE REQUIREMENTS:
Participation, 18%: This is a discussion-based class. You are expected to come to class having done the readings for that day and be prepared to offer questions and thoughts about them. Full participation in class discussions—not merely being present—is necessary for a satisfactory grade in the course (see absence policy below). I reserve the right to give unannounced in-class quizzes in order to make sure everyone is doing the reading and understanding it.
Two issue identification papers, various dates (12% total): Each student will be assigned a class date (see schedule attached). On this day, bring a 2-3 page (double-spaced) paper to class that isolates an important issue in the reading (see instructions below). It is hoped that you will use this paper to contribute to our discussion for that day in a particularly active manner (I might call on you to present your findings). The goal of the assignment is twofold: to draw on your own ideas in leading our class sessions, and to give you experience in presenting your work in a classroom setting. Please note that you must be present in class on the appropriate date to complete this assignment. If you absolutely must be absent for excusable reason on that day, tell me in advance so that we can reschedule your paper.
First paper comparing theories of nationalism, due Feb 24 (15%): This paper will have you compare and evaluate two theories of nationalism from our first classes.
Second paper on diffusion of nationalism across Europe, due March 31 (23%): This paper will cover the first part of the course, devoted to the formation of the modern nation in revolutionary France and the diffusion and transformation of nationalism throughout the continent.
Third paper on transformations of nationalism in the late nineteenth century, due May 7(26%): This assignment has you one or more nation-building project that we have traced during the course (Germany, France, Russia, “Austria,” or Poland). The goal is to explain the form this national project took in the late nineteenth century and put it in historical context.
Final presentations, last two days of class (6%): Our final two classes are devoted to presentations on the results of your final paper research. I will divide the class into groups based on compatibility of paper topics. You will each a short time (5-10 minutes) to discuss your experience using theories of nationalism in making sense of primary source texts.
STRUCTURE OF ISSUE IDENTIFICATION PAPER
The discussion paper has two components: a topic discussion and an issue identification.
Topic Discussion: For the topic discussion, you should write 2-3 paragraphs about some aspect of the reading for that day that grabs your attention and you would like to discuss. The goal is not to summarize the reading. Instead, I would like you to identify some theme or issue presented in the reading and to interpret its significance. You do not need to deal with the reading as a whole; you may want to focus on a smaller part or passage. You may wish to draw comparisons between the readings of the day, or between the reading of the day and previous readings. You may wish to discuss how the reading relates to some larger issue in the class. You should include at least one quotation from the reading in your paper and at least two citations with page numbers (see bit on citations below).
Issue Identification: The second component of the discussion paper is the identification of an issue that might be suitable for class discussion. This might consist of a brief question, or a few sentences of provocative thought, or simply the identification of a quote along with a brief statement about why you think it merits discussion. It may or may not be connected to your topic discussion. Be prepared to present your issue ID to the class.
COURSE INFORMATION AND POLICIES:
•Attendance at all class meetings is expected. Each unexplained absence is viewed with irritation and dismay and influences your grade; after three absences, your final grade in the course will automatically be lowered by half a letter grade (from B+ to B). If medical or family emergencies prevent you from coming to class, please let me know before or soon after the class.
•I strongly encourage you to visit me in office hours. There is no need to schedule an appointment during scheduled office hours. If you are unavailable during these times, please contact me in advance by email to schedule a meeting.
•The best way to reach outside of class is via email. Please check your UPS email account—or a different account you give me—regularly. On occasion, I will send emails to the class to provide you with reading questions and important contextual information. I try to respond to email as quickly as possible, but I cannot promise that I will respond promptly to messages sent on weekends or holidays.
•The final exam is given only at the scheduled time.
•Claims for academic accommodation for an individual’s learning disabilities must be directed at the beginning of the semester to Disabilities Services at the Center for Writing, Learning, and Teaching at 253.879.2692.
•All assignments must be submitted at the start of class on the due date or as otherwise instructed. Papers should be typed, double-spaced, and proofread, with page numbers and parenthetical citations. No need for a works cited list or a bibliography as you will be using course materials in your papers. Please submit papers in hard copy only unless otherwise noted below. All late papers should be sent by email (you are responsible for making sure that you have attached the file and that it reaches me—please cc yourself).
•Late work will be penalized at the rate of ½ a letter grade per day late (a ‘B’ paper handed in two days late becomes a ‘B-‘) and will not be accepted more than five calendar days following the due date. Please notify me before the paper is due if health or family emergencies prevent you from submitting work.
•You are strongly encouraged to review UPS’s policies on academic honesty and plagiarism as detailed in the Academic Handbook. Plagiarism will result in a 0 on the assignment in question, with greater penalties possible.
•Students who want to withdraw from the course should read the rules governing withdrawal grades, which can be found in the student handbook.
•Emergency Information: Please review university emergency preparedness and response procedures posted at There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. If building evacuation becomes necessary (e.g., earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Stay low, away from doors and windows, and as close to the interior hallway walls as possible. Wait for further instructions.
GETTING HELP WITH WRITING: Anyone can become a better writer. The UPS Center for Writing and Learning is has a mission to help all students, at whatever level of ability, become better writers. I strongly urge you to take advantage of its services. To make an appointment, call 879-3404, email , or drop by Howarth 105.
GRADING CRITERIA FOR EVALUATING WRITTEN WORK:
An “A”-range paper contains a perceptive, original, and compelling central argument which reflects an original perspective. It is clearly written, well-organized into sub-arguments, and supported by a variety of specific examples drawn from the readings.
A “B”-range paper is a solid academic paper which demonstrates a good grasp on the course materials. But a “B” paper might have one or more shortcomings. It might provide a summary of ideas and information drawn directly from readings and discussions without independent thought or synthesis. Or it might give evidence of independent thought yet suffer from unclear and/or unconvincing presentation of an argument, a lack of textual evidence, or be sloppily written.
A “C”-range paper shows a decent grasp on the course material but lacks a thorough or accurately defended argument. A paper receiving a grade lower than “C” suffers from more serious shortcomings, such as not responding adequately to the assignment, frequent factual errors, the lack of a cohesive thesis, poor organization, unclear writing, or a combination of these problems.
NOTE: We will discuss paper assignments in class in advance of due dates. I am happy to discuss writing assignments before or after you have written them. Although I do not usually read full drafts of papers, I am happy to look at a thesis statement or a section of a paper.
SCHEDULE OF CLASSES:
Important notes on using this schedule:
-All reading assignments are to be completed before the class meeting for which they are listed (for example, come to class on Jan 27 having read Kohn, Spencer, and Nairn. Please bring to class the syllabus and the assigned readings for the day (and/or reading notes).
-I recommend that you do the readings for each day in the order I list them.
-Readings from the course reader are marked (CR).
-under some class sessions I have listed “PREP” questions. These are merely some questions (not exhaustive, of course) to ponder when doing the reading. You do not need to take them into consideration when writing your response papers unless you want to.
Jan 22 W:Conceptual introduction to course: nation, state, ethnicity
I. Theoretical perspectives on the origins and nature of nationalism
Reading questions for this part of course:
As suggested above, there are at least two core questions here. The first is about what nationalism is and what it does. Can nationalism be a healthy form of identification in one place and a dangerous one elsewhere?Are some nations civic while others are ethnic? Why is this classification deemed as important and what are the assumptions about history that stand behind it? Second, we address the debate about when and why and when the nation appeared. There is a major dispute between “modernists” and their opponents (“ethno-symbolists,” “modified perennialists,” you name them). The view that nations are timeless is a core belief of nationalists; therefore, the question of origins is a critical and sensitive one.
27 M: Is nationalism good or bad? Western or Eastern?
The syllabus
Hans Kohn, “Western and Eastern Nationalisms,” in John Hutchinson and Anthony D. Smith, ed., Nationalism (CR)
Philip Spencer and Howard Wollman, “Good and Bad Nationalisms,” in Nations and Nationalism: a Reader
Tom Nairn, “The maladies of development,” in Nationalism (CR)
29 W:Historical contexts for the nation
Anderson, Imagined Communities, 1-46
Feb 3 M:Modernization/constructivism theory: Gellner
Ernest Gellner, Nationalism (1997), 1-30 (CR)
Feb 5 W:Critiques of modernism theory: Anthony Smith
Anthony D. Smith, “The Nation: Modern or Perennial?” in Anthony D. Smith, ed., The Nation in History(CR)
Anthony Smith, “Ethno-symbolism and the study of nationalism,” in Nations and Nationalism: A Reader
Feb 10 M: Intellectual origins of nationalism: Herder and the enlightenment
Isaiah Berlin, The Roots of Romanticism, 46-67 (CR)
Johann Gottfried von Herder in The Nationalism Reader, 48-57
II. The era of national revolutions, 1789-1871
Reading questions for this part of course:
In this part of the course, we analyze different nation-building projects during the period when nationalism become a major political force in Europe. After 1815, nationalists from France to Russia challenged the conservative monarchies restored to Europe after the defeat of Napoleon. In 1848, a wave of revolutions across the continent toppled monarchs (until they returned with big armies).
We have several issues to discuss here. First, we are concerned here with the watershed in modern nationalism, the French Revolution. What kind of nation did the French Revolution express and create? Then we look at the way that the French Revolution and Napoleon spread the idea of the nation across the continent. Do the theories of nationalism we sampled help us to conceptualize the spread of nationalism across Europe? Why did the experiences of the Napoleonic period give rise to national thinking? How did the process differ for Germany, Poland and Russia? Were they fundamentally different than the French model?
Second, a topic for discussion is the process by which national movements were built from above. What are the roles of nationalist leaders? Michelet focuses discussion on the key role of intellectuals (in his case, the historian) in nationalism; how does he put together a national narrative for the French that includes the revolution? What about peoples like the Czechs who seemed at the time to have few credentials for nationhood? How did nationalisms mobilize groups of people? Why were national movements more successful in some places than others (say, Russia)?