H114: History of Western Civilization II: 1648 to the Present
Section 2573
Meets: 12:00 – 1:15, TR, CA-235
Instructor: Michael Anklin
Email:
Office: CA-503P
Office Phone: 317-274-8160
Office Hours: TR, 1:45 – 2:45 p.m. or by appointment
Eugène Delacroix, Liberty Leading the People The Fall of the Berlin Wall, 1989
Oil on Canvas, 1830
Course Description
Eric Hobsbawm, one of the most eminent historians of the twentieth century, has called the period between 1789 and 1848 "the Age of Revolution." According to Hobsbawm, more political, social, cultural, and economic changes occurred in the western world during this time period in a shorter amount of time than ever before. In this course we will study not only this revolutionary period, but also the events and developments leading up to it and following it, from the Peace of Westphalia in 1648 to the end of the Cold War in the late twentieth century and the global challenges we face today. To facilitate our journey through several long and complex centuries, we will focus on a variety of political, philosophical, and economic themes, such as Absolutism, the Enlightenment, political revolutions, the Industrial Revolution(s), the concept of modernity, wars, slavery, imperialism, colonialism, international treaties, genocide, etc. The latter five topics will occasionally take us beyond the "western world" to take a look at the victims of western expansion as well as its competitors. However, history has always been more than just a series of political events. Billions of people have lived, worked, loved, dreamed, celebrated, but also suffered and died in the course of human history. We will thus also take regular excursions into what is generally considered social and cultural history: How did people live during a particular time period? How did they make sense out of the world in which they lived? How did they create their own identities? In what did they believe? What were their every-day concerns, fears,hopes and dreams?
Required Readings for Purchase
Lynn Hunt, The Making of the West: Peoples and Cultures, Vol. 2: Since 1500, Third
Edition
Brian Tierney, Joan W. Scott, Western Societies: A Documentary History, Vol. 2, Second
Edition
Erich Maria Remarque, All Quiet on the Western Front
Additional readings
The instructor may assign short additional readings, which will be posted on Oncourse, accompanied by a timely announcement.
Instructional Goals:
While this course focuses primarily on "western" history, we will also pay close attention to the interaction of the "West" with the rest of the world, and we will question the concept of "the West" itself. Therefore, you will also develop an appreciation for the complexity of global connection and cross-cultural interaction.
Pedagogically speaking, the goal of this course is to encourage learning through the development of several different skills. You will develop critical thinking skills through the analysis of primary and secondary sources, discussion with other students and lecture and reading materials. You will use these skills to synthesize this material for your short paper and exams and you will be expected to learn how to articulate your ideas in a cohesive manner.
Teaching Philosophy:
I believe that to achieve the above-mentioned instructional goals it is necessary to teach outside of the box. As such I will go beyond the traditional lecture format at least once a week and include more student-centered learning activities such as group discussion and exercises and visual and aural presentation of material to capture some of the many ways in which people learn. This approach aims to create an environment in which you learn from each other as well as from me. As an instructor I am a facilitator and a guide who does not have all the answers. My ultimate goal in this class is to make you think critically about the world and about yourself.
Class Format:
This class meets twice a week, on Tuesdays and Thursdays. During our Tuesday meeting I will most likely lecture for the whole time. On Thursdays, on the other hand, there will be some lecture, but also discussion and other in-class exercises. In order to receive a full participation grade, you will have to be present during every class session and speak at least twice. Participation cards will ensure that your participation is recorded.
Lectures and Readings
My lectures will sometimes reiterate the readings and sometimes elaborate on them, or vice versa. In other words, sometimes you will hear in lecture more about what you have already read, and sometimes the lectures will provide additional information or information from a different angle. Thus, in order to be successful in this course, you will have to do all the readings and attend all the lectures. If you only attend the lectures or only do the readings, you will not receive a solid grade in the class.
We will not always have time to discuss all the readings in class. You may always email me or come talk to me after class or during office hours if you have questions about the readings.
I will post the lecture slides on Oncourse. I will try to post them before the lecture as often as possible. The slides will function as a guide to help you think about the issues and put your notes into order. THEY ARE IN NO WAY A SUBSTITUE FOR THE ACTUAL LECTURE. If you do not attend the lecture, the slides will not be very helpful.
Assignments and Exams:
There will be a midterm exam, a final exam, three reading quizzes, and a short (3 to 5 pages) paper based on All Quiet on the Western Front. The topic and the format of the paper will follow. Quizzes will be unannounced, but are more likely to take place on Thursdays.
Grade Composition
Midterm Exam: 15%
Final Exam: 25%
Short Paper: 20%
Three reading quizzes 15% (5% each)
Attendance: 15%
Participation: 10%
Grade Explanations
A – Outstanding work. Student’s work demonstrates that the student has mastered course materials. Exams, the short paper, and the reading quizzes show the ability to synthesize and analyze course materials, and all analyses are based on evidence as provided in readings and lectures. Essays are well organized and consistently connect individual terms to other historical events and processes as well as course themes.
B – Above average. Student’s work demonstrates an understanding of course materials, but displays some difficulty organizing materials or placing terms in the broader context of historical events and processes or course themes.
C – Average. Student’s work demonstrates an understanding of most course materials, but does not integrate lecture and reading materials well. The student’s work also displays a difficulty organizing material and/or placing terms in the broader context of historical events and processes or course themes
D – Below Average. Student’s work shows a lack of understanding of course materials and other serious weaknesses in both synthesizing and analyzing materials.
F – Failing Grade. Student’s work fails to meet the minimum requirements and demonstrates a clear lack of understanding of course materials.
Grades are not subject to discussion unless I have clearly made a mistake when grading, i.e. I did not see an answer because two bluebook pages were stuck together or if I tallied up the points incorrectly.
My Responsibilities/Your Responsibilities:
We are all responsible for the success of this course.
While it is my responsibility to guide you in learning the objectives of the course, to give clear presentations and encourage your participation, to explain assignments and grade them appropriately, to return assignments in a timely fashion and to make myself available to you, this class cannot depend on me alone.
It is your responsibility to read the material, reflect on it and be prepared to ask critical questions. Reading, doing the homework, actively taking notes and listening to the ideas of others are your contributions to the success of this class. In order to receive a high participation grade, you need to come to class prepared and participate actively. Your presence alone will not result in a solid participate grade.
I require that we respect each other and our differences while in the classroom. This class is an open forum, a place where every member of the class has the opportunity and should feel comfortable raising questions, voicing opinions, and engaging in the historical debate. Disrespect will not be tolerated.
If you have a learning disabilityorotherwise need assistance, it is your responsibility to inform me about this as soon as possible so we can make the necessary arrangements. This information will of course remain completely confidential. Grades for work already submitted will not be changed if I am informed of a disability after the fact.
Class Policies:
In general, late work will only be accepted in cases of illness and then only if supported by a note from the student health services or a physician. But please consult with me if you should be sick, have a car accident, family emergency, etc. I am always willing to listen and will make the appropriate considerations regarding grade penalties and absences as long as you have made an effort, preferably as immediate as possible, to contact me and let me know what has happened.
Attendance is absolutely mandatory and simply expected. Unexcused absences will result in a substantially lowered grade! Attendance is 20% of your grade. If you are absent a lot your overall grade will suffer. Pleas also arrive on time out of respect for your classmates and me. Chronic late-comers will begin to be marked absent and thus lose attendance points. There will be a sign up sheet going around before every class session, which you have to sign in order to be counted in attendance.
Inform yourself of the university’s policy on plagiarism. Plagiarism is a serious academic offense: anyone caught plagiarizing will be subject to the university’s procedures regarding such an offense. If you have questions concerning plagiarism consult with me before an assignment is due. Please go to the following web addresses for more information:
For legal information:
On how to avoid plagiarism:
Plagiarized work will receive an F. However, the student will be allowed to stay in the course and improve his or her overall grade, as long as no other cases of plagiarism occur.
You might also inform yourself of the university’s withdrawal policies. It is your responsibility to withdraw from class. I cannot administratively drop you.
And to give a nod to the world in which we live, please turn off all cell phones and pagers before class. Please also turn off all other electronic devices, such as mp3 players, and remove ear plugs and head phones.
Laptops are only allowed in class for the purpose of taking notes during my lectures. Otherwise, they have to be turned off. Using a laptop for anything else will lead to a dismissal from class and, if repeated, could lead to a permanent removal from the course.
Other disrespectful behavior, such as reading the newspaper, sleeping, having private conversations, sending text messages, etc will lead to a removal from the classroom. In this case too, chronic offenders may be removed permanently from the course. If you need to have your cell phone on for a family emergency, please let me know and have the phone on vibrate.
Sustenance
You are allowed to bring food and/or drink to class as long as it does not a) smell strongly and/or b) makes noise when eaten.
Academic Assistance
I highly recommend taking advantage of all study and writing resources available on campus, such as:
University Writing Center
The University Writing Center provides tutoring for students, staff, and faculty on all kinds of writing assignments and projects. A tutoring staff consisting of faculty and peer tutors work with their clients to understand assignments; brainstorm ideas; relate purpose and audience; develop, organize, revise, and edit pieces of writing. For information or an appointment, visit
The Bepko Learning Center
The Bepko Learning Center offers freeAcademic Mentoringto aid students in various courses. Mentoring is different from tutoring in that students are not provided with the answers to their questions, but are guided in the right direction by their mentor andthrough collaborative interaction with other students. This process allows the students to learn valuable skills that will be beneficial to them throughout their academic careers. Hours of operation during Fall and Spring semester: Monday – Thursday 8:00 AM – 7:00 PM and Friday 8:00 AM – 4:00 PM. Closed Weekends, Holidays and Summer I and II.
IUPUI Library Reference Desk
THIS SYLLABUS is subject to change. I will make adjustments if I find it necessary. Although I will announce changes in class, it is your responsibility to check Oncourse daily for possible changes and course announcements.
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WEEKLY SCHEDULE:
Please note:The textbook is referred to as "Hunt" and the primary source reader as "Tierney and Scott." The textbook also includes excerpts from primary sources. Sometimes they may overlap with the primary source reader. You need to read both, although you should focus more on the primary sources in Tierney and Scott.
It is essential that you bring both the textbook and the primary source reader to class every time.
Thursday, August 21: Introduction – discussion of this syllabus, and the concept of"western civilization," the concept of "history," “modernity,” primary vs. secondary sources etc.
Part I: Absolutism, Constitutionalism, and the Atlantic System
Tuesday, August 26: Absolutism vs. Constitutionalism,Hunt, 483-517
Thursday, August 28:Tierney and Scott, 6-17; 28-32; 39-46; 55-64
Tuesday, September 2: The Atlantic System, Hunt, 519-545
Thursday, September 4: Tierney and Scott, 67-72; 78-91
Part II: Enlightenment, Revolution, and Reaction
Tuesday, September 9: The Enlightenment, Hunt, 545-567, Tierney and Scott, 106-110; 124-130
Thursday, September 11: Hunt, 567-585
Tuesday, September 16: The French Revolution, Hunt, 587-617
Thursday, September 18: Tierney and Scott, 164-171; 176-177; 189-200
Tuesday, September 23: Napoleon Bonaparte and the Restoration, Hunt, 619-638, Tierney and Scott, 205-211
Part III: Industrialization, Nationalism, and Romanticism
Thursday, September 25: The First Industrial Revolution, Hunt, 653-671, Tierney and Scott, 136-153
Tuesday, September 30: Nationalism, Hunt, 672-674 (top), Tierney and Scott, 222-228; 300-307
Thursday, October 2: Romanticism, Hunt, 640-643, Tierney and Scott, 218-222
Part IV: Conservatism, Liberalism, Socialism, and Marxism
Tuesday, October 7, Conservatism: Hunt, 638-640; Tierney and Scott, 214-218
Thursday, October 9, Liberalism, Reform, and Revolution: Hunt, 644-649;674-675; 678-687, Tierney and Scott, 267-274
Tuesday, October 14: Socialism and Marxism: Hunt, 675-678, Tierney and Scott, 246-249; 253-262
Thursday, October 16 – MIDTERM EXAM
Part V: New Nation States and New Imperialism
Tuesday, October 2: New Nation States, Hunt, 689-723
Thursday, October 23, Tierney and Scott, 308-320
Tuesday, October 28: New Imperialism: Hunt, 725-759
Thursday, October 30, Tierney and Scott, 321-328
Part VI: World War I, the Russian Revolution, and the Interwar Years
Tuesday, November 4: The Road to World War I: Hunt, 763-797
Thursday, November 6: Tierney and Scott, 362-382, Discussion of All Quiet on the Western Front
Tuesday, November 11: the Aftermath of World War I: Hunt, 799-821
Thursday, November 14: the Russian Revolution: Hunt, 821-837, Tierney and Scott, 385-401
SHORT PAPER DUE
Part VII: Fascism, World War II, the Holocaust
Tuesday, November 18: The Coming of World War II: Hunt, 839-856
Thursday, November 20: World War II and the Holocaust: Hunt,856-877
Tuesday, November 25: Tierney and Scott, 424-446, Discussion of media
Thursday, November 27 – Thanksgiving – No class
Part VIII: From the Cold War to the Present
Tuesday, December 2: The Cold War: Hunt, 879-913
Thursday, December 4: Postindustrial Society and the End of the Cold War Order and Globalism since 1989 – selections from the last two chapters in Hunt, TBA, Final discussion and Exam Review.
Week of Tuesday, December 9, Final Exam – details to follow
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