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Diana Lin
Office: F12,
Tamarack Hall
(O) 980 6981
Email: dchenlin@iun.edu
Website:
www.iun.edu/~hisdcl
Office hours: MW 11-11:30am, 2:30-3:30pm, T by
appt.
Preparation
questions for the first in-class test.
Preparation
questions for the second in-class test.
Purpose of
Course
This course covers major political, social, and economic
trends and events in Europe from 1600 to around World War II. It seeks to
examine the context and causes for these trends and events through looking
into modern day explanations in the text and original writings of people
who were participants in these trends and events in the source book. This
course also tries to trace our ways of thinking to historical trends and
events in Europe in the past five hundred years, from our ideas of
democracy, liberalism, nationalism, authoritarianism, to our ideas of
science and knowledge, among others.
This course aims to fulfill
the following goals of general education at Indiana University Northwest
(available in the IUN Bulletin 2000-2002, p.20):
Goal 2: Students
will think critically.
Goal 5 Students will understand the value of the
past and recognize the relationship of the past to the present and to the
future.
What to expect
This course emphasizes a close
reading of our textbook and document book. Since one of the goals of this
class is to fine tune critical reading skills, a close reading of the
text-a practice variously called textual analysis and hermeneutics, among
others, helps greatly toward that goal. You can see the difference in one
semester. Each class session consists of lecturing and discussions. Each
week there is a Discussion on an assigned questions. So always be prepared
when you come to class.
If your textbook is new, it comes with a CD
that has various quizzes on each chapter. Do them when you can. It will
help toward your in-class examinations. See explanations of the
examination under Class Requirements.
Books and
Requirements
The following textbook is
available at the IUN bookstore.
Dennis Sherman and Joyce
Salisbury, The West in the World, v.2.
McGraw Hill, updated edition, 2006.
This textbook has a web site
at http://www.mhhe.com/sherman2updated
where you can find
chapter outlines, quizzes, and much else.
Besides this book, there are
also required readings in primary sources that are available
online.
The syllabus and lecture
notes are available at my website at http://www.iun.edu/~hisdcl. The
lecture notes are updated after each class session.
Method of
grading: all grades are
assigned in percentages, which will be tabulated at the end of the
semester and converted to letter grades. The conversion is as follows:
93-100: A; 90-92.9: A-; 85-89.9: B+; 80-84.9: B; 75-79.9: B-; 70-74.9: C+;
65-69.9: C; 60-64.9: C-; 55-59.9: D+; 50-54.9: D; 45-49.9: D-; 44 and
below: F.
There are two in-class tests
and two take-home essays. The essays use built-in topics and are to be 4-6
pages, typed and double-spaced.
There are two quizzes that
use multiple-choice questions from the textbook's quiz bank at the Student
Center, which can be found by chapter number.
In some weeks there is also
homework that consists of multiple-choice or true/false questions from the
Oncourse
website test site (you need to apply for an IUN email
address to access this site for the questions and the online gradebook.
If you do not have an IUN email account, you can set
up one here at https://itaccounts.iu.edu/.
The
Oncourse homework is under the "Tools" icon in Oncourse. Then click on the
"Oncourse Test and Survey Tool." The gradebooks is also under the
Tools icon.) on the online documents for the class. Those sessions with
homework requirements are all marked out with "Homework" at the end of the
session. Homework needs to be done prior to the class.
There is
also a weekly essay requirement that is expected to be one page long,
double spaced, and submitted to me via Oncourse email (attachment) by the
Monday class of each week.
To look up archaic and
unfamiliar words in your readings, you can use the Oxford Reference
Online, which, though, is accessible only when you are on campus.
The grade
distribution is as follows:
Class attendance: 3 per cent (for
those who miss class two times or less in the semester. For those who miss
class more than four times, they receive 0 for their class
attendance.)
Two quizzes: 5 per cent
Oncourse homework: 20 per
cent
Essay homework: 12 per
cent
Take-home essays: 15 per
cent each.
In-class short answer tests:
15 per cent each.
There is no extra credit for
this course. The emphasis is good, solid work in all the homework
assignments (which together account for 32 per cent of the final grade)
and careful preparation for each test. The grade distribution is spread
out among a wide range so that if you did not do well on one item, it
might be compensated for by better grades from other items.
Class
Schedule
Week 1 (May
14-May 20)
May
14
1. Introduction.
Europe's political systems before the age of parliamentary
governments (or: what triggered the motivation for parliamentary governments)
2. Royal absolutism in France. Sherman, 443-454.
Online reading: Massacre of St.Bartholomew's
Day. Oncourse Homework #1:
The court of Louis
XIV, Louis XIV's letter to
the people of Marseilles. (due at the time of class on Monday May
21; otherwise Oncourse homework is due by the time of class.)
Lecture
notes.
The site below Louis XIV, the Sun
King gives excellent introduction to Louis XIV and many pictures
of the Versailles Palace.
A panoramic view of Versailles
Palace
Discussion: What is shown
in Figure 13.3? What image are this building and its lands designed
to convey? Also examine Figure 13.4; what perception do you receive
of the people in this painting?
May 16
1 . The English Revolution,
or, how a parliamentary system was reinforced against absolute kings.
Sherman, 460-473. Online reading:
Oncourse Homework #2: True Law of
Free Monarchies King/queen
heals by touching. Execution
of Charles I
The following site is about
Oliver Cromwell's life and political career.Oliver
Cromwell website
Discussion:
Notes.
Essay
Homework #1: Discuss the different fates of the English and the
French monarchs who both wanted to be absolute kings. Do you think
the English revolution made a lasting change to English politics, why or
why not?
2. Locke and Hobbes. Online
reading: Oncourse Homework #3: Hobbes:
Leviathan, and Locke:
Second treatise on government, chap.8.
Discussion: The
differences between Locke and Hobbes.
Notes.
Week 2 (May
21-27)
May 21
First quiz.
Intellectual changes that affected people's political
views: the emergence of the study of science and the social
sciences.
1. The Scientific
Revolution. Sherman, 483-495. Notes.
Students can take a virtual
tour of Florence's Museum of the History of Science, where they can read a
brief biography of Galileo and view his inventions, at:
http://galileo.imss.firenze.it/museo/b/egalilg.html
The
following site at Rice University shows Galileo's villa and maps from his
day:
http://es.rice.edu/ES/humsoc/Galileo/Catalog/Files/coprnics.html
Galileo's
condemnation for heresy and his abjuration (1633) are available at:
http://www.fordham.edu/halsall/mod/1630galileo.html
Discussion:
Many
thinkers in the sixteenth century saw no contradiction in studying areas
we would consider pseudo-science, like alchemy, along with real science.
Examine Figure 14.2; discuss why this was so.
2. Newton and
Descartes. Online readings: Oncourse
Homework #4: Newton:
Mathematical Principles and Descartes:
Discourse on Method. Notes.
Discussion:
"All
cats meow. Fluffy is a cat. Therefore, Fluffy meows." What kind of
reasoning, discussed in this chapter, does this example represent? Give
your own example of it. Name the most eminent advocate of such reasoning
during this period. How useful would this kind of reasoning be for science
and philosophy? Do you know the other major kind of reasoning? It would be
illustrated by the following example: "Fluffy, a cat, meows. Puff, a cat,
meows. Daisy, a cat, meows. Therefore, all cats meow." How reliable is
this kind of reasoning? Do we use it today? In which
situations?
May
23
1. The emergence of the
social sciences as a method of social reform. Sherman, 495-509. Online readings:
Oncourse Homework #5: Voltaire's
letters #6, on the Presbyterians, #9, on English government and #10 on
trade. Notes.
Discussion:
Voltaire
had a saying that, loosely translated, meant, "Crush the infamous thing!"
What kinds of "infamous things" did Voltaire have in mind? With what did
he and other philosophes plan to "crush" them?
2 . Montesquieu and
Rousseau. Online readings: Oncourse Homework
#6: Rousseau,
Social Contract. Oncourse Homework
#7: Montesquieu:
Spirit of the laws. Notes.
Discussion:
Review
the Biography of Jean-Jacques Rousseau (Sherman, 486-7). What did Rousseau
mean when he called himself a "man of paradoxes"? Do you think Rousseau
was an archetypal Enlightenment thinker?
Essay
Homework #2: How did the Enlightenment philosophes regard
science? Were they scientists? Why or why not?
Week
3 (May 28-June 3)
May 28
Memorial Day observed. No class.
May
30
A paradigmatic change: the French Revolution and the
overthrow of the ancien regime (or: the major event that established the
value of republicanism in Europe)
1. The ancien regime.
Sherman, chap.15. Notes.
Discussion
Divide
into two groups to debate this principle of Frederick II of Prussia: "The
fundamental rule of governments is the principle of extending their
territories."
2. The French Revolution and its ramifications.
Sherman, chap.15 and chap.16. Online reading: letter
of Marie Antoinette. Travels of
Arthur Young. Oncourse Homework
#8: Declaration of the
Rights of Man.. Robespierre,
Terror and Virtue.
Students can see several views of Paris in 1789
at:
http://www.mediaport.net/CyberScience/BDD/fich_037.en.html
Notes on
the Causes of the French Revolution: Images of
the French Revolution
Discussion:
Imagine
yourselves to be clergy; aristocrats; and middle class and peasants. The
scene is France, early in 1789. Discuss each group's demands.
3. Notes on
the process and aftermath of the French
Revolution
Discussion:
Imagine yourselves to be Jacobins;
Girondists; sans-culottes; members of the Society of Revolutionary
Republican Women. It is 1792. Draw up your position on, and then debate,
the following issues: universal suffrage; who ought to hold leadership in
the government; the threats to the revolution and what to do about them;
the fate of the king and the queen; the rights of women; the clergy and
the Catholic church.
Essay
Homework #3: Why did the French revolution start with goals of
liberty and fraternity, but end up with the revolutionary leadership such
as the Girondins and the Jacobins deeply disagreeing with one another and
among themselves?
Week 4
(June 4-10)
First take-home paper due
from Oncourse email attachment by June 10. Paper topic: Imagine yourself
being an English traveling with Arthur Young in France in 1789. Based on a
comparison of the kings of England and France in the past two centuries
and the fate of the English kings in the English revolution, comment on
what is going on in France and predict what will happen in
France.
Note: You need to read Arthur Young's travelogue
carefully and identify which parts you want to use as your own
"observation" of France. Then, identify each of them followed by
careful explanation of why it is so (which Arthur Young does not really
do): go to Voltaire for comparisons with English politics, noble
privileges/taxation,/religion/trade, and go to earlier lectures on English
revolution and Louis XIV of France to see how the two political systems
became so different.
June
4
19th
Century Europe
1.The Industrial Revolution and its
social impact. Sherman, chap.17.
Students can explore 1827
London at the following site, with an online, clickable version of
Greenwood's map of the city:
http://www.bathspa.ac.uk/greenwood/home.html
At
the sites below, students can read about and see illustrations of the
flying shuttle, spinning jenny, and other innovations of
industrialization:
www.spartacus.schoolnet.co.uk/TEXflying.htm
http://www.spartacus.schoolnet.co.uk/TEXjenny.htm
Notes.
2. In the wake of the
Industrial Revolution: the rise of socialism and Marxism. Sherman, 632-634. Online reading: Communist
Manifesto. Notes.
Essay Homework
#4: Karl Marx
and Friedrich Engels believed that class struggle and economic
self-interest drove human action. Describe their view of history and of
the future. Do you agree that these factors are the most important
elements in understanding human history? Why or why not?
June 6 First in-class examination.
Week 5
(June 11-17)
June 11
(2nd Quiz)
Reactions
against the French Revolution and the Industrial
Revolution
1.
The rise of Romanticism and Liberalism. Sherman, 624-625, 628-632. Oncourse Homework #9: Adam
Smith Wealth of Nations. David
Ricardo, The Iron Law of Wages. John Stuart Mill, Oncourse Homework #10: On Liberty
Protecting the Welfare
State?
Notes.
Discussion:
- How did the Romantics
distinguish themselves from Enlightenment philosophy? What elements did
they contribute to economic liberalism?
- Define nineteenth-century
economic liberalism. What do we mean by "liberalism" today? Has its
meaning changed
- Do you agree with Mill's
criticism of the representative government? What are your expectations
of our representative government?
Nationalism and Italian and German
unifications.
2. Return of a conservative political order
and modern conservatism as a political theory. Sherman, 619-624, 635-637. Oncourse Homework #11: Edmund
Burke: Reflections on the French Revoultion. Notes.
Discussion:
Discuss what France, Britain, Austria, Prussia, and Russia-at the Congress
of Vienna wanted from the Congress of Vienna.
June
13
1. The rise of modern nationalism and
Italian unification. Sherman, 653-657. Cavour on
Italian unification. Giuseppe Mazzini,
Oncourse Homework #12: The Duties of
Man. Notes.
Discussion:
In
the period 1850-1870, what states would be more fearful of and threatened
by nationalism? Name two areas in Europe where nationalism had strong
appeal. Explain why these states or parts of states feared or embraced
nationalism. Hint: consider Map 19.3.
2 . German unification.
Sherman, 657-660. Oncourse Homework #13: Otto von
Biamarck. Description
of Bismarck. Notes.
Discussion:
What
was the role of Austria in Italian and German unifications?
Essay
Homework #5: Briefly
summarize modern (economic and political) liberalism, conservatism, and
nationalism.
Week 6
(June 18-24)
June
18
Mechanization of industry, demand
for market, and imperialism.
1. The nature
of imperialism. Sherman, 688-702. Rudyard Kipling,
The White Man's Burden. Notes.
Discussion
question:
Discuss the views of the Comte de Gobineau and Houston
Stewart Chamberlain. What kinds of people do you think might be prone to
adopting these views? Do you see any connections between them and
nationalism?
Late
19th century European society and culture.
The website of
the National Library of Medicine's History of Medicine Division offers
links to some 60,000 images, including some from the late nineteenth and
early twentieth centuries:
http://wwwihm.nlm.nih.gov/
Those
interested in the career of Joseph Lister can read more and view several
digital images at:
http://web.ukonline.co.uk/Members/b.gardner/Lister.html
A
fascinating timeline, with images on the history of medicine, including
the realization that cancer meant uncontrolled cell division (1867), the
first diagnosis of multiple sclerosis (1868), the discovery of x-rays
(1895) including images, may be seen at:
http://www.medhelpnet.com/medhist6.html
Students
can make a virtual visit to Vienna's Sigmund Freud Museum, which offers a
few seconds of Freud video and a timeline, at:
http://freud.t0.or.at/
The Freud
Museum of London offers a more extensive virtual tour, including images of
the couch used by Sigmund and his daughter, Anna:
http://www.freud.org.uk/
"Descending" into the 20th century: war, revolution, and
ultra-nationalism.
2. The causes of World War I. Sherman, chap.22. Zimmerman
telegram. Notes.
An
excellent starting point for students interested in World War I is the
following site, with many clickable maps, images, and texts:
http://www.worldwar1.com/
Students
can view one hundred paintings depicting World War I by artists of the era
at:
http://www.art-ww1.com/gb/visite.html
Hosted
by the BBC, the following site offers students audio and video sources on
World War I, including a 1984 interview with a man who, at the age of
fourteen, fought in the war:
http://news.bbc.co.uk/hi/english/special_report/1998/10/98/world_war_i/newsid_197000/197437.stm
To
learn more about the role of women in the Great War and on the war's
influence on women's issues, students can explore the text and images
at:
http://www.spartacus.schoolnet.co.uk/FWWwomen.htm
Discussion:
Draw
up war tactics and strategies (refer to Map 22.3). Include what each side
hopes to avoid as it pursues the war.
June 20
1. Post WWI settlement and
the interwar years. Sherman, 753-763,
770-777. Woodrow Wilson,
Fourteen Points. Notes.
Discussion:
Study
Map 22.5. Identify the land taken from the losers of World War I. What
ethnic groups lived in these areas? Woodrow Wilson advocated the idea of
national self-determination as the basis for the creation of states. Was
this principle uniformly applied? Why or why not?
2. The rise of fascism
and Nazism. Sherman, 777-779, 784-790.
Oncourse Homework #14: Mussolini:
What Is Fascism? Hitler: The 25
Points. Oncourse Homework
#15: Speech
(1921) and Mein Kampf
A very
useful online guide to the film Schindler's List (see below) is available
at:
http://www.tulane.edu/~so-inst/slindex.html
A
collection of Nazi propaganda is available at:
http://www.calvin.edu/academic/cas/gpa/
Examples
of leaflets dropped as propaganda may be found online at:
http://www.lib.byu.edu/~rdh/wwi/1915/propleaf.html
Notes on
Fascism.
Discussion:
Study Figure 23.5. Using this photograph as
your primary source, describe the nature of Mussolini's fascism. Then,
study Figure 23.10. Undertake the same exercise. Compare the images in
each picture. How are they alike and different?
Notes on
Nazism
Discussion:
Divide into several groups as follows:
unemployed German army veterans of World War I; middle-class women;
socialists; wealthy industrialists; professional army officers; Jewish
shopkeepers; devout Catholics. The year is 1932. National elections will
be coming up soon, and you are discussing the Nazis and their leader.
Carry out the discussion, being sure to state where you stand on the Nazis
and why.
Essay
Homework #6: How did
nationalism and imperialism contribute to the causes of World War I? How
did the war accentuate certain 19th century thought and influence the rise
of Fascism and Nazism?
Week 7 (June 25-July 1)
Second take-home
paper due via Oncourse on June 28. Paper topic: Imagine yourself as an
American traveler in Germany and Italy during the 1930s, listening to the
speeches made by Hitler and Mussolini at big public gatherings. Try to
explain to the Americans what Hitler's Nazism and Mussolini's Fascism were
through a discussion of their speeches' connections with and departures
from 19th century European thinking.
June
25
1. World War II and
the aftermath. Sherman, 790-804. Notes.
At
the following site, students can learn a great deal about the American
decision to drop atomic bombs on Japan:
http://www.dannen.com/decision/index.html
Details
about the effects of the bomb that fell on Hiroshima may be studied
at:
http://www.csi.ad.jp/ABOMB/index.html
Posters
and other visual resources on the Second World War are available at a
searchable and clickable database maintained by Northwestern
University:
http://www.library.nwu.edu/govpub/collections/wwii-posters/
Discussion:
Play
the role of foreign policy advisers to President Harry Truman in the late
1940s. Draw up a list of recommended actions and statements addressing the
greatest foreign policy concerns in Europe.
2. Conclusion: Nationalism,
the European Union, and other patterns of European developments today. The
emergence of the new European Union. Conclusion
June 27 .
Second in-class examination.
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