Hist 381: History of Europe Since 1945

HIST 381: HISTORY OF EUROPE SINCE 1945

Instructor: Prof. Steven E. Harris University of Mary Washington – Fall Semester, 2007 This class meets Tu/Th, 3:30pm-4:45pm, Monroe Hall 201 Office Hours: MW, 1:45pm-2:45pm; Tu/Th, 11:30am-1pm; and by appointment Office: Monroe Hall 208-E; tel. (540)-654-1390; e-mail: [email protected]

Course description: This course examines the history of Europe since the end of World War II to the present day. Faced with the monumental tasks of reconstruction, Europeans emerged from the 20th century’s most devastating war in a radically different international context. Two new superpowers with massive militaries and nuclear weapons – the United States and the Soviet Union – became the major powerbrokers of postwar Europe while major European powers simultaneously lost their overseas empires to decolonization. Playing host to the superpowers’ emerging Cold War conflict, Europe was a house divided between a Western Europe – characterized for the most part by market economies, liberal democratic regimes, and protection from the United States – and an Eastern Europe – characterized largely by Soviet domination, dictatorial regimes, and socialized economies. Beyond the superpowers, what forces and actors shaped the fate of these two “Europes” in the decades to come? In addition to major differences in political and economic regimes, did the two halves of Europe share any similar developments and did they have any meaningful interactions across the Iron Curtain? Since the collapse of socialism in Europe in 1989/1991, Europe has become more fully integrated with the inclusion of many Eastern European states in the European Union. What are the ultimate goals of European integration? What is its impact on the world, and how does the history of postwar Europe continue to shape the fate of this project?

Format of the Class: I will spend the first one half to two-thirds of each class lecturing on course topics. The information in these lectures will constitute a significant portion of your midterm and final exams, so you are strongly encouraged to take notes during these lectures. The remaining one-third to half of class time will be spent on class discussions of the topics raised in the lectures, secondary sources, and primary sources. You are strongly encouraged to take careful notes during class discussion; this will help you in preparing for the midterm and final exams, as well as in writing your own papers.

Preparation for Each Class and Guidelines on Course Readings: For each class, you are expected to have read all the readings assigned for that day and to arrive to class prepared to discuss each of them. In reading the primary sources, take notes on what you think is significant about them in relation to the events, important persons, and circumstances in which they were written. As you read the secondary sources, take notes on the big questions the authors are addressing and what answers or arguments they provide. Take notes on and memorize the facts and dates that are most 2 significant for the author’s arguments. In addition to lectures and class discussions, the midterm and final exams will draw from both the primary source readings and the secondary source readings. If you are having difficulty keeping up with the lectures and reading assignments sufficiently to follow class discussions and prepare for the exams, study more . You are responsible for developing your own study skills for meeting the requirements of this class. See me for additional advice on reading comprehension and studying. I will offer such advice only if a) you demonstrate to me that you have already made an honest effort to read all the materials thoroughly on your own; b) you have written out a full description of your study skills and the time you spend studying for this class; and c) you have written a plan for improving your reading, comprehension, and study skills. Recognizing that the readings are difficult is the starting point in learning how to read primary and secondary texts and understand them, not the ending point.

Course Assignments and Requirements: All students begin the class with a 0% grade. Your task is to earn a grade for each of the assignments and requirements, which together will determine your final grade (see breakdown of grades below). 1) Class participation: the quality of this class depends largely upon what each student will contribute to it, so your class participation is of paramount importance. You are asked to engage and question one another’s interpretations and opinions in an effort to understand better any given topic and text. The following is the guideline for participation grades: A range (90-100%): student participates daily, shows that he/she reads all of the assigned readings, and he/she makes several comments and poses questions that are insightful, interesting, and help guide the discussion for that particular class; B range (80-89%): student participates regularly, shows that he/she reads most of the readings and makes some comments/questions; C range (70-79%): student participates on occasion, may read some of the readings, but makes little or no comments; D range (60-69%): student rarely participates and/or is disruptive in class; F (0%): student never participates once in class. 2) Midterm exam: your midterm exam will cover lectures, class discussions, and all the readings to date. The format of the exam will be as follows: 1) 2 out of 3 identifications; 2) 2 primary source analyses out of 3; 3) map quiz; and 4) extended essay in response to 1 out of 3 questions. 3) Review of a primary source: you will write a brief, 2-3 page summary of Milosz’s book, The Captive Mind, and explain how it can be used as a historical text. 4) Papers: You will write two research papers in this course. Your first paper will be a 4-5 page research paper on a topic you choose with my approval. The second paper will be a 7-8 page research paper on one of the following: a) an expansion and development of your first paper; or b) an entirely new topic. In either case, you must submit the graded version of your first paper with your second paper in order to receive credit on the second paper; failure to do so will result in an automatic F (0%) on the second paper. The grades you receive on these two papers will be averaged together for one paper grade. Please see me during the first three weeks of the semester to discuss and choose your paper topics. 3

5) Final exam: The final exam will be cumulative and will cover all lectures, class discussions, and readings in the course with equal weight to all parts of the course. The format will be as follows: 1) 4 out of 5 identifications; 2) 3 primary source analyses out of 4; 3) map quiz; 4) extended essay in response to 1 out of 3 questions.

Numerical grades in this course correspond to the following letter grades: A (95- 100); A- (90-94); B+ (87-89); B (83-86); B- (80-82); C+ (77-79); C (73-76); C- (70-72); D+ (67-69); D (60-66); F (59 and below). When computing final numerical grades, I do not round up to the highest decimal point (i.e., if your final numerical grade is an 82.99, your final grade is a B-).

Midterm Deficiency Report: You will receive a midterm deficiency report if you receive a C- or below on any of the following: your participation grade to date; the paper on Milosz’s book; your midterm exam.

Relative Weight of Grades for the Course: Class participation: 15% Paper on Milosz’s book: 10% Midterm exam: 20% Average of papers #1 and #2: 25% Final exam: 30%

Legitimate Excuses for Missing Class and Turning Work in Late: Legitimate excuses include family emergencies, medical appointments, illness, and religious holidays. All excuses must be supported with documentary proof, such as a note from a doctor, with the contact information of the person writing the excuse. Notes from relatives will not be accepted. In the event of a family emergency, such as a death in the family, please contact the Office of Academic Affairs and ask them to contact me about the emergency. If you miss class or fail to turn something in on time and you have a legitimate excuse, please do the following: obtain the documentary proof explaining your absence or the reasons for which you turned something in late; bring it to me in class or during office hours; stop by during office hours to discuss what you missed in class. Unless warranted by a legitimate excuse, there will be no extensions on the written assignments or exams in this course. If you miss class or fail to turn something in on time without a legitimate excuse, do not e-mail me to tell me this and do not ask me to explain to you over e-mail what you missed in class; I will not respond to such e-mails. For every day after a deadline that you turn work in late without a legitimate excuse, your grade on the assignment is dropped by a full letter grade until you reach F, in which case you will receive a 0% on the assignment. Failure to show up to take the midterm exam or the final exam without an excused absence results in an automatic 0% for that exam. Failure to complete any of the three writing assignments by the last class of the semester (even if you receive a 0% on them for being late) will result in an automatic F for the course. 4

Communication: Please use e-mail to communicate with me about minor questions and administrative questions. Please use formal forms of address, salutations, and good-byes, as well as proper spelling, grammar and punctuation, when writing e-mails to me. I will lower your final participation grade if you write poorly worded e-mails. If you wish to discuss readings and course topics, specific questions about your writing assignments, etc., please avoid e-mail for these questions; instead, stop by during office hours or make an appointment to see me.

Honor Code: The Honor Code of the University of Mary Washington will be strictly enforced, as explained in the Honor Constitution. If you have any questions about the code and its enforcement, please do not hesitate to ask me. All violations of the Honor Code will be immediately reported to the Honor Council. In writing your papers, avoid plagiarism. If you take someone else’s ideas or words and present them in an essay as your own (i.e., without proper acknowledgement of the author), you will have committed plagiarism. If you are unsure about what this means, please do not hesitate to ask me for further clarification.

Americans with Disabilities Act: If you have a disability and require academic accommodation, please contact the Office of Disability Services (x1266). Upon obtaining an accommodation letter from this office, please see me so that we can establish the proper academic accommodation for you in this course. All information pertaining to your academic accommodation will be kept in the strictest confidence.

Drop/Add: Last day to add this class: August 31. Last day to drop this class: September 14.

Additional Class Policies: * All cell phones must be turned completely off during class. * Use of laptop computers, recording machines, and other electronic equipment is not allowed in this class. * Out of respect for your peers and your instructor, arrive to class on time. I will lower your final participation grade if you fail to arrive to class on time. You must attend the entire class time in order to receive credit for participation for that day.

Changes to the Syllabus * This syllabus is subject to change exclusively at my discretion.

Course readings: The following required texts are available for purchase at the UMW bookstore: David Crew, Consuming Germany in the Cold War (Oxford and New York: Berg, 2003). 5

Mary Fulbrook, Europe since 1945 (Oxford and New York: Oxford University Press, 2001). Krishan Kumar, 1989: Revolutionary Ideas and Ideals (Minneapolis and London: University of Minnesota Press, 2001). James Le Sueur, Uncivil War: Intellectuals and Identity Politics during the Decolonization of Algeria (Lincoln and London: University of Nebraska Press, 2005). Czeslaw Milosz, The Captive Mind (Vintage International). Sherrill Wells, Pioneers of European Integration and Peace, 1945-1963: A Brief History with Documents (Boston and New York: Bedford/St. Martin’s, 2007).

Other required readings are available on Blackboard or J-STOR (see schedule).

Suggested Readings and Other Resources: * Katie L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations (Chicago and London: University of Chicago Press, 1996). * A good dictionary of American English. I recommend Webster’s Collegiate Dictionary, especially those editions that contain the etymologies of words. * A good grammar book. I recommend Patricia T. O’Conner, Woe is I: The Grammarphobe’s Guide to Better English in Plain English (New York: Riverhead Books, 2003).

Course schedule: August 28: Introduction: Postwar Europe * Fulbrook, 1-13.

From World War II to the Cold War

August 30: * Fulbrook, 14-27. * Wells, 1-8.

September 4: * Fulbrook, 187-213. * Wells, 45-51. Documents: * Altiero Spinelli, “The State of Federalism in June 1945” * Raymond Aron, “If France Does Not Recover … What Hope Is There for Europe?” * Jean Monnet, “The French Economy …”

September 6: * Wells, 51-65. Documents: * Winston Churchill, Iron Curtain Speech * Winston Churchill, United States of Europe Speech * Harry Truman, The Truman Doctrine * George C. Marshall, “The World Situation Is Very Serious” * Andrei Vyshinsky, Criticism of the Truman Doctrine and Marshall Plan 6

September 11: * Wells, 70-72; 77-83. Documents: * Ernest Bevin, The Need for a Western Defensive Alliance * Jean Monnet, Europe Must Build ‘a True Western Federation’ * Paul-Henri Spaak, The Congress of Europe * Milosz, The Captive Mind

September 13: * Milosz, The Captive Mind * Review of Milosz’s book due at the beginning of class.

Western European Integration, Eastern Europe Consolidation

September 18: * Fulbrook, 28-38; 95-145. * Hanhimäki and Westad (Blackboard) 3.10 Willy Brandt on the Berlin Blockade, 1948 4.11 Soviet Protest against the Formation of NATO, March 1949

September 20: * Fulbrook, 227-235. * Wells, 8-39. * Wells, 87-89; 91-95; 98-100; 103-111. Documents: * Robert Schuman, The Schuman Declaration * Jean Monnet, Meeting with Adenauer: Sharing Identical Views * Jean Monnet, “The Schuman Proposals Are Revolutionary” * René Pleven, Pleven Plan for a European Defense Community * Dwight Eisenhower, A Call for Political Unity * John Foster Dulles, Alarmed by French Rejection of EDC Treaty

September 25: * Wells, 115-120; 127-137. Documents: * Jean Monnet, A United Europe Would Stabilize East-West Relations * Robert Marjolin, French Officialdom * Paul-Henri Spaak, Rome Treaty Negotiations * Amir Weiner, “The Empires Pay a Visit: Gulag Returnees, East European Rebellions, and Soviet Frontier Politics,” Journal of Modern History 78, no. 2 (2006): 333-376. (J-STOR) * Hanhimäki and Westad: (Blackboard) 10.7 The Berlin Wall, 1961-1963

September 27: * Fulbrook, 213-217. * Wells, 138-152. Documents: * Charles de Gaulle, A Europe of States * John F. Kennedy, Declaration of Interdependence Speech * Harold Macmillan, Britain’s Decision to Join the EEC * Charles de Gaulle, Veto of British Application for EEC Membership * de Gualle and Adenauer, Common Declaration * John F. Kennedy, “We Have to Live with de Gaulle” * Walter Hallstein, “The European Community…” 7

* Adenauer, Without French-German Reconciliation, “Europe Is Unthinkable”

* Hanhimäki and Westad: (Blackboard) 8.6 The Warsaw Pact Invasion of Czechoslovakia, 1968

October 2: Midterm Exam

Mass Culture and Consumer Societies across the Iron Curtain

October 4: * Fulbrook, 53-94. * Crew, 1-20.

October 9: * Fulbrook, 146-186. * Crew, 21-120. * Hanhimäki and Westad: (Blackboard) 13.8 The Kitchen Debate, 1959

October 10: Paper #1 due at 5pm.

October 11: * Crew, 121-206.

Fall Break – October 13-16

Europe and the World: Decolonization and Communist Expansion

October 18: * Fulbrook, 240-274. * Le Sueur, 1-97.

October 23: * Le Sueur, 98-184.

Détente, Dissidents, and Discontent: The 1970s in Europe

November 1: * Fulbrook, 39-44; 217-227. * Jeremi Suri, “Introduction” and “The Language of Dissent” in Power and Protest: Global Revolution and the Rise of Détente (Cambridge, MA: Harvard University Press, 2003). (Blackboard)

November 6: * Vaclav Havel, “The Power of the Powerless” (Blackboard)

November 8: * Hanhimäki and Westad: (Blackboard) 16.3 Soviet Suppression of Dissidents, 1976 8

16.7 The Soviet Politburo on Foreign Policy and Human Rights, June 1978

Fall of the Berlin Wall and the Collapse of Communism in Europe

November 13: * Fulbrook, 45-52. * Kumar, 1-103. * Hanhimäki and Westad: (Blackboard) 17.8 Solidarity in Poland, 1980 17.15 Gorbachev and Perestroika, 1987

November 15: * Kumar, 104-141. * Hanhimäki and Westad: (Blackboard) 18.6 The Fall of the Berlin Wall, November 1989

November 19: Paper #2 due at 5pm.

November 20: * Kumar, 142-255.

Thanksgiving – November 22

European Integration after 1989 and the Yugoslav Civil Wars

November 27: * Fulbrook, 235-239; 275-283. * Michael Geyer, “Germany, or, the Twentieth Century as History,” South Atlantic Quarterly 96, no. 4 (1997): 663-702. (Blackboard)

Film screening: Goodbye Lenin! (location/time TBA)

November 29: * Sabrina P. Ramet, “Explaining the Yugoslav Meltdown, 1. ‘For a Charm of Pow’rful Trouble, Like a Hell-Broth Boil and Bubble’: Theories about the Roots of the Yugoslav Troubles,” Nationalities Papers 32, no. 4 (2004): 731-763. (Blackboard)

December 4: * Sabrina P. Ramet, “Explaining the Yugoslav Meltdown, 2. A Theory about the Causes of the Yugoslav Meltdown: The Serbian National Awakening as a ‘Revitalization Movement’,” Nationalities Papers 32, no. 4 (2004): 765-779. (Blackboard)

December 6: * Lothar Probst, “Founding Myths in Europe and the Role of the Holocaust,” New German Critique, no. 90 (Autumn 2003): 45-58. (J- STOR)

December 11: Final Exam: 3:30pm-6:00pm