H114 History of Western Civilization II

H114 – History of Western Civilization II Section 21182 Jennifer Sovde Office: CA-313Q Class Time: MW 12:00-1:15 Office Hours: Wed., 10:45-11:45; Fri., 9:00-10:00; or by Class Room: CA-217 Email: [email protected] appointment

Course Description This course is an introductory survey of the history of “Western Civilization” from the age of absolutism in the seventeenth century to the fall of the Berlin Wall in 1989 and assumes no prior knowledge of the topic. Throughout the course we will examine what is meant by the term “western civilization”. Topics to be covered include, but are not limited to: the rise of middle class; parliamentary institutions, liberalism, and political democracy; industrial revolution, capitalism, and socialist movements; nationalism, imperialism, international rivalries, the two world wars, the Cold War, the collapse of the Soviet Union, and European integration. The course will attempt to provide a balanced approach to history but my emphasis will undoubtedly be on social and cultural history rather than diplomatic and military history. Each course session will consist of lecture, discussion, and other in-class activities. Lectures will include information not found in the textbooks.

Course Goals & Objectives The primary goals of this course fall into two categories: content and skills. In terms of content students will gain an understanding of the following: the main social, political, intellectual, and cultural forces at work in Western Europe from c.1648 to 1989, the impact of these forces on individuals and groups in European society, the major historical events and figures of the period, and the sources and methods used by historians to “create” history. These objectives are consistent with those IUPUI “Principles of Undergraduate Learning” related to “understanding society and culture.” This course is also designed to develop academic skills that can be applied outside of the history classroom. These skills are the ability to: critically read and analyze source material, both primary and secondary; synthesize information into a coherent argument supported by evidence; and clearly convey analysis and argument in writing. These objectives are consistent with those IUPUI "Principles of Undergraduate Learning," concerning “core communication and quantitative skills."

Contacting Me Please stop by my office (CA313-Q) during office hours (no appointment required) with any questions or concerns regarding the course. If you have another class during my office hours, make an appointment to see me. The best way to contact me is via Oncourse email. Emails received by 9:00 pm will receive a response that day. My failure to respond to your email is not a justification for your failure to complete assignments on time.

My Responsibilities/Your Responsibilities: We are all responsible for the success of this course. As an instructor I am a facilitator and a guide who does not have all the answers. My ultimate goal is to make you think critically about the world and yourself. It is my responsibility to guide you in meeting the course objectives through clear presentations, encouraging participation, explaining and grading assignments appropriately, and returning them in a timely fashion with proper feedback. It is your responsibility to read the material, reflect on it, and be prepared to ask critical questions. Completing the homework, actively taking notes, and listening to the ideas of others are your contributions to the success of this class. Use of Oncourse Check Oncourse regularly. The syllabus, course assignments, due date reminders, and announcements will be posted on Oncourse. I do not post lecture notes or slides on Oncourse. If you miss class, you must get notes from a classmate. I am happy to expand on or clarify these notes in my office once you have them. This syllabus is subject to change at the instructor’s discretion. Adjustments will be announced in class and posted on Oncourse.

Required Readings: The following books are available at the campus bookstore Thomas F. X. Noble, et al., Western Civilization: Beyond Boundaries, Volume II: Since 1560, 5th Edition (2008) Merry E. Wiesner-Hanks, et al., Discovering the Western Past: A Look at the Evidence, Volume II: Since 1500, 6th Edition (2008) Mary Shelley, Frankenstein, Dover Thrift Edition Joseph Conrad, Heart of Darkness, Dover Thrift Edition Heda Margolius Kovaly, Under a Cruel Star: A Life in Prague 1941-1968

Course Requirements Grade Scale 4 Written Response Papers 20% A 93-100 C 73-76 4 In-class reading quizzes 20% A- 90-92 C- 70-72 Exam 1 15% B+ 87-89 D+ 67-69 Exam 2 20% B 83-86 D 63-66 Final Exam 20% B- 80-82 D- 60-62 Attendance 5% C+ 77-79 F 59 and below Description of Assignments Written Response Papers - 4 response papers of 1-2 typed pages (double space, 12 pt font) are required. For these papers you must use the primary sources in the Wiesner textbook to answer the weekly “response assignment question” found on the syllabus. There is no single “right” answer to these questions. I am looking for your interpretation and analysis of the sources. You should formulate your own opinion or argument and support it with evidence found in the sources. Your paper must include specific references to the documents. A paper copy must be handed in at the end of class on the day it is due. Late, handwritten, or electronic versions of the response papers will not be accepted. You must write one response paper from the Absolutism to Napoleon: Europe 1648-1815 section of the syllabus; beyond this requirement the choice is yours. Even if you are not handing in a response paper for the week, you must still complete the readings. We will discuss these readings in class and I expect you to be prepared to contribute to discussion each week.

Grading Scale for Response Papers & reading quizzes: (10 pts possible per paper/quiz) 10 – work contains a clearly stated argument or thesis, analysis of sources rather than mere summary, incorporation of relevant examples from source to support the argument. Work is well organized and clearly written. 9 – work contains the elements for a 10 but work is needed on organization or writing. 8 – work fails to successfully incorporate relevant references to the sources 7 – work lacks a clear argument or thesis, does not answer the question 6 – work summarizes rather than analyzes sources 5 – work contains historical inaccuracies 4 – work simply too short & insufficient 3 – points for attendance 0 – paper or quiz not handed in Exams – All exams are noncumulative. Exams 1 & 2 will be take-home exams consisting of long essay, short essay, and short-answer. Exams 1 & 2 will be posted on Oncourse 1 week before they are due. A paper copy of the exam must be turned in, in class, on the due date. I will not accept exams via email. Grades for late exams will be penalized 1 letter grade for each day the exam is late. The Final Exam will be in class at the scheduled time; it will be the same format as the other 2 exams but will be written in class. A study guide for the final exam will be posted on Oncourse 2 weeks before the exam date. Exam Dates: Exam 1 posted February 24, due March 3 Exam 2 posted March 31, due April 7 Final exam study guide posted April 21 Final Exam May 5, 10:30-12:30

In-class reading quizzes– There will be 4 in-class reading quizzes based on the assigned novels. The dates for these quizzes are noted in the schedule. Discussion questions for each novel are found below in the syllabus. For the quiz you will simply write an answer to one of these questions (chosen at random) in class. Make-up quizzes will not be given. Quiz Dates: Frankenstein – February 24 Heart of Darkness – March 24 Under a Cruel Star (part 1) – April 19 Under a Cruel Star (part 2) – April 26

Attendance – I expect you to come to every class session having read the assigned reading for that day. Please arrive on time and bring all assigned readings. Chronic late comers to class will be marked absent. Attendance will be taken. Due to the H1N1 flu you are allowed 2 absences (no explanation necessary). If you provide documentation for your absence (health center, a doctor, etc.) it will be excused and not counted as one of the 2 allowed absences. Unexcused absences will negatively affect your grade. If you miss class, it is your responsibility to get class notes from a classmate. I am happy to discuss lecture notes with you once you have them.

Extra-credit option – You may write a 2-3 page typed paper (12 pt font, double space) based on one of the novels for 5% extra credit. The paper must answer one of the discussion questions found in the syllabus in more depth and detail than the reading quizzes. The paper cannot be on the question answered in the in-class quiz. The paper must be turned in, in class, no later than the last day of lecture.

Grade Explanations A – Outstanding work. Student’s work demonstrates mastery of course materials as well as the ability to synthesize and analyze course materials. 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.

Student Conduct, Academic Integrity, and Plagiarism We are adults and I expect all members of this class to treat others with respect. In this course I hope to foster an atmosphere in which students feel comfortable to express informed opinions and perspectives so that we may all learn about the past, ourselves, and others. Disrespect will not be tolerated. I also expect academic and intellectual honesty from you. You are expected to comply with university policies concerning conduct and academic integrity. Academic misconduct is simply not acceptable. Students caught cheating or plagiarizing will receive an F for the course and will be subject to the university’s disciplinary procedures outlined at http://registrar.iupui.edu/misconduct.html

Electronic Devices ALL electronic devices should be turned off and stowed BEFORE class begins. Laptops may only be used by those with documented disabilities. If you need to have your cell phone on for a family emergency please let me know at the beginning of class and set the phone to vibrate.

Academic Assistance Adaptive Educational Services - If you have a documented disability see the Office of Adaptive Educational Services as soon as possible. In order to maintain student privacy, please inform me in person and in private. For more information on AES see http://www.iupui.edu/~divrsity/aes/

University Writing Center - The University Writing Center provides tutoring on all kinds of writing assignments and projects. For information or an appointment, visit http://www.iupui.edu/~uwc/.

The Bepko Learning Center The Bepko Learning Center offers Academic Mentoring to aid students in various courses, one-on-one tutor referrals, STAR (Students Taking Academic Responsibility) mentoring, assistance with study skills, workshops, one-on-one study skills help, and a free laptop checkout program. For more information visit http://uc.iupui.edu/learningcenter/

Weekly Class Schedule Absolutism to Napoleon: Europe 1648-1815 M, Jan. 11 Introduction W, Jan. 13 Europe before 1648 Noble, et al (hereafter N), Chap. 16

M, Jan. 18 No class W, Jan. 20 Era of Absolutism Wiesner-Hanks, et al (hereafter W), Chap. 2 Response Paper Question: According to these documents, how did Louis XIV use ritual and display to strengthen his authority? M, Jan. 25 Scientific Revolution N, Chap. 17 W, Jan. 27 Early Modern Family W, Chap. 4 Response Paper Question: What do these documents tell us about the lives of ordinary Europeans in the early modern period?

M, Feb. 1 The Enlightenment N, Chap. 18 W, Feb. 3 Ancien Régime Society W, Chap. 3 Response Paper Question: According to these documents, how did theologians explain the Lisbon earthquake of 1755? How did Enlightenment thinkers explain it? What intellectual developments account for this difference?

M, Feb. 8 Age of Revolution N, Chap. 19 W, Feb. 10 The “Great Revolution” in France W, Chap. 5 Response Paper Question: According to these documents, what events led to the storming of the Bastille? Which do you think were the most important, and why?

M, Feb. 15 Napoleon’s Empire N, Chap. 20 W, Feb. 17 Industrialization W, Chap. 6 Response Paper Question: According to these documents, how did industrialization change working conditions for Europeans? Was this change positive or negative? End for Exam #1

The Long 19th Century, 1815-1914 M, Feb. 22 Restoration & Reaction N, Chap. 21 W, Feb. 24 Early 19th-century Society & Culture Frankenstein In-class reading quiz Exam 1 posted

M, Mar. 1 19th-century “isms” W, Chap. 7 Response Paper Question: Based on these documents, what are the fundamental ideological differences between nineteenth-century socialism and liberalism? W, Mar. 3 Making & Remaking Nations N, Chap. 22 Exam 1 Due

M, Mar. 8 Late 19th-century Culture N, Chap. 23 & Chap. 24 W, Mar. 10 Urban Society W, Chap. 8 Response Paper Question: Based on these sources, how did the quality of life in Vienna and Paris change for those in the upper class and the working class during this period? Were the changes positive or negative?

Spring Break M, Mar. 22 Emergence of Mass Politics W, Chap. 9 Response Paper Question: According to these documents, what was the most important motivation for European countries seeking colonies in the late 19th and early 20th centuries? W, Mar. 24 Imperialism Heart of Darkness In-class reading quiz End for Exam #2

The 20th Century: From Total War to European Union M, Mar. 29 Road to War N, Chap. 25 W, Mar. 31 World War & Revolution Choose either W, Chap. 10 or W, Chap. 11 Response Paper Question (Chap. 10): According to these documents, how and why did the concerns, strategies, and objectives of the women involved in the Russian revolutionary movements of 1905 and 1917 differ from those of the men involved? Response Paper Question (Chap 11): According to these documents, how and why was World War I so different from previous wars? Exam 2 posted

M, Apr. 5 Interwar Europe N, Chap. 26 W, Apr. 7 20th-century Mass Politics W, Chap. 12 Response Paper Question: According to these sources, what methods and techniques did the Nazis use to gain popular support for their party? Could these methods and techniques be used successfully today? Exam 2 due

M, Apr. 12 Great Depression & the Coming of War N, Chap. 27 W, Apr. 14 World War II N, Chap. 28

M, Apr. 19 The Holocaust & Returning Home Kovaly, pp. 5-66 In-class reading quiz W, Apr. 21 Decolonization N, Chap. 29 Final Exam Study Guide posted

M, Apr. 26 The Cold War & Fall of the USSR Kovaly, pp. 67-192 In-class reading quiz W, Apr. 28 European Union N, Chap. 30

M, May 3 20th-century Youth Culture W, Chap. 30 Response Paper Question: According to these sources, what aspects of the modern state and society brought protestors to the streets in 1968? Could protests based on these same grievances happen today?

W, May 5 Final Exam, 10:30-12:30 Discussion questions for Frankenstein ****still to come****

Discussion questions for Heart of Darkness ****still to come****

Discussion questions for Under a Cruel Star , (part 1) pp. 5-66 1. Based on Kovaly’s experiences in the Lodz ghetto, how did life in the ghetto impact social relations among its inhabitants?

2. According to Kovaly, what is freedom? How does an individual lose their freedom?

3. How did the experiences of the concentration camps and the Nazi occupation of Czechoslovakia affect relationships between Jews and non-Jews once Jews began returning home after the war?

4. How did the various people in the book respond to the Nazi occupation? What accounts for these various responses?

5. What part did the citizens of Prague play in the battle for the city? Was there any correlation between an individual’s actions during the occupation and their actions during the battle for the city?

6. What is the connection between the wartime experience of Czechs and the rise of Communism in the postwar period?

Discussion questions for Under a Cruel Star , (part 2) pp. 67-192 1. Did Communism succeed in creating a class-less society in Czechoslovakia? Why or why not?

2. Based on the book, in a modern state can society and politics be separated or are they inextricably linked?

3. How did Kovaly’s experiences during WWII shape her attitudes about life and the future after the war?

4. What impact did “the Party” (Communism) have on the lives of those who were not a part of the upper echelons of the party?

5. According to Kovaly, was any “good” brought about by Communism in Czechoslovakia? Why or why not?

6. How did the reactions of Czechs to political prisoners released in 1956 compare to the reactions of Czechs to Jews returning after WWII? What accounts for these reactions?