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					                        H114 – History of Western Civilization II
                                     Section 2375
Jennifer Sovde                          Office: CA-313R
Class Time: TR 3:00-4:15                Office Hours: TR 1:30-2:30; or by appointment
Class Room: CA-215                      Email: jsovde@indiana.edu

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, and the collapse of the Soviet Union. 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."

What to expect from this course:
         This is a 3-credit course and as such you should be prepared to spend an average of 6
hours each week reading and preparing for class meetings. You should complete the assigned
readings for each class meeting before the class meeting for which they are assigned. This will
allow you to participate actively in class discussions. Each class meeting may include lecture,
small group discussion, student-led discussion, unannounced quizzes, and other in-class
activities. From time to time there will be material presented in lecture that is not in the
textbook. This class covers 350 years of the history of Western Europe, thus it is impossible to
cover “everything” in lecture so there is material in the required readings that will not be
presented in lecture. You are responsible for mastering material presented both in lecture and the
assigned readings.
        We are all responsible for the success of this course. You will get the most out of this
class, and do best on assignments and exams, if you come to class prepared in advance. 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.

Contacting Me
        Please stop by my office (CA313-R) 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. I
will respond to emails Monday-Friday by 5:00 pm. Responses to emails sent on Saturday or
Sunday are not guaranteed. My failure to respond to your email is not a justification for
your failure to complete assignments on time.

Use of Oncourse
        The syllabus, some course readings, and exam study guides will be posted on Oncourse.
I will not post lecture notes or slides. If you miss class, you must get notes from a classmate, but
feel free to discuss them with me. Oncourse will also be used for posting due date reminders and
announcements.
        This syllabus is subject to change at the instructor’s discretion. Adjustments will be
announced in class and posted on Oncourse. Check Oncourse regularly.

Required Readings
Lynn Hunt, et al., Making of the West Concise Edition, Volume II, 3rd edition, Bedford-St.
        Martins, 2010
Katherine J. Lualdi, editor, Sources of the Making of the West, Volume II, 3rd edition, Bedford-St.
        Martins, 2009
Heda Margolius Kovaly, Under a Cruel Star: A Life in Prague 1941-1968
NOTE: The above editions are for sale at the campus bookstore. You may use older editions of
the two textbooks but you are responsible for acquiring any materials found in the 3rd editions
but not in the earlier editions.

Important Drop Dates/Information
Administrative withdrawal is not available for this class. If you wish to withdraw from this
course you must take the necessary action to do so. Here are some important dates:
Mon. Aug. 30          Last day to drop/add on Onestart
Tue. Aug. 31          Withdrawal with automatic W begins, advisor signature required
Sun. Oct. 17          Last day to withdraw with automatic W, advisor signature required
Mon. Oct. 18          Withdrawal with a W or F begins, advisor & instructor signature required
Tue. Nov. 16          Last day to withdraw with W or F, advisor & instructor signature required
Course Requirements                                         Grade Scale
Participation                 10%                           A     93-100           C      73-76
Leading 1 discussion          10%                           A-    90-92            C-     70-723
position papers (each 5%)     15%                           B+    87-89            D+     67-69
Midterm exam                  25%                           B     83-86            D      63-66
Final exam                    30%                           B-    80-82            D-     60-62
Quizzes & attendance          10%                           C+    77-79            F      59 and
                                                                                          below

Description of Assignments
Participation (each card worth 2%) - Class will be much more rewarding if I am not the only
one speaking. You must bring the readings assigned for that day to class. Actively read the
assignments, taking notes while reading, even when you are not leading discussion. Whenever
you make a thoughtful contribution during a discussion (regular questions, comments, and
concerns do not count) you will receive a participation card. Sign, date, and return the card to
me at the end of class. Only 1 card may be earned per class session. If you participate 5 times
during the semester you will receive the whole 10% for participation. If you acquire more than 5
discussion cards, your final grade will benefit.

Student-led discussion – There are 8 class periods on the course schedule where a student-led
discussion is scheduled. 6-7 students will lead class discussion on each of these days. This is
not a group project: you are not required, or expected, to lead discussion as a group. A sign-up
sheet will be distributed in class. You may choose the topic/class period of your choice from the
8 available options. However, no more than 7 students may sign up for a given topic. If there
are less than 5 students signed up for a given topic and you are the 7th person signing up on
another topic you may be reassigned to the less popular topic. Some topics require that half of
the students signed up must argue one side of a point while the other students must argue the
opposing view. If necessary I will assign students to the 2 opposing groups.
        Students leading discussion must write a 1-page position paper using references to
primary sources to support your point. This paper must be handed in in-class on the day of the
discussion. 50% of the grade for the student-led discussion will be based on your position paper
and 50% on your verbal contribution to the discussion. These discussions are not intended to
be multi-media presentations. The students leading discussion are simply required to begin
debate or discussion on the question posed for that day. Students not leading the discussion
are also expected to participate in the discussion and pose further questions for discussion.
Participation cards will not be awarded to those leading discussion.

3 Position papers (each worth 5%) – 3 class periods are devoted to in-class activities.
Students are required to write a 1-page position paper for each of these activities. (See schedule
below). In these papers you must use evidence or examples from primary source readings to
support your conclusion or argument. These papers must be typed and turned in at the end of the
class period the activity takes place. You must use parenthetical citations [example: (Source
name, page #)] when using direct quotes or paraphrases from primary sources or the textbook in
your paper. Late or make-up position papers will not be accepted. Papers may not be
submitted electronically.
        Grading Rubric for Position Papers:
       4 points – Paper is well organized, well written, and utilizes evidence from sources
               effectively to answer the question asked
       3 points – Paper answers the question but does not utilize evidence from primary sources
               effectively
       2 points – Paper uses evidence from primary sources but does not answer the question
               asked
       1 point – Paper attempts to answer question but makes no reference to primary sources
       0 – Paper does not answer question asked and does not make reference to primary
               sources

Midterm & Final Exams – Exams will be in-class exams consisting of multiple-choice
questions and one essay. A study guide with 4 potential essay questions will be posted on
Oncourse 2 weeks prior to each exam. Two of these essay questions will be on the exam, you
will be required to write on only one. You will not find “the answer” to the essays explicitly
outlined anywhere. Essays require you to synthesize information from lecture and course
readings in order to effectively answer the essay question. I recommend that you prepare
outlines for the essay questions in advance. I am happy to discuss these outlines with you prior
to the exam to let you know if you are on the right track. Essays on the final exam may ask you
to draw on material from the first exam. The multiple-choice portion of each exam will be non-
cumulative and based on the textbook. I recommend using the multiple choice questions on the
textbook student website as a study guide.
        Midterm – Thursday, October 21
        Final – Thursday, December 16
Make-up exams will only be given for students with a documented illness, emergency, university
activity, or other documented reason at my discretion.

Quizzes and attendance – Throughout the semester students may complete unannounced
quizzes based on the discussion questions on the course schedule as deemed necessary. No
make-up quizzes will be given.

Extra-credit Film Series - You may receive up to 12 extra points by watching historical films
on the list below. Each film is worth 3 points. In order to get the points for the film you must
write a 1-page paper answering the question, “How does this film relate to the historical context
as presented in class and in the reading?” Papers that do not show an understanding of the film
or the historical issues will not receive credit. The paper should not simply be a plot
summary of the movie – it must relate the film to history and topics presented in class. Films
should be available at major video outlets, the IUPUI library, or online.
        You may choose which 4 films you wish to review but you may only review 1 film on a
given topic. Reviews must be submitted throughout the semester. Extra-credit film reviews
must be submitted electronically via your Oncourse drop box. Papers for the films listed below
are due by 5 p.m. on the following Mondays:
        Mon. 9/6        Restoration, Vatel
        Mon. 9/13       The Return of Martin Guerre, Amazing Grace
        Mon. 9/20       Ridicule, Dangerous Liaisons, Danton
        Mon. 9/27       Vanity Fair, Frankenstein
        Mon. 10/4       Germinal, Oliver Twist
       Mon. 10/11     The Leopard, Mrs. Brown
       Mon. 10/18     A Passage to India, Lawrence of Arabia
       Mon. 11/1      All Quiet on the Western Front, The Grand Illussion, Behind the Lines,
                      Reds, Doctor Zhivago
       Mon. 11/8      The Threepenny Opera, Metropolis, Triumph of the Will
       Mon. 11/15     A Woman in Berlin; Enemy at the Gates; Days of Glory; Europa, Europa
       Mon. 11/29     The Battle of Algiers
       Mon. 12/6      The Lives of Others
       Mon. 12/13     La haine

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 the university’s 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 free 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/


Course Schedule
Tues. 8/24 Introduction to course

Thur. 8/26     Europe in 1648
               Readings: Hunt, Ch. 13, 481-504

Tues. 8/31 Absolutism vs. Constitutionalism
      Readings: Lualdi, Ch. 16: 1, 2
             Oncourse: Jean Domat, On Social Order and Absolute Monarchy;
             Jean Bodin, The Six Books of the Republic
             Jacques Bénigne Bossuet, Politics Drawn from the Very Words of the Holy Scriptures
      In-class Activity: Debate - Absolute monarchy is best! No, constitutionalism is best!
             Students whose last names begin with A-M support absolute monarchy, those with names
             beginning with N-Z support constitutionalism. Using the textbook and the primary sources you
             must write a 1- page position paper supporting your position with examples from at least two
             primary sources. Bring your typed paper to class as a reference in discussion and turn it in at the
             end of class.
      Films: Restoration (1995), Vatel (2000)

Thur. 9/2    The Atlantic System
      Readings: Hunt, Ch. 14
             Oncourse sources
      Discussion question: Use the data in the Trans-Atlantic Slave Trade Database to answer the following:
             Based on the nationality of slave ships, which country was most involved in the slave trade?
             When was the trans-Atlantic slave trade at its height? Based on your findings, which European
             country do you think benefitted from the slave trade the most and why?
Tues. 9/7    Early Modern Society
      Readings: Hunt, Ch. 15
             Oncourse sources
      Discussion question: Look at the London Lives in the Required folder on Oncourse and answer the
             following: What were the prospects of survival for unwed mothers and orphaned children in 18th
             century London?
      Film: The Return of Martin Guerre (1982)

Thur. 9/9    The Enlightenment
      Readings: Oncourse slavery readings
      Student-led Discussion: Are these arguments examples of Enlightenment thinking?
      Film: Amazing Grace (2006)

Tues. 9/14 Old Regime Society
      Readings: Hunt, Ch. 16, 599-620
             Lualdi, Ch. 17: 5; Ch. 18: 2
      Discussion question: On what grounds are Mary Astell and Jacques-Louis Ménétra critical of religion?
      Films: Ridicule (1996), Dangerous Liaisons (1988)

Thur. 9/16 French Revolution
      Readings: Lualdi, Ch. 19: 4,5
             Oncourse: Burke, Robespierre, Marat, Law of Suspects, Blade of Vengeance, Crime of
             Indifference
      Student-led Discussion: Was the Terror in the French Revolution justified?
      Film: Danton (1983)

Tues. 9/21 Napoleon Bonaparte’s Empire
      Readings: Hunt, Ch. 16, 621-636
             Lualdi, Ch. 20: 1
            Oncourse Napoleon readings in Restoration & Reaction folder
      Student-led Discussion: Was Napoleon good or bad for Europe?

Thur. 9/23 Restoration & Reaction
      Readings: Hunt, Ch. 17, 661-680
             Lualdi, Ch. 20: 2
             Oncourse: Joseph DeMaistre
      Discussion question: How does Metternich’s view of constitutions compare to DeMaistre’s view?
      Films: Vanity Fair (2004), Frankenstein (1994)

Tues. 9/28 Industrialization
      Readings: Hunt, Ch. 17, 639-651
              Oncourse sources
      In-Class Activity: Britain, 1832: Should children under age 12 be allowed to work full-time in
      factories?
              You will be randomly assigned to one of the following positions: Factory owner in support of
              child labor, Factory owner opposed to child labor, Campaigners against child labor, Supporters
              of child labor, Doctors opposed to child labor, Doctors in support of child labor. Using the web
              sources on Oncourse write a 1-page position paper defending your position. You must use
              references from at least 3 different primary sources to support your position. Bring your typed
              paper to class as a reference in small group discussion and turn it in at the end of class.
      Film: Germinal (1993); Oliver Twist (2005)
Thur. 9/30 Early 19th century Ideologies
      Readings: Hunt, Ch. 17, 651-661
            Oncourse sources - Liberalism: Smith, Mill, Malthus
            Socialism: Fourier, Blanc, Saint-Simon, Marx & Engels (Note on St.-Simon link scroll down and
                    only read “The Failure of European Socialism” and for Marx & Engels read intro. and
                    sections I & II)
      Student-led Discussion: Liberalism is the best political philosophy for humankind! No, socialism is!

Tues. 10/5 Building the Nation-State
      Readings: Hunt, Ch. 18, 683-705
             Lualdi, Ch. 22: 2,3
      Discussion question: What do these documents tell us about the relationship between warfare and
             nineteenth-century nation building?
      Film: The Leopard (1963)

Thur. 10/7 Late 19th century Society & Culture
      Readings: Hunt, Ch. 18, 706-726; Ch. 19, 752-758
             Lualdi, Ch. 22: 4, 5
      Discussion question: How do Darwin and Bagehot’s ideas support the principles of realpolitik?
      Film: Mrs. Brown (1997)
                               END MATERIAL FOR MIDTERM EXAM

Tues. 10/12 Birth of Mass Politics
      Readings: Hunt, Ch. 19, 758-770
             Lualdi, Ch. 24: 2
             Oncourse sources
      Discussion question: Many scholars argue that with the rise of mass politics during the late nineteenth
             century, the press played an increasingly important role in everyday life. In what ways do the
             form and content of Zola’s letter support this argument?

Thur. 10/14 Imperialism
      Readings: Hunt, Ch. 19, 729-752
             Lualdi, Ch. 23: 1,2
             Oncourse sources
      Student-led Discussion – Should European powers in the late 19th and early 20th century have colonial
             empires outside of Europe?
      Films: A Passage to India (1984), Lawrence of Arabia (1962)

Tues. 10/19           No class – Fall Break

Thur. 10/21 MIDTERM EXAM

Tues. 10/26 WWI
      Readings: Hunt, Ch. 20, 779-802
             Oncourse sources
      In-class activity: Which country was responsible for the outbreak of WWI? You will be randomly
             assigned to one of the following countries: Germany, Britain, France, Austria-Hungary, or
             Russia? Using the sources on Oncourse write a 1-page position paper arguing why the country
             you have been assigned to caused WWI. You must use references from at least 3 different
             primary sources to support your position. Bring your typed paper to class as a reference in small
             group discussion and turn it in at the end of class.
      Films: All Quiet on the Western Front (1930), The Grand Illusion (1937), Behind the Lines (1997)
Thur. 10/28 Impact of WWI & the Russian Revolution
      Readings: Hunt, Ch. 20, 803-822
             Lualdi, Ch. 25: 1,2
      Discussion question: What do Franke, Sassoon, and the French factory worker reveal about the role of
             technology in World War I?
      Films: Reds (1981), Doctor Zhivago (1965)

Tues. 11/2 Great Depression & Interwar Europe
      Readings: Hunt, Ch. 21, 825-831, 839-844
             Oncourse sources
      Discussion question: Based on the primary sources on Oncourse answer both of the following:
             What do you see as the potential strengths and weaknesses of the Weimar constitution? Why?
             What insight into Weimar society and culture do we get from the 2 cabaret songs?
      Films: The Threepenny Opera (1931), Metropolis (1926)

Thur. 11/4 20th Century Dictatorships
      Readings: Hunt, Ch. 21, 831-839
             Lualdi, Ch. 26: 1
             Oncourse sources
      Student-led Discussion: Was the Nazi image of Germany presented in propaganda primarily positive or
                     negative?
      Film: Triumph of the Will (1935)

Tues. 11/9 WWII
      Readings: Hunt, Ch. 21, 844-866
             Oncourse sources
      Student-led Debate: Which historian’s explanation of why Germans took part in the Holocaust is more
             persuasive, that of Christopher Browning or Daniel Goldhagen? Why?
      Films: A Woman in Berlin (2008); Enemy at the Gates (2001); Days of Glory (2006)

Thur. 11/11 Holocaust & Returning Home
      Readings: Under a Cruel Star, 5-66
      Class discussion of part 1 of Under a Cruel Star – be prepared to discuss questions found in
             resources
      Film: Europa, Europa (1990)

Tues. 11/16 Rebuilding Europe & Origins of the Cold War
      Readings: Hunt, Ch. 22, 869-889
             Lualdi, Ch. 27: 1, 2
      Discussion question: Based on the Cominform declaration and National Security Council paper, what
             similarities do you see between Soviet and U.S. cold war attitudes and corresponding policies?

Thur. 11/18 Life in the Eastern Bloc
      Readings: Under a Cruel Star, 67-192
      Class discussion of part 2 of Under a Cruel Star – be prepared to discuss questions found in
             resources
Tues. 11/23 Decolonization
      Readings: Hunt, Ch. 22, 889-906
             Oncourse sources
      Discussion question: What do these documents tell us about the relationship between decolonization
             and the cold war?
      Film: The Battle of Algiers (1966)

Thur. 11/25           No class-Thanksgiving

Tues. 11/30 Human Rights & Protest in the Postwar Period
      Readings: Hunt, Ch. 23, 909-931
             Oncourse sources
             Universal Declaration of Human Rights, 1948 online
      Discussion question: What motivated student protestors in Germany in the 1960s? What factors made
             some of them turn from protest to violence by the 1970s?

Thur. 12/2 1989 and the Fall of the Soviet Union
      Readings: Hunt, Ch. 23, 931-944
             Lualdi, Ch. 28: 1, 6
             Oncourse sources – everyone should look at the Making the History of 1989 link
      Student-led Discussion: Using the sources on Oncourse answer the following: Which factors –
             domestic (within the Soviet bloc) or international – were the most important in bringing about
             the collapse of the Soviet Union?     .
      Film: The Lives of Others (2006)

Tues. 12/7 Immigration and Race in Postwar Europe
      Readings: Hunt, Ch. 24, 974-986
             Oncourse sources
      Discussion question: Comparing Jospin and the intellectuals, what does each assert is the function
             served by the public schools for French society and for the Muslim girls?
      Film: La haine (1995)

Thur. 12/9 A European Union?
      Readings: Hunt, Ch. 24, 947-960
             Oncourse sources
      Discussion question: Based on what you learned listening to the NPR series, do you think the European
             Union can survive its current challenges?

Thur. 12/16 Final Exam, 3:30-5:30

				
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