Charles Dickens by 7qLLJv

VIEWS: 5 PAGES: 3

									                                                                      people. And Margaret Thatcher tried to revitalize what she took
              HIST. 418: MODERN BRITISH HISTORY                       to be traditional captialist values.
    ED BEASLEY, SPRING 2011, 21593, TTh 3:30-4:45, SS-2532            All the while, the evidence that the British were leaving about
THEMES AND SCOPE: Great Britain as the first industrial and the       themselves as they faced their problems in the modern world is
first chiefly urban society in the history of the world. While most   very rich. Nineteenth-century Great Britain was a society that
of the rest of humanity was in stage two of human history—the         came to pride itself on free enquiry and religious morality, even
ten-thousand year-long agricultural phase—Great Britain moved         religious earnestness; 20th-century Great Britain came to pride
beyond, through the different stages of modernity.                    itself on openeness and diversity. Either way, in both centuries
The story goes like this. Political changes in 1688 led to a more     people discussed their problems in now classic literature and in
limited government. They also led to Industrial Revolution and to     open debates in the press and Parliament.We can draw on some
the rise of the middle class.                                         of that literature – including the new genre of film – in exploring
By the nineteenth century, the British people had to learn to live    modern English history.
together in the new modern world that they had created – off the      LEARNING GOALS AND OUTCOMES: A major set of goals specific
farm and away from the guidance of tradition. In the Victorian        to this class is learning the main divisions, and themes of British
period (beginning in 1837), they struggled over many things, from     History from 1688 to the present; and learning the main ways in
worker’s rights to the continuing relevance of religion in the new    which the British experience can throw light on other European
age; and from the place of women to the very desirability of          societies and other parts of the English-speaking world, including
science and progress. There were people on all sides of these         America.
questions. Out of that ferment came many things. New forms of         Beyond understanding British culture, there is the more general
education, democracy, and labor organization were pioneered –         goal of an upper-division histoy course: the exercise of your study
as the ruling classes slowly but in most cases peaceably              skills and your historical imagination. You need to (1) show your
maintained a tradition of yielding power to ever wider groups of      mastery of the specific course material, and (2) show your
people. Slavery was abolished in the 1830s but a tropical empire      originality and imagination in going beyond it make a story and
was built in the 1880s. Evolution by natural selection (the           argument of your own – that you can back up with evidence. Your
mechanism by which order and beauty could arise from                  task is not to summarize the readings in any of your papers, but to
unplanned diversity) was discovered in the biological realm and in    show me that you know them well enough to exercise the
the realm of human culture by 1858. By 1910 there was a world of      selection and judgment to take from the readings whatever you
universal literacy, typewriters, underground trains, young women      need to make your points. The arguments that you choose (and
working outside the house and (some of them) demanding the            the understanding that you show in researching and expressing
vote, and the institution of major elements of the welfare state.     them) will help me to see that you know enough about British
But there was also great inequality. Many people lived on tea,        history. All of the assignments (on the next page) are designed to
sugar, bread, and fat (butter when they could get it, often lard).    help you achieve thiese things
By 1914, unresolved demands for further social change and
unresolved imperial impulses fed into a great conflict that                                  SEMESTER SCHEDULE
destroyed or transformed the Victorian world.
Then came the science-fiction horror of W.W.I, and the grey,
straightened 1920s and 1930s, when many idealistic people                        Readings marked with * are on my website.
abandoned all hope for their own civilization and rallied to the
cause of fascism or communism. But the British came together          I. Before Dawn: Foundations of Modern Britain.
again in W.W.II, their finest hour. They people may not have          Week I {20 Jan.} To the Glorious Revolution.
defeated Nazi Germany, but they did prevent it from winning.
One cost was the British Empire. After 1945, the British had to       Readings: Bill of Rights (1689)*; Act of Settlement (1701)*; Act of
learn to live without it, and without real superpower status. The     Union (1707)*; Levine, The British Empire, 1-12; Roberts, et al.,
aristocracy lost most of their control. Full democracy and            408-439.
meritocracy came – and with them the alienation of those who, in
a meritocracy, realize that they have come out at the bottom of
life because other people thought they were not good enough for       Week II {25/27 Jan.} Losing America; Building Industry.
anything better.                                                      Readings: from William Blake, “Milton” (ca. 1804)*; Roberts, et
While some people tried to build a clean, modern, scientifically      al., 468-490, 517-530; Levine, The British Empire, 13-60.
engineered, jet-age world – with free medical care for everyone –
others stressed the earthier values of rock music, working-class
culture, and small-is-beautiful, anti-capitalist environmentalism.    Week III (1/3 Feb.) The Revolting French.
Meanwhile, population movements from the former empire
                                                                      Readings: from Burke, from Reflections on the Revolution in
turned Great Britain in to a multi-cultural, mult-religious mix of
                                                                      France (1790)*; Paine, The Rights of Man (1791), 33-93, 116-
131bot., 140-147, 159-167, 202top-211bot., 267top-273; Roberts,       V. The Thirty Years’ Warriors, 1914-1945: Proof that Victorian
et al., 530-551.                                                      Liberalism Was Still Needed, or that it Wasn’t?

                                                                      Week X {22/24Mar.} Midnight in Hell.
II. Tempestuous Progress, 1815-1848.
                                                                      Readings: Paul Fussell, The Great War and Modern Memory, 1-74,
Week IV {8/10 Feb.} Post-Napoleonic Britain and the Corn Laws,        155-190; WWI poems.
1815-1822; Aristocratic Reform and the First Railway Fatality,
1822-1832.
                                                                      Week XI {5/7 April} The Center Cannot Hold: Left vs. Right, 1918-
Readings: Roberts, et al., 566-577; selections from Harriet           1939.
Martineau, History of the Peace (1849)*.
                                                                      Readings: Roberts, et al., 744-772; Levine, 166-190; from George
                                                                      Orwell, The Road to Wigan Pier (1937); E.M. Forster, “What I
Week V (15/17Feb) Evangelicalism, Public Opinion, Reform,             Believe” (1939)*.
1830s-1840s.
Readings: Roberts, et al., 577-591; Charles Dickens, A Christmas      Week XII {12/14 April} Pulling Together, 1939-1945.
Carol; selections from Charlotte Brontë, Jane Eyre (1847) (Jane at
                                                                      Readings: Roberts, et al., 774-801; George Orwell, The Lion and
Lowood; fate of Lowood; first long interview with Mr.
                                                                      the Unicorn: Socialism and the English Genius (1941)*.
Rochester)*; from Benjamin Disraeli, Sybil (1845) (the Two
Nations)*.
                                                                      VI. Britain Since 1945: Or, Can State Compassion, Having Fun,
                                                                      and Private Life (Multiplied By 55 Million) Coëxist?
III. The Victorian High Noon, 1851-1868: At Peace with
Modernity?
                                                                      Week XIII {19/24 April} Grey Skies, The Gleaming Hope of the
                                                                      Welfare State, Butskellism, and the Empire Windrush, 1945-1964.
Week VI {22/24 Feb.} Liberal Society and Further Reform: the
1850s-1860s.                                                          Readings: Roberts, et al., 832-856; Levine, 191-209; poems by
                                                                      John Betjeman.
Readings: Roberts, et al., 593-615, 623-635; Levine, 61-81; John
Stuart Mill, chaps. I-II of On Liberty.
                                                                      Week XIV {26/28 April} From Swinging London to the Winter of
                                                                      Discontent, 1964-1979.
Week VII {1/3 Mar.} Mill and India.
                                                                      Readings: Roberts, et al., 802-830, 856-861; poems by Molly
Readings: John Stuart Mill, chaps. III-V of On Liberty (1859); from
                                                                      Holden, Philip Larkin; film: “The Filth and the Fury” (2000).
Charles Darwin, The Origin of Species (1859)*.

                                                                      Week XV {3/5 May} Thatcher and After, 1979-1997.
IV. Evening Draws Near: Mass Politics and Mass Culture, 1868-
1914                                                                  Readings: Roberts, et al., 861-879; film: “Sammy and Rosie Get
                                                                      Laid” (1987).
Week VIII {8/10 Mar.} The New Imperialism, 1868-1899.
Readings: Levine, 82-122; passages on imperialism from E.M.
Forster, Howard’s End (1910); poems by Rudyard Kipling.               Week XVI {10 May} New Labour and After.


Week IX {15/17 Mar.} Mass Society and Continental Anxieties:
1868-1914.                                                            A HIGHLY RECOMMENDED BOOK:
Readings: Roberts, et al., 682-711; Edward Bulwer-Lytton, The         Chris Cook and John Stevenson, The Longman Handbook of
Coming Race (1872).                                                   Modern British History, 1714-1987, 2nd ed. (Longman, 1988).



                                                                      REQUIRED BOOKS AVAILABLE IN THE BOOKSTORE
                                                                       (readings not listed here will be provided on paper or online):
Tom Paine, The Rights of Man         /        J.S. Mill, On Liberty     EDWARD.BEASLEY@SDSU.EDU
                                                                        (NO WWW) EMPIRETHEORY.FORTUNECITY.NET
Edward Bukwer-Lytton, The Coming Race

Charles Dickens, A Christmas Carol

Paul Fussell, The Great War and Modern Memory

Philippa Levine, The British Empire: Sunrise to Sunset

George Orwell, The Road to Wigan Pier

Clayton Roberts, David Roberts, and Douglas Bisson, A History of
         England, vol. 2, 1688 to the Present (fifth edn, 2009)



ASSIGNMENTS:

Please note: I will be marking your papers carefully. Any special
        patterns of grammatical, stylistic, or citation errors are
        marked so that you will not make the same mistakes in
        subsequent papers. To that end, please turn in a copy of
        each previous paper with each new paper, held together
        with a document clip.

In Week V and Week IX, 4-5 page, typed, thesis-evidence
  argument about something that we have recently covered in
  class will be due. Each is 20% of thegrade. For each paper, use
  Univ. of Chicago-style footnotes.

A 8-9 page paper, wih all of the attributes of the smaller ppaers,
  only longer, will be due at the end of Week XIII will count for
  30%. Paper topics MUST be cleared with me at least TWO
  WEEKS BEFORE the paper is due; we will discuss possible topics
  in class well before then.

The final exam will make up the other 30%. It will be discussed in
  class well ahead of time. It will be two in-class essays. The final
  exam will take place in the regularly posted final exam period
  for this class, Tuesday, 17 May, 1:00-3:00.

Late penalties apply to the papers. If you need to miss class on a
  deadline, you are welcome to turn your work in early.



PERSONAL CONTACT POLICY: All papers must be handed to me in
person in class or in office hours. They cannot be left for me in any
place or mailed to me in any form. AND the discussion of the
paper topic that you must have with me by the end of Week XI
must be in person in my office hours or by appointment.



ED’S OFFICE HOURS: T 12:45-1:45, W 7:00-8:00, Th 11:15-12:15, and
at other times by appt.            OFFICE: AL-572

								
To top