HIST Empire, Revolution, and Global War: European History since 1600

Transcription

1 HIST Empire, Revolution, and Global War: European History since 1600 Figure 1: Liberty Leading the People (1830) by Eugène Delacroix Details Class: Mondays, Wednesdays, Fridays, 9:00 to 9:50 am, Education 143 Office Hours: Hellems 351, Mondays, 10:00 to 11:00 am; Wednesdays, 1:00 to 2:00 pm; and by appointment Instructor: Graeme Pente, Ph.D. candidate; Course Description This course covers in broad strokes the history of Modern Europe. We will trace the development of European empires, which will lead us from Christopher Columbus s voyage in 1492 to post-world War Two decolonization. Throughout these centuries, we will examine various movements of European peoples for freedom and democracy as well as the intellectual currents that undergirded them. Learning Objectives By the end of this course, you will be able to: 1. Describe major events, movements, and ideas in the development of Europe since 1492; 2. Critically read primary sources; 3. Conduct basic research into historical topics using appropriate resources; and 4. Write a synthetic account of major events in European history

2 Required Texts Hunt, Lynn et al. The Making of the West: Peoples and Cultures, Volume II: Since Fifth Edition [or most easily attained]. New York: Bedford/St. Martin s, Assignments Participation (30%): Attending class, reading carefully, and engaging in class discussion are essential parts of a college history course. Reading checks and in-class activities also fall under this grade item. Research Assignment (20%): For this assignment, you have a choice between a traditional research paper or a more creative means of presenting your research. In either case, you will have to conduct some historical research. You will have to consult with me on an appropriate topic. I will also point you in the direction of useful sources. We will meet individually at least twice in the semester to discuss your progress. Small-Group Presentation (20%): In a group of three, you will work with your classmates on a historical topic of your choosing (with my approval) and find a way to present that information to the rest of us. The topic must be something we will not cover in lecture. The method of presenting the information is also up to your group: a video, a scene from a play, a PowerPoint lecture, or something else entirely. Take Home Final Exam (30%): The final exam will be a take-home essay assignment that will address a major theme in the course. Your answer will incorporate primary- and secondarysource readings as well as lecture. Below is a general outline of how I will grade essays and exams: A = Excellent Work: original, exceptionally insightful, very well written/presented, efficiently organized, and thorough, with very few mistakes and a professional appearance. B = Good Work: insightful, clearly written/presented, organized, and thorough, with few mistakes and a professional appearance. C = Satisfactory Work: solid but unremarkable in terms of insight, lacking some organization and/or clarity, and adequately written/presented, with several mistakes. D = Poor Work: lacking insight, disorganized, poorly written, mistake-ridden, and reflective of a general lack of effort. F = Failing Work: work that fails to meet the basic requirements of the assignment. I encourage you to ask questions about these guidelines and to speak with me if they are unclear, or if you are confused or frustrated about a grade.

3 Course Policies Attendance Being present is essential for taking notes on class lecture and participating in class discussions. However, I will not force you to attend class by making it count toward your final grade, and if you are sick I would prefer you to stay home and get well. It is your responsibility to get notes from a classmate on meetings you miss. I will take roll call at the beginning of each class for my own records. Please arrive five minutes before class so we can start promptly at 9:00 am. Deadlines I am willing to be flexible should sickness, family emergency, or similarly legitimate circumstances arise. You must make prior arrangements with me to adjust an assignment deadline. It is best to contact me as far ahead of the deadline as possible. I will penalize work submitted late without prior arrangement ten percent per day. Technology There are no restrictions on the use of technology. You may take notes by whatever means you are most comfortable. Please stay focused and avoid non-class-related activities. Course Schedule Week 1 January 14 Introduction and Policies Debates UNIT 1: RELIGION, POLITICS, AND WAR IN EARLY MODERN EUROPE January 16 The Columbian Exchange and the Renaissance Reading: Charles C. Mann, 1491 The Atlantic (March 2002) January 18 Empire in the Sixteenth Century Reading: Hunt, The Discovery of New Worlds, p Week 2 January 21 No Class: MLK Day January 23 The Reformation and Counter-Reformation Reading: Hunt, rest of Ch. 14: The Protestant Reformation, Reshaping Society through Religion, and Striving for Mastery, p

4 January 25 The Peasants War Reading: The Twelve Articles of the Swabian Peasants (1525) Week 3 January 28 The Thirty Years War Reading: Hunt, most of Ch. 15: Religious Conflicts Threaten State Power, The Thirty Years War, and Economic Crisis and Realignment, p January 30 The English Civil War Reading: Selections from the Putney Debates February 1 The Radical Sects and Discussion Reading: Gerrard Winstanley, A Declaration from the Poor Oppressed People of England (1649) Week 4 February 4 Empire in the 17 th Century Reading: Excerpts from Louis XIV, Le Code Noir (1685) February 6 The Glorious Revolution: Absolutism vs. Constitutionalism Reading: Hunt, Constitutionalism in England and Outposts of Constitutionalism, p February 8 French Absolutism under Louis XIV and Discussion Reading: Hunt, Louis XIV: Absolutism and Its Limits, p and Absolutism in Central and Eastern Europe and The Search for Order in Elite and Popular Culture, p Duc de Saint-Simon, The Daily Habits of Louis XIV at Versailles (c. 1715)

5 UNIT 2: THE BIRTH OF MODERN EUROPE Week 5 February 11 Empire in the 18 th Century Reading: Hunt, The Atlantic System and the World Economy, New Social and Cultural Patterns, and Consolidation of the European State System, p February 13 The Scientific Revolution and the Enlightenment Reading: Hunt, The Rise of Science and a Scientific World View, p and The Birth of Enlightenment, The Enlightenment at Its Height, Society and Culture in an Age of Enlightenment, and State Power in an Era of Reform, p Excerpts from Immanuel Kant, What Is Enlightenment? (1784) February 15 The American Revolution and Discussion Reading: Hunt, Rebellions against State Power, p Excerpts from Thomas Paine, Common Sense (1776) Week 6 February 18 The French Revolution s Liberal Phase Reading: Hunt, The Revolutionary Wave, and From Monarchy to Republic, p Olympe de Gouges, The Declaration of the Rights of Woman (1791) February 20 The Radical Revolution Reading: Hunt, Terror and Resistance and Revolution on the March, p Saint-Just, On the Legitimacy of Trying the King (1792) February 22 The Reign of Terror and Discussion Documents: Robespierre, On Political Morality (1794) Week 7 February 25 The Rise of Napoleon Reading: Hunt, The Rise of Napoleon Bonaparte, p Conspiracy of the Equals, Doctrine of Babeuf (1797)

6 February 27 Napoleonic Europe Reading: Hunt, Napoleon s Conquests, p The French Civil Code (1804) March 1 The Fall of Napoleon and Discussion Reading: Hunt, The Restoration of Europe and Challenges to the Conservative Order, p Jardin Ainé, The Battle of Waterloo as Recounted by One of Napoleon s Personal Aides (1815) UNIT 3: THE STRUGGLE FOR DEMOCRACY Week 8 March 4 The Industrial Revolution Reading: Hunt, The Industrial Revolution and Reforming the Social Order, p The Life of the Industrial Worker in Nineteenth-Century England Evidence Given Before the Sadler Committee ( ) March 6 Chartism March 8 Romanticism and Discussion Week 9 March 11 Nationalism and Socialism Reading: Hunt, Ideologies and Political Movements, p Mazzini, Instructions for the Members of Young Italy (1831) Blanqui, Who Makes the Soup Should Eat It (1832) March 13 The Revolutions of 1848 Reading: Hunt, The Revolutions of 1848, p Marx and Engels, The Communist Manifesto (1848)

7 March 15 The Triumph of Reaction and Discussion Reading: Hunt, The End of the Concert of Europe, p Week 10 March 18 The Unifications of Italy and Germany Reading: Hunt, rest of Ch. 22: War and Nation Building, Nation Building through Social Order, and The Culture of Social Order, p Bismarck, Iron and Blood Speech (1862) March 20 The Paris Commune Reading: Manifesto of the Paris Commune (1871) March 22 Discussion Week 11 March No Class: Spring Break Week 12 April 1 Empire in the 19 th Century UNIT 4: THE AGE OF EXTREMES Reading: Hunt, all of Ch. 23: Empire, Industry, and Everyday Life, , p April 3 World War One Reading: Hunt, all of Ch. 24: Modernity and the Road to War, and The Great War, p April 5 European Soviets and Discussion Reading: Luxemburg, What Does the Spartacus League Want? (1918)

8 Week 13 April 8 Russian Radicalism in the 19 th Century Reading: Selections from Figner, Memoirs of a Revolutionist (1927) April 10 The Russian Revolution and Civil War Reading: Hunt, Protest, Revolution, and War s End and The Search for Peace in an Era of Revolution, p Lenin, The April Theses (1917) April 12 Stalin s Rule and the Purges Reading: Hunt, A Decade of Recovery and Mass Culture and the Rise of Modern Dictators, p Week 14 April 15 The Rise of Fascism Reading: Hunt, The Great Depression, Totalitarian Triumph, and Democracies on the Defensive, p Point Program of the NSDAP (1920) April 17 World War Two: Axis Ascendant Reading: Hunt, The Road to Global War and World War II: The German Onslaught and War Expands, p April 19 World War Two and the Holocaust Reading: Hunt, rest of Ch. 26, p Selections of memories of war from Alexievich Week 15 April 22 Decolonization and the Cold War Reading: Hunt, all of Ch. 27 and most of Ch. 28 ( The Revolution in Technology, Postindustrial Society and Culture, and Protesting Cold War Conditions ), p

9 April 24 The End of Communism (and reunification of Germany) Reading: Hunt, rest of Ch. 28 and part of Ch. 29: The Testing of Superpower Domination and the End of the Cold War and Collapse of the Soviet Union and Its Aftermath, p Selections on the Soviet transition from Alexievich April 26 EU and discussion Reading: Hunt, rest of Ch. 29, p Week 16 April 29 Final Review May 1 May Day University Policies Accommodation for Disabilities If you qualify for accommodations because of a disability, please submit your accommodation letter from Disability Services to your faculty member in a timely manner so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities in the academic environment. Information on requesting accommodations is located on the Disability Services website. Contact Disability Services at or dsinfo@colorado.edu for further assistance. If you have a temporary medical condition or injury, see Temporary Medical Conditions under the Students tab on the Disability Services website. Classroom Behavior Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. For more information, see the policies on classroom behavior and the Student Code of Conduct.

10 Honor Code All students enrolled in a University of Colorado Boulder course are responsible for knowing and adhering to the Honor Code. Violations of the policy may include: plagiarism, cheating, fabrication, lying, bribery, threat, unauthorized access to academic materials, clicker fraud, submitting the same or similar work in more than one course without permission from all course instructors involved, and aiding academic dishonesty. All incidents of academic misconduct will be reported to the Honor Code (honor@colorado.edu); ). Students who are found responsible for violating the academic integrity policy will be subject to nonacademic sanctions from the Honor Code as well as academic sanctions from the faculty member. Additional information regarding the Honor Code academic integrity policy can be found at the Honor Code Office website. Sexual Misconduct, Discrimination, Harassment and/or Related Retaliation The University of Colorado Boulder (CU Boulder) is committed to fostering a positive and welcoming learning, working, and living environment. CU Boulder will not tolerate acts of sexual misconduct (including sexual assault, exploitation, harassment, dating or domestic violence, and stalking), discrimination, and harassment by members of our community. Individuals who believe they have been subject to misconduct or retaliatory actions for reporting a concern should contact the Office of Institutional Equity and Compliance (OIEC) at or cureport@colorado.edu. Information about the OIEC, university policies, anonymous reporting, and the campus resources can be found on the OIEC website. Please know that faculty and instructors have a responsibility to inform OIEC when made aware of incidents of sexual misconduct, discrimination, harassment and/or related retaliation, to ensure that individuals impacted receive information about options for reporting and support resources. Religious Holidays Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, you must notify me of a conflict at least a week in advance, and we will make mutually satisfactory accommodations. See the campus policy regarding religious observances for full details.