HIST 2218 Modern Europe 1600-1914 (Spring 2016) Instructor Room No. Office Hours Email Waqar Zaidi New HSS Wing, Academic Block TBA waqar.zaidi@lums.edu.pk Course Description European history remains crucial to understanding the modern world. This course introduces students to key aspects of European history from around 1600 to the end of the first World War. It provides students with a framework for understanding Europe s place in the modern world, and its own turn to modernity. The course stresses the dynamics of economic, social, political and cultural change within the amazing diversity of Europe, and builds on recent historiographical trends including most prominently the better integration of Eastern Europe into our understanding of European history. The course also brings the European past to life through the lives of of men and women who have played major roles in European history: religious reformers such as Martin Luther and Jean Calvin; Queen Elizabeth I, who solidified the English throne, and Maria Theresa, who preserved the Habsburg monarchy; King Louis XIV of France and Tsar Peter the Great, two monarchs whose reigns exemplified the absolute state; great thinkers like Kepler and Voltaire; and Napoleon, heir to the French Revolution, but also in some ways a despot in the tradition of absolute rulers. The course also evokes the lives of ordinary people who played a significant role in shaping Europe s story. Key themes running through the course include the emergence of the modern European state ( statemaking ), social, political and intellectual transformation, international trade, imperialism, revolution, and war. Social, political and intellectual transformations include the rise of mass politics and of class, religious upheavals, protest and political reform, and the rise of political ideologies. Course Prerequisite(S) None. Course Objectives To provide students with an introduction to Europe and Europeans in the Early Modern and Modern periods. Version 23 Sept 2015 Page 1
Learning Outcomes The course is designed to, first, develop historical skills and, second, impart content knowledge relating to key themes in twentieth century global history. Content Knowledge Through this course, students will develop: A framework for understanding Europeans and European history in the Early Modern and Modern periods; A foundation for the further study of European and world history through to the twentieth century; Familiarisation with European geography and environment; An appreciation of the connections between Europeans and between Europeans and the rest of the world; A broader cultural literacy through exposure to important aspects of European events, history, society, culture and self-identity. Historical Skills This course will introduce students to: The reading, interpretation, and evaluation of primary and secondary sources; Developing and framing historical questions and arguments; Integrating primary and secondary sources, historical data, and historical arguments into narratives that interpret, evaluate, and impart meaning upon past events; Attributing source materials properly in your historical writing; Conforming to the standards and conventions of written expression; Collaborating with peers in the analysis and construction of historical narratives; and Presenting historical narratives through oral expression and powerpoint presentations. Grading Breakup and Policy Class Participation and Attendance 15% Mid Term Exam 25% Written Assignment (analytical essay, 2000 words) 20% Presentation (in groups of 2) 10% Final Exam 30% This course is designed to facilitate active learning and give students a prominent role in the discussion of class material. To achieve these goals, students must attend each class meeting and complete the assigned reading just before or soon after the class, and offer informed contributions to the class discussion. To encourage and reward class attendance, preparation, and participation, I will regularly take attendance and assign occasional homework exercises throughout the semester. If I sense that students are not participating adequately, I may also occasionally give unscheduled quizzes. Marks will be deducted for late submissions of written work. The participation component of the final grade will be based on how actively students engage in discussions and other exercises we complete during class and how well they prepare themselves by reading and thinking about the assigned material before class. I encourage questions, welcome alternative viewpoints, and expect everyone to demonstrate respect for the ideas of their fellow students. Version 23 Sept 2015 Page 2
The lectures and readings complement the other; students will be required to demonstrate familiarity with both during the exams and the written assignments. The dates for the Midterm Exam and the Written Assignments shall be announced in advance. Please note that these dates are final regardless of your extracurricular contributions to LUMS. Requests for grade revisions will NOT be tolerated. The Instructor s grading is final. If this is unacceptable, do not take this course. It is a requirement of this course that all participants purchase a hardcopy (paper copy) of the Course Pack at the beginning of the Course. If you are unable or unwilling to do so, then do not take the course. Academic Honesty The principles of truth and honesty are recognized as fundamental to a community of teachers and students. This means that all academic work will be done by the student to whom it is assigned without unauthorized aid of any kind. Plagiarism, cheating and other forms of academic dishonesty are prohibited. Any instances of academic dishonesty in this course (intentional or unintentional) will be dealt with swiftly and severely. Potential penalties include receiving a failing grade on the assignment in question or in the course overall. For further information, students should make themselves familiar with the relevant section of the LUMS student handbook. Reading Strategy 1 The big picture History isn't just about learning facts and dates. It's also about understanding how and why things happened. So don't get bogged down in taking in all the facts and dates, at the expense of the big picture. Ask yourself what is the historical significance of this person, place, or event. Why is this important and how does it relate to other persons, places, and events. 2 The details History readings often give you more information than you actually need to remember. Authors include details to make their cases more persuasive or memorable. Your goal is not to memorize facts but to develop an appreciation for the historical context being presented here. Expect the story to be complicated and not the neat stories presented in TV documentaries. 3 Active reading History courses often have a lot of reading. Therefore you need to practice active reading. Keep asking yourself, "What is the point of all this? What am I supposed to be getting out of it?" Then organize your reading around answering those questions. Understand important or summary points in the text by highlighting, underlining, or writing on the margins of the text. Often it helps to scan material quickly to get a sense of what the point is before really getting into it; often it helps to look back over it after reading it to fix the main points in your understanding. 4 Truth and fiction History is interpretive. Doing history means offering interpretations of past events this is what historians do and is why history is so fascinating. Sometimes different historians will tell different stories, come to different conclusions, or place emphasis on different evidence or stories. This is what doing (and reading) history is about. Don t be put off because there are inconsistencies. Instead, make note of these and ask yourself how these came to be. [adopted from guidance from the University of California, Santa Barbara] Version 23 Sept 2015 Page 3
Readings The required readings are listed in the Course Overview (below). Additional primary sources and readings will be distributed in class. The reference to Merriman in the Course Overview refers to: John Merriman, A History of Modern Europe 3 rd edition (New York: WW Norton, 2010). Course Overview This is fast moving course which will cover a large number of concepts, events, and facts and figures in a short period of time. So it is important for students to attend all lectures, and to complete assigned readings before the relevant lecture. Students must also take lecture notes during every lecture. All readings are compulsory. The exams will be based both on the lectures and on the readings. Students must study and read independently from the beginning of the course, otherwise they will fall behind and risk failing the course. The following Overview is tentative and is subject to change without prior notice: 1 Introduction 2 The Foundations of Modern Europe The Medieval Legacy Renaissance Reformation The Wars of Religion (optional): Merriman, chapters 2,3,4. Part 2: State Formation in the 17 th Century 3-4 The Rise of the Atlantic Economy: England and Spain The Spanish Monarchy The Age of King Philip The House of Tudor Elizabeth I The Decline of Spain Merriman, chapter 5. Merry E. Wiesner-Hanks, Early Modern Europe 1450 1789 2 nd ed. (Cambridge: CUP, 2013), chapter 13. John Warren, Elizabeth I: Meeting the Challenge, England 1541-1603 3 rd ed. (London: Hodder Education, 2008), chapter 3. 5 England and the Dutch Republic in the Seventeenth Century Stuart England The English Civil War The Glorious Revolution The Rise and Decline of the Dutch Republic Merriman, chapter 6. Stephen Lee, Aspects of European History 1494-1789 (London: Methuen & Co, 1978), chapter 20. 6 The Age of Absolutism, 1650 1720 Characterising Absolutism Louis XIV The Habsburg Monarchy The Russian and Swedish Empires Merriman, chapter 7. Stephen Lee, Aspects of European History 1494-1789 (London: Methuen & Co, 1978), chapter 22. Primary Sources: Jean Domat, On Social Order and Absolute Monarchy (1697). Version 23 Sept 2015 Page 4
Part 3: Cultural and Political Transformations in the 17 th and 18 th Centuries 7 The New Sciences Francis Bacon and the Scientific Method Copernicus and the Heavens Descartes and Newton Merriman, chapter 8. Owen Gingerich and James MacLachlan, Nicolaus Copernicus: Making the Earth a Planet (New York: Oxford University Press, 2004), pp. 111 115. James MacLachan, Galileo Galilei: First Physicist (New York: Oxford University Press, 1996), pp. 103 111. Primary Sources: Galileo Galilei, Letter to the Grand Duchess Christina (1615) 8 The Enlightenment The Republic of Ideas Diffusion and Expansion Enlightened Absolutism Legacy Merriman, chapter 9. Roy Porter, The Enlightenment (London: Macmillan, 1990), chapter 2. Primary Sources: Jean-Jacques Rousseau, Discourses on the Origin and Foundations of Inequality among Men (1753). 9 Country-side and Towns; the Elite and the Poor The Social Order Agriculture, Manufacturing, and the Economy The Growth of Towns and Cities Social Control Merriman, chapter 10. 10 18 th Century Political Reform, Great Power Rivalries, and the Decline of the Ottoman Power The 18 th Century State System The War of Austrian Succession and the Seven Years War Political Change in Britain The Decline of Ottoman Power in Europe Merriman, chapter 11. Molly Greene, Islam in Europe, in Peter H. Wilson, A Companion to Eighteenth-Century Europe (Oxford: Blackwell, 2008), pp. 387 401. 11 The Birth of Modern Consumerism Fashion Shopping Advertising Maxine Berg, Luxury and Pleasure in Eighteenth-Century Britain (Oxford: Oxford University Press, 2005), pp. 247 278. 12 Revision 13 Mid-Term Exam - Details TBA Version 23 Sept 2015 Page 5
Part 4: Revolutionary Europe, 1789-1850 14-15 The French Revolution and Napoleon The Ancien Regime The Course of the Revolution Napoleon and his Legacy Merriman, chapters 12 and 13. Dylan Rees and Duncan Townson, France in Revolution 4 th ed. (London: Hodder Education, 2008), chapters 7 and 8. Primary Sources: Declaration of the Rights of Man and of the Citizen (1789); Abbé Sièyes, What is the Third Estate? (1789). 16-17 The Industrial Revolution and its Social Impact: Class, Labour, and Socialism The Origins and Course of the Industrial Revolution the Middle Classes Industrial Work and Workers The Origins of European Socialism Merriman, chapter 14. Clive Trebilcock, The Industrialization of Modern Europe 1750-1914, in T.C.W. Blanning, The Oxford History of Modern Europe (Oxford: Oxford University Press, 2000), pp. 46-75. Primary Sources: Karl Marx and Friedrich Engels, Manifesto of the Communist Party (1848); Friedrich Engels, The Condition of the Working-Class in England in 1844 (London: Swan Sonnenschein & Co., 1892), pp. 45, 48-53. 18 Restoration Europe and its Discontents The Concert of Europe Restoration Europe Romanticism Liberal Revolts and the 1848 Revolutions Merriman, chapters 15, 16. Primary Sources: Address by the Hungarian Parliament (1848); Demands of the Hungarian People (1848). Part 5: The Age of Mass Politics 19 The Era of National Unification: Germany, Italy, and the Habsburg Empire The Rise of Italian Nationalism Bismarck and Germany Crisis and the Dual Monarchy Merriman, chapter 17. Lynn Abrams, Bismarck and the German Empire 1871-1918 2 nd edition 2 nd edition (Oxford: Routledge, 2006), chapter 2. 20 Reform and Warfare in the Age of Liberalism Victorian Politics Russian Reform and Imperial Expansion The Russo-Japanese War The Second and Third French Republic The Franco-Prussian War Merriman, chapter 18. Robert Gildea, Barricades and Borders: Europe 1800 1914 3 rd edition (Oxford: OUP, 2003), chapter 8. Version 23 Sept 2015 Page 6
21-22 The Second Industrial Revolution and its Challenges, 1870-1914 Cities, Social Mobility and the Family Education and Religion Consumerism Merriman, chapter 19. Eric Hobsbawm, The Age of Capital 1848-1875 (London: Abacus, 1975), chapters 12, 13. 23 Gender, Domesticity, and Housework Transformations in Domesticity and Housework, from the 18th to the 19th century Deborah Simonton, A History of European Women s Work 1700 to the present (London: Routledge, 1998), chapters 2, 5. Primary Sources: Mary Astell, Reflections upon Marriage (1706). 24 Social Reform Movements and Cultural Transformations The Trade Union Movement Socialists and Anarchists the Quest for Women s Rights Realism, Impressionism, and the Avant-Garde Merriman, chapter 20. Robert Gildea, Barricades and Borders: Europe 1800 1914 3 rd edition (Oxford: OUP, 2003), chapter 14. 25 New Imperialism: Asia, Africa, and the Civilizing Mission The Scramble for Africa Europe in Asia Ideologies of Domination Social Darwinism Merriman, chapter 21 Mike Hawkins, Social Darwinism and Race, in Stefan Berger (ed.), A Companion to Nineteenth Century Europe 1789-1914 (Oxford: Blackwell, 2006), pp. 224-235. Primary Sources: Jules Ferry, Speech before the French National Assembly (1883). 26 Revision 27 Final Examination -Details TBA Version 23 Sept 2015 Page 7