HIST 122: Western Civilization II

Spring 2013
Course Description and Schedule

Location Old Main 106
9:30-10:45 TTh

Catalog description: SURVEYS THE DEVELOPMENT OF WESTERN CIVILIZATION FROM THE REFORMATION ERA TO THE PRESENT. No prerequisites; no unusual technology skills required.

This is the second of a two-part survey of Western Civilization and introduces students to some of the leading figures, ideas, and events of the modern world. It also exposes students to the concerns and methods of historical inquiry through lectures, analysis and discussion of selected texts, and writing of short papers.  The goal of this course is for the student not only to acquire historical information but also to learn through example (lectures, textbook) and practice (discussions, essay examinations, papers) a historical/critical method of thought and expression.

Students must read all assignments, attend every lecture, take notes, participate in discussions, and secure this syllabus and all handouts--which contain chronological and geographical background to the lectures and readings--from the instructor's web page. In addition, each student writes five mini-themes of one to two pages. Students who expect to miss more than three meetings should see the instructor within the first week. A set of study questions, also available on-line, will assist the student preparing for examinations.  Finally, each student must maintain a portfolio containing all written work.  The portfolio will be a simple green two-pocket folder containing the minithemes and exams as they are complete.

There will be a midterm exam covering parts seven and eight of the course; another covering parts nine and ten, and a final exam, covering part eleven. Exams consist of one long and a choice of two out of three short essay questions; the final exam includes a comprehensive essay question. Each student will write a mini-theme on a choice of suggested topics for each reading, due on the assigned date during discussion of the topics.  The first and second midterms count 50 points each, the final 75, and the mini-themes 100 points (20 points each), for a total of 275 possible points.

Students who wish to arrange another method of evaluation should see the instructor within the first two weeks. For what not to do, consult the Top 10 Ways to Lower Your Grade in Humanities. Success in this course will require eight to ten hours of work each week.

See the end of the syllabus for additional information concerning cheating, ADA policy, and outcomes of learning.

Required Books

• Judith G Coffin and Robert C Stacey.  Western Civilizations.  2d brief ed.  New York and London: Norton, 2009.  9780393932652
  OR Joshua Cole, Carol Symes, Judith G Coffin and Robert C Stacey.  Western Civilizations. 3d brief ed. New York and London: Norton, 2012. 9780393934878
• Shakespeare. The Tempest. 2d rev ed. New York: Signet Classic, 1998. 0451527127
• Voltaire. Candide. Trans Lowell Blair. Toronto: Bantam, 1981. 0553211668
• Bram Stoker. Drakula. Mineola: Dover, 2000. 0486411095
• George Orwell. 1984. New York: Signet Classic, 1950. 0451524934
• David Mitchell. Cloud Atlas: A Novel. New York: Random House, 2004. 0375507256

Recommended Book

Kate L Turabian. A Manual for Writers. 7^th ed. Chicago: Univ of Chicago Press, 2007.  0226823377

 The Mini-themes

Each mini-theme should be between 250 and 500 words long (one to two machine-printed pages). It can earn up to 20 points as follows: 10 points for content (clarity of argument, familiarity with the work), 5 points for style (grammar, spelling, use of words), and 5 points for care in presentation. The instructors will return essays with special problems for rewriting.  Try to work a week in advance; your instructors will gladly evaluate and mark up your first clean draft and return it to you for rewriting in time for the final submission.

Unless you make special arrangements in advance or have a medical or family emergency, you must participate in the discussion in order to receive credit for a given paper.  Submit the paper inside your green binder. Keep all of your graded papers in this binder at least until you receive your final grade for this course. Your instructor will want to see that your writing improves from paper to paper. You may also need it later in your college career as you assemble a portfolio of your academic work.

As you read the assignments keep all the suggested topics in mind, and take notes. Then pick one topic and answer it carefully and concisely. Feel free to consult with fellow students and with your instructor as you prepare the assignments, but the result must be entirely your own. Be particularly careful to avoid plagiarism; you must give references for every idea or quotation you borrow as you construct your argument. See Turabian, Manual for Writers, for the proper way to indicate references. At the head of your paper write the title and your name and staple your sheets together.  You do not need a bibliographic citation unless you use an edition other than that specified in the book list. Consult the classic "Mr. Bockelman’s Guidelines for Writing Good Mini-Themes."

A. Shakespeare, The Tempest

• "Savagery and Civilization" Explore the character of Caliban for insights into the benefits and the costs of becoming civilized. How does Shakespeare set the natural world and the world of people at odds, and which does he value higher? Or does he allow us to separate the two?
• "Slavery and Colonization" Why is Caliban the slave of Prospero? Because he is slavish by nature or because Prospero has enslaved him with his superior "technology"? Can you read The Tempest as an indictment of the age of exploration and colonization?
• "Sea-tossed Reality" Shakespeare shows that different observers can perceive the same event very differently; for example, the tempest is either a terrifying work of violent nature or an illusion created by Prospero's craft in order to bring Antonio and the others into his power. Where is the event? What is reality? When Prospero breaks his staff and everyone returns to Italy, will reality, too, return?

B. Voltaire, Candide

• "On Human Nature."Describe the arguments about the nature of man that various characters present. Which do you think is Voltaire's view of the nature of man?
• "Voltaire and the Church." How do the institutional churches and their representatives appear in the book? Does Voltaire have a predominantly positive or negative view of Christianity in its various forms?
• "Life in Voltaire's Europe." Being careful to think through Voltaire's exaggerations and satires, try to describe very generally what it was like to live in Europe in the middle of the eighteenth century. What aspects of this life appeal to you? What aspects do you find especially repugnant?

C. Stoker, Drakula

• "Science, Religion, and the Irrational." Focus on the character of van Helsing to explain late nineteenty-century perceptions of science and religion. How do the two complement each other or conflict? How do Vampires fit into what would otherwise seem a rational world?
• "Men, Women, and Vampires." Analyze the gender roles in this novel, paying particular attention to the way men think about and treat women. Can you detect a typical late nineteenty-century attitude?
• "Individual, Society, Capital." What social classes appear in the novel? Does Stoker present them in a positive or negative way? To what extent does wealth affect relations within and among the classes? Can a person exist as an individual in isolation from society in this world?

D. Orwell, 1984

• "The Methods of Totalitarianism." Describe the methods by which Orwell's totalitarian state controls the actions and the minds of its subjects.
• "Resistance." Both Winston and Julia try to resist the state's control. How do they resist? Are they successful? Is resistance possible or desirable?
• "History." Describe Winston's job in the Ministry of Truth. What is the connection between history and truth?

E. Mitchell, Cloud Atlas: A Novel

• "The Atlas of History." Consider how Mitchell understands the structure of history. How are things connected among times and places?
• "The Sources of History." How do we know and how well can we know about what happened in the past? Of the six narrative genres Mitchell uses, which are historically more valuable?
• "The Benefits of Civlization." Mitchell's novel ranges from the dawn of industrialized civilization, through our own time, to a post-acopalyptic pre-industrial distant future. Is civilization a good or a bad thing for the people living in these periods?

Schedule

Click here for chronology sheet.

Click here for study guides.

Part 7: Absolutism and Enlightenment [Civilizations chs 15-17]

Part 8: The Age of Revolutions [Civilizations chs 18-19]

Part 9: A Century of Ideas [Civilizations chs 20-23]

Part 10: Turn of the Century [Civilizations ch 24]

Part 11: The Twentieth Century [Civilizations chs 25-29]

Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester. For information contact: Ernetta L. Fox, Director Disability Services Room 119 Service Center (605) 677-6389 www.usd.edu/ds; dservices@usd.edu.

1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience
   1. Essay exams treating cultural and historical problems raised in class and readings
   2. Mini-themes treating specific historical problems relevant to assigned works with historical and cultural content..
   3. In-class discussion of assigned works.
2. Identify and explain basic concepts of the selected disciplines within the arts and humanities.
   1. Exam essays demonstrating historical analysis.
   2. Mini-themes demonstrating historical analysis.
3. Students will demonstrate awareness of multiple perspectives within the global community. Assessed by
   1. essay exams treating world-wide cultural and historical problems raised in class and readings;
   2. mini-themes treating specific historical problems relevant to assigned works with global historical and cultural content; and
   3. in-class discussion of those assigned works.
4. Students will investigate and analyze contemporary issues, phenomena, and ideas with global impact, considering their effect on the individuals, communities, and social or natural environments involved. Assessed by
   1. essay exams treating world-wide cultural and historical problems raised in class and readings;
   2. mini-themes treating specific historical problems relevant to assigned works with global historical and cultural content; and
   3. in-class discussion of those assigned works.