HIST 122: Western Civilization II

Spring 2014
Course Description and Schedule

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

Mr Lehmann
Office Hours: 2-3 TTh OBA
East Hall 210, 677-5573, clehmann@usd.edu
clehmann.org

SI: Chris Zimmer
(605) 209-8949
Office/SI hours: Sun 2 PM, Wed 8 PM
Academic Commons
christopher.zimmer@coyotes.usd.edu

Mr Bockelman
Office hours: 2-3MT OBA
East Hall 217
Adam.Bockelman@usd.edu

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.

275-248

A

247-220

B

219-193

C

192-165

D

164-

F

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

Recommended Book

Kate L Turabian. A Manual for Writers. 7th 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. Voltaire's Candide

B. Büchner's Danton's Death

C. Marx and Engels's Communist Manifesto
Marxism as developed by Marx and Engels and their many admirers and critics is much more complex and problematic than this one text would indicate–you all know this; it is therefore especially important that you take this text on its own terms and construct your essays solely on the basis of what you actually find here.

D. Myriveles' Life in the Tomb

  1. "The Horror of War."  What does this book tell you about the difference between what the soldiers expected about and what they found. 
  2. "Why We Fight."  Think about any difference in the soldiers' motivations for going to war and continuing to fight.  Why do civilians support the war?  Why do governmental leaders support it?
  3. "Modern Warfare."  What were the distinctive features of warfare at the beginning of the twentieth century?  What do you think are the universal features of warfare in any age?

E. Leigh Fermor's The Broken Road (read through p 267; omit the final section on Mt Athos)

  1. "History and Memory." Leigh Fermor occasionally interrupts his narrative to reflect on the act of remembering events of thirty years before. How does he remember? What sorts of things remain vivid? What has he lost?
  2. "The View from the Other Side of the War." Comment on the way that Leigh Fermor foreshadows the effects of World War II on the people he meets and the places he visits in the 1930s. How would eastern Europe change because of the war and the consequent changes in political geography?
  3. "The Balkans between East and West." What features of the countries Leigh Fermor visits seem to him to reflect Western Europe? What features derive from the East? Do you find the mix interesting? Off-putting? Problematic?

Schedule

Click here for chronology sheet.

Click here for study guides.

 

14 Jan Introduction to the Modern World; map of the Atlantic World; Europe in 1648

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

16 Jan

Writing Center presentation by Becky Jarding
Introduction and Chronology (bring chronology sheet);
21 Jan

Center for Academic Engagement presentation by Eric Leise and Taylor Hamblin
Absolutism in France and Germany
; Hobbes's Leviathan, Versailles

23 Jan

The English Exception

28 Jan

The Scientific Revolution and the Enlightenment
Discussion: Voltaire's Candide

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

30 Jan

Introduction and Chronology (bring chronology sheet); map of the Atlantic Revolutions, Napoleon's Empire, Napoleon's March on Moscow

4

The French Revolution and Its Consequences; The Tennis Court Oath, Robespierre and the guillotine
Declaration of the Rights of Man and of the Citizen

6 Feb

Discussion: Büchner's Danton's Death

11 Feb

The Industrial Revolution and Its Consequences
Nineteenth Century Economics

13 Feb

Slides: Early Modern Art and Architecture

18 Feb

First Midterm Examination

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

20 Feb

Introduction and Chronology (bring chronology sheet); map: the Congress of Vienna

25 Feb

Liberalism and Nationalism; linguistic map of Europe

27 Feb

Socialism and Democracy; Karl Marx

4 Mar

Discussion: Marx and Engels's Communist Manifesto

6 Mar

New Directions in Thought and Science
Imperialism
; maps: Africa, the British Empire

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

18 Mar

Introduction and Chronology (bring chronology sheet); maps: European alliances, WW I, Peaces of Paris

20 Mar Bismarck's Germany; map: the unification of Germany; fin-de-siècle Berlin; the ventriloquist of Varzin

25 Mar

World War I

27 Mar

Discussion: Myriveles' Life in the Tomb

1 Apr The Russian Revolution Slides: Modern Art
3 Apr Second Midterm Examination

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

8 Apr

Introduction and Chronology (bring chronology sheet); maps: Europe in 1923, WW II, the Cold War

10 Apr Totalitarianism
15 Apr

World War II

17 Apr

Discussion: Leigh Fermor's The Broken Road

22 Apr

Postwar Tensions: The Cold War

24 Apr No Class: Student History Conference
29 Apr The Third World; maps: HIPCs, decolonization of Africa
1 May

Slides: Postmodern Art and Architecture

Thur 8 May 3:00 pm:  Final Examination

Statement of Compliance with the ADA: 

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.

COLLEGE OF ARTS AND SCIENCES
CHEATING/PLAGIARISM POLICY

 Because the entire educational process rests upon an atmosphere of academic honesty and trust, the College community must promote and protect the sanctity of such an environment at the University.  To that end, the College of Arts and Sciences considers the following infractions as being inimical to the objectives of higher education:

 Cheating is defined as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. (Student Conduct Code) 

 Plagiarism is defined as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. (Student Conduct Code)

 At the discretion of the instructor, a student caught cheating or plagiarizing may be:
          a.         Given a zero for that assignment.
          b.         Allowed to rewrite and resubmit the assignment for credit.
          c.         Assigned a reduced grade for the course.
          d.         Dropped from the course.
          e.         Failed in the course

This class fulfills the following Goals of the South Dakota System General Education Requirements: 

GOAL #4: Students will understand the diversity and complexity of the human experience through study of the arts and humanities

Student Learning Outcomes: As a result of taking courses meeting this goal, students will:

  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.

In addition, as a result of taking courses meeting this goal, students will be able to do at least one of the following:

  1. Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities
    1. Exams, mini-themes, class discussion
  2. Demonstrate creative and aesthetic understanding
    1. Exams, mini-themes, class discussion
  3. Explain and interpret formal and stylistic elements of the literary or fine arts
    1. Exam questions and discussion concerning works of literature and art; mini-themes on literary texts.
  4. Demonstrate foundational competency in reading, writing, and speaking a non-English language.
    1. NA

Each course meeting this goal includes the following student learning outcomes: Required: #1, #2 At least one of the following: #3, #4, #5, or #6 (Credit Hours: 6 hours (in 2 disciplines or a sequence of foreign language courses))