Texas Wesleyan University Course Syllabus Fall 2018 |
|
Course: HIS 4399-01 Nineteenth Century Europe |
Instructor: Christopher Ohan |
Meeting: Tuesdays 1:30-4
p.m. in STC 114 |
Phone: 817-531-4913 |
Office: PMC 244 |
E-mail: cohan@txwes.edu |
Office Hours: Mon/Wed 11-1
(in ASC), Tue 9-12, 4-6, Thurs 9-12, or by appointment |
|
“[I]f a society legitimizes itself by a principle which
claims both universality and exclusiveness,
if its concept of ‘justice,’ in short, does not include the existence of
different principles of legitimacy,
relations between it and other societies will come to be based on force”
―Kissinger, A
World Restored
Course description: This course covers the ‘Long Nineteenth Century,’ or
the period from 1789 to 1914; with a special emphasis on the significance of
the French Revolution and Napoleon, the conservative reaction, the Industrial
Revolution, the rise of liberalism, nationalism, romanticism, as well as the
European imperialism prior to the outbreak of the Great War.
Learning Outcomes: Upon
successful completion of this class, you should be able to demonstrate a basic
understanding of the history and significance of the “Long Nineteenth Century.’ You should be able to trace the origin of
various ideological concepts (whether philosophical and/or political) from this
period and compare, analytically, events and issues from this period to various
issues in the contemporary world. To
make these comparisons, you will become familiar with various types of sources
from the period, including text, art and artifact. Through the exam essays, and book reviews,
you should be able to employ basic historical methods of research. Through the readings, in-class discussions
and writing assignments, you should acquire the ability to distinguish between
and use primary and secondary sources for the period.
Course Learning Objectives Degree
Program Goals
Objective
1: Students completing this course will
develop a basic understanding of the ‘Long Nineteenth Century’ in European
history. |
1.
Develop a general knowledge of human history, including a basic chronology of
both western and non-western societies covering time periods from the ancient
to the modern. |
Objective
2: a. Students will understand the
different historical interpretations pertaining to this period. b. They will understand the influential
intellectual trends from the period. |
2.
Understand Historical Interpretation and Historiography. |
Objective
3: They will also be introduced to the
historian’s craft and the important of sources in formulating sound
arguments. Students should
appreciate and interpret multiple forms of evidence (textual, visual, oral,
statistical, artifacts from material culture); differentiate between primary
and secondary sources and understand how each is used via a.
reading primary
sources relative to the period. b.
writing critical
book reviews. c.
writing DBQ essays using primary sources. d.
using computer software to produce all assignments. |
3.
Learn the various skills associated with the craft of history. These skills
include: a.
Reading Comprehension and Cognitive Skills b.
Historical Thinking Skills c.
Research Skills d.
Written Communication Skills e.
Oral Communication Skills f.
Computer Literacy |
Objective
4: This course will prepare those students seeking secondary
certification to perform well on the history and social studies content
exams. |
4.
Students completing a major in the Department of History will be prepared to
enter graduate programs in History, teach History in secondary or middle
schools, or enter other careers open to graduates with degrees in the Liberal
Arts. |
Required Texts: |
Winks, Europe and the Making of Modernity, 1815-1914 (Oxford, 2005) Kissinger, A World Restored Mill, On Liberty Hobsbawm, Industry and Empire (New Press, 1999) Anderson, Imagined Communities (Verso, 2016) |
Instructional
Methods/Class Format: Most classes will consist of some lecture but
should be primarily discussions of primary sources as well as the monographs
under consideration. Do not hesitate to
bring up relevant questions and comments.
On the university level, and especially in an upper-level class, I
assume that you will complete the assigned readings for each week. It is also assumed that you will attend all
classes.
Student Workload
Expectation: Each class is 2.5 hours
in duration. Most classes have chapter
reading amounting to 20-25 pages and 15-20 pages of primary sources. I expect that you spend enough time with the
primary sources so that we can discuss them in class. The book reviews will require that you read
four monographs (we will discuss some of the books’ contents in various
classes) and write critical reviews of each.
Any written assignments (book review, take-home exams) should be
grammatical, logical and adhere to assignment guidelines. If you have trouble with grammar/writing,
please take advantage of the Academic Success Center.
Grading:
Class
Participation |
10% |
Kissinger Review Mill Review Hobsbawm
Review Anderson
Review |
15% 15% 15% 15% |
Midterm Exam |
15% |
Final Exam |
15% |
|
------- |
|
100% |
Grades will be assigned
according to the following percentages: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
0-59=F
Exams: Exams
will out-of-class written essays that respond to a question prompt. The midterm essay is due on 9 October. The final exam is due 11 December. Both must be turned in via Blackboard by 1:30
pm on those dates.
Book Reviews: You are responsible for completing critical
book reviews on each of the monographs listed above. The reviews will be turned in via Blackboard
by 1:30 pm according to the following: Kissinger, 25 September; Mill, 23
October; Hobsbawm, 16 November; Anderson, 5 December. See
guidelines/formal below. Parts of each will be discussed in class (see Lecture
Topic and Reading Schedule below).
Class
Participation: The majority of class time will be devoted to
discussion. Discussions will draw
primarily on the readings. Half of your
class participation grade will consist of my evaluation of your preparedness
and the level of your participation in these discussions. Obviously, if you are consistently absent or
don’t speak, your participation will not be very effective. Keep in mind that participation is not just
speaking; but informed speech. To
accomplish that you need to keep up with the readings.
Attendance is mandatory.
If you miss more than 1 class (for us, the equivalent of one week) consider
the effect on your grade. Should you
miss more, please do not offer excuses, notes or request special
consideration. Keep in mind a) that “dropping
a course” is perfectly legitimate when circumstances arise that prevent you
from completion, and b) that I should not be expected to change class
expectations based on your circumstances.
You are responsible for all class assignments regardless of
attendance. Quizzes covering assigned
readings may be given at any time and factored into the course grade at the
discretion of the instructor. If you are
unable to complete this course, you must withdraw from it. The last date to withdraw with a W is 13
November.
If you want mercy, pray; grace, see the Department of
Philosophy and Religion located on the third floor of PUMC.
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes,
philosophy, &etc over email or any other electronic medium. In addition, this syllabus, the
lecture/reading schedule, some of the course readings and any other class
handouts will be posted on the above web address. All assignments (book reviews and take-home
essay exams) will be submitted via Blackboard.
Texas Wesleyan University
Policies:
Academic Integrity
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are not only devoted
to learning, research, and the advancement of knowledge, but also to the
development of ethically sensitive and responsible persons. By accepting
membership in this class, you are joining a community characterized by free
expression, free inquiry, honesty, respect for others, and participation in
constructive change. All rights and
responsibilities exercised within this academic environment shall be compatible
with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
1.
Plagiarism,
representing the work of another as one's own work;
2.
Preparing work for
another that is to be used as that person's own work;
3.
Cheating by any
method or means;
4.
Knowingly and
willfully falsifying or manufacturing scientific or educational data and
representing the same to be the result of scientific or scholarly experiment or
research;
5.
Knowingly
furnishing false information to a university official relative to academic
matters;
6.
Soliciting,
aiding, abetting, concealing, or attempting conduct in violation of this code.
Academic
Dishonesty will not be tolerated in this course. Any offense will result in an
F in the class (not simply on the assignment) and be referred to the
appropriate academic officials for adjudication. If you have any questions
regarding this subject please see me.
For a detailed description and further clarification, please see the link
for “Plagiarism and Academic Dishonesty” on my website, the 2017-2019 Wesleyan
Catalog (p. 84-86), or the Student Handbook.
Americans
with Disabilities Act (ADA)
·
Texas Wesleyan
University adheres to a disability policy which is in keeping with relevant
federal law. The University will provide appropriate accommodation as
determined by the Director of the Counseling Center, Dr. Michael Ellison.
Students must notify instructors of any permanent or temporary disabilities and
must provide documentation regarding those disabilities prior to the granting
of an accommodation. For assistance, students should consult with Dr. Ellison
at mellison@txwes.edu
or via phone at (817) 531-7565.
·
Course syllabi are
intended to provide students with basic information concerning the course. The
syllabus can be viewed as a 'blueprint' for the course; changes in the syllabus
can be made and students will be informed of any substantive changes concerning
examinations, the grading or attendance policies and changes in project
assignments.
Unified
Discrimination and Harassment Reporting (Including Title IX)
As noted in the catalog under the Unified
Discrimination and Harassment Policy, Texas Wesleyan University is committed to
providing an environment free of all forms of prohibited discrimination and
sexual harassment. If you have
experienced any such discrimination or harassment, including gender- or
sex-based forms, know that help and support are available from the following
resources:
• Complete
online incident report at https://txwes.edu/incident-report-form/
• Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
• Campus
security (24 hours a day): (817) 531-4911
• Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
• Please
be aware that all Texas Wesleyan University employees, other than designated
confidential resources (i.e., Community Counseling Center) are required to
report credible evidence of prohibited discrimination or harassment to the
University’s Title IX Coordinator, or to one of the Title IX Assistant
Coordinators. If you wish to speak to
someone confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment.
Note: Course syllabi are intended to provide students with
basic information concerning the course. The syllabus can be viewed as a
“blueprint” for the course; changes in the syllabus can be made and students
will be informed of any substantive changes concerning examinations, the
grading or attendance policies and changes in project assignments.
Writing for this course should employ standard academic
formatting—double spaced, typed—with citations following either MLA or Chicago
style—this latter style is required if you are a history major. If you need help with this see the guides on
the links page of the class website, the Wesleyan library or the
instructor. Correct use of source
information and citations is assumed on the college level. Failure to cite or format in the appropriate
style will result in a lower grade. See
Grading Guidelines on the class webpage for specific grading criteria regarding
written work.
Statement
of Understanding:
As a professional, I follow
the American or western model of higher education. According to this model the instructor
encourages the students to think critically.
This is not merely the expression of an opinion, but well-thought,
structured and supported arguments. Do
not be surprised if I voice an unconventional argument—particularly as we relate
much of the course content to current events.
My purpose is not to express my own opinion but to challenge you to
think critically about the topics being considered. If you find yourself offended by something
said in the classroom, consider than in the Humanities and Social Sciences
“Truth” is at best elusive and tolerance essential.
A valid method of instruction
that has been used in the east and west for centuries, since 500 BCE, was
founded in Greece; the Socratic method is based on rhetorical
argumentation. Rhetorical argument, in
the classical sense, means the following: to inform, to convince, to explore,
to make decisions, and even to meditate, as odd that may sound. Although arguments may at times “pique” you
emotionally, as an educated person you must learn to weigh ideas and use logic
and not emotion to counter the
argument. Scholars of pedagogy agree
that we learn best when we are confronted with a problem or, put another way,
when we are humbled or taken out of our comfort zones; this, by the way, is the
essence of the term offendere. Therefore you should not consider a critique
from me or anyone else in the class to be a negative attack or an occasion for
anger and vengeance, but an opportunity for critical thought and
reflection. Moreover, and most importantly,
education requires us to be tolerant of ideas that we may not understand and to
consider values that we do not embrace.
Tolerance means that we allow others to believe a certain way even
though we do not believe it; it does not mean that we have to embrace that
belief. If, however, we do not open our
minds enough to understand ideas that we might disagree with, then we all will
live in shallow, ignorant worlds of like minds and never come to agreement
about anything except among people who thing just like us. The latter is not characteristic of a
university and as a member of Wesleyan’s academic community, I assume that you
agree.
I respect students who respect
learning, so please do not show disrespect to me or your fellow students by
asking to submit papers late or by asking for extra credit when you couldn’t
meet the credit standards laid out in this syllabus. Also, if you turn in writing that does not
meet the standards set for class, you will receive the grade you deserve. That grade does not reflect anything
personal; it is strictly a professional assessment of academic work. I have many years of experience on the
university level, so I am fully aware of how to score historical writing. Although I am always happy to explain why you
earned a particular grade on an assignment, please think carefully before
asking me to change a grade; to do so is tantamount to asking me to undermine
the integrity and professional standards to which I try to adhere. It is also an insult to the students who
earned a higher grade. I will protect
the students who earned those grades.
My Goal for you in this class is that you develop an
understanding of the vast array of ideology that drove the events in European
history from 1789 to 1914. In our class,
ideas will hold precedence over facts, dates, and the like. History is NOT about memorization of factual
information but a discipline that analyzes, interprets and creates an account
of the past. It is important that you
consider the classroom an open forum for discussion—of anything related to the
themes and topics of the course. (Of
course, any argument—whether spoken or written—must be supported.) While I (or other students) may challenge
beliefs/perspectives, realize that the purpose is not to change them. That said, an open/tolerant attitude is
essential in this class. Remember—this
is a college course where you ought to be able to discuss things openly and
intelligently. If you choose to be
intolerant and interrupt class discussion, I reserve the right to you to leave
the classroom.
As a goal, historians strive
to be objective. Therefore, for the
purposes of this class regarding the political beliefs and perspectives that
held by the various groups we will examine, all
are equally valid. That is, while f
political beliefs certainly affected the period, we will avoid arguments that
suggest one group has any more claim to absolute “Truth” than another.
1. 5-6 pages
typewritten, double-spaced. Title page,
if used, does NOT count. Observe the
normal rules of writing such as standard one-inch margins, page numbering,
etc.
2. Full
bibliographic citation on the title page or at the top of the first page. (Consult an MLA or Chicago style guide if
you’ve forgotten how to do this. Do NOT
make up your own form.)
3. Brief
introduction to the topic or subject of the book. Why is this topic or subject important to the
period of history being covered?
4. Summarize
the author’s thesis (argument) and main points concisely but fully. (What do you think the author is trying to
accomplish by writing the book?)
5. Briefly
say something regarding the author’s qualifications.
6. Critique
the book. (What you’re doing is
analogous to what happens in a courtroom. Consider yourself the judge and the
author a lawyer who has presented an argument/case. It’s up to you, having read his/her
argument/case to decide whether or not her claims have validity.) Based on your answer to #4 do you find
his/her arguments and conclusions convincing?
How does s/he do in terms of accomplishing his purpose for writing? Do not walk fences or resort to elementary
tactics such as pleading ignorance.
(This should be about one-half of your paper.)
(6a.
If the book is a work of literature, you’ll still consider what the author is
trying to accomplish, but you’ll need to think about what the work says about
the time period or place in which it’s set, the characters, the environment,
etc. For example, you’d look at it the
same way an historian would look at More’s Utopia
or possibly Stowe’s Uncle Tom’s Cabin. Those works are good literature but say a lot
about the time period in which they were written.)
7. While a
review does not usually include the readers own opinion, you may provide a
brief personal evaluation of no more than one paragraph. Be sure to explain and support your opinion
carefully and coherently. At this point
in your academic career, you ought to have an informed opinion. “Informed” suggests that you’re offering
specific evidence as to how and why you agree or disagree.
8. This is
not a research paper, so formal footnoting is not necessary. If you do quote or draw on information that
is not your own, simply use a parenthetical reference according to
Turabian/Chicago style.
9. Papers
which are turned in after the time they are due will be penalized one letter
grade for each day. No papers which are
more than four days late will be accepted.
If you or someone close to you is looking like they’re coming down with
the latest disease or that they might need emergency surgery, turn it in
early. If you want mercy or grace, see
above.
Tentative Class Topic and Reading Schedule
(Winks=textbook;
the 4 monographs are referred to separately below)
Aug 21 |
Introduction The Enlightenment Readings: Winks
Introduction |
Aug 28 |
The French Revolution and
Napoleon Readings:
Winks Introduction; Burke, Reflections on the Revolution in France;
Declaration of Rights of Man and of Citizen;
Napoleon Bonaparte (miscellaneous documents) |
Sept 4 |
The Congress of Vienna and
Triumph of Conservatism Readings:
Winks 1; Metternich, The Odious Ideas of the Philosophes |
Sept 11 |
Metternich and Castlereagh Readings:
Kissinger text (review due Sept 25) |
Sept 18 |
Romanticism Readings:
Winks 2 |
Sept 25 |
The Industrial Revolution Readings:
Winks 3, 4; Sadler Commission, Report on Child Labor |
Oct 2 |
Nineteenth Century -isms Readings:
Winks 5; Marx and Engels, The Communist Manifesto (Selections),
Le Bon, Mass Psychology |
Oct 9 |
Midterm Take-home Exam Due by 1:30 pm |
Oct 16 |
On Liberty Readings:
Mill text (review due Oct 23) |
Oct 23 |
1848 Readings:
Winks 6 |
Oct 30 |
Modern Nation-States Readings:
Winks 7; Mazzini, Young Italy, |
Nov 6 |
More Industry and Darwin Readings:
Winks 8; Hobsbawm text (review due Nov 16), Engels, The Condition of the Working Class in
England, Darwin,
Natural Selection |
Nov 13 |
Imperialism Readings:
Winks 9; Lin Tse-Hsü,
Letter to Queen Victoria,
Hobson, Imperialism |
Nov 27 |
Imagined Communities Readings:
Anderson text (review due Dec 5) |
Dec 4 |
La Belle Époque Readings:
Winks 11 |
Dec 6 |
Final Take-home Essay Exam Due by 1:30 pm |