Texas Wesleyan University
Course Syllabus Spring 2018 |
|
Course: HIS 4399-40 Twentieth Century World
History |
Course
Meeting Time: Tue 7-9:30 Location: EJW B26 Office:
PMC 244 |
Instructor:
Chris Ohan |
Office
Hours: Monday and Wednesday 9-12 and 2-3; Tuesday and Thursday 3:30-5:30, or
by appointment |
Phone:
817-531-4913 |
|
E-mail: cohan@txwes.edu |
Webpage:
www.historymuse.net |
“I
am young, I am twenty years old; yet I know nothing of life but despair, death,
fear…. I see how peoples are set against one another, and in silence,
unknowingly, foolishly, obediently, innocently slay one another. I see that the keenest brains of the world
invent weapons and words to make it more refined and enduring.”
–Erich Maria Remarque
“Man’s
technical knowledge and capacity has outstripped his moral capacity. Evil has
manifested itself so unmistakably in the twentieth century that modern man
finds it increasingly difficult to deny its reality.”
– John Hallowell
If
truth may cause a scandal, it is better to allow that scandal than to deny the
truth.
–St. Gregory the Great (7th century)
Course
Description: This course examines the political, social,
and cultural developments of the twentieth century, with emphasis on the era of
the world wars and the Cold War, and the end of colonialism. As the twentieth century serves as background
to the dominant position of Asia in the twenty-first century, this course is
particularly important to students in understanding the context of Asia’s
position generally and Singapore’s place, specifically, in current events.
Course Learning Objectives Degree
Program Goals
Objective 1: Students
completing this course will develop a basic understanding of the interplay of
events and ideology as both shaped world history in the 20th
century. |
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 how different historical interpretations have shaped the world
today. b. They will understand the
influential intellectual trends of the twentieth century. |
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
|
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
Materials
Textbook: |
Peter
Watson, The Modern Mind, An
Intellectual History of the 20th Century |
|
|
Additional Readings: |
See
class schedule for additional on-line readings. |
Instructional
Methods
This is a lecture/discussion
course. Students will participate in class
discussions over required readings.
Class
Schedule
See below.
Evaluation
and Grading
Your grade for the semester will be
based on the following:
Weekly
critiques |
20% |
Participation |
20% |
Midterm |
25% |
Final |
25% |
“Significant event”
writing assignment: |
10% |
|
|
Letter grade equivalent for this class:
A (90-99), B (80-89), C (70-79), D (60-69), F (59 and below)
Test topics
will come from supplemental readings, lectures, class discussions, occasional
video material, and the textbook. Test
dates are listed below.
March 20 Midterm
May 15 Final
Attached to
this syllabus is the “Significant Event” 2-3 page writing assignment. The due date for the completed paper is
February 6 at 7pm. It should be
submitted via Blackboard.
Students will
submit a weekly 1-page overview summarizing the parts(s) of the weekly Watson
readings they found the most compelling/interesting. These pages are due prior to the start of
each class (at 7pm) and will be submitted via Blackboard. The first will be due January 30 at 7pm and
the last will be due May 1 at 7pm for a total of 13.
Writing for this course should
employ standard academic formatting—double spaced, 12-point Times font, 1 inch
margins all around—with citations following either MLA or Chicago style. 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 according to one of
the styles listed will result in a lower grade.
See Grading Guidelines on the class webpage for specific grading
criteria regarding written work.
Late Submissions:
Please note that work submitted after the specific time that it’s due
will be penalized at the rate of one letter grade per day. No work which is more than 4 days late will
be accepted. Please do not waste time
with excuses; just get assignments turned in.
Classroom Participation: Class discussion is an integral part of this class. Students are expected to complete the
required readings before coming to class.
If you do not complete the assigned readings prior to a class meeting,
you may be quizzed or asked to leave the classroom.
Internet/Blackboard: Feel free to send e-mail to the address
above. Email is the official means of
communication outside of actual class meetings so do check it regularly. In addition, this syllabus, the lecture/reading
schedule, as well as some of the course readings and any other class handouts
will be posted on the above web address.
Please note that all outside of class writing assignments will be
submitted via Blackboard.
Attendance is mandatory. If you miss more than 2 classes (for us,
that’s 2 weeks of class) 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. Please note
that if you miss more than two classes, I reserve the right to drop you from the
course. The last date to drop is
Tuesday, 17 April.
Texas
Wesleyan University Policies
·
Students should read the current Texas Wesleyan University Catalog and Student
Handbook
to become familiar with University policies.
·
Cheating, plagiarism (submitting another person’s material
as one’s own), or completing assignments for another person who will receive
academic credit are impermissible. This includes the use of unauthorized
books, notebooks, or other sources in order to secure or give help during an
examination, the unauthorized copying of examinations, assignments, reports, or
term papers, or the presentation of unacknowledged material as if it were the
student’s own work. Disciplinary action may be taken beyond the academic
discipline administered by the course instructor. Course exams may not be
printed out. Any person possessing a hardcopy of a course exam will be in
breach of copyright and may be held liable.]
·
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 (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.
·
Any course taken at Texas Wesleyan University and repeated
for a grade must be repeated at Texas Wesleyan University. Any course taken at
another university may be repeated at Texas Wesleyan, and the most recent grade
on the course will be counted. When a course is repeated, the grade point
average will be computed using the most recent grade achieved.
·
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:
o Complete online
incident report: StART Incident
Report Form
o Contact Campus
Conduct Hotline (24 hours a day): (866) 943-5787
o Campus security
(24 hours a day): (817) 531-4911
o 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
Academic Integrity:
Familiarize yourself with
Texas 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:
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.
Miscellaneous:
·
I grade the quality
of your work rather than the amount of time and effort you spent on it.
My Goal in teaching
this class is not that you “learn” this history and philosophy of the twentieth
century world. (Learning about the past
is, however, an important consequence.)
Rather, my goal is to teach you how to think and write critically about
the past, which is more useful. For our
purposes, therefore, ideas will hold precedence over facts, dates, and the like. 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 ask you to leave the classroom.
History 4399-40: Tentative Lecture
Topic and Reading Schedule
Jan
23 |
Introduction |
|
|
Jan
23 |
World
War I and the Peace Process Readings: Owen, “Dulce et
decorum est” and “Disabled” |
|
|
Jan
30 |
Post-war
Search for Meaning Readings: Valéry, “Disillusionment”
(1919/1922); Watson 1-4 |
|
|
Feb
6 |
Women Readings: Patmore, “The Angel in
the House”;
Mill, Subjection of
Women; Le Bonn, “Mass
Psychology”
(1895); Watson 5-8 |
|
|
Feb
13 |
The
Great Depression Fascism Readings: Orwell, The Road to
Wigan Pier,
1937 (selection), Mussolini, "What is
Fascism"
(1932); Watson 9-12 |
|
|
Feb
20 |
Communism
and the Revolution in Russia Totalitarianism:
Nazi Germany and the USSR Readings: Lenin,
"Marxism and Revisionism" (1908), Munich Pact
(1938),
Watson 13-16 |
|
|
Feb
27 |
China:
Imperialism and Revolution India:
Imperialism and Independence Readings: Gandhi, “Indian Home
Rule”
(1908), Watson 17-19 |
|
|
March
6 |
Mexico
and Revolution Japan:
Modernization and Imperial Power Readings: Madero, Plan de
Potosi (1910); Plan de Ayala
(1911);
Watson 20-22 |
|
|
March
20 |
Midterm
Take-home Essay Exam due @7pm |
|
|
March
20 |
World
War II: The Pacific World
War II: Europe Readings: Japanese Note
to the United States (December 7, 1941), Munich Pact (1938);
Watson 23-25 |
|
|
March
27 |
The
Holocaust Readings: Wannsee Protocol (1944);
Müller, Eyewitness
Auschwitz;
Wiesel, “Reflections
of a Survivor” (1987); Watson 26-28 |
|
|
April
3 |
Post-war
Search for Meaning (again) Readings:
Sartre, “Existentialism
is a Humanism”; Watson 29-31 |
|
|
April
10 |
Cold
War Basics Decolonization Readings: “Source of
Soviet Conduct” (1947); Watson 32-34 |
|
|
April
17 |
Middle
East Readings: “The Jewish
State”
(1896); Reuveny, “The Last
Colonialist”; NPR “The Mideast:
A Century of Conflict”; Watson 35-37 |
|
|
April
24 |
1960s:
Civil Rights and Student Protest Fundamentalist
Politics Readings: MLK, “Letter from
Birmingham Jail” (1963); MLK, “A Time to
Break Silence” (1967), Khomeini, “Islamic
Government”
(1970); Solzhenitsyn, “Harvard
Address”
(1978); Watson 38-40 |
|
|
May
1 |
The
Collapse of Communism The
End of History, Globalization, and New World Order? Readings: Gorbachev on Glasnost,
Perestroika, Arms Agreement
(YouTube video), Fukuyama, “The End of
History?”;
Huntington, “The Clash of
Civilizations?” (1993); Watson 41-42, Conclusion |
May
8 |
Revisiting
the “most significant event” of the 20th Century |
May
15 @7pm |
Final
Take-home Essay Exam due @7pm |
“Significant
Event” Writing Assignment
This
assignment will draw on information and material explained on the first day of
class. (If you were absent for some
reason, please take a look at someone’s notes.) Think of this assignment as my way of
measuring your comprehension of the significance of the century. In effect, you’re telling me what you know
about the century before we cover any material.
Completed
papers are due at 7pm on February 6.
Late papers (for whatever reason—if you or a family member/pet is
looking ill, or you have a premonition that you’ll break a finger on the hand
that you write with or have a flat tire, turn in it early) will be penalized at
a rate of 1 letter grade/day.
You
will write a 2-3 page (type-written, double spaced, 1
inch margins all around, 12 point Times font) paper arguing the following:
“What
is the most significant event of the twentieth century?”
This
is not meant to be a report but a well thought-out and logically sound
argument. You will, of course, have a clear
thesis and then support that thesis with credible information.
As
for the event, you can use whatever criteria you like (political, economic,
social, etc) but consider this—if I argue that the most significant event of
the century was the Cuban Missile Crisis of 1962 or the Iraqi Invasion of
Kuwait in 1990, I am suggesting that, for example, the successful creation and
testing of atomic weapons or the US support of Iraq during the Iran-Iraq War
were less significant, even though the latter are both fundamental causes of
the former.