Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: __HIST-PHIL________________________COLLEGE:
CAS
CONTACT PERSON: _Jesse Kauffman___________________________________________________________________________
CONTACT PHONE: 734-546-5201 CONTACT EMAIL: jesse.kauffman@emich.edu
REQUESTED START DATE: TERM: FALL
YEAR: 2014
A. Rationale/Justification for the Course
This course, which is being proposed for inclusion in the General Education program, will provide
undergraduates with a broad overview of how warfare, culture, and society have influenced each other
throughout time and across the globe. Students will thereby gain insight into how and why different societies
have waged (and continue to wage) wars in different ways; the historical impact that both victory and defeat
have had on various nations; and how ideas and technologies circulate in global processes of cross-cultural
exchange. As part of the course objectives, students will also gain a new perspective on their own culture and be
challenged to situate it within a broad, global range of experiences and views that differ markedly from their
own. They will thereby gain a perspective on the world that is historically informed but inextricably linked to
the challenges, issues, and frictions of today. Finally, this course will deepen students’ understanding of a
regrettably consistent aspect of human affairs—war—that continues to directly affect the lives of millions of
people around the world every day. While this class is historical in its content and methodology, no specialized
knowledge of history is required, and the content will appeal to non-majors as well as history majors.
B. Course Information
1. Subject Code and Course Number: HIST 2XX
2. Course Title: War, Culture, and Society: A Global History
3. Credit Hours: 3
4. Repeatable for Credit? Yes_______
No X
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
An examination of how war, society, and culture have influenced each other throughout time and across the globe. Key
themes include the cross-cultural exchange of ideas and technology; the influence of society and culture on how wars
are waged; and the impact of wars on culture and politics, both domestic and international.
Miller, New Course
Sept. 09
New Course Form
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
b. Fully Online
Off Campus
X
X
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
None
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
None
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
None
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
College of Education
Yes
Yes
No
No
X
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Miller, New Course
Sept. ‘09
Graduate
All undergraduates___X___
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Page 2 of 5
New Course Form
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
X
X
No
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
X
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program History-Major
Program
Required
History-Minor
15. Will this course replace an existing course? Yes
Restricted Elective X
Required
No
Restricted Elective X
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
N/A
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Miller, New Course
Sept. ‘09
Yes
No
X
Page 3 of 5
New Course Form
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$______0__
$____0____
$_____0___
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For _____11_____
Against _____0_____
Abstentions _____0_____
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Miller, New Course
Sept. ‘09
19 April 2013
Date
Page 4 of 5
New Course Form
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 5 of 5
HIST 2XX WAR, CULTURE, AND SOCIETY: A GLOBAL HISTORY Professor Jesse Kauffman Course Description and General Education Area IV (Global Awareness) Course Outcomes Because warfare has, unfortunately, been a near-­‐constant in human affairs across both time and space, it provides a unique analytical framework for exploring the key questions and themes at the heart of the Global Awareness curriculum. Through their analysis of the interrelations of war, culture, and society, students in this course will: • Explore specific global issues influencing diverse nations and/or cultures, along with their interrelations within the global community • Explore their own culture and cultural practices and how these relate to the cultures and cultural practices of others in the global community • Explore the social and historical dynamics that create and influence nations, governments, global alliances, and global conflicts • Explore the causes and consequences of social, cultural, and racial intolerance in the world • Analyze and synthesize information from diverse sources to make informed decisions regarding global issues Course Content Learning Outcomes This course examines the way that society, culture, and warfare have interacted in the world. This course is not a survey of world military history in the traditional sense. I will not be giving you an extensive list of key battles, great commanders, important wars, and so on. Instead, we will ask broader questions: How do political institutions, culture, and social organization affect the way societies and states wage war? How has this relationship changed over time? Are there any themes or processes that link our examples together? We will certainly look at some key wars, campaigns, and battles. However, the reason we will study them is to explore the way complex historical factors influence such matters as strategy, tactics, war aims, the composition of armies, battlefield conduct, civil-­‐military relations, ideas about leadership, the relationship between the military and technology, and so on. An important theme of our course will be the way that ideas, institutions, and technology migrate across cultural and political borders. The global circulation of the tools and culture of warfare, as well as the way they are assimilated and adapted (or rejected) by different societies at different times and places provides a unique, historically-­‐grounded perspective on the phenomenon known today as “globalization.” Secondly, we will ask: How do societies and cultures commemorate, mythologize, and otherwise recall and make sense of the trauma of war? What variations can be 1 Kauffman HIST 2XX Syllabus seen across time and space? How does the experience of war continue to shape politics within and between states once wars have ended? What link is there between individual and collective memories of war? In America, "it's history" is a colloquial phrase meaning that something does not matter. In most other societies, history was and is something that matters a great deal. In such societies, William Faulkner’s famous observation that “the past is never dead. It’s not even past,” pithily sums up a truth about the cultural role played by history. This is certainly true of wars, many of which have left deep cultural scars that influence the perception, behavior, and even geopolitics of societies around the globe. In China, to give just one example, people recently took to the streets to riot because Japan issued a set of textbooks that the Chinese believed whitewashed the terrible atrocities committed by Japan in their country; Japan, meanwhile, because of its actions in the Second World War, is saddled with a pacifist constitution that restricts its military power to a Self-­‐Defense Force, limiting the influence it can wield in Asian (and world) politics. And, even if it could revise its constitution, it would find its war-­‐traumatized neighbors uneasy at the thought of a resurgent Japanese military. In most of Europe, meanwhile, the horrific trauma of the Second World War has left both its states and its societies unwilling to support the maintenance of, much less use of, substantial military forces. At the same time, Europeans wish to exert influence in the international arena, leading them to invest their hopes in the efficacy of so-­‐called "soft power." In Africa, the brutal legacies of European colonization and the wars fought in the struggle for hegemony in the post-­‐
colonial world are forces that continue to have a shattering impact on the lives of millions of people. In Latin America, the legacy of bloody internecine conflicts as well as the intrusion of outside powers into these conflicts are a source of enduring domestic social friction and distrust of other powers (notably the United States). In the Middle East, bafflement (and the rage it can sometimes lead to) over the putative decline in Muslim power vis-­‐à-­‐vis the non-­‐Islamic west is nurtured in part by memories of vanished Islamic grandeur, of which military might was part and parcel. How is it possible that non-­‐Muslim societies have managed to exceed the Islamic world in terms of wealth and power when Islamic armies once swept all before them and the Sultan's soldiers stood at the gates of Vienna? Sill, war's impact on culture is not always one of unmitigated trauma or destruction. In Ethiopia, for example, Adowa Day still commemorates the great victory of native African forces over a European invader; in Poland, the nation's history of resisting Nazi aggression is a powerful and enduring source of national pride; in China, the legitimacy of the state and the Communist Party is rooted in their victory in a civil war and their struggle against foreign exploitation of China. This is reflective of a broader phenomenon throughout the non-­‐European world, where celebrations of national independence are not infrequently also celebrations of a military victory over a foreign power. This is true of our own country was well, which was born of one war and given decisive shape by two more. 2 Kauffman HIST 2XX Syllabus It is perhaps in the way that Americans view their military past that creates one of the greatest gulfs between themselves and other countries and societies. Many, and perhaps even most, Americans see the role of war their history as a generally positive one. (The American National Anthem, after all, is a solemn invocation of the glories of an artillery barrage). In the collective American political imagination, war, it is widely believed, has liberated the oppressed, ended slavery, and created generations of resilient heroes. As the former soldier and noted political scientist Andrew Bacevich has noted, Americans tend to believe that “war works.” As a result, the majority of Americans, for better or worse (it is up to each student to decide that question for him-­‐ or herself) have continued to see war as a legitimate and sometimes necessary, if regrettable, instrument in its relations with the wider world. To explore these issues, we will analyze a wide variety of artifacts, institutions, documents, and other cultural products generated by wars, including: • memoirs • diaries • monuments • paintings • ceremonies • holidays • speeches • sculptures • clubs, societies, and organizations • political movements The goal in each case will be to link each artifact, document, etc. to its wider cultural context and think about what it tells us about war, culture, and society in a given time and place. Finally, we will examine war as an engine of historical change, analyzing the way that the pressures of waging war, along with the consequences of defeat—and, less obviously, victory—have given rise to new social, cultural, and political phenomena. In the United States, for example, the Second World War not only vastly expanded the size and power of the federal government; it also, by giving jobs and thereby disposable income to high school students, created the idea of the modern American “teenager” as someone in a unique phase of life whose tastes needed to be marketed to. Required texts and other materials: Leon-­‐Portiall, The Broken Spears: the Aztec Account of the Conquest of Mexico Ravina, The Last Samurai: The Life and Battles of Saigo Takamori Mouloud Feraoun, Journal: 1955-­‐1962 3 Kauffman HIST 2XX Syllabus The course is broadly divided into three main units; each of the above books serves to highlight one or more key themes covered in a particular unit. You will also need to purchase an iClicker, which we will use in every class, and three bluebooks. Documents and other additional readings: Additional readings will be distributed in class. I will also, from time to time, email you links to readings to be found on the web. Recommended textbook: Morillo, Black, and Lococo, War in World History: Society, Technology, and War from Ancient Times to the Present, vol. 2 (since 1500). This book is not required, but I highly recommend that you use it when studying for exams and catching up on material you may have missed in class. In class, I will show slides of paintings, sculptures, tapestries, and other visual artifacts from around the world. Test questions may ask you about them and they should therefore be considered required "texts." Course requirements • Three exams • Completion of all required reading • Active participation in class discussions • Daily iClicker quizzes on lecture material and reading • Occasional in-­‐class writing and reading assignments • 3-­‐Page final project What to expect in class Lectures will form the core of this course. I will use them to acquaint you with the essential facts of the periods, regions, and conflicts under consideration and to suggest different ways of making broad thematic and conceptual connections between them. However, you should expect some sort of participatory, interactive component in each class, including discussions. In addition, at least once, and sometimes twice, during class I will give you a short, 3-­‐5 question quiz to be completed with your iClicker. The questions will be drawn from both the lectures and the readings. Finally, from time to time I will ask you to do different kinds of assignments in class, including: • writing down three things that you remember from last class at the beginning of the lecture • reading a document handed out in class and answering a question (or questions) about it • writing out a test question at the end of the lecture that summarizes the day's most important themes and ideas 4 Kauffman HIST 2XX Syllabus •
writing out your thoughts on a building, monument, or work of art shown on the projector writing a one-­‐paragraph answer to a question that draws on the reading. •
This in-­‐class writing will be collected and you will receive points for completing it. Part of the purpose of these short written assignments and of the iClicker quizzes is recording attendance, so they may not be made up or handed in late. Exams • Two mid term exams and a final exam. The exams will all be essay-­‐style and will have two short answer questions and a longer essay question. The two short answer questions will be drawn directly from the lecture. The longer essay will be based on the required reading and will ask you to refer to specific pages and examples in your essay. You may bring one 5x8 card with handwritten notes on one side to the exam; please put your name on it and hand it in with your bluebook. Final project • For your final project, find 2 or 3 recent editorials, essays, speeches, or other documents about war or international politics in either: A) English-­‐language foreign periodicals (newspapers, magazines, etc.) from any country we have studied this semester B) OR English-­‐language translations of government documents (speeches, memoranda, etc) from one of these countries. Based on the sources you find, write a three-­‐page analytical paper in which you tie the country’s past military experiences with its current culture or politics. As part of this assignment you MUST consult with the reference librarians at Halle Library for help locating suitable material. Documentation that you have done so will be required to receive a passing grade on the assignment. Schedule of Lectures, Discussions, and Assignments PART I: POWER, CULTURE, AND GLOBAL WAYS OF WAR, C.1500-­‐1700 1. Sengoku Japan, 1477-­‐1615 2. China from the late Ming Dynasty to the Early Qing Dynasty, 1644-­‐1757 3. The Americas, 1492-­‐1700 4. The Ottoman Empire, 1453-­‐1699 5. European reactions to Ottoman military power 6. Agents of Change: The Age of Sail, Part I (Tools and Technologies) 7. Agents of Change: The Age of Sail, Part II (Strategy; Tactics; the Role of the State) 5 Kauffman HIST 2XX Syllabus Exam one (including essay on The Broken Spears) PART II: THE RISE AND DESTRUCTION OF WESTERN EUROPEAN MILITARY SUPREMACY 8. Pre-­‐colonial warfare in Africa 9 The Mahdist rebellion and Omdurman (1898) 10. Meiji Japan and the Russo-­‐Japanese war 11. The impact of defeat on Russia 12. The cultural and political impact of Ottoman military decline 13. Ethiopia and Adowa 14. The South African War 15. The First World War, Part I 16. The First World War, Part II 17. The Second World War, Part I 18. The Second World War, Part II 19. Culture, power and force in the postwar world Exam two (including essay on The Last Samurai) Part III: COLD WAR, DECOLONIZATION, AND COUNTERINSURGENCY 20. Civil war in China 21. China and the Korean War 22. China and Vietnam 23. The French in Algeria 24. Afghanistan, India, and Pakistan 25. The Rwandan Genocide Exam three (including essay on Feraoun’s Journal) The final project will be due on the last day of class. 6 Kauffman HIST 2XX Syllabus HIST 2XX
War, Culture, and Society: A Global History
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9 Kauffman HIST 2XX Syllabus