H114: Syllabus-Fall-09-19291/1
H-114: History of Western Civilization II
Fall 2009
CLSD 19291: M 6:00-8:40 CA 217
Professor Kevin Cramer
Cavanaugh Hall 503M
317-278-7744
kcramer@iupui.edu
Office Hours: M/W 3:00-5:00
(and by appointment)
Required Texts
1. John P. McKay, Bennett D. Hill, Western Society: A Brief History: Vol. II: from Absolutism to the
Present (Bedford/St. Martin’s, 2010)
2. Samuel Butler, Erewhon (Penguin Books, 1985)
3. Yevgeny Zamyatin, We (Modern Library, 2006)
4. Philip K. Dick, The Man in the High Castle (Vintage Books, 1992)
READ THIS FIRST: Take the time to read this syllabus carefully and take special note of
course policies, requirements, assignments, and due dates. The syllabus is a good faith
contract between professor and student stipulating that you agree to follow these policies
and fulfill the requirements. Ignoring, modifying, and/or misunderstanding these policies
and requirements are not options. If, after reading the syllabus, you have problems or
objections, feel free to drop the class. The syllabus is also subject to change. Also bear in
mind that the course number does not describe the “level” of the course in terms of
difficulty of content, requirements, instructor expectations, or work load. It simply indicates
that it is a survey course. Because this course focuses on European developments and their
effect on the rest of the world, much of this material will be unfamiliar to you.
Course Description
This course is intended to provide an introduction to the process of modernization and state
formation in the western world during the three hundred years between the end of the
European religious wars in the 17th century and the collapse of Communism in the late
twentieth century. Framed by “big questions” and organized around major themes, the
emphasis will be on the rise and eventual decline of European global dominance and
influence and the interconnections between technological change, intellectual innovation,
and the development of modern society as it accelerated toward today’s “globalized”
international community. The problems associated with this development are explored in the
study of evolving social, economic, and political systems (as they embodied contested
notions of the limits of individual liberty, civil freedom, and state authority) and the various
revolutions they inspired. Cultural, social, and ideological conflicts (as well as two world
wars), as both causes and symptoms of this process of modernization, will also be examined.
The course concludes with an examination of the decline of European power in the face of
an “Americanized” global economic system after the end of World War II, the SovietAmerican confrontation of the Cold War, the emergence in the West of the social welfare
state, and the democratic and capitalist “New World Order” that was mistakenly presumed
to have emerged with the collapse of the Soviet Union in 1991.
Course Objectives
The aim of this course is to increase your understanding of how the social, political, cultural,
and economic foundations of your world were created. The course is also designed to
provide you with an introduction to the skills required by the university's "Principles of
Undergraduate Learning” (for details and further information on the PUL go to
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http://www.iupui.edu/academic/undergrad_principles.html). Lectures and tests will
introduce you to facts, concepts, themes, and terms that will allow you to understand the
importance of this period while giving you the historical context for a better understanding
of how your society and world works. The book discussions and essay are designed to help
you develop your critical, analytical, and writing abilities. In-class participation and discussion
will enable you to sharpen your communication skills as well as your capability to efficiently
and spontaneously summarize, categorize, interpret, and evaluate information. This part of
the course also allows you to make a vital and necessary contribution to how topics and
issues are brought into focus in each class.
Course Requirements
1. Test One: 15%
2. Test Two: 20%
3. Book Essay Proposal: 15%
4. Book Essay: 20%
5. Three Book Discussions: 10% each
Grading System and Course Policies
Course work will be graded on the traditional 100-point scale.
An A-range grade evaluates work that goes substantially beyond the formal outlines of the
assignment by showing marked originality, creativity, and strength of argument, organization,
and conception. A B-range grade evaluates work that fulfills the assignment with noticeable,
but not thorough, attention paid to these ideas. Such work might also include flawed
reasoning and organization as well as stylistic problems (sentence structure, spelling,
vocabulary, use of scholarly conventions, etc.). A C-range grade evaluates work of genuine
effort that largely fulfills the assignment but displays substantial weaknesses in several of the
above areas. D-range work is evaluated as meeting the bare minimums of the assignment in a
perfunctory fashion. Obviously, an F grade indicates complete failure to fulfill the
assignment. Where grades cannot be exactly calculated numerically, as in the book discussion
sessions, you will be given the highest numerical value for that grade range; for example, a B
would be calculated as an 86. You are graded and evaluated according to my judgment of your
participation in class, your willingness to ask questions or raise issues during lectures, the quality of your
preparation and fulfillment of assignments, and your willingness to risk thinking analytically and originally.
You are not graded for “effort” and “working hard” and showing up each day.
Make up tests will only be offered in emergencies and are conditional on timely notification
of the crisis. As a gesture of good faith (and all problems are negotiable), please keep me
informed reasonably in advance of circumstances that will force you to miss lectures and be
prepared to present documentation. Lecture outlines, writing assignments and guidelines,
discussion questions, test reviews, film and slide notes, and other important information and
course material will be posted on Oncourse, so check it regularly.
Because the class meets only once a week, regular attendance is crucial to your success in this
course. Excused absences will be granted only if you provide reasonable documentation
and/or explanation. Perfunctory participation in the discussion sessions, or nonparticipation, will also adversely affect your grade.
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Emergencies causing late submission of the book essay must be discussed as soon as
possible with me. Late submission of the book essay proposal will make it difficult for me to
provide feedback and suggestions within a reasonable amount of time. Without prior
agreement, late submission (up to 24 hours) of the book essay will be penalized a full letter
grade; essays will not be accepted beyond 24 hours of the due date (unless, as noted, there
are extraordinary and documented circumstances that prevent timely submission). Essays
and essay proposals must be submitted in-class and as hard copies; I will not accept late
papers via e-mail attachments. If extraordinary circumstances prevent completion of
required work, and only if at least 75% of the work has been completed at a passing level, an
incomplete will be given. Incompletes are rarely given and are only offered if the student
engages in timely and good faith discussions with the instructor regarding the situation.
If you are having problems fulfilling the requirements of the course contact me sooner
rather than later. The Student Advocate Office (http://life.iupui.edu/advocate) is also
available when you need help finding information or dealing with issues that affect your
attendance and academic performance. The Student Advocate’s office is in University
College Lower Level 002. For general campus policies go to
http://registrar.iupui.edu/misconduct.html. When life’s other commitments and stresses
threaten to derail your academic performance, another resource is the IUPUI Counseling
and Psychological Services (CAPS). This program evaluates for learning disorders and
ADHD; minimal fees are charged for counseling and testing. CAPS is located in UN418. For
more information visit http://life.iupui.edu/caps, or call them at 274-2548.
Academic Misconduct
Plagiarism is usually defined as the deliberate theft of someone else's work and passing it off
as your own. But inattention, ignorance of scholarly citation conventions, and sloppy note
taking can also be construed as plagiarism, even if it is unintentional. Cutting and pasting
from web-based sources is plagiarism. The penalties for plagiarism (and all other forms of
cheating and deleterious and disruptive in-class behavior) can include an automatic failing
grade for the course (in addition to whatever institutional penalties may be assessed). Please
consult the IUPUI Campus Bulletin for further guidelines and information on plagiarism
and other forms of academic misconduct. For the Code of Students’ Rights, Responsibilities,
and Conduct, go to http://www.iupui.edu/code. These IUPUI policies will be enforced.
Academic integrity also includes respect for individual differences and points of view. In and
out of the classroom, students are expected to respect other students and their opinions
regardless of race, ethnicity, gender, age, religion, or sexuality.
Administrative Withdrawal
Because lecture material not covered in the textbooks is tested on the exams, attendance is
important. Reading the assigned texts is not an adequate substitute for attending lecture. For
the same reasons tardiness and leaving class early will also be noted. If circumstances prevent
you from devoting the necessary amount of time and effort to be successful in this course,
please drop the class as early as possible. For drop/add procedures, go to
http://registrar.iupui.edu/drop.html. Timely and good faith notification of emergencies that
force you to miss class, exams, and assignment due dates is required in order to make up
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tests and submit work assignments past deadline. Unavoidable absences and missed
assignments are negotiable; provided that you keep me informed reasonably in advance of
circumstances that will force you to miss lectures (via my office email or through Oncourse
email) and that you provide documentation demonstrating legitimate reasons for being
absent. Remember, University College freshmen (25 credit hours or below) may not drop
more than one course per semester. This policy will be enforced through advisor sign-off on
drop requests. This policy does not include course adjustments made during the first week of
class nor does it apply to classes in which a student as been administratively withdrawn.
A basic requirement of this course is that you will actively engage with your peers and
instructor during class and the discussion sessions and conscientiously prepare for and
complete all assignments. If you miss more than half our class meetings within the first two
weeks of the semester without contacting me, you may be administratively withdrawn from
the class to make room for students on the waitlist. Administrative withdrawal may have
academic, financial, and financial aid implications. Administrative withdrawal will take place
after the full refund period, and if you are administratively withdrawn from the course you
will not be eligible for a tuition refund. For more details go to
http://www.registrar.iupui.edu/withdrawal-policy.html.
Your Responsibilities and Assignments
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Because lecture material not covered in the textbooks is tested on the exams, regular
attendance is crucial to success in this class. Reading the textbook is not an adequate
substitute for attending lecture. For the same reasons tardiness and leaving class early
are discouraged. Because you are adults and are paying for tuition, I assume it is in
your own best interests to attend class as regularly as possible. I will not force you to
come to class; the only penalty for missing class is a poor grade. Because the class
only meets once a week, absences can have more of an effect on your grade than
usual. If circumstances prevent you from devoting the necessary amount of time
and effort to be successful in this course, please drop the class as early as possible.
For drop/add procedures, go to http://registrar.iupui.edu/drop.html.
Lecture outlines will be posted on Oncourse no later than the day before the lecture.
The readings from the textbook for each week are intended to provide background
information for that week’s lectures. Make every effort to read the assigned textbook
pages before that particular week’s class sessions. You will also follow the lectures
more easily if you do this. Also study the maps, illustrations, chronologies, and
chapter reviews. Always bring your textbook to class. In-class discussion is not limited to
the discussion sessions. You will need to refer to the textbook during lecture in order
to examine and talk about primary sources, artwork, and maps related to the lecture
topic.
Learning to take effective notes is a skill rewarded by heightened comprehension,
increased retention of information, and good grades; the recording of lectures (via
tape recorder, cell phone, and/or webcam or other similar devices) is therefore
prohibited barring special circumstances. I will post on Oncourse detailed lecture
outlines.
You are welcome to use a laptop in class for taking notes. However, I require that
anyone using a laptop in class sit in the front two rows (charge your batteries).
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Before class starts, make sure your cell-phone is turned off.
The test format consists of an identification section covering the ideas presented in
the primary source documents featured in the textbook (“Listening to the Past”); a
multiple-choice section covering factual information drawn primarily from the
lectures; and a short essay section answering questions dealing with big themes and
issues. You will be provided with a test format and review guide well in advance of
each test. These review guides will form the basis of the test review sessions. The
tests will also include extra-credit questions drawn from the slide presentations and
films. Test Two is non-cumulative.
The three Book Discussion Sessions involve in-class analysis of the three
“dystopian” novels: Erewhon, We, and The Man in the High Castle. Questions and
guidelines for these discussions will be posted in advance on Oncourse.
You are required to write an essay analyzing one of the three novels. The format and
guidelines for this essay will be posted on Oncourse. In conjunction with the three
book discussions, there will also be a review session that will discuss how to organize
and write an essay of this type for a history class. Remember, the University Writing
Center has drop-in hours for peer consultation on drafts and other questions about
writing. For more details on the UWC, go to www.iupui.edu/~uwc. You are
required to submit in advance a “Book Essay Proposal,” in which you will outline
how you intend to present your argument and supporting evidence in the essay. I will
return the proposal with comments and suggestions. The format of the proposal will
be included in the essay guidelines. If you do not submit this proposal, I will not
accept your essay.
You are required to read all three of the novels and participate in the three discussion
sessions. However, you are free to choose any of the three books as the subject of
your essay.
Remember: when all else fails, read the syllabus and follow instructions. If you are
still unclear about any of these policies and requirements, talk to me.
Class Schedule and Readings
Unit One: Absolutism and Revolution: “How did the idea of self-government based
on individual rights evolve?” or “Man as Thinker”
Week 1
1. M 8/31:
Part One: Introduction: Course Goals, Policies, and the Syllabus
Part Two: Lecture 1: Absolute Monarchy and the Search for Stable
Government
Textbook Readings: Chapter 16: 401-418; Chapter 17: 432-444.
Monday, September 7: Labor Day Holiday (No Class)
Week 2
2. M 9/14:
Part One: Lecture 2: The Scientific Revolution
Part Two: Lecture 3: The Enlightenment
Textbook Readings: Chapter 18: 458-477.
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Week 3
3. M 9/21:
Part One: Lecture 4: The French Revolution
Part Two: Lecture 5: The Impact of the French Revolution
Textbook Readings: Chapter 16: 418-424; Chapter 21: 535-564; Chapter 23:
589-602.
Book Discussion 1 Questions posted on Oncourse
Unit Two: The Rise of the Nation State: “How did the nation emerge as the
preeminent form of political, social, and economic organization?” or “Man as
Maker”
Week 4
4. M 9/28:
Week 5
5. M 10/5:
Week 6
6. M 10/12:
Week 7
7. M 10/19:
Week 8
8. M 10/26:
Part One: Lecture 6: The Restoration of Pre-Revolutionary Europe
Part Two: Lecture 7: Nationalism and State Building
Textbook Readings: Chapter 22: 565-584; Chapter 23: 607-610; Chapter 25:
667-695.
Slide 1 Notes and Book Proposal/Essay Format and Guidelines posted on Oncourse
Part One: Slide Presentation One: “Nationalist Iconography”
Part Two: Lecture 8: Mass Society and Imperialism
Textbook Readings: Chapter 24: 617-630; Chapter 26: 673-695.
“How to Write a History Essay,” Essay Grading Rubric, and Test One Format and
Review Guide posted on Oncourse
Part One: Book Discussion 1: Samuel Butler, Erewhon
Part Two: Book Essay and Proposal Review Session
Book Discussion 2 Questions and Film One Notes posted on Oncourse.
Part One: Lecture 9: Modernity and the Critique of Progress
Part Two: Test 1 Review
Textbook Readings: Chapter 24: 636-642; Chapter 25: 659-662; Chapter 28:
726-731.
Part One: Test 1
Part Two: Film One (TBA)
Slide 2 Notes posted on Oncourse
Unit Three: The Violent Twentieth Century: “How did radical ideologies lead to
revolution, war, and genocide?” or “Man as Gravedigger”
Week 9
9. M 11/2:
Part One: Lecture 10: World War I
Part Two: Lecture 11: Peace and Revolution
Textbook Readings: Chapter 27: 698-722; Chapter 28: 737-739.
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Week 10
10. M 11/9:
Part One: Lecture 12: Democracy and Capitalism in Crisis
Part Two: Book Discussion 2: Yevgeny Zamyatin, We
Textbook Readings: Chapter 28: 741-749; Chapter 29: 752-767
Book Discussion 3 Questions posted on Oncourse
Week 11
11. M 11/16: Part One: Slide Presentation Two: Weimar Culture
Part Two: Lecture 13: World War II: 1939-1941
Book Essay Proposal Due
Textbook Readings: Chapter 29: 767-769; 772-773.
Film 2 Notes posted on Oncourse
Week 12
12. M 11/23: Part One: Lecture 14: The Holocaust and Genocide
Part Two: Film 2 (TBA)
Textbook Readings: Chapter 18: 473-474; Chapter 29: 763-764; 769-772.
Wednesday 11/25 to Sunday 11/29: Thanksgiving Recess (No Class)
Week 13
13. M 11/30: Part One: Lecture 15: World War II, 1942-1945
Part Two: Book Discussion 3: Philip K. Dick, The Man in the High Castle
Textbook Readings: Chapter 29: 773-778.
Week 14
14. M 12/7:
Part One: Lecture 16: The Post-1945 Settlement and the Cold War
Part Two: Lecture 17: The New World Order and the End of History
Book Essay Due
Textbook Readings: Chapter 30: 781-807; Chapter 31: 811-818.
Test 2 Format and Review Guide posted on Oncourse
Week 15
15. Last Class: M 12/14:
Part One: Test 2 Review
Part Two: Test 2