SYLLABUS: HISTORY 1300
HISTORY 1300: EUROPE AND THE WORLD 1500-1945
INSTRUCTOR: FRANK BOOTH M.A.
COURSE DESCRIPTION
This course will examine ideas and events from approximately 1500 to 1945. An
emphasis will be placed on the evolution of western thought and its impact on the
course of western and world history. Major topics relating to intellectual history
will include the Protestant Reformation, the Scientific Revolution, the
Enlightenment, and Irrationalism. Numerous other intellectual trends will be
examined including romanticism, conservatism, liberalism, nationalism,
socialism, positivism, Darwinism, social Darwinism, fascism, feminism, and
existentialism. All of these intellectual trends continue to impact our
contemporary world.
Major events examined will include European expansion, the rise of capitalism,
origin of the modern state, the French Revolution, the Industrial Revolution,
evolution of democracy, New Imperialism, World War I, the Russian Revolution,
and World War II.
The presentation of the course will be chronological, but the following nine
themes will be examined throughout the semester:
1. Impact of Religion on Society
2. Rise of Secularism
3. Evolution of Political Thought
4. Role of the Individual
5. Expansion of European Power
6. Impact of Technology on Society
7. Power of Mythical Thinking
8. Rise of the Middle Class
9. Reasons for and Results of War and Rebellion
LEARNING OUTCOMES
Learning outcomes for this course are consistent with both the History
Department learning outcomes and the General Education learning outcomes.
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SYLLABUS: HISTORY 1300
At the conclusion of this course, students will be able to
1. identify the historical evolution of the course themes
2. connect past events with contemporary events.
3. explain how political, economic, religious, and social thought processes
have evolved to their present forms.
4. identify how competing explanations of historical events can arise from the
same primary sources.
5. participate in national and international collective memories.
6. develop an awareness of institutional origins.
7. attain self-knowledge through a study of sameness and diversity with
previous cultures.
8. develop effective test taking strategies.
9. take a position on a topic relating to this course and present a cogent,
coherent argument to support his/her position. This will result in students
being able to relate past events to present world problems, improve
research skills, and understand how historians provide evidence in order
to support their interpretations of past events.
TEXTS
Perry, Marvin Western Civilization: Ideas, Politics and Society Volume II. New
York, Houghton Mifflin. (Any edition of this book is acceptable)
Perry, Marvin ed. Sources of the Western Tradition: Volume II: From the
Renaissance to the Present. New York: Houghton Mifflin. (For this book, you
will need the seventh edition)
Course Pack: includes all of the lecture outlines and other necessary course
materials
The books are available online or at our campus Barnes and Noble store. The
course pack will be available at the University Copy Center located on Warren, a
couple of doors east of Marwil and also at our campus Barnes and Noble store.
Both of these books are also widely available through online merchants.
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SYLLABUS: HISTORY 1300
GRADING
There will be two examinations. The first examination will take place during the
eighth week or session of class and will be worth 25% of your grade. The final
examination will consist of two parts and be administered during the final exam
week. The first part is worth 25% and will consist of questions from the second
half of the course. The second part will consist of questions from the nine
themes and will be cumulative, covering the entire course; it will be worth 25%.
Examinations will consist of short- and medium-length essay questions.
You will also be required to write a term paper that will be discussed in detail
below. This paper will be worth 20% of your grade. Papers are due no later than
the eleventh week. One letter grade will be deducted from late papers.
Finally, you will be required to keep a response journal. You must select one
focus question from each lecture and write a one-paragraph response. You must
also record your answers from the assigned readings in Sources of the Western
Tradition. The Journal may be hand written or typed. The journal is due on the
day of the final exam and is worth 5% of your grade.
Grading scale: 100-91=A, 90-81=B, 80-71=C, 70-60=D, 59-below=E. If your
score is one point from a higher grade, a minus will be assigned to the higher
grade (e.g. 90+A-). If your score is two points from a higher grade, a plus will be
added to the lower grade (e.g. 89=B+).
COMMUNICATION
You may call me at (248) 585-5609. If I am not there, please leave a message. I
will return your call as soon as possible. You may email me at
ad0784@wayne.edu Office hours and location are dependent on the course
location and meeting hours.
COURSE STRATEGIES/WARNINGS
To do well in this course, you will need to complete the assigned readings and
learn the material presented in class. The questions on the test come primarily
from the lectures which are supplemented by the textbook and also from the
Sources of Western Tradition. Do not fall behind in the readings.
Attend all classes because your notes are an important source of information for
successful responses to the test questions.
If you are unable to attend a class, be certain to obtain the missed notes from a
fellow class member. You should have the phone number or email address of
another student in case of an emergency that results in an absence.
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SYLLABUS: HISTORY 1300
No one can be excused from a test except in the case of a serious emergency
situation. You must notify the instructor as far in advance as possible under such
circumstances.
If you have a documented disability that requires accommodations, you will need
to register with Student Disability Services for coordination of your academic
accommodations. The Student Disability Services (SDS) office is located at 1600
David Adamany Undergraduate Library in the Student Academic Success
Services department. SDS telephone number is 313-577-1851 or 313-202-4216
(videophone). Once you have your accommodations in place, I will be glad to
meet with you privately during my office hours or at another agreed upon time to
discuss your needs. Student Disability Services' mission is to assist the university
in creating an accessible community where students with disabilities have an
equal opportunity to fully participate in their educational experience at Wayne
State University.
TERM PAPER
All students will be required to write a 4-5 page research paper. In most cases,
students will take a position and present a cogent, coherent argument to support
their positions. This assignment will result in students being able to relate past
events to present world problems, improve research skills, and understand how
historians provide evidence in order to support their interpretations of past
events.
In order to complete this assignment students will do the following:

Identify a problem that they would like to research either from the list of
possible topics in the following pages or any other topic relating to this
course with the approval of the instructor

Provide a historical background for the selected problem (e.g. where, why,
when the problem arises)

Select a position and develop a thesis statement

Examine competing positions

Explain why competing positions fail

Develop a persuasive argument in favor of the selected thesis
In order to complete the above requirements students will do the following:
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SYLLABUS: HISTORY 1300

Adequately research the problem using the WSU library system, the
bibliography at the end of each chapter in the textbook, or other legitimate
scholarly sources

Write at least four but not more than five, double-spaced, 12-point pages

Provide five brief references (electronic references must be from
academic sources) from primary or secondary sources not including
references from textbooks; any style manual is acceptable (e.g. APA,
MLA, Chicago/Turabian, etc.)

Avoid the penalties for academic plagiarism: university rules governing
plagiarism will be strictly enforced

Observe the guidelines provided by the accompanying scoring rubric
See the following page for the TERM PAPER SCORING RUBRIC
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SYLLABUS: HISTORY 1300
TERM PAPER SCORING RUBRIC
Students may use the first column to estimate their score numerically or to simply
use checkmarks to indicate that the section has been included. The second
column is for an editor to estimate the score numerically or for checkmarks to
indicate that the section has been included. The instructor will mark the final
score in the third column. Points for each section are in parentheses, and the
total is 100.
STUDENT EDITOR
Problem identified, and background explained (10)
Thesis clearly stated (5)
Opposing view(s) examined (15)
Persuasive argument with multiple pieces of
supporting evidence developed (40)
Coherent conclusion supports thesis statement
(10)
Paper within 3-5 pages (double-spaced,12 point
type) (5)
Adequate citation: at least five brief references (10)
Proper punctuation, capitalization, spelling syntax,
etc. (5)
TOTAL POINTS
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INSTRUCTOR
SYLLABUS: HISTORY 1300
TERM PAPER: SUGGESTED TOPICS BY UNIT OF STUDY
PROTESTANT REFORMATION
1. Should nations maintain a strict separation between church and state?
2. Should churches have legal control over individuals?
3. What was/were Martin Luther’s motivation(s) in supporting the nobility in
putting down the peasants’ revolt?
4. What was Calvin’s reasoning for assuming that Christians were governed
by predestination? Was he correct?
5. Were the Anabaptists theologically correct in their doctrine of adult
baptism?
EUROPEAN EXPANSION/RISE OF CAPITALISM
1. Is slavery inevitable in civilized society?
2. Are technological improvements inherently good, evil, or neutral?
3. Is capitalism the best economic system?
4. Is the loss of cultural diversity (Westernization) a positive development?
5. What was the primary motivation for European expansion?
6. Is Globalization a positive development for most people in the world?
RISE OF THE MODERN STATE
1. Are national states the most effective political organizations?
2. Why were national monarchs of some European states able to consolidate
power during the Early Modern period?
3. What is the origin of habeas corpus? Is it being threatened in the
contemporary United States?
4. Were Oliver Cromwell and his supporters justified in overthrowing the
Stuarts?
THERE ARE SEVERAL MORE PAGES OF TOPICS IN THE COURSE PACK
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SYLLABUS: HISTORY 1300
TOPICS AND READING ASSIGNMENTS
I.
Why Study History
II.
Protestant Reformation
Text: The Reformation: The Shattering of Christian Unity, pp. 309-332
Sources:
1. Martin Luther: On Papal Power…, pp. 14-17; questions 1&2, p. 17
III.
European Expansion/Rise of Capitalism
Text: European Expansion: Economic and Social Transformations, pp.
333-358
IV.
Rise of the Modern State
Text: The Rise of Sovereignty: Transition to the Modern State, pp. 359387
Sources:
2. James I: True Law of Free Monarchies…, pp. 20-21; questions
2&3, p. 21
3. Thomas Hobbes: Leviathon, pp. 22-24; questions 1&2, p. 24
4. The English Declaration of Rights, pp. 24-26; questions 1&2, p. 26
V.
Scientific Revolution
Text: The Scientific Revolution: The Universe Seen as a Mechanism,
pp. 388-405
Sources:
5. Cardinal Bellarmine: Attack on the Copernican Theory, pp. 30-31;
question 1, p. 31
6. Galileo Galilei: Letter to the Grand Duchess…, pp. 34-37; questions
1-3, p. 39
7. Galileo Before the Inquisition, pp. 37-39; question 4, p. 39
VI.
Enlightenment
Text: The Age of Enlightenment: Reason and Reform, pp. 406-437
Sources:
8. John Locke: Second Treatise on Government, pp. 54-56; question
1, p. 57
9. Thomas Jefferson: Declaration of Independence, pp. 56-57;
question 2, p. 57
10. Voltaire: A Plea for Tolerance and Reason, pp. 58-61; questions 13, p. 64
11. Thomas Paine: The Age of Reason, pp. 61-62; question 4, p. 64
12. Jean Jacques Rousseau: The Social Contract, pp. 74-78 ;
questions 1&2, p. 78
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SYLLABUS: HISTORY 1300
13. Marquis de Condorcet : The Evils of Slavery, pp. 83-84; question 5,
p. 84
VII.
French Revolution and Napoleon
Text: The French Revolution: Affirmation of Liberty and Equality, pp.
440-465; Napoleon: Subverter and Preserver of the Revolution, pp.
466-483
Sources:
14. Declaration of the Rights of Man and Citizens, pp. 104-105;
questions 1&2, p. 106
15. Mary Wollstonecraft: Vindication of the Rights of Woman, pp. 106109; questions 1-3, p. 113
16. Maximilien Robespierre: Republic of Virtue, pp. 114-116; questions
1-3, p. 117
VIII. Industrial Revolution
Text: The Industrial Revolution: The Transformation of Society, pp.
484-503
Sources:
17. Adam Smith: The Wealth of Nations, pp. 129-130; questions 1&2,
p. 132
18. Sadler Commission: Report on Child Labor, pp. 133-135; questions
1-3, p. 137
19. Factory Rules, pp. 137-139; questions 1&2, p. 139
IX.
Rise of Ideologies: Age of –isms
Text: Thought and Culture in the Early Nineteenth Century, pp. 504530
Sources:
20. William Wordsworth: Tables Turned, pp. 149-151; question 1, p.
153
21. Edmund Burke: Reflections of the Revolution in France, pp. 154156; question 1, p. 158
22. John Stuart Mill: On Liberty, pp. 159-160; questions 1-3 p. 160
X.
Reform and Revolution
Text: Revolution and Counterrevolution, 1815-1848, pp. 531-553
XI.
More –isms
Text: Thought and Culture in the Mid-Nineteenth Century: Realism and
Social Criticism, pp. 556-580, and The Surge of Nationalism: From
Liberal to Extreme Nationalism, pp. 593-603
Sources:
23. Karl Marx and Friedrich Engels: Communist Manifesto, pp. 185191; questions 1-6, p. 192
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SYLLABUS: HISTORY 1300
24. John Stuart Mill: The Subjection of Women, pp. 216-219;
questions1&2, p. 227
25. Emmeline Pankhurst: Why We are Militant, pp. 219-222; questions
3&4, p. 227
26. The Goncourt Brothers: On Female Inferiority, pp. 223-224;
question 7, p. 227
27. Theodore Herzl: The Jewish State, pp. 236-238; question 6, p. 238
XII.
Second Industrial Revolution/New Imperialism
Text: The Industrial West: Responses to Modernization, pp. 604-630,
and Imperialism: Western Global Dominance, pp. 631-658
Sources:
28. Cecil Rhodes: Confession of Faith, pp. 242-244; questions 1&2 p.
248
29. Karl Pearson: Social Darwinism: Imperialism Justified by Nature,
pp. 246-248; questions 4&5 p. 248
30. Richard Meinertzhagen: An Embattled Colonial Officer in East
Africa, pp. 260-263; question 4, p. 266
31. John Atkinson Hobson: An Early Critique of Imperialism, pp. 268270; questions 2&3, p. 270
XIII. World War I/Russian Revolution
Text: World War I: The West in Despair, pp. 690-725
Sources:
32. Heinrich von Treitschke: The Greatness of War, pp. 299-300;
questions 1-3, p. 301
33. Bertrand Russell: London: “Average Men and Women Were
Delighted at the Prospect of War”, pp. 312-313; questions 1-3, p.
313
34. V.I. Lenin: The Call to Power, pp. 326-327; question 3, p. 327
XIV. IRRATIONALISM
Text: Modern Consciousness: New Views of Nature, Human Nature,
and the Arts, pp. 659-687
Sources:
35. Friedrich Nietzche: The Will to Power and the AntiChrist, pp. 277280; questions 1-3, p. 281
36. Sigmund Freud: The Unconscious and Civilization and Its
Discontents, pp. 281-284; questions 1-4, p. 284
37. Gustave Le Bon: Mass Psychology, pp. 285-288 ; questions 1&2, p.
288
XV. Between the Wars
Text : An Era of Totalitarianism, pp. 727-769, and Thought and Culture
in an Era of World Wars and Totalitarianism, pp. 770-793
Sources:
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SYLLABUS: HISTORY 1300
38. Joseph Stalin: Liquidation of the Kulaks, pp. 339-340; question 1, p.
343
39. Lev Kopelev: Terror in the Countryside, pp. 340-343; questions
2&3, p. 343
40. Benito Mussolini: Fascist Doctrines, pp. 359-361 ; questions 1-4, p.
361
41. Adolph Hitler : Mein Kampf, pp. 366; questions 1-6, pp. 368-369
XVI. World War II
Text: World War II: Western Civilization in the Balance, pp. 794-825
Sources:
42. Neville Chamberlain: In Defense of Appeasement, pp. 398-400;
questions 1-3, p. 402
43. Winston Churchill: “A Disaster of the First Magnitude”, pp. 400-402;
questions 4-6, p. 403
44. Winston Churchill: Blood, Toil, Tears, and Sweat, pp. 408-410;
questions1&2, p. 410
45. The Indoctrination of the German Soldier, pp. 410; questions 1&2,
p. 413
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