THE WORLD WARS AS REVOLUTIONS:
EUROPE, THE MIDDLE EAST, AND THE WORLD IN THE ERA
OF WWI & WWII, 1914-1945
Course Information:
Official Course Title: Europe Between the Two World Wars, 1914-1945
Course Code: HIST 432 H
Credit Hours: 3
Semester: Spring 2012
Department: History & Honors Program
College: Arts & Sciences
Day & Time: Sunday, 2:00-4:30 PM.
Classroom: Library Building, room 0211
Course Description:
World War One and World War Two were not only the bloodiest and most global
military conflicts that the world had ever seen, but they were also catalysts of farreaching political, social, and cultural change in Europe and across the globe. They had a
profound impacts on the nature of today’s European societies and worldviews. They also
set much of the stage for today’s ongoing world problems, such as the Israeli-Palestinian
and Pakistani-Indian conflicts. Extending far beyond military and political history, this
course will deal with topics such as the following: the revolutionary nature of WWI and
WWII and their impact on society, culture, politics, and the individual man and woman;
the legacy and impacts of the wars on interwar and postwar Europe and beyond; the rise
of communist and fascist regimes; the rise, fall, and restructuring of European global and
continental empires; revolutions in urban planning & development; to the state practice of
population politics and ethnic cleansing; to re-drawings of nation-state borders and
reconstruction of populations; and to changes in economic cultures and welfare states.
Students will read, analyze, and discuss the most current scholarly research on
these topics, as well as relevant primary sources. The latter will include documents and
essays by important intellectuals, statesmen, and policy makers. Students will also
receive rigorous training in research, writing, and oratory expression. Rather than just an
instructor-centered lecture, this one will be a seminar moderated largely by students.
Each sessions will be engage students in intensive analytical group discussions of
readings. Some sessions will be also devoted to student peer-review of each other’s
individual research papers. At the end of the course, each student will turn in a welldeveloped research paper on a workable topic of interest.
Faculty Information:
Instructor: Dr. Peter Polak-Springer
Office location: Women’s Building, room 248 & Men’s Building, room 118
Office Hours: 2-3PM on Tues. & Thurs, and by appointment. Please email me before
you come.
Office Hour location: Women’s Building room 248, unless I arrange otherwise.
Telephone: Office: 4403-4709 & Cell (in urgent situation): 33615862
Email: ppspringer@qu.edu.qa
Books for Purchase:
I strongly recommend that you purchase the following:
1) Sally Marks, The Ebbing of European Ascendancy: An International History of the
World, 1914-1945, (Oxford University Press, 2002). ISBN: 0-340-55566-1
Amazon.com link:
http://www.amazon.com/The-Ebbing-European-AscendancyInternational/dp/B001PGXLOA/ref=sr_1_1?ie=UTF8&qid=1358257911&sr=81&keywords=ebbing+of+european
2) Mary Lynn Rampolla, A Pocket Guide to Writing in History. Sixth Edition. New York: Bedford/St.
Martin’s Press, 2009. (Recommended for purchase. Relevant pages of an earlier edition also available
on Blackboard)
ISBN-10: 0312535031 | ISBN-13: 978-0312535032
Amazon Link:
http://www.amazon.com/Pocket-Guide-WritingHistory/dp/0312535031/ref=sr_1_1?s=books&ie=UTF8&qid=1358258074&sr=11&keywords=mary+lynn+rampolla+a+pocket+guide+to+writing+in+history
All assigned readings are posted on Blackboard, unless indicated. Please see full list of
sources relevant to this class at the end of this syllabus.
GOALS AND OBJECTIVES:
The course aims to enable the students to:
1. Develop an ability to initiate independent research, carry out research based on
primary and secondary sources, and write a substantial (15 pp.) research paper. To
develop critical writing skills in English-language academic writing.
2. Develop an ability to read historical works analytically and critically, and in
particular, to be able to weed out the author’s major argument, approach, and
methodology, and to compare these with those of works on similar topics. To be
able to synthesize the arguments of a number of works.
3. To develop oratory and presentation skills, including the ability to synthesize and
report on a broad range of material, to formulate and defend a certain viewpoint,
as well as to engage and lead a class discussion.
4. To be able to engage in a critical and analytical intellectual discussion on the
variegated causes, characters, and effects of the World Wars, with a focus on
Europe, the Middle East, East Asia, and other relevant global areas
5. To learn to constructively critique one another’s work and to listen to criticisms of
one’s own work and apply it to producing a better research paper.
LEARNING OUTCOMES:
At the end of this course, students will be able to:
1. Initiate and complete independent research projects, carry out research based on
primary and secondary sources, and write a substantial (15) research paper. They will be
able to analyze and synthesize sources, support a thesis, and use proper essay formatting.
2. Critically analyze, evaluate, compare, and synthesize academic works in history and
the social sciences, including to weed out the thesis (major argument), summarize
contents, and characterize the methodology and approach.
3. Carry out an oral presentation on an academic problem, in support of a formulated
view-point and based on a synthesis of relevant research material, and supported by a
visual presentation. They will also be able to spark and lead group discussions based on
questions and statements.
4. Deliver a critical analysis (verbally and in writing) on the causes, characters, and
effects of the World Wars on critical global regions.
5. Formulate and deliver constructive criticism of another peer’s research work, and to
apply a peer’s criticism productively and effectively towards improvement of their own
work.
ASSESSMENT TOOLS
Explanation of Assessment Tools:
Class Participation: Since this is an honors course, you are expected to participate in
class during EVERY meeting. Failure to do so will result in the lowering of your
participation grade.
Weekly reflection statements on the readings: Each week students must submit a min. 2
paragraph statement of reflection of the readings (unless the instructor says otherwise).
Secondary sources should be analysed according to argument and content, and primary
sources should be contextualized in information gained from secondary material. These
reflections are the notes that you should be taking of the readings in order to prepare for
class participation and written assignments.
Peer review: They say that two or more heads are better than one. This course will teach
you the benefits of discussing one another’s ideas and research. Each students will be
assigned to review one element of another student’s research paper project. They must
prepare a statement critiquing and evaluating this project constructively and be ready to
present this in class.
Assignments: Active learning is more effective than passive learning. There will be
several short assignments that will require you to critically reflect on multimedia sources
as well as engage other students in online debate.
Oral Report: Each session one student will lead class discussion. She will deliver a 10
minute presentation on the readings and then have formulated stimulating discussion
questions, which will keep us engaged in debate. The oral presenter will not have to hand
in a reflection paper that week. You must sign up for an oral report date via the BB
discussion forum by week 2. Failure to do this will result in the reduction of your grade.
You may NOT miss your assigned discussion date, unless you have a documented
legitimate excuse (e.g. illness or death in the family). Failure to abide by this will result
in earning zero points for this assignment.
Mid-term Exam: This will be a take-home. You will write short essays based on course
materials and discussions. The use of any substantial internet research is NOT
ALLOWED. You should NOT do outside research for this assignment. You must hand
this assignment in on the due date via the Safeassign link on Blackboard. If you use class
materials only (and you should) you do not have to use citation unless quoting directly
from the materials. Please note: you will not receive credit for any essay unless it
DIRECTLY RESPONDS to the given question.
Research paper. The most important assignment of this course will be a 15 page research
paper. You will work on this paper increment by increment. You must complete all the
individual elements and abide by regulations and formats proper to each. Your paper
must be written in proper essay format with proper citations. It must be based only on
ACADEMIC secondary sources and relevant primary sources, all of which are
documented in footnotes and bibliography. You MAY NOT draw from dubious and nonuniversity websites. If you are not sure of whether a website is relevant, please consult
with the instructor well before the deadline for the final draft of the paper.
WEIGHTS OF ASSESSMENT TOOLS
Participation in class discussions……………........................................5%
Weekly short reflections on the readings…..………………………….5%
Peer review: written evaluations & in-class presentations…………….5%
Assignments (BB discussion & film reviews)………………………...5%
Oral Report.............................................................................................15%
Mid-Term Exam…………….................................................................25%
Research Paper………………………………………………………..40%
Breakdown of the Research Paper into parts:
Abstract & progress reports…………..2%
Bibliography…………………………..2%
Outline & thesis…………………….…2%
First draft……………………………...4 %
Final draft…………………………….30%
REGULATIONS
Attendance: are important elements of every student’s learning experience at Qatar
University, and the student is expected to attend all classes. A student should not miss
more than 25% of the classes during a semester. Those exceeding this limit of 25% will
receive a failing grade regardless of their performance. It is a student’s responsibility to
monitor the frequency of their own absences. Attendance
record begins on the first day of class irrespective of the period allotted to drop/add and
late registration. It is a student’s responsibility to sign-in; failure to do so will result in a
non-attendance being recorded. In exceptional cases, the student, with the instructor’s
prior permission, could be exempted from attending a class provided that the number of
such occasions does not exceed the limit allowed by the University. The instructor will
determine the acceptability of an absence for being absent. A student who misses more
than 25% of classes and has a valid excuse for being absent will be allowed to withdraw
from the course.
Cell / Mobile phones/ Internet: Use of cell phones and use of the internet in class is
NOT PERMITTED under any circumstances. You will receive an oral or written warning
for the first violation, and then an automatic 5 points off your final grade the next time.
Plagiarism:
Your essay will be checked for Plagiarism through www.safeassign.com. Plagiarism is
considered a serious academic offence and can result in your work losing marks or being
failed. QU expects its students to adopt and abide by the highest standards of conduct in
their interaction with their professors, peers, and the wider University community. As
such, a student is expected not to engage in behaviours that compromise his/her own
integrity as well as that of Qatar University.
Plagiarism includes the following examples and it applies to all student assignments or
submitted work:
reference to them.
using quotation marks.
representation of the sources that were used. The instructor has the right to fail any
coursework in which plagiarism is detected
Late or Missed Assignments
In all cases of assessment, students who fails to attend an exam, class project or deliver a
presentation on the scheduled date without prior permission, and/or are unable to provide
a medical note, will automatically receive a fail grade for this part of the assessment.
who
fail to submit their work by the deadline specified will automatically receive a 10%
penalty. Assignments handed in more than 24 hours late will receive a further 10%
penalty. Each subsequent 24 hours will result in a further 10% penalty. No assignment
will be accepted more than 3 days late.
prior permission; in line with University regulations an incomplete grade for the specific
assessment will be awarded and an alternative assessment or extension can be arranged.
COURSE CONTENT AND ASSIGNMENT DISTRIBUTION:
Week 1. Legacies of the “Long Nineteenth-century”
Paper: become familiar with research methods.
Read:
- Mary Lynn Rapolla, A Pocket Guide to Writing in History (selection)
- Anthony Best et al., eds., International History of the 20th c. and Beyond, pp. 81-92,
107-111.
Week 2. The Origins of World War One
Paper: Preliminary paragraph on possible paper topic
Read:
-
William Mulligan, The Origins of the First World War, chapters 3 & 6.
Analyze:
- V.I. Lenin, “Imperialism the Highest Stage of Capitalism” in Kishlansky (5 pp.
selection)
Week 3. Breaking-out the War: Politics & Culture
Paper: Send the Abstract of Paper Topic to your peer reviewer at least 24 hours before
class. Read and critique your peer’s abstract.
Read:
Best, ed., International History of the 20th Century, 5-29
Selected chapter from: Roshwald & Stites, European Culture in the Great War
Week 4. The Experience of the War Front & “Home Front”
Paper: First draft of paper bibliography.
Read:
- Alexander Watson, Enduring the Great War, chapter 1
- Either Jay Winter, Paris, “London, Berlin 1914-1919,” or Jean-Louis Robert, “Paris,
London, Berlin on the eve of the war” in Winter & Louis-Robert, Capital Cities at War,
Paris, London, Berlin, 1914-1919.
Assignment:
Research and write a short paragraph identifying: Ernst Jünger
Analyze:
- Ernst Jünger, Storm of Steel, from Kishlansky (5 page selection)
Week 5. The “Global War”: Europe, the Middle East, Asia
Paper:
Distribute final draft of bibliography to your peer reviewer at least 24 hrs before class.
Read and critique your peer’s bibliography.
Read:
- Best, International History, pp. 58-62, 90-96
- Cleveland & Bunton, History of the Modern Middle East, pp. 149-170
Assignment:
Watch, Analyze, Discuss
- BBC Documentary “The Armenian Genocide” (on Blackboard/BB)
On the discussion forum on BB write 2 paragraphs reflecting on the following questions
(The Rules: your response may not be the same as that of the person before you. It must
respond directly to one person’s response):
Characterize the nature & function of this event? How does has its memory impacted on
international politics?
Week 6. From Fall of Empires to Rise of Empires: The Global Peace Settlement
Paper:
Preliminary outline and thesis. Distribute at least 24 hours before class to peer reviewer.
Peer review in class.
Read:
- Sally Marks, The Ebbing of European Ascendancy, pp. 79-121.
-Either: Dawn Chatty, “Integration without Assimilation: Dispossession and Forced
Migration in the Arab Middle East,” in Panayi et al. eds, Refugees and the End of Empire,
or: Norman Naimark, Fires of Hatred, chapter 1 (focus on the Greeks).
Analyze:
-Balfour Declaration (1 pp.)
-Wilson’s Fourteen Points (2pp.)
- The American King-Crane Report on Nationalism Among Arabs (6pp.)
Mid-term exam posted
Week 7. The Emergence of Social Utopianism: Communism & Fascism
Paper:
- 2 paragraph progress report on research.
Read:
- Marks, The Ebbing of European Ascendancy, pp. 62-78, 272-300.
Analyze:
- V.I. Lenin, “What is to be done?” from Kishlansky (5 pp.)
- Benito Mussolini, “Doctrine of Fascism” from Kishlansky (3 pp.)
- The Autobiography of an Emancipated Communist Woman, from Brophy (4 pp.
selection)
Midterm exam due via Safe-Assign. Monday 25 March by 11:59 PM
Week 8 : Spring Break
Week 9. The New World Order & the Crisis of the West
Paper:
- Updated outline, bibliography, abstract.
Read:
- Marks, Ebbing, 121-150, 173-201, 303-317.
Analyze:
- Sigmund Freud, Civilization and Its Discontents, from Brophy (5 page selection).
Week 10. Alternatives to the West: Germany, Russia, Japan during the Thirties
Paper:
- First draft due. Must be distributed to peer reviewer in class.
Read:
- Marks, Ebbing, 317-342.
- William J. Chase, “Daily Life in Moscow, 1921-1929” from Golden (pp. 380-395)
Analyze:
- Daily Life Under Stalin, from Brophy (5 pp. selection from letters)
- Victor Klemperer, I Bear Witness: A Diary of the Nazi Years, from Brophy (5 pp.
selection)
Assignment:
Watch, Analyze, Discuss
- Film: Leni von Riefenstahl, Triumph of the Will, (1934) (selection posted on BB)
- On the BB discussion forum, engage in a debate about the following: How does the film
portray the values of Nazism and the Hitler Cult? (You must respond to someone else,
and may not say the same thing as anyone else)
Week 11. The Road to World War Two
Paper:
- Peer reviewers prepared 3 paragraph constructively critical evaluation of first draft.
Discussion of the reviewers comments.
Read:
- Best, International History, pp. 64-73
- Timothy Snyder, Bloodlands, 119-154; (recommended: 1-20)
- Peter Polak-Springer, “Jammin’ with Karlik’: the German-Polish Radio War and the
Gleiwitz Provocation, 1927-1939,” European History Quarterly, 25pp.
Assignment: Blackboard Discussion on Triumph of the Will.
Week 12. WWII Causes and Beginnings
Paper: First Draft of Paper. Distribute to peer reviewers
Read:
- Marks, Ebbing, 345-372
- Review all readings from previous week.
Week 13. Extreme Empire and the Character of World War Two
Papers: Peer reviewers present comments on first draft.
Reading:
- Marks, Ebbing, 374-404.
Analyze:
- Heinrich Himmler, Posen Speech
- Primo Levi, Survival at Auschwitz
Week 14. Between Hope, Despair, and Vengefulness: the World during 1945-1948
Paper: near-final draft distributed to peer reviewer at least 5 days before class.
Reading:
- Best et al., eds., International History of the World, 118-130, 247-53
- Ilyas Chatha, “Escape from Violence: the 1947 Partition of India and the Migration of
Kashmiri Muslim Refugees,” in Panayi et al, eds. Refugees and the End of Empire,
196-218.
- “Reconstructing the Nation-State: Population Transfer in Central and Eastern Europe,
1944-8,” Reinisch & White, eds. The Disentanglement of Populations, 51-70.
Assignment:
View, Analyze, Reflect
- Oliver Hirschbiegel, Downfall (2004), posted on BB. Write a 2 paragraph critical film
review.
Week 15. The Legacies of the World Wars
Paper: 2 paragraph peer review evaluations. Discussion on how to make final
improvements.
Reading:
- Tony Judt, “The Past is Another Country: Myth and Memory in Postwar Europe,” in
Deak, Gross, Judt, eds. The Politics of Retribution in Europe. (30pp.)
Final drafts of research paper due on Thurs, 30 May by 11:59 PM. Papers must be
posted on Safe-assign link on Blackboard.
--
STUDENT SUPPORT INFORMATION:
Instructor’s Office Hours:
You are welcome to speak to me one-on-one about anything you wish, and more than
once in the course of the semester. Please email me first, and come during my scheduled
office hours. If other courses or responsibilities make it impossible for you to come at this
time, I will try to arrange an appointment with you at an alternative time.
Student Complaints Policy
Students at Qatar University have the right to pursue complaints related to faculty, staff,
and other students. The nature of the complaints may be either academic or nonacademic. For more information about the policy and processes related to this policy, you
may refer to the students’ handbook.
Academic Support and Learning Resources
The University Student Learning Support Center (SLSC) provides academic support services to
male and female students at QU. The SLSC is a supportive environment where students can seek
assistance with academic coursework, writing assignments, transitioning to college academic life,
and other academic issues. SLSC programs include: Peer Tutoring, the Writing Lab, Writing
Workshops, and Academic Success Workshops. Students may also seek confidential academic
counseling from the professional staff at the Center.
Students Support and Learning Resources
Contact Information:
Tel: (00974) 4403 3876 Fax: (00974) 4403 3871 Location: Female Student Activities Building
E-mail: learningcenter@qu.edu.qa
Special Needs Section:
Telephones:
Female: (00974) 4403 3843
Male: (00974) 4403 3854
Location: Student Activities building
Email: specialneeds@qu.edu.qa
DECLARATION:
This syllabus and contents are subject to changes in the event of extenuating
circumstances. The instructor (with approval of the Head of Department) reserves
the right to make changes as necessary. If changes are necessitated during the
term of the course, the students will be notified by posting the notification on
the online teaching tool Blackboard. It is student’s responsibility to check on
announcements made.
COURSE RESOURCES:
Primary source readings drawn from:
James M. Brophy et al., eds. Perspectives from the Past: Primary Sources in Western
Civilizations, vol. 2, fourth edition, (New York, 2009).
Mark A. Kishlansky, ed., Sources of the West: Readings in Western Civilization, volume
2, eighth edition, (Pearson, 2012).
Secondary readings drawn from the following:
Best, Anthony et al., International History of the Twentieth Century and Beyond, Second
Edition, (New York, 2010).
Cleveland, William & Martin Bunton, A History of the Modern Middle East, (Westview
Press, 2009)
Deak, Istvan, ed., The Politics of Retribution in Europe: World War II and its Aftermath,
(Princeton University Press, 2000)
Golden, Richard Ed. The Social Dimension of Western Civilization. Volume 2. New
York: Bedford/St Martin’s Press, 2003.
Liulevicius, Vejas, The German Myth of the East: 1800 to Present, (Oxford 2009).
Mulligan, William, The Origins of the First World War, (Cambridge University Press,
2010)
Naimark, Norman. Fires of Hatred: Ethnic Cleansing in twentieth-century Europe.
(Harvard University Press, 2001).
Papanyi et al., eds., Refugees and the End of Empire: Imperial Collapse and Forced
Migration in the Twentieth Century, (Palgrave Macmillan, 2011)
Reinisch Jessica, et al. eds., The Disentanglement of Populations: Migration, Expulsion
and Displacement in Postwar Europe, 1944-1949, (Palgrave Macmillan, 2011).
Online resources:
Qatar University Library Ebscohost.
Sources for WWI: http://www.firstworldwar.com/source/index.htm
Sources for all eras: http://www.fordham.edu/Halsall/mod/modsbook38.asp
Online books: http://books.google.com/
Criteria
Quality
REACTION STATEMENTS WILL BE GRADED ACCORDING TO THE FOLLOWING CRITERIA
The Points reflect the importance of the categories.
1. Written communication skills........................………………… …………………………..…1 point
a. Correct word usage & proper sentence structure
b. Clear argument
2. Reading comprehension……………………………………………………………………………..….2 points
a. Demonstrates understanding of the general argument
b. Demonstrates understanding of the most important supporting points
3.
Analysis…………………………………………………………………………………………………………2 points
a. Critically analyzes the primary source in the context of information from
secondary sources and the content of class lectures & discussions
b. Compares and contrasts the primary and secondary sources and analyzes how
the first adds to our understanding of the second.
c. Critically Evaluates the secondary source for consistency of argument and
evidence
Score
Degree to which
student integrates
course readings into
classroom
participation
Interaction/
participation in
classroom discussions
Interaction/participati
on in classroom
learning activities
Demonstration of
professional attitude
and demeanor
Excellent
Good
Satisfactory
Needs Improvement
(4 points)
(3 points)
(2 points)
(1 points)
- often cites from
readings;
- occasionally cites
from readings;
- sometimes uses
readings to support
points;
- occasionally
articulates "fit" of
readings with topic at
hand .
- rarely able to cite
from readings;
- rarely uses readings
to support points;
- rarely articulates "fit"
of readings with topic
at hand
- unable to cite from
readings;
- cannot use readings
to support points;
cannot articulates
"fit" of readings with
topic at hand .
- often a willing
participant,
- responds occasionally
to questions;
- occasionally
volunteers point of
view .
- rarely a willing
participant,
- rarely able to
respond to questions;
- rarely volunteers
point of view .
- never a willing
participant.,
- never able to
respond to questions;
- never volunteers
point of view .
- often a willing
participant;
- acts appropriately
during role plays;
- responds occasionally
to questions;
- occasionally
volunteers point of
view.
- rarely a willing
participant.
- occasionally acts
inappropriately during
role plays;
- rarely able to
respond to direct
questions;
- rarely volunteers
point of view .
- never a willing
participant
- often acts
inappropriately during
role plays;,
- never able to
respond to direct
questions;
- never volunteers
point of view.
- rarely unprepared;
rarely arrives late;
- occasionally solicits
instructors'
perspective outside
class .
- often unprepared;
occasionally arrives
late;
- rarely solicits
instructors'
perspective outside
class .
- rarely prepared;
- often arrives late;
- never solicits
instructors'
perspective outside
class
- uses readings to
support points;
- often articulates
"fit" of readings
with topic at
hand.
- always a willing
participant,
responds
frequently to
questions;
- routinely
volunteers point
of view .
- always a willing
participant;
- acts appropriately
during all role
plays;
- responds
frequently to
questions;
- routinely
volunteers point
of view.
- always
demonstrates
commitment
through thorough
preparation;
- always arrives on
time;
- often solicits
instructors'
perspective
outside class.
ORAL REPORTS WILL BE ASSESSED ACCORDING TO THE FOLLOWING RUBRIC