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History 429B: Europe Since 1945
Spring Semester 2004
Dr. Cora A. Granata, Program Coordinator, European Studies
Course Time: M W 2:30-3:45
Location: Humanities 121
Information on contacting Professor Granata:
Office Hours: M W 10:30-11:00am and 1:30-2:30pm
Office: Humanities 810K
Office phone and voice mail: (714) 278-3568
Email: cgranata@fullerton.edu
Class web page: http://faculty.fullerton.edu/cgranata
Please note that the syllabus, reading response assignments, study
guides, and other handouts will be posted on this web page. You
should make it a habit to check the web page regularly.
"The Victory Two-Step. Russian and American troops dance together after their
respective armies meet in a German town. Within a few years the same soldiers could
have been facing each other on either side of the Iron Curtain." Source: Nick Yapp, ed.,
The Hulton Getty Picture Collection: 1940s (Cologne: Könemann Verlagsgesellschaft,
1998), 180.
Books to Purchase:
1. Textbook, William I. Hitchcock, The Struggle for Europe
2. Robert Linhart, The Assembly Line
3. Françoise Gaspard, A Small City in France
4. Timothy Garton Ash, The Magic Lantern
5. Slavenka Drakulić, Café Europa
Books are available at Little Professor Book Center, 725 North
Placentia Ave. Fullerton, CA 92831 (714) 996-3133.
A note on the readings: Assigned readings from the textbook
(noted as Hitchcock in the syllabus) will help provide context and
background for class discussions and lectures. Other reading
assignments will focus on particularly important topics and themes
for course discussion. The length and difficulty of the readings
vary from week to week. Students should plan their schedules
accordingly. A few times throughout the semester, your assigned
readings will be on course reserve at Pollak library, where you can
access them either in hard copies or on e-reserve. Copies of most
assigned books will also be available on reserve at Pollak library in
case you have trouble purchasing them.
Course Description:
This course is designed for upper-division students who seek
directed readings on the history of Europe since 1945. It will
cover European society, politics, economics, and culture from the
end of World War II to the present. Taking the devastation of
1945 as its starting point, the course will consider the various ways
that Europeans learned (or at times did not learn) from the
mistakes of the first half of the century and will trace their attempts
at constructing a new postwar Europe. It will focus on personal
accounts, diaries and memoirs written by Europeans themselves in
order to gain insight into history as it was understood and
experienced by those who lived through it.
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Course Themes and Goals:
This course has several guiding questions. Keep these questions in
mind as you conduct course readings, view films in class, write
class assignments, and participate in discussion.
1. What political, social and cultural problems led Europeans to
the point of devastation at which they found themselves in
1945? How did Europeans respond to these problems in
the aftermath of World War II?
2. What did it mean to be “European” in the immediate aftermath
of World War II?
3. How did definitions of “Europe” change over the course of
post-1945 history?
4. How did Europeans define who was an “insider” and who was
an “outsider”? In what ways did ethnicity, race, class, or
gender play a part in these understandings of “insider” or
“outsider” status?
In addition to the above themes, a significant goal of this course is
to work on developing skills of critical reading, thinking, and
writing. By the end of the semester, you will have improved your
ability to:
1. critically analyze readings and films in their historical context
2. identify a writer’s thesis and judge how well he or she
supports it
3. write a logical and coherent argument in essay form
History Department Learning Goals:
The general goal of all history department courses is to help
students become historically literate. Such literacy is achieved if
students are able to
 Demonstrate knowledge of historical facts, themes, and
ideas;
 Demonstrate the ability to reason through analysis,
evaluation, and synthesis of historical evidence; and

Demonstrate the ability to effectively communicate
historical knowledge and reasoning orally and in writing.
Historical Knowledge: Students should leave History 429B with
an understanding of European society, politics, economics, and
culture from the end of World War II to the present. The broad
topics to be included are listed below.
Historical Reasoning: Students should leave History 429B with an
understanding of how historians think and the methods they
employ to explain historical phenomena. Upon completion of the
course, students should have improved their ability to:
 Differentiate between primary and secondary sources
 Differentiate between fact and interpretation
 Recognize and critically interrogate the thesis and
argument of a secondary work
 Extract meaning from primary sources through critical
analysis
 Formulate a thesis and argument based on systematic
critical analysis of both primary and secondary sources
 Evaluate other historians' use of evidence
 Use evidence effectively to support one's own argument
 Argue one's own position against other points of view
Communication: Students should leave History 429B with a
basic grasp of how to construct a historical essay. Upon
completion of the course, students should have a better
understanding of how to develop an essay that
 Focuses on a well-formulated thesis clearly articulated
in the essay's introduction
 Develops the thesis in the body of the essay through
clear argumentation and systematic exposition of
relevant evidence
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Includes paragraphs organized around clear topic
sentences, each of which makes an analytical point that
furthers the overall argument
Provides adequate evidence to support each analytical
point
Includes a conclusion that restates the thesis,
summarizes the main points of the argument, and
reflects on the broader implications of the findings
Is adequately proofread and includes few errors in
spelling, punctuation, grammar, and syntax
Properly documents all materials drawn from primary
and secondary sources with few errors or omissions in
citation
Employs a relatively mature vocabulary and narrative
style
Assignments:
Map Quiz
There will be one short map quiz on present-day Europe. You will
receive in advance a map from which to study.
Two Take-Home Essay Exams
There will be two take-home essay exams. Take-Home Essay #1
will be 4-6 pages in length (approximately 1000-1500 words).
Take-Home Essay #2 will be approximately 5-7 pages in length
(approximately 1250-1750 words). Essays must be typed, doublespaced, with 12-point font and one-inch margins. No outside
research for these papers is required or allowed. Rather, you will
be asked to develop and support an argument or point of view
based on the readings and topics discussed in class. Because these
are take-home essays, they should be polished pieces of writing.
Essays will be graded for content, breadth, interpretation, and
style. We will discuss strategies for writing a successful takehome essay exam in class.
Two ID Tests
There will be a Midterm ID Test and a Final ID Test. The
identification questions will consist of important themes, persons,
concepts, and events discussed in lecture and readings. Before
each test, you will receive a study guide listing all the possible
terms that may appear on the exam; you will be tested on some of
these terms. We will discuss more on the format of the ID tests
and strategies for writing a successful ID answer in class. The
Final ID Test will be cumulative (i.e. it will cover terms from the
first and second parts of the course.) On the day of the test, be sure
to bring a blue book to class.
One Comparative Critical Book Review
You will write a 10-page (approximately 2500 words) comparative
critical book review on a topic of your choice. First, you will
decide on a historical theme or problem related to post-1945
European history. Then, you will select 3 significant scholarly
historical books related to that theme and write a critical review of
these works. The books you select must be outside secondary
sources not assigned in this class. You must discuss the topic and
the works you select in advance with the professor and receive
approval. You will submit a brief proposal listing the topic you
have selected and the 3 books you plan to review. Failure to
submit this proposal by the deadline listed below will reduce your
grade on the Comparative Critical Book Review by 10 percentage
points. We will discuss more about writing a comparative critical
book review in class. [Graduate students must write a 15-page
Comparative Critical Book Review on 5 books.]
Six Reading Response Assignments
Seven times throughout the semester you will receive short
questions to think about and respond to as you complete the
assigned readings. You must submit 6 out of 7 reading response
assignments. These short reading response assignments will be
due at the beginning of class on the day the relevant reading is to
be discussed. If you submit all 7 you will receive extra credit.
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One Reaction Paper on EU Guest Panel
On April 7, three distinguished international experts on European
integration will be coming to CSUF to speak on the Impact of EU
Enlargement on Central and Eastern Europe. Your attendance at
this panel is required. On the class session following the panel,
you will submit a 2-page reaction paper on the panel. What did
you learn from the speakers? How did the panel relate to material
discussed thus far in class? Do you agree or disagree with the
speakers? Be as specific as possible and incorporate concrete
examples from the panel.
Class Participation
The format of this course is both lecture and discussion. Class
participation is a key part of your assigned duties and will make up
a significant portion of your final grade. Students must do all the
readings in advance of class session meetings and come prepared
to discuss them. Students who do not feel comfortable
participating in group discussions should consult with me at the
beginning of the semester to develop ways to improve their skills
in this area. Coming to class is not enough to receive a good class
participation grade. I will evaluate both the quality and quantity of
your participation. Be sure to bring assigned readings to class on
the sessions devoted to them. Your class participation grade will
consist of your overall contribution to class discussions and your
attendance.
Grading: Your final grade will be calculated as follows:
Class Participation: 15 per cent
Reading Response Assignments: 12 per cent
EU Panel Reaction Paper: 5 per cent
Take-Home Essay #1: 10 per cent
Take-Home Essay #2: 15 per cent
Midterm ID Test: 10 per cent
Final ID Test: 15 per cent
Map Quiz: 3 per cent
Comparative Critical Book Review: 15 per cent
Your grades on the take-home essay exams will be based on three
major, closely related criteria.
1. Use of relevant class material, including readings, lectures,
discussions, and films. (evidence)
2. Expression of ideas in a clear, concise, and engaging prose
(style)
3. Development of an argument or point of view that is pertinent
to the issue at hand and that has breadth, coherence, and
insight (interpretation)
These criteria will translate into grades as follows:
A: excellent in all three areas. Offers an insightful argument
based on ample, sound evidence.
B: good. Strong in all three areas or notable strengths in one
balanced by weaknesses in another.
C: average. Adequate performance in one or more areas offset by
serious weakness in others that leaves presentation
fragmented, unclear, or narrow.
D: poor. Notable problems in all three areas. Remedial work
needed to improve substantive understanding or basic
communication.
F: unacceptable. Serious flaws in all three areas. No evident
engagement in the assignment.
If you do not understand the basis of the grade you received or if
you disagree with the assessment, please speak with the professor.
Wait at least 24 hours after receiving the grade to re-read professor
comments and reflect on the evaluation. Please act within a couple
of weeks after the return of the assignment.
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Rules of the Road:
Attendance: Class attendance and participation is required, and it
is impossible to pass the class without attending. I understand that
problems do arise, so I will allow you three “free” misses. If you
must miss class, it is best to inform the professor in advance and
get class notes from a classmate.
Late Assignments: For each class session that an assignment is
late, it will be reduced by 5 percentage points.
Avoidable Emergencies: If unavoidable emergencies arise, I will
not hesitate to help you as much as possible. But beware that
emergencies that are avoidable with advanced planning—missed
buses, parking or traffic problems, suddenly broken computers, too
many assignments due—will not receive a sympathetic hearing. It
is your job to anticipate problems and arrange your life so that you
can complete your assignments well and on time.
Courtesy during class: It is disruptive to others to arrive late to
class or leave early. Please don’t do it. If you know that you will
have to leave class early, explain the situation to the professor and
sit near the door so that you can exit as quietly as possible. Please
turn off all cell phones, beepers, or any other wireless device that
may make noise during class. I will confiscate your device if it
rings in class.
Academic dishonesty: Plagiarism is stealing the words, ideas, or
thoughts of another person and treating them as your own.
Students sometimes plagiarize from books and web sites (by using
the author’s words without quotation or attribution), but they can
also plagiarize from each other. Changing a word or two in a
sentence is not enough to avoid plagiarism. If you have questions
about plagiarism, please see me. Any evidence of cheating or
plagiarism will result in a failing grade on the assignment and
possibly the course. I also report all cases of academic dishonesty
to the Dean of Judicial Affairs for further proceedings that may
result in expulsion from the university.
In-Class Use of Tape Recorders or Computers:
Please do not tape lectures or class discussions or use computers in
class. If you have a documented need, please see me.
Modifications to the Syllabus:
I reserve the right to modify this syllabus as needed throughout the
semester. If there are significant changes, I will issue a new
syllabus.
Schedule and Reading Assignments:
Week 1:
2/2 Course Introduction
2/4 Overview of 20th Century Europe before 1945
Reading: Hitchcock Introduction, pp. 1-7
Week 2:
2/9 Europe in the Aftermath of World War II
and the Origins of the Cold War
Reading: Hitchcock Aftermath and Ch. 1, pp. 9-39
2/11 Film: The Bicycle Thief
Week 3:
2/16 No Class. Washington’s Birthday observed
2/18 Welfare State and Economic Recovery
Reading: Hitchcock Ch. 2 and Ch. 5,
pp. 40-68 and 127-161
Week 4:
2/23 Establishing Communism in Eastern Europe
Reading: Hitchcock Ch. 4, pp. 98-125
In-class Map Quiz
2/25 Life under Communism
Reading: Excerpt from The Captive Mind
on course reserve at Pollak Library
Reading Response Assignment 1 due
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Week 5:
3/1 Decolonization
Reading: Hitchcock Ch. 6, pp. 162-192
3/3 Film: Battle of Algiers
Week 6:
3/8 Immigration and Identity
Reading: Hitchcock Ch. 15, pp. 410-434
3/10 European Multiculturalism
Reading: Excerpt from Fringe Voices
on course reserve at Pollak Library
Reading Response Assignment 2 due
Week 7:
3/15 Americanization and Consumer Culture
Reading: Excerpt from Seducing the French
on course reserve at Pollak Library
Reading Response Assignment 3 due
3/17 In-class Midterm ID Test
Week 8:
3/22 Film: One, Two, Three
3/24 Grassroots social movements in Western Europe
Reading: Hitchcock Ch. 9, pp. 247-268
Proposal for Comparative Critical Book Review due
Take-Home Essay #1 distributed in class
Week 10:
4/12 Challenging the Establishment in Eastern Europe:
Prague Spring and Solidarity
Reading: Hitchcock Ch. 11, pp. 288-310
Reaction Paper on EU Panel due
4/14 Neo-Liberalism and Thatcher
Reading: Hitchcock Ch. 12, pp. 311-341
Week 11:
4/19 Neo-fascism Part I
Reading: Class Discussion of A Small City in France
Reading Response Assignment 5 due
4/21 Neo-fascism Part II
Class Discussion of A Small City in France
Take-Home Essay #2 distributed in class
Week 12:
4/26 European Revolutions 1989-1991
Reading: Hitchcock Ch. 13, pp. 347-379
4/28 Class Discussion of The Magic Lantern
Reading Response Assignment 6 due
Week 13:
5/3 Post Cold War Challenges: Break-up of Yugoslavia
Reading: Hitchcock Ch. 14, pp. 380-409
5/5 Film: No Man’s Land
Take-Home Essay #2 due
3/29-4/4 Spring Recess. No classes.
Week 9:
4/5 Student movements and labor movements
Class Discussion of The Assembly Line
Reading Response Assignment 4 due
4/7 Panel on the Impact of EU Enlargement on Eastern Europe
Exact time and location TBA. Attendance Mandatory.
Take-Home Essay #1 due
Week 14:
5/10 Post-Communist Transition in Eastern Europe
Class Discussion of Café Europa
Reading Response Assignment 7 due
5/12 European Union
Reading: Hitchcock, pp. 435-464
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Week 15:
5/17 Course Summary and Review
5/19 Critical Book Review due
In-class student presentations of papers
Final ID Test Date: Wednesday, May 26, 2:30-4:20pm
"Dresden, March 1946. A human chain of women workers moves bricks to be used in
the rebuilding of their city. In the background are the remains of the Roman Catholic
cathedral. Until the Allied raid, Dresden had been one of the Baroque centres of beauty
in Europe." Source: Nick Yapp, ed., The Hulton Getty Picture Collection: 1940s
(Cologne: Könemann Verlagsgesellschaft, 1998), 244.
"American servicemen brought jitterbugging to Britain during the war. It became a
craze. A couple step out at the Paramount Salon de Danse, Tottenham Court Road,
London..." Source: Nick Yapp, ed., The Hulton Getty Picture Collection: 1940s
(Cologne: Könemann Verlagsgesellschaft, 1998), 336.