War and Peace in the Modern World
Honors Preceptorial
Course Equivalent:
History 16 /Peace and Justice Studies 1
Credit: 4 units
Fall 2005
IPJ 214
MWF 10:10-11:05
Office Hours:
MW 1:00-3:00 p.m.
T 1:30-2:30 p.m.
Dr. James Gump
Founders 114
Ph: 619 260-4545
Fax: 619 260-4162
E-mail: gump@sandiego.edu
Web: http://home.sandiego.edu/~gump/
Overview, Objectives, and Outcomes
The ending of the Cold War seemed to promise a new world order characterized
by respect for human rights, principles of democracy, and the rule of law. Instead, we
enter the twenty-first century plagued by global conflict and burdened by spasms of
terrorism, radical nationalism, ethnic cleansing, a growing gap between rich and poor,
and the proliferation of nuclear and biological weapons. Where did these problems arise
and why have they not gone away? Furthermore, how have societies gone about
managing conflict and sustaining peace over the past two hundred years or so? This
preceptorial will assist students in gaining historical perspective on these questions by
exploring the underlying causes of war, revolution, terrorism, and genocide in modern
world history. We will begin with an analysis of the contemporary scene and then back
up to explore the historical evolution of conflict and its resolution since the era of
revolutionary France. Utilizing a global perspective, we will then analyze the strengths
and weaknesses of various attempts at managing and resolving conflict in the modern
world.
Our study of war and peace in the modern world incorporates the essential
elements of a liberal arts education and complements USD’s commitment to global
education, cultural diversity, and concern for human values. Specific learning outcomes
include:

Students recognize the limits of their knowledge, become engaged in the active
and critical evaluation of their beliefs, understand that learning is a collaborative
venture, and take responsibility for their own learning.

Students develop the skill of “high impact” writing—that is, writing with
precision, clarity, purpose, and integrity;
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
Students understand the interconnections among different peoples, cultures,
institutions, and ideas over a broad space of time and place.

Students think historically; that is, demonstrate a capacity to derive information
from primary sources and weigh the reliability of these sources; to critically
evaluate diverse interpretations of the same historical event; and identify the
major causes of change and continuity.

Students address complex and compelling problems that invite them to develop an
array of workable and innovative solutions.

Students manage their time effectively and take personal responsibility for the
timely, careful, and thorough preparation of course assignments.

Students demonstrate an awareness of their local and global communities and
develop and sense of responsibility for civic life.
Attendance, Grades, Etc.:
Your final grade in this class can be reasonably predictable if you abide by the
following guidelines: 1) participation; 2) the careful and timely preparation of reading
and writing assignments; and 3) regular attendance. The Latin root for education—
educare—variously means to “rear,” to “develop,” as well as to “bring out.” Thus, by
definition, education is both didactic and interactive; an educator is not only obliged to
instruct and edify but also to elicit ideas from students. Consequently, student
participation, based on the timely preparation of reading and writing assignments as well
as regular attendance, constitute an essential component for success in this course. Feel
free to share your ideas at all times, and as a sign of respect for your fellow students,
please attend regularly.
In addition, please familiarize yourself with USD's Academic Integrity policy,
especially the information on plagiarism, fabrication, and examination behavior. Be
advised that intentional cheating will result in an automatic failure for this course, as well
as activate a Hearing Committee of administrators, faculty, and student peers. This
Committee is empowered to impose a variety of sanctions, including censure, suspension,
and even expulsion from the University. Believe me, speaking as the current chair of the
Academic Integrity Hearing Committee, you do not want to go there.
Finally, no extra-credit work is required and none will be accepted. Examinations
will be administered only on the days and times designated in this syllabus. If for any
reason you cannot comply with these guidelines please let me know as soon as
possible.
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Grades will be calculated according to the following formula:
20% Midterm Examination (Monday, October 10).
15%
Position Paper (Friday, October 21): Please write a five-page position
paper on the following topic:
Germany bears principal responsibility for the outbreak of WWI.
20% Midterm Examination (Monday, November 7)
15% Review Essay and Oral Presentation (essay due December 12)
20% Final Examination (Monday, December 19, 11:00-1:00)
10%
Reading Quizzes and Class Participation
Review Essay
During the last two weeks of the semester students will evaluate a book or film
that focuses on themes of war and peace and present their findings to the class (examples
are listed below). The most important point to remember about your review essay, which
is due on December 11, is that it is a commentary, not merely a summary. Therefore, the
bulk of the essay should be an evaluation of the way the author or director handled the
subject, and a commentary on the book/film’s contribution to your understanding of the
issues discussed. Your review should discuss the work’s theme and point of view, as
well as your reaction to them; assess the author/director’s values and biases; and draw
conclusions as to how well the author/director’s point comes across. The form of your
review essay is the same as any book review. You should begin by making a list of
points you wish to address. Once your list of central points has been compiled, you
should take each one as the focus of a different section of your review. Each section of
your review should explain the point, support it with your own arguments and with brief
examples from the book/film under review, and then draw conclusions as to the meaning
and importance of the idea being discussed. In the end, it should be clear to the instructor
not only that you have read/viewed the work and can summarize it but that you have also
thought about what you have read or seen.
The oral presentation, which will accompany the review essay, should be limited
to twenty minutes. The overall goal of the oral reports is to enlarge students’
understanding of the complexity of conflict and its resolution in the modern world. This
presentation should focus on the general themes of your essay rather than a literal reading
of it. It may be accompanied by audio-visual materials. The oral presentation will be
evaluated on the basis of the student’s depth of understanding, spontaneity, sensitivity to
time constraints, and creativity.
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Sample Books and Films for Review
Bullock, A.
Erickson, E.
Greene, G.
Hiro, D.
Hochschild, A.
Kimball, W.
Klare, M.
Mandela, N.
McCullogh, D.
Remnick, D.
Sampson, A.
Service, R.
Spence, J.
Books
Hitler: A Study in Tyranny
Gandhi’s Truth: On the Origins of Militant Nonviolence
The Quiet American
War Without End: The Rise of Islamist Terrorism and the
Global Response
King Leopold’s Ghost
Forged in War: Roosevelt, Churchill, and the Second
World War
Resource Wars: The New Landscape of Global Conflict
Long Walk to Freedom
Truman
Lenin’s Tomb: The Last Days of the Soviet Empire
Mandela: The Authorized Biography
Lenin: A Biography
The Gate of Heavenly Peace: The Chinese and Their
Revolution
Films
A Dry, White Season
All Quiet on the Western Front
Apocalypse Now
Blackhawk Down
Breaker Morant
Catch-22
Downfall
Dr. Strangelove
Full Metal Jacket
Gallipoli
Glory
Little Big Man
Long Night’s Journey into Day
Lumumba
Patton
Stalingrad
The Killing Fields
The Pianist
The Quiet American
The Thin Red Line
Twelve O’Clock High
The Year of Living Dangerously
War and Peace
Zulu
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Books Recommended for Purchase
J. Bentley and H. Ziegler
C. Johnson
Voltaire
C. Achebe
G. Martel
E. Wiesel
Electronic Reserve
Traditions and Encounters, 3rd ed., vol. C
The Sorrows of Empire
Candide
Things Fall Apart
The Origins of the First World War, 3rd ed.
Night
Password: “warandpeace”
Schedule of Topics and Assignments
Sept. 2:
Introduction
Sept. 5:
Labor Day—no class
Sept. 7-9:
War and Peace in Recent Times
Reading: Johnson, Sorrows of Empire
Sept. 12-23:
Revolutions and National States
Reading: Bentley, chs. 29-31
Voltaire, Candide
Palmer and Colton, “The French Revolution”
(electronic reserve)
Sept. 26-Oct. 7:
Empires in Formation and Decline
Reading: Bentley, chs. 32-33
Achebe, Things Fall Apart
Oct. 10:
Midterm Exam
Oct. 12-21:
The Great War and its Antecedants
Reading: Bentley, ch. 34
Martel, Origins of the First World War
Position Paper Due Oct. 21
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Oct. 24-Nov. 4:
The Age of Anxiety
Reading: Bentley, ch. 35
Kershaw, “Hitler”
(electronic reserve)
Nov. 7:
Midterm Exam
Nov. 9-23:
Total War and Cold War
Reading: Bentley, chs. 36-38
Wiesel, Night
Nov. 25:
Thanksgiving Vacation—no class
Nov. 28-Dec. 12:
Student Presentations
Dec. 19:
Final Exam (11:00-1:00)