Dr. Jennifer Popiel
Office: Adorjan (Humanities) 321
Email: popieljj@slu.edu
Office Hours: By appt (please email or call)
Office Phone: 977-7016
Reacting to the Past: Democracy and Imperialism
(HIST-393-02/H and ISTD 393-01)
Dr. Jennifer J. Popiel
MWF 11-11:50
Ritter 102
Required Text/Supplies:
 Spielvogel, Western Civilization (through Aplia, online, free)
 Carnes and Ober, Athens in 403 B.C.: The Threshold of Democracy (Athens packet)
 Plato, The Republic (any version)
 Carnes and Kates, Rousseau, Burke, and Revolution in France, 1791 (Revolution packet)
 Rousseau, Social Contract (any version)
 Carnes and Embree, Defining a Nation: India on the Eve of Independence 1945 (India packet)
 Sources of Indian Tradition, Vol. 2: Modern India and Pakistan
 Access to SLU Blackboard and the internet for this course
 A Turnitin.com account that is signed up for this course:
Course Description:
“Reacting to the Past” seeks to introduce students to major ideas and texts throughout history. It uses a “role
playing” format to replicate the historical context in which these ideas acquired significance. In Democracy
and Imperialism, we will examine the collision of ideas about political participation and the role of the state
in the following three contexts: Athens in 403 B.C., France in 1791, and India in 1945. During each course
segment, each student will assume a historical role to re-enact that requires him/her to prepare a host of
short writing assignments, give multiple oral presentations, and actively participate in class. In short,
“Reacting to the Past” calls on students to play out the parts of historical actors in key moments of cultural
and political crisis; students must in essence “inhabit” their roles, getting into the minds and hearts of those
historical figures they portray.
Grading:
Participation (including potential bonuses)
Written Assignments and Quizzes
33%
66%
Learning Objectives:
By the end of this course, you will be able, in both written and spoken work, to do the following:
 Recognize major thinkers, texts, and ideological movements related to democracy and imperialism
 Distinguish between possible historical motivations
 Identify the results of political, social, and philosophical conflicts
 Analyze the relationship between fact and contingency, theory and practice
 Criticize opposing viewpoints and defend your own
 Construct logical arguments in collaboration with classmates
Reacting to the Past:
This course is comprised entirely of participation-intensive historical “games.” The books you have
purchased, which are part of the “Reacting to the Past series,” seek to introduce students to major ideas and
texts in a new and engaging way. This fall, we will be exploring themes of democracy, civic participation, and
imperialism by using a “role-playing” format to replicate the historical context in which these ideas acquired
significance. You can read the “Introduction to the Course” in SLU Global. You can also find an introduction
to Reacting here: http://www.barnard.edu/reacting/. Click first on the “Curriculum” tab at the top and then
scroll down to read “The Basic Concept”, “Requirements and Grading” and “Playing the Game.” To read
about the games, use the right hand tabs to explore Athens in 403 B.C., Rousseau, Burke, and Revolution, and
Defining a Nation.
Course Requirements:
In addition to attendance and participation, requirements for the course include a substantial amount of
writing (roughly eight pages or more) for each game. The specifics of the writing will be shaped by the
character that you are assigned. These essays must be your own work; to guarantee the integrity of the
game, every piece of written work that is longer than 300 words (roughly one page, double-spaced) must
also be submitted to Turnitin.com. All public papers must either be publicly posted or sent by mail through
SLU Global to Dr. Popiel if they are for public consumption. If they are to be kept private, they may be
emailed to popieljj@slu.edu instead, but in either case, the electronic deadline remains 11:59 PM on the day
that they are due.
Class Attendance and Participation:
Students are expected to read all of the materials in a timely fashion, complete approximately
twenty-five pages of written work, and participate actively in the presentations, debates, and discussions.
Students may have, depending on their roles, some latitude in how and when they fulfill these requirements;
this independence and flexibility should not be mistaken for laxity. This course is demanding. Students who
fall behind in the reading, writing assignments, or class presentations, or who miss class sessions, will find
themselves hopelessly lost in many different respects. Attendance is especially important in this
participation-intensive course.
If you must be absent, you may receive an excused absence if you provide a valid doctor’s note or
another form of verification from a school official (for extracurricular activities). Also, when possible, please
notify me via email if you know you will be absent from class. Notes from parents are not valid excused
absences. If you have three or more unexcused absences then you will receive an automatic AF, failure due
to absence, for the course.
Additionally, if are not a full participant in class (listening actively, adding comments, joining in as
your character demands (which is likely to be multiple times in one week), etc.), you will not get a good
participation grade. Participation involves more than merely showing up to class. A participant joins in,
speaks up, and comments thoughtfully. You do not have to be the most talkative person in the room to be
an “A” participant, but you cannot be silent, either. Students who do not add to class in some substantive
way on a regular basis will be penalized, both in the “game” and in their ultimate participation grade. (In
very serious cases, that penalty may extend to losing a winning bonus, if the student has not substantively
added to his/her faction’s success.)
Technology/Electronic Devices in the Classroom:
In order to fulfill the requirements of this course, you MUST have consistent access to a computer
with an internet connection, as you will use SLU Global regularly (both for reading and posting) and will find
assignments and resources online. In addition to using the internet to find appropriate sources, you must
post your papers to SLU Global or email them to Dr. Popiel and submit them to Turnitin.com by 11:59 pm on
the day that they were due. If you are comfortable with technology, you will likely have an easier time in this
course than if you are not. This, however, does not mean that technology will serve as an adequate
substitute for being present in class.
You are permitted to use a laptop to take notes in class, but you should not check-email or surf the
Internet during class. In addition, during class you should keep your mobile phone in your bag and muted or
off. During all tests and quizzes, all electronic devices must be powered off and placed in your bag.
Students with Disabilities
Those who have or think that you may have a disability (learning, physical or psychological) are encouraged
to contact Mark Pousson at Disability Services, 314-977-8885, in the Busch Student Center, Suite 331, as early
as possible in the semester. Students are encouraged to discuss their instructional (“reasonable academic
adjustments”) and accommodation needs with their professors. All student requests for extended time to
take examinations in a distraction-free environment must be discussed with the professor a minimum of one
week prior to the scheduled date of the exam; the student must complete the Extended-Time Request Form
and obtain the professor’s approval; and submit the form to the proper office along their schedule. Failure
to follow these procedures could result in a denial of the request. Exceptions to exam schedules require prior
written approval of the professor.
Academic Honesty:
Plagiarism and other forms of cheating violate the academic integrity policy and are grounds for
failure of this course, suspension, or even dismissal from the university. Plagiarism is using other people’s
ideas or work as your own (or reusing your own work without indicating that it has been used to fulfill a
requirement in another class). If your essays demonstrate reliance on unattributed sources, the best you can
hope for is a failing grade on the assignment, and a failing grade in the course is likely.
Conspiring with someone else to cheat is collusion, which is an even more serious violation of
academic integrity. Persons found colluding will fail the course, even if their own work was uncompromised.
Please do not plagiarize, cheat, or collude to cheat. If you are not sure how to cite other people’s
ideas, ask. If you are unclear about what does and does not constitute academic dishonesty, find out. You
do not want to fail this course any more than I wish for you to fail.
All cases of academic dishonesty, cheating, and plagiarism will be handled per the university’s
policies. You should complete all of your assignments independently, unless you are given specific
instructions to the contrary. For the specifics of SLU’s Academic Honesty Policy, see:
http://www.slu.edu/x12657.xml
Classroom Decorum:
Please follow these rules to assure a pleasant learning environment for everyone:
 Recognize the social norms of your character (this will probably mean listening when someone else
has the floor)
 Do not surf the internet, text, or IM during class
 Turn your telephone ringer off while in class
 If you know that you may need to leave early, sit near an exit
 Do not start packing your things and shuffling papers before the lecture is over
If you cannot conform to these expectations, you may be asked to leave.
Course Schedule
Week One
August 23
Introduction to the course and “Reacting” methodology
August 25
Ancient Greece
Assignment: Spielvogel Chapter on Ancient Greece (Aplia)
August 27
Athens in 403 B.C.
Assignment: Student Packet, esp. Athenian History
Week Two
August 30
Finish Athens in 403 B.C., Begin Discussion of Plato
Assignment: Plato’s Republic, 327a to 383c
September 1
Discussion of Plato’s Republic; Distribution of Roles
Assignment: Plato’s Republic, 386a to 480a
September 3
Quiz on Plato, “Reacting,” and Ancient Greece
Assignment: Review student packet and material thus far
Week Three
September 6 – Labor Day, No Class Held
September 8
Faction Meetings
Assignment: Plato’s Republic, 484a to 541b
September 10
Public Session One
Assignment: Prepare for Public Session One, incl. reading of Thucydides and Xenophon in
game packet, as necessary.
Week Four
September 13
Public Session Two
Assignment: Prepare for Public Session Two. Some students will have first papers due today.
September 15
Full Session Three
Assignment: Prepare for Full Session Three. Most remaining students will have first papers
due today.
September 17
Full Session Four
Assignment: Prepare for Full Session Four.
Week Five
September 20
Full Session Five
Assignment: Prepare for Full Session Five. Second papers due from all factions and some
indeterminates.
September 22
Full Session Six
Assignment: Prepare for Full Session Six. Second papers due from other faction members
and most remaining indeterminates.
September 24
Athens Wrap-Up
Week Six
September 27
The French Revolution
Assignment: Spielvogel Chapter on The French Revolution and Napoleon (Aplia)
September 29
Introduction to the Enlightenment and Rousseau, Burke, and Revolution in France
Assignment: Scan Revolution Packet. Read Voltaire, “Selections from the Philosophical
Dictionary” and selected entries from Diderot’s Encyclopedia
October 1
Rousseau
Assignment: Read (in Revolution Packet) Basic Rules and Rousseau, Social Contract, Books I
and II. Read also Rousseau’s First Discourse (Blackboard); some students receive roles today.
Week Seven
October 4
French Revolution and Rousseau
Assignment: Read the remainder of the Revolution Packet, including half of the Gershoy
reading. Also read Rousseau, Social Contract, Books III and IVI. Read also Rousseau’s First
Discourse (Blackboard). Remainder of students receive roles today.
October 6
Faction meetings
Assignment: Complete Gershoy narrative; read excerpts of Burke’s Reflections on the
Revolution in France (Revolution packet). Choose faction leader/editor, National Assembly
President.
October 8
National Assembly One
Assignment: Work on first newspaper essay, come prepared to speak in the National
Assembly on the Civil Constitution of the Clergy.
Week Eight
October 11
National Assembly Two
Assignment: Come prepared to speak in the National Assembly. Newspaper Volume One
and indeterminate biographies are due.
October 13
National Assembly Three
Assignment: Come prepared to speak in the National Assembly. Winner of Volume One
Bonus announced today.
October 15 –
Faction Meetings
Assignment: Come prepared to work on newspapers in groups
Week Nine
October 18 – Fall Break, No Class Held.
October 20
National Assembly Four
Assignment: Come prepared to speak in the National Assembly. Newspaper Volume Two
due today.
October 22 – WSFH Conference, No Class Held
Assignment: Work on Newspaper Three.
Week Ten
October 25
National Assembly Five
Assignment: Come prepared to speak in the National Assembly. Newspaper Volume Two
Bonus announced today.
October 27
National Assembly Six (and Final!)
Assignment: Come prepared to speak in the National Assembly. Newspaper Volume Three
due today.
October 29
Revolution Wrap-Up
Assignment: Final presentations today; Read essay by Kates on historiography (Revolution
packet), evaluate game.
Week Eleven
November 1
Decolonization and the 20th Century
Assignment: Spielvogel Chapter on Decolonization and the Cold War (Aplia)
November 3
Introduction to India Game
Assignment: Read game packet, including Appendix B. Read entire selection up to
“Negotiations for Independence” (in Chapter Six)
November 5
Discussion of Sources
Assignment: Read Sources, especially chapters 2-4.
Week Twelve
November 8
Discussion of Sources; faction meetings
Assignment: Complete Sources reading and read Appendix A of India packet.
November 10
Quiz, faction meetings
Assignment: re-read materials pertaining to assigned role; prepare for Quiz on readings
November 12
Game begins, factions meet
Assignment: Come prepared for discussion. British Governors General make initial
statement
Week Thirteen
November 15
Full session one
Assignment: All come ready to participate. Sikhs, Nizam, Maharaja, Communist have
presentations to full session and also prepare and submit India paper one.
November 17
Full session two
Assignment: All come ready to participate. Untouchables and Gandhi adherents make
presentations and also prepare and submit India paper one.
November 19
Full session three.
Assignment: All come ready to participate. INC, Muslim League make presentations to full
session and prepare and submit India paper one.
Week Fourteen
November 22
Full session four
Assignment: All come ready to participate. Governors General issue draft recommendations to
Prime Minister, followed by open discussion.
November 24-26 No Class Held, Thanksgiving Break
Week Fifteen
November 29
Full session five
Assignment: All come ready to participate. Replies by various parties and many second India
papers due.
December 1
Full session six
Assignment: All come ready to participate. Replies continued, as well as Implementation of
Revised Plan (Governors General option). Second India papers due for remainder of class.
December 3
Game Wrap-Up
Assignment: Read remainder of India’s Search for post-mortem discussion. Come prepared
to discuss game issues, historical outcome and to evaluate the game.
Some Additional Notes on “Reacting to the Past”
 In order to do well in this class, you must do four things: read, write, show up for class, and speak up!
If you do not do all of these things, you are unlikely to do well. This game moves at a rapid pace,
too, so you must do them consistently, for every class session.
 You will be a character; when acting as that character, you will have a “game name.” This is intended
to reinforce the idea that you are playing a historical role and not acting as yourself. You will
refer to others, when appropriate, by their game names, in recognition of the fact that they are
advancing historical ideals that may not be in keeping with their own ideology. This is not
personal!
 The instructor is the “Gamemaster,” or the person who determines how the consequences of an
action will affect the game. Sometimes this is arbitrary and external, determined by a role of a
die. Sometimes it’s arbitrary and internal, determined according to some historical calculation
that you may or may not follow. Sometimes it’s fact-driven, based on the known historical
context. In all cases, it’s up to the Gamemaster to determine how a conflicted moment plays out
in the course of the game.