HIST 109: Introduction to European Studies
Fall 2014
Monday/Wednesday/Friday 12:50-1:50—Richardson 204
Prof. Elun Gabriel
Office: Piskor 202
Office hours: Wednesday 2:00-3:00, Thursday 2:30-3:30; Friday 11:00-12:00
Phone: 229-5149
E-mail: [email protected]
COURSE DESCRIPTION
This course is an introduction to the histories and cultures of what we now call Europe, with
particular focus on the different ways inhabitants of the region have defined their identities,
especially in relation to other groups (from the Greco-Roman idea of “civilization” and
“barbarians” to the medieval vision of “Christendom” to the Cold War division between Eastern
and Western Europe to the current European Union). We will explore the geographical, social,
and cultural worlds of Europeans in several historical moments and in the present, but will not
survey the entire history of “western civilization.” The course will also consider how European
culture and history relate to the history of the rest of the world. By the end of the course, students
should be familiar with some important eras in European history and have an understanding of
some ways Europeans have defined themselves, including against internal and external “others,”
over the past two millennia.
LIST OF READINGS
• Peter Rietbergen, Europe: A Cultural History, 2nd ed.
• Tacitus, Agricola and Germania, trans. Harold Mattingly
• The Song of Roland, trans. Robert Harrison
• Carlo Ginzburg, The Cheese and the Worms, trans. John and Anne Tedeschi
• Christopher Columbus, The Four Voyages, trans. J. M. Cohen
• Joseph Conrad, Heart of Darkness
• Other readings posted to Sakai
Writing guide
• Mary Lynn Rampolla, A Pocket Guide to Writing in History, 7th ed.
ASSIGNMENTS
Your course grade will be calculated in the following way:
Class preparation & participation
Reading and map quizzes
Discussion preparation papers & conceptual
workshops
Short analytical paper
Event/artifact presentation and paper
European identity project
10%
15%
25%
15%
20%
15%
Grading scale
Grade
4.0
3.75
3.5
3.25
3.0
2.75
2.5
Numerical equivalent
93.75-100
91.25-93.74
88.75-91.24
86.25-88.74
83.75-86.24
81.25-83.74
78.75-81.24
2.25
2.0
1.75
1.5
1.25
1.0
0.0
76.25-78.74
73.75-76.24
71.25-73.74
68.25-71.24
66.25-68.24
60-66.24
0-59.99
The assignments are briefly described below. You will be given fuller information on each
assignment in class.
CLASS PREPARATION & PARTICIPATION
This class will include lectures, discussions of course reading, analysis of images, and film
viewing, among other activities. In all cases, it is vital that you come to class prepared and that
you participate in the day’s activities. Simply showing up to class constitutes neither preparation
nor participation, and will earn you a poor preparation and participation grade. More importantly,
it will diminish the class’s value, not only for you, but also for your colleagues and for me.
The following advice is designed to help you meet the expectations for preparation and
participation:
Class preparation
Every class meeting builds on the day’s reading or other assignments, so it is crucial that you do
these in advance. You must bring all readings, discussion questions, and other materials to class.
This is the first step in being prepared for class.
You are not expected to have mastered all the intricacies of the day’s text to be ready for class.
By reading actively and critically (for more information, see “Critical Reading” handout on
Sakai), you should have some ideas about the text’s structure and main ideas, as well as
questions about its meaning. To effectively explore your interpretations and questions, you must
take notes on the reading that will allow you to offer comments or ask questions that are specific
and grounded in the text.
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Class participation
Class participation begins, of course, with your presence. If you miss class, come to class late, or
come unprepared, you cannot participate in a constructive fashion. Every absence thus inevitably
detracts from your understanding of the course as a whole and therefore your grade. Therefore,
you should make every effort to attend every class, and to only miss class in cases of serious
emergency (it is up to you to decide what this constitutes for you). After three absences (the
equivalent of one week of class), your preparation & participation grade will be reduced by half
a grade for each absence.
Your prepared, active, and thoughtful involvement in class discussion will constitute the bulk of
your preparation & participation grade. Class discussion offers the chance to present your ideas
and your questions to your colleagues, so that we can all come to a deeper understanding of the
material. Active participation in discussions will enable you to work through difficult concepts,
perceive links between different topics and readings, and clearly articulate your own perspectives
on the subject matter. Do not be afraid to ask questions about what puzzled you. Discussion is a
collaborative endeavor, in which we pool our knowledge and exchange our ideas. Everyone will
bring different qualities and ideas to discussion.
Students are often cautious about questioning each other, yet this is the heart of good class
discussion. You will no doubt sometimes disagree with some or all of your colleagues and even
your professor. Do not be afraid to disagree—it is through constructive, energetic debate that we
will all come to more sophisticated understandings of the material. You should feel free to
challenge, critique, and delve into each other’s ideas, without being rude, dismissive, or impolite.
The academic enterprise depends on the free exchange of ideas, which are expanded and refined
through interaction with competing views. Discussion will probably not lead us to a final
position upon which we all agree, but will help each of us to clarify our own interpretations by
having them challenged and opening them up to different perspectives.
Participation in discussion will allow you to come to a better understanding of your own ideas, as
well as aiding your colleagues. If it is difficult for you to speak up in class, please discuss this
with me in office hours, where we can strategize about how to improve your participation, which
is a necessary skill for you to cultivate. The more you have prepared for class in advance, the
easier it will be to participate in the class itself.
Meaningful discussion requires an ability to keep an eye on the text’s overall significance
without neglecting the realm of the specific. Your questions, comments, and observations should
be grounded in specific passages in the text. When you raise points, you will be expected to
show the class the portions of the text to which you are referring.
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The following criteria will serve as the basis for your preparation and participation grade1
• Your regular, thoughtful, informed discussion of the readings, assignments, and audio-visual documents
(this presupposes your habitual and punctual attendance throughout the semester)
• Attention and responses to other students’ comments, questions, and presentations
• Engagement with questions posed by me to the class
• Discussions in pairs or small groups, and other in-class spoken activities
• In-class writing exercises (free-writing, responses to questions on the reading, etc.)
Here is an idea of how class preparation and participation will translate into a grade:
4.0 (“A,” Excellent): The student is clearly engaged, has completed and thought about the assigned
readings, participates insightfully in a way that demonstrates s/he has closely read and made connections
between the various texts, and is able to back up her/his ideas with concrete examples or quotations (i.e.,
evidence). S/he listens carefully to the other students, and responds directly to their comments in a
manner that facilitates the discussion. Stays on task in pair/group discussions. Always comes to class
with thoughtful, informed responses to course texts and other students’ projects. Always comes to class
on time.
3.0 (“B,” Good): The student is clearly engaged, has read and thought about the assigned reading, and
speaks regularly in class, in a way that demonstrates s/he has read and thought about the assigned reading.
S/he listens carefully to the other students, and responds directly to their comments in a manner that
facilitates the discussion. Stays on task in pair/group discussions. Regularly comes to class with
thoughtful, informed responses to the course texts and other students’ projects. Always comes to class on
time.
2.0 (“C,” Passing): The student shows up for class and appears engaged but doesn’t speak unless called
upon. Shows attention to what’s going on in the class, including what the other students and the professor
are saying (in other words, isn’t sleeping or tuning out). Participates and stays on task in pair/group
discussions, doing her/his fair share of the work. Attempts to respond thoughtfully to other students’
projects. Almost always comes to class on time.
1.0 (“D,” Unsatisfactory): The student attends class but is not engaged. This lack of engagement
manifests itself in such behaviors as dozing, tuning out, compulsive clock-watching, note-passing,
personal conversations (including during pair/group activities), etc. This student might speak up in class
but doesn’t appear to have completed the assigned reading (i.e., is talking just to talk; makes empty
statements). Does not participate constructively in pair/group discussions; lets others do all the work.
Hinders rather than facilitates discussion. Occasionally comes to class with thoughtful, informed
responses to course texts and other students’ projects. Comes to class late.
0 (“F,” Failed): Student has too many absences. Rarely or never comes to class prepared to discuss
course texts or other students’ projects. Comes to class late.
For those who are worried about participating in class: Throughout the session I will see that
everyone gets numerous opportunities to participate. If you find it difficult to speak in class, please meet
with me in office hours—the earlier, the better—so that we can strategize about ways to improve your
participation. I am happy to help you figure out how to participate in class—it takes effort, practice, and
some courage. This is an essential part of your education here at SLU.
1 This list of criteria and grade translation are borrowed from Donna Alvah, HIST 347B (Fall 2007) syllabus.
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READING AND MAP QUIZZES
Periodically throughout the semester (as often as needed), I will give quizzes designed to make
sure you are keeping up with the course readings. These will be posted and announced on Sakai
by 4:30 p.m. on the day before the class whose reading they cover. If you’ve done the reading,
these 5-10 minute quizzes should be easy to do well on. Map quizzes will take place in class at
different points throughout the semester (see syllabus for dates).
Note: Because these quizzes meant to test your preparation for the day’s work, it is not
possible to make them up. If you must miss class due to a university-sanctioned off-campus
event, I can arrange for someone to proctor your map quiz while you’re away.
DISCUSSION PREPARATION PAPERS AND CONCEPTUAL WORKSHOPS
Every week or two during the semester, you will engage in some sort of assignment designed
both to assess and to foster your engagement with the course material. For some of the longer
class readings, I will ask you to write short (2-4 pages) informal (but not sloppy) papers
(including relevant citations or quotations) analyzing some of the text’s major themes. You will
also participate in regular conceptual workshops, multi-stage participation assignments in which
you will help each other explore different aspects of the course texts and ideas.
Note: These assignments cannot be made up or submitted late, because they are connected
to in-class activities. If you must miss class due to a university-sanctioned off-campus event,
I will accept your discussion preparation paper by e-mail (as long as it is sent on time).
SHORT ANALYTICAL PAPER
You will write one short formal paper (approximately 1,100-1,800 words, or 4-6 pages) in this
course, in which you will be required to relate at least two course texts to each other and to their
historical context. You will be given specific questions at least two weeks before the paper is
due.
One week before the paper is due, you are required to turn in the thesis, claims, and evidence of
your paper. Your thesis must present an argument that responds in detail to the paper prompt.
The components that make up your specific thesis are your claims. Each claim must be supported
by evidence from course texts, which should be detailed as well. Thus, the thesis, claims, and
evidence is a structural outline of your paper. I will provide feedback to your thesis, claims, and
evidence, so that you can revise your paper's argument and structure before actually writing the
paper itself.
NOTE: There are two paper assignments in the course schedule. You may choose which of these
to write, based on your schedule and interests.
Your paper should clearly address the assignment topic, be well-organized, and contain central
points supported by evidence. It should be written in clear, formal prose that is free of
grammatical and mechanical errors.
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Guidelines for paper format:
• Submit a stapled, legible hard copy of the paper
• Double spaced
• 12-point font
• 1” margins
• Number pages
• Title the paper
• Use Chicago Manual of Style citation format for footnotes and bibliography
• For details, see Rampolla, A Pocket Guide to Writing in History
I will perform the following services for the stated reduction in your grade:
• Staple your paper
.25
• Number your pages
.25
• Print out your paper
.5
• Correct your citations
.25-.5
N.B.: I'm not joking.
EVENT/ ARTIFACT PRESENTATION AND PAPER
At some point in the semester, you will deliver to the class a 7-10 minute presentation on an
event or artifact of importance to European culture or history. The range of possibilities is vast,
from the preserved remains of the so-called “bog people” to the Bayeaux Tapestry to the violins
of Stradivarius, from the Council of Trent to the Siege of Vienna to the Berlin Wall, from
Othello to the music of Hildegard of Bingen to the European Parliament building in Brussels.
Really, any event or artifact that has had significance for Europeans or illuminates something
about European identity, history, or culture qualifies. You might begin by thinking about an era
(ancient, medieval, early modern, modern) or a subject (medicine, technology, architecture,
literature, food, sports, clothing, politics, war) that interests you and from there brainstorm
possible topics. I would be happy to talk with you about ideas if you are having trouble.
The tasks of your presentation are to introduce your chosen event or artifact to the class and to
explain its significance, whether to Europeans at the time or to later Europeans or historians of
Europe. Consider questions such as these: What does the event or artifact tell us about how the
people involved in the event or the artifact’s creation or use understood its significance? What
does it tell us about their identity, their view of the world, their sense of “Europe” (or whatever
larger group they saw themselves as part of)? How has this event or artifact been incorporated by
later Europeans into their own identity or sense of European culture?
Your presentation will be graded on the following aspects:
• Depth and quality of research. By all means employ Wikipedia, the websites of museums,
and other high-quality online or print reference sources, especially as a first step in your
research. But do not stop there! Most of the accumulated knowledge on European history cannot
be found on the web (not yet, anyhow), but in books and scholarly articles. If you do not use
these sources, you are not taking the task of research seriously and this will be reflected in your
grade. Presenting inaccurate information will also affect your grade.
• Contextualization and significance. Don't just throw out information you've gleaned from
your research. Place your topic in the context of the course, making connections to events and
ideas from previous class material, from readings, from discussions, and from other
presentations. Explain what knowledge of this particular event or artifact illuminates about some
key issue(s) of European history and culture. That is, why is what you're talking about significant
to the course?
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• Presentation style. First, adhere to basic norms of oral communication: speak audibly, clearly,
and engagingly, making eye contact with your audience and otherwise keeping their attention.
Second, make sure you are delivering an oral presentation, not a reading. If all you plan to do is
read from a prepared text or PowerPoint slideshow, you might just as well hand out your
presentation and save valuable class time. Third, present information in a manner that most
effectively conveys your main points. Outline your presentation and select content with a clear
eye to what you hope to accomplish. You may wish to focus on analyzing a very short text or
image, you may pose questions to the class to spark debate, you may ask the class to engage in
some activity. Take care to avoid sloppiness in any materials you hand out or project (typos,
incorrect dates, hard to read fonts, etc.). Remember, 7-10 minutes is not long: use your time
effectively to achieve your goals and practice ahead of time, so you don't run over.
At least a week before the presentation, you must submit a presentation outline and bibliography,
on which I will provide feedback. On the day of your presentation, you must submit a revised
plan and annotated bibliography of your sources.
I will select the dates for the in-class presentations based on where students’ topics fit within the
course’s chronological framework, which means that we will have presentations occurring
throughout the semester.
One week after your presentation, a short formal paper (approximately 825-1,500 words, or 3-5
pages) developing your argument about the event or artifact will be due. In the paper, you will be
able to flesh out key ideas from your presentation, drawing on your research in a more sustained
fashion. Although the oral presentation and the written paper will be on the same subject, each is
a different rhetorical situation and might call for different organization, use of evidence, and
diction. Part of the exercise is to think about how an oral presentation for your peers and a formal
paper require different strategies to be effective.
EUROPEAN IDENTITY PROJECT
This assignment asks you to investigate contemporary news and opinion in Europe on some issue
connected to a contested aspect of European identity. Some examples include the status of Islam
in Europe, Jewish identity and anti-Semitism in Europe, attitudes toward race in professional
sports, attitudes and policies toward non-European immigrants or guest workers, Turkey’s
potential accession to the EU, the temporarily halted idea of a Constitution of Europe, the
development of a European Rapid Reactionary Force, the expansion of NATO to Eastern
Europe, the relation of Russia to the EU, the problems of the Eurozone, and the European Court
of Human Rights.
The project should include each of the following elements:
• After following European news and opinion on the issue you choose over several weeks, and
doing any necessary background research to understand it, select three news articles or opinion
pieces that provide different perspectives on it. Provide the full text of each source, along with a
bibliography in correct Chicago style.
• Write a one-page (approximately 275-350 word) summary of the issue itself, explaining what is
being debated and by whom.
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• For each of the three piece, write a 1-2 page (275-700 word) analysis of the author’s explicit or
implicit understanding of European identity and compare this view of European identity to one
or more historical examples from this course.
• Reflecting on your own experience of the materials from this course, assess in a paragraph or
two the arguments of the three sources. Which do you find most persuasive and why? What do
these sources tell you about Europeans’ self-conception in the twenty-first century? What aspects
of European history are remembered and forgotten in present-day discussions of the issue you
are focusing on?
You may combine all of the project’s components into a single, unified paper if you wish, but
you need not do so. It is perfectly acceptable to place all of the separate elements together in
order, while treating each as its own distinct piece of writing.
This project will be graded on the care with which you select your sources (related to your
familiarity with the topic), the quality of your analysis of the sources, your ability to relate the
sources to materials and themes from the course, and the clarity, accuracy, and persuasiveness of
your writing.
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RESOURCES
Office hours
I have office hours for three hours every week, and I am willing to set up an appointment if you
cannot attend these. Office hours are one of the best, and least utilized, components of university
courses. You may come for advice on reading, work with me on developing a paper, ask
questions about the content of course texts, solicit references for further reading on a topic that
interests you, or anything else relating to the course. There is more time to address your specific
issues in depth during office hours than there is in class. Students who come to office hours
usually improve the quality of their work and get more out of a class. Note: While you may ask
short questions via e-mail, come to office hours for more extensive help.
The WORD Studio (http://www.stlawu.edu/wordstudio)
The Munn Center for Rhetoric and Communication maintains the WORD Studio in ODY
Library—a place to get feedback from peers on assignments in Writing, Oral communication,
Research, and Design of visual projects. You can come for a consultation to plan a paper or
presentation (you don’t need anything but a blank piece of paper!); to find ways to improve the
ideas, organization, and style of a draft; to videotape and review a presentation rehearsal; to
practice a PowerPoint presentation, and more. Peer tutors are not proofreaders or editors who
silently “fix” your work for you; instead, they are trained to have a conversation with you about
ways you can fix problem areas yourself and become better overall communicators.
Academic Support Office (http://www.stlawu.edu/advising)
The Academic Support Office in the Whitman Annex offers help in developing skills that will
lead to greater academic success, including study techniques, time management, and other
practical issues. The Academic Advising website also contains valuable information.
COURSE POLICIES
• All major assignments (the formal paper, the event/artifact presentation and paper, and the
European identity project) must be completed in order to pass the course. There will be no
exceptions.
• If you wish to request an extension, you must contact me before the due date. If I grant an
extension, I will give you a new, binding due date. Late work submitted without an extension or
documentation of a medical or family emergency from the office of Student Life will be penalized
half a grade (.5) for each day or fraction thereof that it is late.
• I will not tolerate academic dishonesty, and will uphold Saint Lawrence University policy on it.
You have signed a pledge that you have read and understand that policy, which is described in
the SLU Student Handbook. I will submit suspected cases of academic dishonesty to the
Academic Honor Council for adjudication.
• Regular participation is important for allowing you to get the most out of the course, and you
should attend every class. Absences after the first three (the equivalent of a full week of class)
will lower your preparation & participation grade by half a grade (.5). In the case of a medical or
family emergency, we can discuss appropriate make-up work for a missed class.
• Should you miss class for any reason, you are responsible for finding out what happened in
class, including announcements and handouts.
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CLASS SCHEDULE
DATE
Wed 8/27
CLASS ACTIVITIES AND ASSIGNMENTS (SUBJECT TO CHANGE)
Introductions; course themes; review syllabus
What is Europe? Is there a “Western civilization?”
“European” geography and languages
Fri 8/29
Reading:
• None
*** Map quiz (European geography) ***
The changing idea of Europe
Reading:
• HIST 147 syllabus
• Rietbergen, Europe: A Cultural History, prologue (xvii-xxxvii)
Mon 9/1
Europe before “Europe”
Greek culture and identity
Wed 9/3
Reading:
• Rietbergen, Europe: A Cultural History, chapter 1 (3-40)
*** Map quiz (Roman Empire) ***
The rise of the Roman Empire
Fri 9/5
Reading:
• Rietbergen, Europe: A Cultural History, chapter 2 (41-60)
*** Turn in event/artifact presentation and paper topic (2-3 choices) ***
The Roman Empire in the wider world
Reading:
• Fitzpatrick, “Provincializing Rome: The Indian Ocean Trade Network and
Roman Imperialism” (Sakai)
10
Mon 9/8
The complexities of Roman imperialism
Wed 9/10
Reading:
• Salway, “‘The Barbarians Across the Ocean’: Britain Through Roman Eyes”
(Sakai)
• Tacitus, Agricola, 3-31
The Roman world and its periphery
Conceptual workshop: Romans and Barbarians
Fri 9/12
Reading:
• Tacitus, Germania, 35-57
The rise of Christianity and the division of the Roman Empire
Reading:
• Rietbergen, Europe: A Cultural History, chapter 3 (61-83)
Mon 9/15
The post-Roman West: Toward the idea of Christendom
Wed 9/17
Reading:
• Rietbergen, Europe: A Cultural History, chapter 4 (87-107)
• Bede, “History of the English Church and People” (Sakai)
• Einhard, “Forcible Conversion under Charlemagne” (Sakai)
• The Song of Roland, 51-112
Religion, cultural identity, and war
Fri 9/19
Reading:
• The Song of Roland, 113-148
*** Discussion preparation paper due ***
The cultural world of medieval elites
Reading:
• The Song of Roland, 148-183
Mon 9/22
*** Map quiz (Early medieval Europe) ***
The Crusades and European identity
Reading:
• Rietbergen, Europe: A Cultural History, chapter 5 (108-126)
• Excerpts from The Crusades: A Reader (1) (Sakai)
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Wed 9/24
Divisions within Christendom: Byzantium and Western Europe
Fri 9/26
Reading:
• Runciman, “Byzantium and the Crusades” (Sakai)
• Excerpt from Alexa Komnene, The Alexiad (Sakai)
• Excerpts from The Crusades: A Reader (2) (Sakai)
Europe in the medieval world
Reading:
• Abu-Lughod, “The World System in the Thirteenth Century: Dead-End or
Precursor?” (Sakai)
Mon 9/29
*** Paper 1 thesis, claims, and evidence due ***
The lives of ordinary medieval Europeans
Wed 10/1
Reading:
• Rietbergen, Europe: A Cultural History, chapter 6 (127-165), interlude (166-183)
Jews and Africans in medieval Europe
Fri 10/3
Reading:
• Thomas of Montmouth, “The Life and Miracles of St. William of Norwich”
(Sakai)
• “Las siete partidas” (Sakai)
• Lowe, “The Stereotyping of black Africans in Renaissance Europe” (Sakai)
Conceptual workshop: “Outsiders” in medieval Europe
Reading:
• Carlo Ginzburg, The Cheese and the Worms, xi-xii, 1-27
Mon 10/6
Individual identity and the dominant culture
Cosmopolitanism in the world of ideas
Discuss Ginzburg, The Cheese and the Worms
Wed 10/8
Reading:
• Carlo Ginzburg, The Cheese and the Worms, 27-103
Institutions of power and the enforcement of cultural norms
Discuss Ginzburg, The Cheese and the Worms
Reading:
• Carlo Ginzburg, The Cheese and the Worms, 103-128
*** FALL BREAK 10/9-10/12 ***
12
Mon 10/13
*** Paper 1 due ***
The Renaissance: Greco-Roman antiquity and new cultural values
Wed 10/15
Reading:
• Rietbergen, Europe: A Cultural History, chapter 7 (187-204)
From medieval to “modern” Europe
Fri 10/17
Reading:
• Rietbergen, Europe: A Cultural History, chapter 8 (205-238)
*** Map quiz (Early modern Europe) ***
The rise of “gunpowder empires”
Reading:
• McNeill, “The Age of Gunpowder Empires, 1450-1800” (Sakai)
• Rietbergen, Europe: A Cultural History, chapter 9 (239-245)
Mon 10/20
Wed 10/22
Fri 10/24
European colonial expansion in the Americas
Reading:
• Rietbergen, Europe: A Cultural History, chapter 9 (245-256)
• Columbus, The Four Voyages, 27-95
European identity and the Americas
Reading:
• Columbus, The Four Voyages, 95-123
Travel in the shaping of European identity
Reading:
• Rietbergen, Europe: A Cultural History, chapter 9 (256-271), chapter 10 (272296)
Mon 10/27
*** Paper 2 thesis, claims, and evidence due ***
The Enlightenment and the Republic of Letters
Wed 10/29
Reading:
• Rietbergen, Europe: A Cultural History, chapter 11 (297-313), chapter 12 (314335)
The Enlightenment and the discourse of “backwardness”
• Wolff, Inventing Eastern Europe (Sakai)
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Fri 10/31
The French Revolution and the decline of the “Old Regime”
Reading:
• Rietbergen, Europe: A Cultural History, chapter 13 (336-365)
Mon 11/3
Liberalism, nationalism, and the reshaping of European identity
Wed 11/5
Reading:
• Rietbergen, Europe: A Cultural History, chapter 14 (366-391)
• W. T. Stead, “Europa” (Sakai)
Europe and the world in the nineteenth century
Fri 11/7
Reading:
• Rietbergen, Europe: A Cultural History, chapter 15 (392-413)
European imperialism and “primitive” peoples
Reading:
• Rietbergen, Europe: A Cultural History, chapter 16 (414-432)
• Brantlinger, excerpt from Dark Vanishings (Sakai)
Mon 11/10
*** Paper 2 due ***
European identity and images of Africa
Wed 11/12
Reading:
• Kipling, “The White Man’s Burden” (Sakai)
• Conrad, Heart of Darkness, 1-50
Conceptual workshop: European imperialism
Fri 11/14
Reading:
• Conrad, Heart of Darkness, 51-72
*** Map quiz (Twentieth-century Europe) ***
Contested ideas of civilization during the Great War and its aftermath
Film clip: Olympia (1938, dir. Leni Riefenstahl)
Reading:
• Rietbergen, Europe: A Cultural History, chapter 16 (432-440)
• Gossman, “The Idea of Europe” (Sakai)
• Valéry, excerpts from “On European Civilization” and “On the European Mind”
(Sakai)
Fri 11/14Tues 11/18
WATCH FILM ON SAKAI: The Rape of Europa (2006, dir. Richard Berge)
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Mon 11/17
The Second World War and European identity
Film clip: The World at War (1973, written by Charles Bloomberg et al.)
Wed 11/19
Reading:
• Churchill, “This was their finest hour” speech (Sakai)
• “Protocols of Proceedings of Crimea Conference” (Sakai)
*** Discussion preparation paper due ***
Discuss The Rape of Europa (2006, dir. Richard Berge)
Fri 11/21
Reading:
• None
The Cold War: European division and European integration
Reading:
• Rietbergen, Europe: A Cultural History, chapter 17 (441-477)
• Churchill, “The sinews of peace” speech (Sakai)
*** THANKSGIVING BREAK 11/22-11/30 ***
Mon 12/1
The end of the Cold War and the reuniting of Europe
Conceptual workshop: European identity after the Cold War
Wed 12/3
Reading:
• Drakulić, essays from Café Europa (Sakai)
The European Union and European identity
Fri 12/5
Reading:
• “Youth and European Identity” project report (Sakai)
The euro and Europe
Reading:
• Kaelberer, “The euro and European identity: symbols, power and the politics of
European monetary union” (Sakai)
Mon 12/8
Turkey and the EU
Islam and Europe
Reading:
• Pew Forum on Religion & Public Life, “Does ‘Muslim’ Turkey Belong in
‘Christian’ Europe?” (Sakai)
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Wed 12/10
The idea of Europe today
Reading:
• Rietbergen, Europe: A Cultural History, epilogue (478-493)
• TBA
*** EUROPEAN IDENTITY PROJECT DUE THURSDAY, DECEMBER
18TH AT 11:30 .AM. ***
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History Department Common Statement on Academic Integrity
Policies and sources on academic integrity
All scholarly endeavor builds on the work of others in the context of the community of learners of which
both faculty and students are a part. The integrity of this community can be maintained only by the full,
honest, and appropriate acknowledgement of the sources of our data and ideas. The History Department
will not tolerate academic dishonesty, including plagiarism on papers, cheating on quizzes and exams,
and turning in work you have already submitted in another class. The Department will uphold SLU’s
policy on this.
From the Constitution of the Academic Honor Council (http://www.stlawu.edu/resource/studenthandbook, 59-65): “Presenting as one’s own work the work of another person—words, ideas, data,
evidence, thoughts, information, organizing principles, or style of presentation—without proper
attribution. Plagiarism includes paraphrasing or summarizing without acknowledgment by quotation
marks, footnotes, endnotes, or other indices of reference (cf. Joseph F. Trimmer, A Guide to MLA
Documentation).”
“Claims of ignorance and academic or personal pressure are unacceptable as excuses for academic
dishonesty. Students must learn what constitutes one’s own work and how the work of others must be
acknowledged. Any student found guilty of academic dishonesty by the Academic Honor Council may
have a letter placed in his or her permanent file.”
We expect all of our students to familiarize themselves with the following:
• Your course syllabus and your professor’s stated expectations on class assignments.
• The full SLU policy on academic honesty (the basis of the Academic Honor statement that you signed
before your arrival on campus), described in the SLU Student Handbook
(http://www.stlawu.edu/resource/student-handbook)
For more information on plagiarism, see the following:
• Mary Lynn Rampolla, A Pocket Guide to Writing in History, 7th ed. (“Plagiarism: What It Is and How to
Avoid It,” 98-105).
If, after reviewing these guidelines, you are still uncertain about anything or have questions, be sure to ask
them before you turn in written assignments.
Policies on academic dishonesty
If your professor encounters a suspicious paper or exam, “s/he has the obligation to call the offending
student(s) to account” (SLU Student Handbook, 60). Plagiarism cases brought before the Academic Honor
Council have resulted in sanctions ranging from failure on the assignment, to failure of the course, to
expulsion from the University.
A final caveat: Do not underestimate your professors’ ability to detect plagiarism, or our willingness to
have suspicious papers and exams investigated. If you can find it online so can we. Please don’t risk it.
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