European Nationalism
Hist 1000W/3000W Section 004 (67707, 67708) 4 credits
1/19/2016-5/6/2016
TuTh 1:00-2:15 PM Blegen Hall 105
Juhana Aunesluoma, Visiting professor
[email protected]
Friedrich August von Kaulbach - Germania, 1914
Course Description
Nationalism has for long been a central, but at the same time a highly contested topic for historical, sociological
and anthropological research. Europe, as a site of nationalist movements, ideologies and discourses, provides a
uniquely rich repository to the study of nationalism in all its historical and spatial diversity. In addition to its
centrality in the history of Europe in the 19 th and 20th centuries, nationalism plays an important role in new and
changing forms of group identities in present day Europe.
As a field of study, European nationalism is interdisciplinary. Besides historical case and country studies, there
exist an increasing number of comparative and transnational histories of nationalism that seek an
understanding of it as a universal form of community creation and imagining, nation building and cultural
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communication. Theoretical literature on nationalism and national identity is rich and diverse, and it has
undergone significant development in the 2000s. However, nationalism studies are characterized by an unusual
degree of controversy and radically different explanations, including fundamental disagreements over how to
define the concept nationalism itself, yet alone to locate its emergence in the longue durée of historical time.
Besides serving as a basis for solidarity and social cohesion in democratic and autocratic states alike,
nationalism permeates people’s daily life from education to recreation. Nationalist symbols and images are
ubiquitous. Even though the meaning of nationalism as a political ideology has changed from what it was in the
19th and early 20th centuries, it strongly conditions the way we see the world. National identity is the most
stable and commonly found form of political collective identity in human societies. One of the most enduring
legacies of nationalism is the way in which people have become accustomed to see the world consisting of
nations and nation-states, represented by international organizations such as the United Nations, the
International Olympic Committee or the International Red Cross.
The course European nationalism introduces students to nationalism in Europe as a contemporary and
historical phenomenon with an emphasis on modern nationalism from 19 th century to the present. We will
discuss and analyze nationalism’s meaning and significance to collective identities, in state and nation building,
and in European politics on the national and international levels. While a good part of the course is devoted to
the historical roots and the rise of nationalist movements and ideologies in 19 th and early 20th century Europe,
the course will familiarize students how nationalism is and has been a part of everyday life in Europe – and
beyond. Our aim is to learn to identify and understand different forms and expressions of nationalism, how
nationalist practices and patterns of thought can be discovered in different contexts, and how these are
connected to broader nationalist discourses.
The course will also pay attention to recent forms of nationalism and politics of national identity in post-Cold
War Europe. Besides providing a historical overview of the origins and development of European nationalism,
the course introduces the students to the key controversies in nationalism studies.
The course covers the following themes:
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nationalism in everyday life, culture and social practices;
historical roots and the development of nationalist movements, ideologies and their significance in
Europe until WWII;
new forms of nationalism and national identities in post-WWII and Post-Cold War Europe.
Coursework and requirements
One of the main aims of the course is to improve students’ academic writing and presentation skills. The
coursework consists of:
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classes (attendance in all lectures, weekly reading c. 50 pages, small assignments and active
participation in discussion), 10 % of the overall grade
oral presentation in class, 15 % of the overall grade
written work (informal writing, one formal essay (1000W) OR two formal essays (3000W) and a
research paper), 75 % of the overall grade.
General writing instruction is given during the first part of the course (weeks 1-5). Written work is divided into
ten writing assignments (see schedule below).
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Students taking the 1000W- and the 3000W course attend the same lectures and read the same core readings.
The writing assignments are different for students in these two categories:
Written work 1000W:
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informal writing (response and reflection papers, short analytical papers)
one formal essay (2 000 words)
research paper (3 000 words)
Written work 3000W:
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informal writing (response and reflection papers, short analytical papers)
two formal essays (1 500 words + 2 000 words)
research paper (3 500 words).
Course portfolio
All coursework is compiled into a course portfolio. The course portfolio contains:
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informal writings (reflection, response and short analytical papers)
other materials and sources connected to small class assignments and informal writings (visual images,
observation notes, textual documents, links to online sources etc.)
materials used during oral presentations (visual aids, ppt-slides, handouts)
a formal essay (1000W) or essays (3000W)
a research paper (idea paper, outline, draft paper, final paper)
OPTIONAL: a learning diary consisting of notes made during and between classes.
The course portfolio allows the student and the instructor to observe how the student’s work has developed
during the course, how texts have evolved from ideas, outlines and rough drafts into their final form, and how
informal writings, collection of materials and classwork have helped students to develop their thinking and
writing skills and knowledge of the substance of the course.
Students also have the option of including a learning diary, consisting of notes made during and between
classes, into the course portfolio. To make and organize notes, using mindmaps and other techniques, is an
essential part of the learning and writing process. How useful addition this may be in the portfolio, this will not
be assessed and the notes will have no influence on the grade.
Writing assignments
This is a Writing Intensive course. The minimal University guidelines for a Writing Intensive course are as
follows:
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10-15 pages of formal writing beyond in-class exams and informal writing
At least one formal assignment involving revision and resubmission
The course grade must be tied directly to the students’ mastery of writing as well as the subject matter
The course must include explicit instruction in the skills and concepts that constitute successful writing.
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The discipline of history is rooted in the skillful interpretation, analysis, and production of written texts. It is
imperative that students fully understand and become proficient in the method whereby historical writing is
produced. Writing proficiency is best accomplished through serious and consistent practice; therefore, this
course will focus heavily on developing your written communication skills while also familiarizing you with key
concepts, expectations, and assumptions unique or essential to the field of history. This course will include
specific instruction regarding:
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Historical interpretations and scholarly argumentation
Analysis of primary sources
Development of a thesis statement
Plagiarism
Written assignments consist of both informal papers, formal essays and a research paper, each of which
serves important functions. Each of the three writing assignments has different pedagogical goals and levels of
difficulty. Informal writing is aimed at supporting student’s discussion in class, collection of materials and the
development of ideas and arguments for the more substantial writing assignments. Informal writing will help
you to better organize your thoughts, to think critically about a specific topic, and to communicate those
thoughts to a reader. Through formal essays and writing a research report, you should learn and demonstrate
the ability to formulate a research question, to assess the validity and limitations of historical arguments, to
distinguish between primary and secondary sources, to develop a cogent argument, and to assess and make
revisions.
Informal writings are shorter texts where students explore and analyze topics discussed in class using a variety
of sources and core readings as their supporting materials. In the first weeks, for example, we will be collecting
evidence and examples of everyday nationalism from our daily lives, media sources etc. Formal essays follow a
standard format, which will be explained in the writing instruction sessions during the first part of the course.
Essays should be referenced using footnotes and list of references in the end. Research papers follow a
structure of a research report, and should address a well-defined research question utilizing both literature and
other sources.
Students can choose their formal essay topics from a list of topics provided by the instructor, but they can also
suggest their own topics. Each topic contains a list of references. The essay topics fall under the three main
themes of the course. The aim is to explore and analyze examples of nationalism in contemporary everyday
life, social practices, culture or politics, in various regions and historical periods. The students will be asked to
find empirical examples independently and examine them by applying analytical concepts that have been
discussed in class and in the core readings. The main learning goals of the essays are an ability to establish a
focus for an academic text, to locate relevant empirical examples using the course core readings and other
sources, and to answer the questions posed critically and clearly.
The first 3000W essay (1 500 words) will develop informal texts into a full essay and it will explore nationalism
in contemporary everyday life, social practices and culture. While students are supported and guided by the
readings, they are encouraged to discover examples and illustrations of everyday nationalism by themselves.
The first 1000W essay (2 000 words) and the second 3000W essay (2 000 words) discuss nationalism in Europe
in the 19th and 20th centuries. Students can select a country, region, a historical period or an event as the focus
of their paper. The task can also be understood as a case study: to explore certain features of nationalism in a
particular historical context.
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The research paper (3000 words in 1000W, 3 500 words in 3000W) will explore different forms of nationalism
and politics of national identity either in a historical context or in contemporary Europe. The final writing
assignment will combine the learning goals of the preceding writing assignments. The instructor provides the
students a list of possible themes and references, but they will develop their topics independently and identify
relevant research literature. Students are encouraged to use appropriate conceptual tools or theories in writing
the research papers. They can also connect their writing to recent debates about the role of nationalism and
national identity in contemporary world, for example in military conflicts and disputes in international politics,
but also in attempts to create supranational institutions such as the European Union and attempts to anchor
these in what are also called ‘post-national’ identities.
After they have selected a focus for their papers, students will present a one-page idea paper to the instructor
for comments. This will be followed by an outline of 2-3 pages, which should also contain a list of references. At
this point the students should identify suitable empirical materials and illustrations, such as published historical
sources, artistic works, media sources and other texts. These will be analyzed with existing research literature
and appropriate conceptual tools or theories. The main learning goals of the third writing assignment are an
ability to formulate meaningful research questions, establish a focus for the text, to locate and analyze relevant
secondary and primary sources, develop a thesis statement and utilize and discuss critically original research
published in scholarly journals and in monographs.
Research papers are written in stages, each following discussion in class and instructor’s feedback:
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4.
one page idea paper
outline (2-3 pages)
rough draft
final version.
Detailed instructions will be posted for each assignment. Guidelines in writing both the essays and the research
reports will be provided during the first part of the course. When informal writings are included in the course
portfolio, students should edit and revise the texts according to discussions in class and separate feedback
from the instructor. Formal essays are resubmitted after instructor’s detailed feedback within a week (see the
class schedule below).
Oral presentation
For the oral presentation students will choose a topic by themselves and use historical or other materials to
analyze forms and expressions of European nationalism in different countries and historical periods. Scheduling
information and guidelines for choosing topics and materials will be provided in the first part of the course.
However, students are encouraged to propose their own topics and materials. There is no limit to what kinds of
materials can be used: historical documents, artefacts, commemorative acts or physical objects, artistic
expressions, visual images, music, film, poems and other works of fiction or popular culture. Presentations can
also be made in groups of up to 3 students.
Course programme
NOTE: The following programme contains the weekly class themes and the core readings. The weekly readings
will total up to c. 50 pages. Detailed information about the readings assigned to each class and minor additions
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of textual material will be provided in the beginning of the course. Please also note that changes may be made
in the programme before the course starts. Check the up-to-date programme before the course begins.
The course is divided into three main parts:
1. nationalism in everyday life, culture and social practices;
2. historical roots and the development of nationalist movements, ideologies and their significance in Europe
until WWII;
3. new forms of nationalism and national identities in post-WWII and Post-Cold War Europe.
Course schedule
First part (weeks 1-5): Nationalism in everyday life, culture and social practices
1. week: What is everyday nationalism? Basic concepts and examples of nationalism in everyday life.
Reading Billig ch. 2-3, pp. 13-59.
· lectures and readings, discussion
· coursework explained: what will go into the course portfolio?
· 1st writing assignment: informal reflection paper
· writing instruction: writing as a process (step by step developing and writing an academic text)
2. week: National identity. Imagining nations, homelands and everyday patriotism. Reading Billig ch. 4,
pp. 60–92; Calhoun, ch. 1, 9–28.
· lectures and readings, discussion based on reflection papers
· 2nd writing assignment: informal response paper
· oral presentations: organization of groups
· writing instruction: from heuristics to research questions (defining and developing topics and
meaningful research questions)
3. week: Nationalism, language and public culture. Examples of nationalism in culture and society.
Reading Coakley ch 3, pp. 48-69 and ch. 6, pp. 116-135; Billig ch 5. pp. 93-127.
· lectures and readings, discussion of based on response papers
· 3rd writing assignment: formal essays (3000W); informal analytical paper (1000W)
· oral presentations: development of topics and scheduling
· writing instruction: observations and critique (what are and how do we use and analyze our
sources)
4. week: Nationalism and identity politics: race, gender and religion. Reading Coakley ch. 2, pp. 29-47
and ch. 4, pp. 70-93.
· lectures and readings, discussion based on informal analytical papers (1000W)
· writing instruction: interpretation and the scholar’s imagination (how do we develop
arguments, make interpretations and engage in dialogue in our writing)
5. week: Summary of key concepts: ethnicity, nation, nationalism, national state and national identity.
Readings Smith ch 1, pp. 5-23; Calhoun, ch. 2, pp. 29-50.
· lectures and readings, deadline for first essays (3000W). Instructor provides detailed feedback
between classes in Moodle/during office hours (3000W)
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4th writing assignment: revision of essays (3000W), informal response paper (1000W)
writing instruction: language, style, structure and documentation (what is specific in academic
writing)
course portfolios to be submitted to the instructor.
Second part (weeks 5-10): Historical roots and the development of nationalist movements, ideologies and their
significance in Europe until WWII
6. week: Sources of nationalism. State-nations and nation-states in modernizing Europe. Readings
Calhoun ch. 3-4, pp. 51-85: Smith ch. 5, pp. 95-128.
· lectures and reading, discussion based on written work
· feedback on course portfolios
· oral presentations: group 1
· resubmission of formal essay (3000W)
· 5th writing assignment: formal essays (1000W and 3000W)
7. week: Revolutions and national sovereignty. Nationalism after the French revolution 1789. Readings
Kramer ch. 2, 29-56; Hobsbawm ch. 1, pp. 14-45.
· lectures and readings, discussion
· feedback for resubmitted essays (3000W)
· oral presentations: group 2
8. week Living a national life. Nationalism, culture and society in the 19 th century. Reading Kramer ch. 3,
pp. 57-124.
· lectures and readings, discussion
· deadline for first (1000W) and second (3000W) formal essays. Instructor provides detailed
feedback between classes in Moodle/during office hours
· oral presentations: group 3
· 6th writing assignment: revision of essays (1000W and 3000W)
9. week Varieties of nationalisms. Nationalism in the age of empires, 1870-1914. Readings Kramer ch 7,
pp. 147-162; Hobsbawm, ch. 4., pp. 101-130.
· lectures and readings, discussion
· resubmission of formal essays
· oral presentations: group 4
· 7th writing assignment; idea papers for research papers
10. week From empires to nations and minorities. National self-determination and the apogee of
nationalism, 1918-1950. Readings Kramer ch. 7, pp. 162-171; Hobsbawm ch. 5, pp. 131-162; Mazower
ch 2, pp. 40-76.
· lectures and readings, discussion
· deadline for idea papers of research papers: discussion of papers in class. Further feedback in
Moodle/office hours.
· 8th writing assignment: outlines of research papers
· course portfolios to be submitted to the instructor.
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Third part (weeks 11-15): New forms of nationalism and national identities in post-WWII and Post-Cold War
Europe
11. week: Nationalism in Cold War Europe. Readings Kramer ch. 8, pp. 172-189; Hobsbawm ch. 6, pp. 163192;
· lectures and readings, discussion
· feedback on course portfolios
· deadline for outlines of research papers. Discussion of papers in class. Further feedback in
Moodle/office hours.
12. week: Nationalism, integration and disintegration in Europe. Reading Smith ch. 6, pp. 129-158.
· lectures and readings, discussion
· 9th writing assignment: rough drafts of research papers
13. week: Nationalism returns. Nationalism and politics of national identity in Post-Cold War Europe.
Reading Brubaker, chs. 2-3, pp. 23-76; Kramer ch. 8, pp. 189-198.
· lectures and readings, discussion
· deadline for rough drafts of research papers group 1. Discussion of papers in class. Further
feedback in Moodle/office hours.
· 10th writing assignment: final research papers (group 1)
14. week: Nationalism in the European Union and its neighborhood. Reading Karolweski & Suszycki, chs
6-7, pp. 115-217. (no new assignments)
· lectures and readings, discussion
· deadline for rough drafts of research papers group 2. Discussion of papers in class. Further
feedback in Moodle/office hours.
· 10th writing assignment: final research papers (group 2)
15. week: Conclusion (no readings).
· lectures and discussion
· deadline for final versions of research papers.
· final course portfolios to be submitted to the instructor
Core reading list (for classes)
The following are available in a course package at XXXX
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Michael Billig, Banal Nationalism (1995) ch. 2-5.
Rogers Brubaker, Nationalism Reframed. Nationhood and the national question in the New Europe.
(1996), ch. 2-3.
Craig Calhoun, Nationalism (1998), ch. 1-4.
John Coakley, Nationalism, Ethnicity and the State: Making and Breaking Nations (2012), ch. 2-4, 6.
Lloyd Kramer, Nationalism in Europe & America. Politics, Cultures, and Identities since 1775 (2011). ch.
2-3, 7-8.
Anthony D. Smith, Nationalism. Theory, Ideology, History. Second Edition (2010). ch. 1, 5-6.
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The following are available in original publications:
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Eric J. Hobsbawm, Nations and Nationalism since 1780 (1990), ch. 1, 4-6.
Ireneusz Pawel Karolewski & Andrzej Marcin Suszycki, The Nation and Nationalism in Europe. An
Introduction (2011), ch. 6-7.
Mark Mazower, Dark Continent. Europe’s Twentieth Century (1998), ch. 2.
The readings are also on reserve in Wilson Library.
Course materials, documents, and assignments will be posted on a Moodle site available through your MyU
Portal (https://www.myu.umn.edu ). Please check out the site during the first week of classes to make sure
that you have access and know how it is set up.
Students must observe all the deadlines for assignments and oral presentations. In the event of an unavoidable,
excused absence, a make-up assignment opportunity will typically be offered. Because there will be class
discussion based on the written assignments, no late work can be accepted. If an emergency makes it impossible
for you to finish as assignment on time, you must inform the instructor before the due date to arrange terms of
completion of the assignment. No incompletes will be granted unless prior arrangements have been made.
Through writings and discussions, you will learn and practice the skills of historical analysis. The assignments of
the course are all geared to teaching the basic skills of historical analysis and culminate in a short research
paper based on works of historical analysis and the reading and interpretation of relevant materials. We will
devote lecture class time to discussing how to read and interpret historical sources about nationalism. Students
will report and present their findings in writing and orally. One larger project will be reported orally in group
presentations that entail making historical arguments and employing primary document analysis.
University Grading Policy
According to the college-wide policy determined by the University’s faculty senate
(http://policy.umn.edu/education/gradingtranscripts):
A - achievement that is outstanding relative to the level necessary to meet course requirements.
B - achievement that is significantly above the level necessary to meet course requirements.
C - achievement that meets the course requirements in every respect.
D - achievement that is worthy of credit even though it fails to meet fully the course requirements.
S - achievement that is satisfactory, which is equivalent to a C- or better. In order to get an S a student has to
complete all assignments for the course.
F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of
achievement that is not worthy of credit or (2) was not completed and there was no agreement between the
instructor and the student that the student would be awarded an I (see also I).
I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g.,
hospitalization, a student is prevented from completing the work of the course on time. Requires a written
agreement between instructor and student. For full details, see
http://policy.umn.edu/education/gradingtranscripts.
Resources for Student Writers
Student Writing Support
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Student Writing Support provides free writing instruction for all University of Minnesota students—graduate
and undergraduate—at all stages of the writing process. In face-to-face and online collaborative consultations,
we help students develop productive writing habits and revision strategies. For appointments and online advice
go to: http://writing.umn.edu/sws/
University Libraries: http://www.lib.umn.edu
The ultimate resource for research, the University libraries include five major facilities and eleven branch sites
with a wealth of reference materials, online resources, books, articles, newspapers, microforms, government
documents, maps and more. Librarians are available and happy to help orient students to all aspects of the
library system. You can find research assistance at https://www.lib.umn.edu/instruction/tutorials AND
http://www.lib.umn.edu/instruction/studentsupport.
Plagiarism:
Plagiarism is a form of scholastic dishonesty and a disciplinary offense as defined by the U of MN Regents. See:
http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf
There is a very good set of guidelines on the website of the Writing Center. See:
http://writing.umn.edu/sws/quickhelp/sources.html.
If you have any doubts about appropriate forms of citation, attribution of authorship of cited passages, and the
like, PLEASE ASK FOR CLARIFICATION.
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