WESTERN CIVILIZATION
History 302
Fall 2013
Davies 208
[email protected]
Bill Wrightson
Office: Davies 306
Phone: 484-8429
Office Hours: MW 12:30-1:30;
TR 12:00-1:30, & by appt.
“To forget one's purpose is the commonest form of stupidity.” Friedrich Nietzsche
REQUIRED TEXTS:
Perry, et al. Sources of the Western Tradition, vol. II. (Bring to class!)
Perry, et al. Western Civilization: A Brief History, vol II. (Don’t bring to class!)
*Reading Assignments: The reading assignments for each week are listed after the weeks’ topics with S:
denoting Sources of the Western Tradition and T: the Perry textbook. The primary source reading assignments
from Sources of the Western Tradition are also in brackets following the topic for a class period, with the
relevant chapter listed first and then the number(s) of the specific sources to be read. The assigned sources
must be read before the designated class meeting and you must come to class prepared to discuss them!
*Discussion Questions: We will regularly refer to the primary sources in the Perry reader during lectures and
discussions. The questions after each numbered source should be studied before reading the source, for they
will help you focus on important issues and make your reading more purposeful and useful. You need to
prepare yourself for our discussions by answering the questions before class. In addition, I will pose questions
throughout the semester that will be the focus of class discussions. You are required to prepare yourself for
our discussions by answering all relevant questions before class!
Lecture and Discussion Themes and Topics
PART I.
Week 1
(August 25-28)
AGE OF TRANSITION: PRELUDE TO THE MODERN WORLD
Western Civilization: What, Why, & How?
Defining the Modern World in the West
The Nature of Late Medieval/Early Modern Society (1300-1750)
Reading: S: Prologue & Introduction; T: Preface & Introduction essay
Week 2
(Sept. 2-4)
The Seeds of Transition: Between Medieval and Modern
Labor Day Holiday, September 2nd
The Nature of Late Medieval/Early Modern Society (1300-1750)
Shift in Focus: The Renaissance—[1: #1, 2]
Reading: S: chapter 1 [pp. 2-5, #1-2]; T: Chapter 8
Week 3
(Sept. 8-11)
The Renaissance and the Question of Modernity—[1: #3]
The Protestant Reformation: Luther & Calvin—[1: #4
Reading: S: chapter 1 [#3, 4]; T: Chapter 8
Week 4
(Sept. 15-18)
Transition to the Modern State: Centralization of Political Power
The Road to Modern Government
Struggles for Power in the West: England and France
Reading: T: Chapter 9
Week 5
(Sept. 22-25)
Limited Monarchy & Absolutism—[1: #5-7; 3: #2]
Transition to a New World-View: Secularization & the “Idea of Progress”
The Scientific Revolution: Toward a New World-View—[2: #1]
Reading: S: chapter 1 [#5-7]; chapter 3 [#2]; chapter 2 {#1]; T: Chapters 9 & 10
Week 6
(Sept. 29-Oct. 2)
The Scientific Revolution: God Becomes Rational—[2: #2, 4-7]
The Enlightenment: God Becomes Rational, the sequel—[3: #1, 3-8]
Reading: S: chapter 2 [#2-6]; chapter 3 [#1, 3-9]; T: Chapter 10
Week 7
(Oct. 6-9)
*FIRST MID-TERM [Blue Book—small]-(after Enlightenment lecture)
PART II.
AGE OF REVOLUTION: MAKING OF THE MODERN WORLD
The Dual Revolution: The Promise and Pain of Modernization
The Coming of the French Revolution—[4: #1, 2]
Reading: S: chapter 4 [#1, 2]; T: Chapter 11
Week 8
(Oct. 13-16)
The French Revolution: From Subjects to Citizens—[4: #3-6]
Napoleon: Savior or Betrayer of the Revolution?—[4: #7]
Reading: S: chapter 4 [#3-7]; T: Chapter 11
Week 9
(Oct. 20-23)
The Industrial Revolution: Why England?—[5: #1 (1st)]
The Impact of Industrialization: “The Social Question”—[5: #1 (2nd), 3, 4]
Reading: S: chapter 5 [#1, 3, 4]; T: Chapter 12
Week 10
(Oct. 27-30)
Responses to Modernization: Ideologies & Revolution (1815-1848)
The Making of Modern Ideologies: The Age of -Isms—[6: #2, 1]
The Forces of Order vs. The Forces of Change—[4: #4; 8: #3]
Reading: S: chapter 6 [#1, 2]; chapter 4 [#4]; chapter 8 [#3]; T: Chapters 13 & 14
Week 11
(Nov. 3-6)
Forces of Change: Liberalism & Nationalism—[5: #2, 5; 6: #3-5]
The New Realism: “Progress” through Conflict (1848-1871)
Capitalism and the Specter of Marx—[8: #1; 7: #3]
Darwin and Social Darwinism—[7: #2, 4]
Unification in Europe: Bismarck and Realpolitik
Reading: S: chapters 5 [#2, 5]; 6 [#3-5]; 7 [#2-4]; 8 [#1]; T: Chapters 14 & 15
Week 12
(Nov. 10-13)
Veterans Day Holiday, November 11th
SECOND MID-TERM EXAM [Blue Book—small]-(after German unification)
PART III. AGE OF THE MASSES: THE MODERN WORLD IN CRISIS
Modernity and the Road to War and Revolution
Week 13
(Nov. 17-20)
The Path to War —[8: #3, 4; 10: #1-2; 9: #1-4]
Reading: S: chapters 8 [#3-4]; 9 [#1-4]; 10 [#1-2]; T: Chapters 17 & 18
Week 14
(Nov. 24-26)
The Great War Debated—[11: #1-3]
Revolution in Russia: “Land, Bread, and Peace”—[8: #6; 11: #7]
Thanksgiving Holiday, November 28th
Reading: S: chapter 11 [#1-3, 7]; chapter 8 [#6]; T: Chapter 18
Week 15
(Dec. 1-4)
Age of Tragedy: Anxiety, Dictatorship and War
Peace and its Problems—[11: #4-6]
The Rise of Fascism and Nazism—[11: #8; 12: #6-11]
Reading: S: chapter 11 [#4-6, 8]; chapter 12 [#6-11]; T: Chapters 18 & 19
Week 16
(Dec. 8-11)
Stalin and Soviet Russia—[12: #1-5]
World War II and its Aftermath—[13: #1-8]
Reading: S: chapter 12 [#1-5]; 13 [#1-8]; T: Chapters 19 & 20
* The above outline is a guideline for the semester and is subject to change.
FINAL EXAM:
Class
MW 9:00am
TR 9:00am
TR 1:30pm
Date & Time of Final
Monday, December 15th (8:00-10:00am)
Tuesday, December 16th (8:00-10:00am)
Thursday, December 18th (12:45-2:45pm)
Note: You must take the Final at the scheduled time for the class in which you’re enrolled!
PREREQUISITES: Advisory: ENGWR 102 or 103 and ENGRD 320; or ESLR 320 & ESLW 320.
Given the nature of the course, however, completion of or concurrent enrollment in English 300 is strongly
advised. Students who have successfully completed English 300 have a greater chance of success, since
success is directly tied to a student’s reading, writing and critical thinking skills.
The foremost prerequisite for this course, however, is commitment to your own education!!!
If this commitment is lacking, you have little chance of succeeding in this course.
Student Learning Outcomes:
Upon completion of this course, the successful student will be able to do the following:
• identify and correctly use basic historical terminology, and distinguish between primary and secondary
sources as historical evidence.
• compare and evaluate various interpretations used by historians to explain the development of western
civilization since the Renaissance.
• evaluate multiple causes and analyze why a historical event happened
• identify the major eras and relevant geography of western civilization since the Renaissance
• evaluate major economic, social, political, and cultural developments in western civilization since the
Renaissance.
• evaluate the experiences, conflicts, and connections of diverse groups of people in western civilization
since the Renaissance.
• draw historical generalizations about western civilization since the Renaissance based on my understanding
of the historical evidence
• describe and evaluate the major movements and historical forces that have contributed to the development
of western civilization.
ACADEMIC DISHONESTY: PLAGIARISM & CHEATING
Neither will be tolerated. Plagiarism is presenting the words of another person as your own. Memorizing
another person’s words and writing them on your essay as your own words is plagiarism; it is cheating. Using
your smartphone during an exam is cheating! Cheating on any exam will result in a “zero” for that exam, and
you won’t pass the class.
COURSE DESCRIPTION AND GOALS:
This course is a survey of the most important political, economic, social, and intellectual developments from the
Renaissance to World War II. The unifying theme of this course is not a nation, state or people, but a culture:
western civilization. In this sense it is vastly different from most history classes you’ve taken, which typically
focus on a nation (e.g., U.S. history) or a people within a nation (e.g., Afro-American history). Our focus will
be on a culture that has shifted geographically over time, which has continually redefined itself in response to
internal and global forces, and which has become one of the most, if not the most, influential forces in the world
today. The entire notion of “modern” is, in fact, inseparable from western civilization, for the “modern” world
was first created in the west and any definition or understanding of “modern” must confront and explain
western development.
Goals of Course:
Our goal is to think historically about the major themes and developments within western civilization from the
Renaissance to the present. The course is designed to help you learn the logic of history. Everything we do this
semester will in some way, either broadly or narrowly, relate to improving your understanding of and thinking
critically about major historical developments, their causes and their impact. The primary goal is for you to
think about history as historians, which mean interpreting the past in light of evidence. An interpretation is only
as valid as the evidence used to support it. Unsupported conclusions are meaningless, irrelevant and useless.
To think deeply and purposefully about history, one must think clearly about the questions that face historians,
gather relevant and valid information that relates to those questions, accurately analyze the value of the
information gathered, and understand the complexity of the human experience.
Purpose of Course:
Our purpose will be to discover, explore, and analyze those events, people, and forces that have come to shape
not only the world, but how we think and live today. We are, each of us, a part of a historical process that links
the past to the present and the present to the future. To understand ourselves as individuals and as members of a
broader community or nation, we must understand the context in which we live. And the only way to
understand this context is to examine how it came about, how it has evolved, and how it has shaped our world
as well as our thinking. By examining our world historically we will better understand both the potential
promise and inherent dangers of the future, a future that can only emerge out of the past. Understanding of the
past does not enable us to predict the future; its value is much more significant than that. Understanding the
past makes it possible for us to create a future of our own making!
Logic of Course:
This class will be different from most, if not all, history classes you’ve taken before. Because it is new and
unfamiliar the difference can be, and typically is, unsettling. Yet there is an underlying logic to this course
frequently not found in other classes, whether they be history classes or not. Once you understand this logic the
course will make more sense; it will become easier, more meaningful and more relevant because you will
understand the context and purpose of everything we do. Information, such as names or dates, only makes
sense and is only relevant if the context is clear and the significance of the context is understood.
The context of this class, its inherent logic to which all things relate, is really quite simple: the making of the
modern world in the west. Everything we will discuss, read, and analyze this semester will all relate to
explaining, understanding and interpreting the forces, developments and people that created the modern world
in the west!
Organization of Course:
Themes
Most of you are probably use to a chronological approach to history, where the class begins at a specific date
and chronologically follows developments up to a designated year. Since you’re use to this approach you’re
probably more comfortable with it, but many of you have probably been numbed in the process and have lost
sight of the relevance of studying history. Who, after all, wouldn’t be numbed by an approach that treats history
like a string of events—first this happened, then this happened, then this happened, then this happened . . . .
Who, after all, could see the relevance when it means being bombarded with “facts” to be memorized,
regurgitated, and quickly forgotten. This class, however, is designed to nurture an appreciation of history and
its relevance. It is organized thematically rather than chronologically. They all relate to the abovementioned
overriding theme of the class: the making of the modern world in the west.
The point is to explain and interpret the past, to understand the human experience. Therefore we will examine
the significance of each theme and analyze how it contributed to making the world in which we live. Once you
understand its contribution you’ll understand its significance, and hence its relevance. With this understanding,
studying history becomes meaningful. Names and dates are no longer “facts” to be memorized, but relevant
information to be learned and remembered because they are significant, because they help explain something
that’s relevant.
The themes are clearly designated on the course outline in a larger font, bold, italics, and
double underlined.
Critical Thinking:
Most people are not in charge of their own ideas and thinking. Their thinking is most often focused on
rationalizing or justifying immature or egocentric drives. Freedom to them means acting on impulse. Most of
their ideas have come into their minds without their having thought about them. They unconsciously pick up
what people around them, or on T.V., think. They unconsciously absorb ideas from family and friends. They
are the products, simply and completely, of forces they did not choose. They reflect those forces without
understanding them.
Becoming a critical thinker means reversing this process, by learning to practice skills that enable one to start to
take charge of the ideas that run one’s life. It is to think consciously and deliberately and skillfully in ways that
allow an individual to take charge of their mind, of their ideas, of their thinking.
History and Critical Thinking:
We can not begin to take control of our own minds as critical thinkers unless we study how the past has shaped
our world, our ideas, and our thinking. A critical thinker must think historically because critical thought
demands understanding the context, and the context can only be understood historically.
Studying history is not merely memorizing facts; studying history means attempting to explain the past. And
our efforts to explain are what makes the study of history not only useful but enjoyable. Studying history means
interpreting the past. The writers of the text do it, I do it, and I expect you to do it. We’re not looking for
‘right’ answers here, such answers do not exist for anything as complex as the human experience. The goal is
thoughtful, well-reasoned answers supported by evidence. The fundamental question is not when, but why.
What history teaches us is to argue productively with each other. In the process we come to a clearer
understanding of our past and the world we live in today. Perhaps most important, however, we come to
understand ourselves better. Studying history challenges us to confront our values and clarify our thinking; it
nurtures critical and analytical skills necessary not only for personal success but for personal freedom—which
is, after all, one of the primary purposes of a college education.
If this last point is too much to swallow at this point, after all not many of you have thought about history in
terms other than mindless memorization, I should note that my goal is fairly long-term. Sometime after taking
this class, perhaps not right away, when you’re listening to someone or reading something that you used to think
was great, you’re going to say, “That’s bullshit! Cut the crap and get to the point. Do you have any facts to
back up what you’re saying?” Moreover, you will say precisely, succinctly and persuasively what is wrong.
From that moment on, you will know that you are going to be a free person for the rest of your life. It’s no
small matter.
The way for us to pursue such lofty goals is by confronting the past directly, interpreting the past by reading
what are known as primary sources: documents and works written by people of the time. We can quickly see
that people saw what was happening from different perspectives. These primary sources are what historians use
when trying to explain the past, and they’ll be what you use to explain and support your understanding of the
past. They are, moreover, the heart of history, what makes the study of history both intellectually challenging
and personally rewarding.
MY EXPECTATIONS, YOUR RESPONSIBILITIES:
Attendance is Required:
This is not a correspondence course! More than 2 absences will cause your grade to be lowered. 3 or more
absences and I can drop you from the class!!! So-called “excused absences” count as absences; they do not
increase the number of allowable absences. You don’t need to call me in the event of an absence unless there is
a particular problem causing you to miss a scheduled exam or several class meetings. You are responsible for
every class meeting; being absent does not excuse you from responsibility of what was discussed nor for what
is assigned for the next class meeting. And tardiness is both rude and disruptive, so be here on time. Starting
the third week if you come in after I am through with taking roll you will be marked absent!!!
Thoughtful, Active Participation is also Required:
You are expected to come to each class having read the assigned reading, developed written responses to all
relevant questions and prepared to contribute to our discussions. Some of the primary sources will require
several readings before you begin to master them. You must read and think carefully about the assigned
selections prior to each class meeting. You will not be able to contribute to our discussions unless you’ve done
so; the success of discussion depends on you! Certainly if you can not distinguish between several selections
you have not read carefully enough. You should clarify your understanding of what you’ve read by answering
the questions following a selection before you come to class. The above questions will form the basis of our
discussions. And, of course, please come to class with questions about anything you don’t understand. The
point is this: I want you to assume an active role in this class.
Regularly bring Sources of the Western Tradition to class.
In order to discuss effectively you will need to refer to the selection. Failure to bring the source book regularly,
especially when I specifically say we will discuss specific selections, demonstrates a lack of commitment on
your part and a blatant disregard for your responsibility to be actively involved in our discussions.
Rubric for Evaluating Class Participation*
6: A student receiving a 6 comes to class prepared; contributes readily to the conversation but doesn’t
dominate it: makes thoughtful contributions that advance the conversation; shows they have thought about the
reading before class; shows interest in and respect for others’ views.
5: Comes to class prepared and makes thoughtful comments when called upon, contributes occasionally
without prompting: shows interest in and respect for others’ views; participates actively in small groups. A 5
score may also be appropriate to an active participant whose contributions are less developed or cogent than
those of a 6 but still advance the conversation.
4: A student receiving a 4 comes to class prepared, but does not voluntarily contribute to discussions and gives
only minimal answers when called upon. Nevertheless these students show interest in the discussion, listen
attentively, and take notes. Students in this category may be shy or introverted. The instructor may choose to
give such students a 5 if they discuss the material outside of class during office hours or if they make progress
in overcoming shyness as the course progresses.
3: A student receiving a 3 participates in discussion, but in a problematic way. Such students may talk too
much, make rambling or tangential contributions, continually interrupt the instructor with digressive questions,
bluff their way when unprepared, or otherwise dominate discussions, not acknowledging cues of annoyance
from instructor or students.
2-1: Students in this range often seem on the margins of the class and may have a negative effect on the
participation of others. Students receiving a 2 often don’t participate because they haven’t read the material or
done the homework. Students receiving a 1 may be actually disruptive, radiating negative energy via hostile or
bored body language, or be overtly rude.
NOTE: This scoring guide assumes regular attendance: the instructor may lower participation scores for
absences or tardiness.
* Adapted from rubric created by John C. Bean & Dean Patterson, Seattle University.
Grades: Your grade for the course will be roughly determined as follows:
Participation
1st Mid-term Exam:
2nd Mid-term Exam:
3rd Mid-term & Final:
10%
20%
20%
50%
Exams will be graded according to the standard scale:
A=90–100; B=80–89; C=70–79; D=60–69; F=59 and below
Note-taking and Studying:
You will need to take good notes if you expect to do well in the class. You need to pay attention and take
careful, useful notes since our class meetings will form the basis of the exams. I urge you to take advantage of
RAD and WAC as well as the Learning Resource Center.
The general guideline for studying is 2 to 3 hours outside of class for every hour in class, which means you
should spend 6 to 9 hours studying every week. You’ll need to make a dedicated commitment if you want to do
well. And since this is your education you need to take responsibility for it!
You must take all written, bluebook essay exams in order to pass the class (3 midterms & the final). Make-up
exams will be granted if there is a legitimate excuse; a separate time outside of class will be scheduled. They
will, however, have fewer essay options.
Office Hours: I try to nurture an environment in class where people feel comfortable asking questions and
participating in discussions, where people don’t feel threatened about revealing their ignorance because we are
all pursuing the same goal: understanding. Yet I know how difficult it can be to talk at times. I encourage you,
therefore, to take advantage of my office hours if you have any questions, or if you would merely like to discuss
more fully an idea or development.
Classroom Policies:
I’ve coined a new acronym to describe a growing problem: CSDD (common sense deficiency disorder).
Below are some common symptoms; if you are guilty of any of the following cure yourself. I will point out any
disruptive and annoying failures to do so. If this causes you public embarrassment the fault lies with you!
Failing to follow these basic, commonsense standards will lower your grade!
• Falling Asleep in Class (and anything similar, such as putting your head down on your desk)
• Leaving in the middle of class (unless you notify me before class)
• Eating in Class
• Not paying attention in class (Be forewarned, I will call you on this!)
• Wearing sunglasses and/or having hoods up (Hiding is not the point of college!)
• Being Disruptive in Class (e.g. whispering, talking, visiting, note passing, etc.)
• Reading/studying material not related to this class (e.g. newspapers, notes or books for another class,
class schedules, magazines, etc.)
• Cellphones: Turn them Off!!! Or Don’t Bring Them to Class!!!
• Text Messaging: You Flunk!!!
• Using a laptop for anything other than taking notes: You Flunk!!!