HST 140: Modern Europe (Fall 2023)

Links to Weekly Schedule

Essay 3 Due: April 27 @ 11:59pm
Essay Questions

Class Description

From the Renaissance to the present, Europe transformed from a minor region to a global power. This course will explore the process of that transformation that created modern Europe. It will emphasize cultural changes in Europe as well as the role of interactions around the globe—including the exploitation of indigenous populations—on Europe’s path to modernity.

Learning Objectives

By engaging fully in all aspects of this course, you will be able to

• Understand the social, cultural, and political changes Europe experienced between 1450 and 2000.
• Critically analyze primary and secondary sources related to Europe between 1450 and 2000.
• Articulate arguments on the causes and lasting impacts of European social, cultural, and political changes.
• Support your arguments with primary and secondary sources in a reasoned and logical order following standard writing conventions.

Required Reading

All readings, podcasts, and videos for this course will be available on Zotero. Students will not need to purchase any materials for this course. Everything will be available open-access or through the university library.

Some of the readings are in .epub format (the format for ebooks), so you will need an ebook reader. I recommend Calibre, Freda, or SumatraPDF (which reads many different formats beyond PDFs).

Assignments

1. Participation (15%)
   • Since this class is predicated on class discussion, participation is central to the learning environment. I will take class attendance each day. Each day of class will receive a grade. If you attend, you will start with an 85. Participating improves that grade. Behavior detrimental to the learning environment (for example, using your phone, using your computer for activities unrelated to the class, any other activities that distract other students, or being generally disruptive) will reduce that grade. After two absences, not attending class will receive a zero for that day. If you do not miss more than two days, your participation grade will not hurt your overall grade. It will only improve it.
2. Lead Discussion (10%)
   • Each student will lead a twenty (20) minute discussion at the beginning of each discussion day. If there are more students than discussion days, students will lead the discussion as a group. Students will sign up for their discussion day during the first week of class.
3. 5 Discussion Quizzes (2% each)
   • There will be an open-note, open-source quiz at the beginning of five (5) of the discussion days. The quiz will have an open-ended prompt to which each student will respond in 3-5 sentences. A successful response will make an argument in the first sentence and support it with evidence in the following sentences. An “A” response will make an argument responding to the question directly and use substantive evidence to support it. A “B” response will make an argument, but will not support it with substantive evidence. A “C” response will not make a clear argument or will provide little if any evidence. A “D” response will not meet any of the above criteria. These quizzes are graded quickly and simply: A = 95; B = 85; C = 75; D = 65; F = 55.
4. Map Quiz (5%)
   • Students will turn in a map marked up with the locations of pre-assigned places. The Map is available on Canvas. Students should download it, write the names of the locations, and turn it in on the assigned date.
5. 3 Tests (5% each)
   • Each student will take three online, open-note, multiple-choice tests.
6. 3 Essays (15% each)
   • Each student will write three essays (750-word minimum). Each essay will respond to one (1) of multiple possible prompts. Each essay should make an argument (thesis statement) that you will prove throughout the essay. Essays should use evidence from the readings, videos, and podcasts from the essay’s section and cite any direct quotations or paraphrases from these sources in a footnote. If you have any questions about citations (or any other questions about writing essays), see my document on writing guidance available here. To receive full credit, essays should reference materials only from this class (class discussions, readings, podcasts, videos, etc.), and each essay should cite at least three (3) different materials from the class, and one of those should be a primary source. Students will be able to submit a revised essay for essays 1 and 2 to improve the grade, responding to the comments on the first submission. Revisions to essay 1 are due before the due date for essay 2. Revisions for essay 2 are due before the due date for essay 3. Due to timing, revisions will NOT be accepted for essay 3.

Extra Credit

I offer three opportunities of extra credit, each worth a maximum of 2 extra points on the final grade. For extra credit, students can incorporate chatGPT (chat.openai.com) into your essay under the following criteria. Write an essay outline that includes your thesis and the main points of the essay. Feed the outline into chatGPT with a prompt asking for an essay that responds to the essay question you are answering. You may do this as many times as you want, changing the prompt to get the desired output from chatGPT. When happy with the output, edit the response as you would your own essay–including the evidence you want to include, the citations, making it read more like your style and your arguments, etc. Turn in the final essay as normally on Canvas. In the extra credit section of Canvas, submit your prompt to chatGPT (including the outline and thesis statement), the chatGPT output, and a short (150+ word) response on the experience of using ChatGPT as a tool in this way. You will receive a grade for the essay as usual, and the extra credit will be graded based on how you used chatGPT and your response to it. Be careful with this assignment. A bad essay with little editing of the chatGPT response will likely lead to a bad essay grade and little, if any extra credit. In Canvas, you will turn in your outline, prompt, chatGPT output, and response to the process in a single document for the appropriate extra credit assignment.

Classroom Expectations

Students should arrive at class on time and use their computers and devices appropriately. Unless absolutely necessary for in-class learning activities, cell phones should be put away for the duration of the class.

This class is designed both to facilitate discussion and foster skills, which require sustained interaction with the instructor and your peers. As such, attendance is mandatory for all set meetings. Since discussion is an essential component of the class, students are expected to actively participate and engage other students and their opinions with dignity and respect. Students are expected to maintain a level of respect for the instructor and fellow students at all times, including using respectful language.

Students are expected to use non-racist, non-sexist, and gender-inclusive language. Racially charged language will not be permitted in the class. Historians often study periods that used racially charged language, and it is important that if we reproduce that language, we do so sensitively and with respect and consideration to the victims of the language of the time and our peers in the present.

Similarly, language is gender-inclusive and non-sexist when we use words that affirm and respect how people describe, express, and experience their gender. Just as sexist language excludes women’s experiences, non-gender-inclusive language excludes the experiences of individuals whose identities may not fit the gender binary, and/or who may not identify with the sex they were assigned at birth. Identities including trans, intersex, and gender-queer reflect personal descriptions, expressions, and experiences. Gender-inclusive/non-sexist language acknowledges people of any gender (for example, first-year student versus freshman, chair versus chairman, humankind versus mankind, etc.). It also affirms non-binary gender identifications and recognizes the difference between biological sex and gender expression. Students, faculty, and staff may share their preferred pronouns and names, and these gender identities and gender expressions should be honored.

Late Work

I offer one (1) no-questions-asked forty-eight (48) hour extension on any assignment (not including the final essay or final test) as long as the student requests an extension twenty-four (24) hours before the deadline. Extensions will not be considered under any other situation unless the student provides documentation.

Under all other situations, late work will be reduced by five (5) points immediately and an additional five (5) points for every week it is late. In other words, an essay that receives a 95 will be bumped down to a 90 if it is late by one day and will receive the same grade until day six (6). On day seven (7), the grade will be reduced to 85. On day fourteen (1`4), the grade will be reduced to 80.

In the event of a serious emergency, however, please notify me as soon as possible so that alternative arrangements can be made if appropriate.

If this course offers extra credit, I do not accept any extra credit late.

Honor Code

The Honor Code, which permeates all phases of university life, is based on three fundamental principles. It assumes that Queens students: a) are truthful at all times, b) respect the property of others, and c) are honest in tests, examinations, term papers, and all other academic assignments. Please contact the Instructor if you believe a violation of the Honor Code has occurred. It is a violation of the Honor Code for a student to be untruthful concerning the reason for a class absence. See The Honor Code Book for more information on the process in the event of a suspected violation.

Every student is expected to produce their own work based on their own ideas and cite anyone else’s ideas or words appropriately. Certain material that an average person would consider common knowledge does not need to be cited. Such information would include that Christopher Columbus sailed across the Atlantic Ocean in 1492 or that the American Revolution began in 1776. Other information, however, needs to be cited if it did not originate in your mind. See the Queens Library’s page on plagiarism: https://library.queens.edu/plagiarism/.

Grading

Queens uses a plus/minus grade scale: B- receives less than 3 points, for instance. Grades in this class will follow the same pattern with one exception. Here are the numeric grades associated with each letter grade:

Notice a couple inconsistencies. One, I do not give an A-. In my experience, most As in my class are in the A- scale, so I treat them as complete As. If you got an A, you deserved it without qualification. Also, there is not a D-. This difference is because Queens does not include a D-.

Student Accessibility Services

Queens University of Charlotte is committed to making reasonable accommodations to assist students with disabilities. If you have a disability which may impact your performance, attendance or grades in this course and require accommodations, you must first contact Student Accessibility Services at sashelp@queens.edu. The steps for receiving accommodations must be completed before accommodations can be given. The steps are available on the Student Accessibility Homepage. SAS is responsible for coordinating classroom accommodations and other services for students with disabilities. Please note that students are responsible for sharing their letter of accommodation with their instructors to receive classroom accommodations.

Student Complaint Process

Queens University of Charlotte is committed to providing an educational climate that is conducive to the personal and professional development of each individual. To ensure that commitment, the university has developed procedures for students to pursue grievances within the university community should such action become necessary. A student who has an unresolved disagreement or dissatisfaction with a faculty or staff member, another student, a student group, or an administrator has the right to file a written complaint without prejudicing his or her status with the university. For more information, please visit the Student Complaint Process page. For information regarding the online student complaint process, please visit
the online student complaint process page.

QAlert

QAlert is the emergency notification system Queens uses to notify the campus community of an emergency, inclement weather, or class cancellations. It sends messages about the status of a given situation, as well as other details the campus needs to know. Students, faculty, and staff are automatically registered for QAlert through the university’s enterprise resource.

Religious Holidays

If any assignments or due dates interfere with your personal religious observation, I will be happy to make accommodations. Remember, within the first two weeks of the semester, the student must let me know the dates of major religious holidays on which the student will be absent or unavailable due to religious observances. Please, see the Queens Office for Equity, Diversity, and Inclusion religious holiday calendar:

E-mail Communication

When writing emails to me, be sure to include a subject line, address me properly by my title and last name, and sign off with your name. Proper email formatting skills are required in post-university life.

Each student is issued a University e-mail address (username@queens.edu) upon admittance. The University uses this e-mail address for official communication with students. Students are expected to read e-mails sent to this account on a regular basis. Failure to read and react to University communications in a timely manner does not absolve the student from knowing and complying with the content of the communications.

Class Calendar

Week 1 (Aug. 28 – Sep. 1)
*** Beginning of Unit 1 ***

Monday, Aug 28

Syllabus Day and Introductions

Presentation link: https://lectures.nathanmichalewicz.org/modern-europe/

Wednesday, Aug. 30: Renaissance I

Secondary Sources:

• Nauert, “The Birth of Humanist Culture” in Humanism and the Culture of Renaissance Europe, 2nd ed. (New York: Cambridge University Press), 8-24. (on Zotero)

Presentation link: https://lectures.nathanmichalewicz.org/modern-europe/renaissance1

Friday, Sep. 1: Renaissance II

Secondary Sources:
Brotton, “A Global Renaissance” in The Renaissance: A Very Short Introduction (New York: Oxford University Press), 1-12. (on Zotero)

Presentation link: https://lectures.nathanmichalewicz.org/modern-europe/renaissance2

*** Lead Discussion Sign Up ***

Week 2 (Sep. 4 – 8)

Monday, Sep. 4: Update: No Class Labor Day

We will go over this on Wednesday with that content: Exploration: The Indian Ocean and the Atlantic

Secondary Sources:

• Lincoln P. Paine, “The Birth of Global Trade (Excerpts),” in The Sea and Civilization: A Maritime History of the World (New York: Vintage Books, 2015). (on Zotero) (a .epub, download an ebook reader to access. I recommend Calibre, Freda, or SumatraPDF)

Wednesday, Sep. 6: Exploration: Consequences

Presentation: https://lectures.nathanmichalewicz.org/modern-europe/exploration2

Secondary Sources:

• “The Columbian Exchange, Native Americans and the Land, Nature Transformed,” TeacherServe, National Humanities Center, accessed July 17, 2023, http://nationalhumanitiescenter.org/tserve/nattrans/ntecoindian/essays/columbian.htm.

Friday, Sep. 8: Discussion #1

Read:

• “Aztec Account of the Conquest of Mexico,” Internet Modern History Sourcebook, accessed July 18, 2023, https://sourcebooks.fordham.edu/mod/aztecs1.asp.
• “Vasco Da Gama: Round Africa to India, 1497-1498 CE,” Internet History Sourcebooks: Modern History, accessed July 18, 2023, https://sourcebooks.fordham.edu/mod/1497degama.asp.
• Hans Mayr, “The Voyage and Acts of Dom Francisco, 1505-,” Internet History Sourcebooks: Modern History, accessed August 4, 2023, https://sourcebooks.fordham.edu/mod/1505mayr.asp.
• “Las Casas, Destruction of the Indies,” January 16, 1998, https://web.archive.org/web/19980116133031/http:/pluto.clinch.edu/history/wciv2/civ2ref/casas.htm.
• “Mexica Capture and Sacrifice Spaniards and Their Horses | AHA,” accessed July 21, 2023, https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/florentine-codex/mexica-capture-and-sacrifice-spaniards-and-their-horses
• “Spaniards Besiege Tenochtitlan with Brigantines | AHA,” American Historical Association, accessed July 21, 2023, https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/florentine-codex/spaniards-besiege-tenochtitlan-with-brigantines.

*** Map Quiz Due ***

Week 3 (Sep. 11 – 15)

Monday, Sep. 11: The Reformation

presentation: https://lectures.nathanmichalewicz.org/modern-europe/reformation

Read:

• Merry Wiesner-Hanks, “Europe: Reforms and Reformations in Christianity,” in Religious Transformations in the Early Modern World: A Brief History with Documents (New York: Bedford/St. Martins, 2009), 48-55 (on Zotero)

Listen:

• “The Diet of Worms,” accessed July 8, 2023, https://www.bbc.co.uk/programmes/p0038x8z.

Wednesday, Sep. 13: Wars of Religion

Listen:

• “The Thirty Years War,” accessed July 8, 2023, https://www.bbc.co.uk/programmes/m0001fv2.

Friday, Sep. 15: Discussion #2

Sources:

• Desiderius Ersamus, “The Praise of Folly,” in Religious Transformations in the Early Modern World: A Brief History with Documents, ed. Merry Wiesner-Hanks (New York: Bedford/St. Martins, 2009), 56-58 (on Zotero)
• Martin Luther, “The Freedom of a Christian, 1520,” in Religious Transformations in the Early Modern World: A Brief History with Documents, ed. Merry Wiesner-Hanks (New York: Bedford/St. Martins, 2009), 58-61. (on Zotero)
• Jean Calvin, “The Church,” in John Calvin: Selections from His Writings (New York: Harper Collins, 2006), 52-56. (On Zotero).
• Charlotte d’Arbaleste, “Escape from the Massacre, 1572” in The Saint Bartholomew’s Day Massacre: A Brief History with Documents, ed. Barbara Diefendorf (New York: Bedford/St. Martins, 2009), 108-111.
• Tryntje Helfferich, ed., “Hans Heberle’s Zeytregister,” in The Essential Thirty Years War (Cambridge: Hackett Publishing Company, Incorporated, 2015), 141–65. (on Zotero)

Week 4 (Sep. 18 – 22)

Monday, Sep. 18: Absolutism and Constitutionalism

Secondary Sources:

• Mary Weisner-Hanks, “Absolutism in Theory and Practice,” in Early Modern Europe 1450-1789, 2nd ed. (New York: Cambridge University Press, 2013), 317–20. (On Zotero).
• John Brewer, “The Paradoxes of State Power,” in Early Modern Europe: Issues and Interpretations, ed. James Collins and Karen Taylor (New York: Blackwell, 2006), 332-347.

Wednesday, Sep. 20: Colonialism and Mercantilism

Listen:

• “Mercantilism,” In Our Time, BBC, accessed July 8, 2023, https://www.bbc.co.uk/programmes/m001k0zv.

Friday, Sep. 22: Discussion #3

Sources:

1. Jean Domat, “On Social Order and Absolute Monarchy,” Internet History Sourcebooks: Modern History, accessed September 15, 2023, https://sourcebooks.fordham.edu/mod/1687domat.asp.
2. “Extracts from Bossuet’s Work on Kingship,” accessed September 15, 2023, https://history.hanover.edu/texts/bossuet.html.
3. “The Bill of Rights, 1689,” Internet History Sourcebooks: Modern History, accessed September 15, 2023, https://sourcebooks.fordham.edu/mod/1689billofrights.asp.
4. Jean-Baptiste Colbert, “Memorandum on Trade, 1664,” Internet History Sourcebooks: Modern History, accessed August 2, 2023, https://sourcebooks.fordham.edu/mod/1664colbert.asp.
5. Thomas Mun, “England’s Treasure By Forraign Trade, 1664,” Internet History Sourcebooks: Modern History, accessed August 4, 2023, https://sourcebooks.fordham.edu/mod/1664mun-engtrade.asp.
6. “Warrant for William Ussling to Establish a General Company for Trade to Asia, Africa, America and Magellanica; December 21, 1624,” Avalon Project, accessed August 4, 2023, https://avalon.law.yale.edu/17th_century/charter_012.asp.

Week 5 (Sep. 25 – 29)

Monday, Sep. 25: Rise of the Slave Trade and the Slave Economy

Watch:

Wednesday, Sep. 27: The Enlightenment and the Public Sphere

Read:

• Tom Standage, “The Coffee House Internet,” in A History of the World in 6 Glasses (New York: Bloomsbury, 2006), 151–72.

Watch:

Friday, Sep. 29: Discussion #4

Primary Sources

• Geoffrey Galt Harpham, ed., “Voltaire (François-Marie Arouet),” in Theories of Race, accessed July 18, 2023, https://theoriesofrace.com/2.
• Immanuel Kant, “Immanuel Kant,” in Theories of Race, ed. Geoffrey Galt Harpham, accessed July 19, 2023, https://theoriesofrace.com/8. (Do NOT read “On National Characters.” Far too long for this class.).
• “Salon Life,” Internet History Sourcebooks: Modern History, accessed July 14, 2023, https://sourcebooks.fordham.edu/mod/18salons.asp.
• “Excerpts from Slave Narratives – Chapter 9,” accessed July 17, 2023, http://www.vgskole.net/prosjekt/slavrute/9.htm.
• “Rousseau, Jean-Jacques: The Social Contract,” January 20, 2005, https://web.archive.org/web/20050120090652/http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/rousseau.html.

Week 6 (Oct. 2 – 6)
*** Beginning of Unit 2 ***

Monday, Oct. 2: The French Revolution (part I):

Listen:

“The French Revolution’s Reign of Terror,” BBC Radio 4 – In Our Time, accessed July 8, 2023, https://www.bbc.co.uk/programmes/p003k9cf.

Wednesday, Oct. 4: The French Revolution (part II):

Watch:

Friday, Oct. 6: Discussion #5

Primary Sources:

• “The ‘Cahier de Doleances’ (1789),” accessed July 14, 2023, http://www.historyguide.org/intellect/cahiers.html#third.
• “The Fall of the Bastille (July 14, 1789),” accessed August 9, 2023, http://www.historyguide.org/intellect/bastille.html.
• “Avalon Project – Declaration of the Rights of Man – 1789,” accessed July 14, 2023, https://avalon.law.yale.edu/18th_century/rightsof.asp
• Olympe de Gouge, “Declaration of the Rights of Women, 1791,” Internet History Sourcebooks: Modern History, accessed July 14, 2023, https://sourcebooks.fordham.edu/mod/1791degouge1.asp
• “‘Reply to the Impertinent Question: What Is a Sans-Culotte?’ (April 1793),” accessed August 9, 2023, http://www.historyguide.org/intellect/sans_culottes.html.
• “The ‘Code Napoleon’ (1804),” accessed August 9, 2023, http://www.historyguide.org/intellect/code_nap.html.
• “Napoleon’s Account of the Internal Situation of France in 1804,” accessed August 9, 2023, https://history.hanover.edu/texts/NAPOLEON.html.

Unit 1 Essay and Test Due Sunday, Oct. 8, at 11:59 pm

Week 7 (Oct. 9 – 13) Fall Break

Monday, Oct. 9: Fall Break — No Class

Wednesday, Oct. 11: Fall Break — No Class

Friday, Oct. 13: Fall Break — No Class

Week 8 (Oct. 16 – 20)

Monday, Oct. 16: The Industrial Revolution

Read:

• John Merriman, “Industrial Revolution [Precondition Excerpts],” in A History of Modern Europe: The Renaissance To (New York: Yale University Press, 2010), 513-556. (on Zotero)

Watch:

Wednesday, Oct. 18: Consequences of Industrialism: Liberalism and Socialism

Read:

• John Merriman, “Industrial Revolution [Consequences Excerpts],” in A History of Modern Europe: The Renaissance To (New York: Yale University Press, 2010), 556-566. (on Zotero)

Listen:

• “Consequences of the Industrial Revolution,” accessed July 8, 2023, https://www.bbc.co.uk/programmes/b00wr9r7.

Friday, Oct. 20: Discussion #6

read:

• “Leeds Woollen Workers Petition, 1786,” Internet History Sourcebooks: Modern History, accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1786machines.asp
• “Letter from Leeds Cloth Merchants, 1791,” Internet History Sourcebooks: Modern History, accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1791machines.asp.
• “Testimony Gathered by Ashley’s Mines Commission,” accessed July 21, 2023, https://victorianweb.org/history/ashley.html
• “The Life of the Industrial Worker in Ninteenth-Century England,” accessed July 21, 2023, https://victorianweb.org/history/workers2.html.

Week 9 (Oct. 23 – 27)

Monday, Oct. 23: 19th-Century Revolutions

Listen:

“1848: Year of Revolution,” BBC Radio 4 – In Our Time, accessed July 21, 2023, https://www.bbc.co.uk/programmes/b019gy9p.

Wednesday, Oct. 25: Nationalist Unifications

Watch:

Listen to “The Siege of Paris 1870-71,” BBC Radio 4 – In Our Time, accessed August 11, 2023, https://www.bbc.co.uk/programmes/m000d8rv.

Friday, Oct. 27: No Class

Week 10 (Oct. 30 – Nov. 03)

Monday, Oct. 30: Imperialism — India and Asia

Read:

• “The Age of Imperialism, 1870-1914,” in Europe and the Making of Modernity, 1815-1914, by Robin W. Winks (Oxford ; Oxford University Press, 2005), 257–88. (on Zotero)

Watch:

Wednesday, Nov. 1: Imperialism — Africa

Listen:

“The Berlin Conference,” BBC Radio 4 – In Our Time, The Berlin Conference, accessed July 21, 2023, https://www.bbc.co.uk/programmes/b03ffkfd.

Friday, Nov. 3: Discussion #7

Read:

• John Stuart Mill, “On Colonies and Colonization, 1848,” accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1849jsmill-colonies.asp.
• Capt. F.D. Lugard, “The Rise of Our East African Empire, 1893,” accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1893lugard.asp.
• Thomas Babington Macaulay, “On Empire and Education,” Internet History Sourcebooks: Modern History, accessed August 8, 2023, https://sourcebooks.fordham.edu/mod/1833macaulay-india.asp.
• Moshweshewe, “Letter to Sir George Grey, 1858 – The Establishment of Basutoland,” Internet History Sourcebooks: Modern History, accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1858basuto.asp.
• Pierre Loti, “When the Allies Entered Peking, 1900,” accessed July 21, 2023, https://sourcebooks.fordham.edu/mod/1900Loti-peking.asp.

Week 11 (Nov. 6 – 10)
*** Beginning Unit 3 ***

Monday, Nov. 6: World War I

Watch:

Wednesday, Nov. 8: Consequences of World War I

Read:

• James DeFronzo, “The Setting for Revolution,” in Revolutions and Revolutionary Movements, 7th ed. (New York: Taylor & Francis Group, 2022), 35–52.

Watch:

Friday, Nov. 10: Discussion #8

Read:

• Vladimir Illyich Lenin, “Testament, 1922,” accessed August 8, 2023, https://sourcebooks.fordham.edu/mod/lenin-testament.asp.
• Captain Manfred Freiherr von Richthofen, “Air Warfare,” Internet History Sourcebooks: Modern History, accessed August 8, 2023, https://sourcebooks.fordham.edu/mod/1918richthofen.asp.
• “Declaration of the Rights of the Toiling and Exploited Peoples,” accessed August 8, 2023, https://web.archive.org/web/20190827143709/http://community.dur.ac.uk/a.k.harrington/decright.html.
• “Dizzy with Success: Concerning Questions of the Collective-Farm Movement,” accessed August 8, 2023, https://web.archive.org/web/20070609085647fw_/http://www.dur.ac.uk/a.k.harrington/dizzy.html.
• “Treaty of Versailles, Jun 28, 1919,” Internet History Sourcebooks: Modern History, accessed August 8, 2023, https://sourcebooks.fordham.edu/mod/1919versailles.asp.
• “The Soviet Law of Land Socialization of 1918,” January 22, 1998, https://web.archive.org/web/19980122140159/http://www.barnsdle.demon.co.uk/russ/land.html.
• “John McCrae: In Flanders Fields,” January 17, 1999, https://web.archive.org/web/19990117080254/http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/mccrae.html.

Unit 2 Essay and Test Due Sunday, Nov. 12, at 11:59 pm

Week 12 (Nov. 13 – 17)

Monday, Nov. 13: Inter-War Period

Read:

A. Daniel Frankforter and William Spellman, Excerpts from “The Troubled Interwar Years,” in The West: A Narrative History, 3rd ed. (New York: Pearson,), 678-688. (On Zotero).

Wednesday, Nov. 15: World War II

Watch:

Friday, Nov. 17: Discussion #9

Read:

• “Orwell, Road to Wigan Pier,” January 16, 1998, http://web.archive.org/web/19980116133529/http://pluto.clinch.edu/history/wciv2/civ2ref/wigan.htm.
• Paul Valery, “On European Civilization and the European Mind, c. 1919, 1922,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/valery.asp.
• Benito Mussolini, “What Is Fascism, 1932,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/mussolini-fascism.asp.
• “Parliamentary Elections in Weimar Republic, Germany,” December 2, 2002, https://web.archive.org/web/20021202035105/http://facultystaff.vwc.edu/~dgraf/weim.htm.

Week 13 (Nov. 20 – 24)

Monday, Nov. 20: The Holocaust

Watch:

Wednesday, Nov. 22: Thanksgiving Break — No Class

Friday, Nov. 24: Thanksgiving Break — No Class

Week 14 (Nov 27 – Dec. 1)

Monday, Nov. 27: Cold War, Part I

Watch:

Read:

John Merriman, “The Cold War and the End of European Empires,” in A History of Modern Europe: From the Renaissance to the Present (New York: W.W. Norton, 2010), 1147–60. (on Zotero)

Wednesday, Nov. 29: Cold War, Part II

Watch:

Read:

James DeFronzo, “The Soviet Union and Revolution in Eastern Europe,” in Revolutions and Revolutionary Movements, 7th ed. (New York: Taylor & Francis Group, 2022), 58–70.

Friday, Dec. 1: Discussion #10

Read:

• “THE MARSHALL PLAN (1947),” accessed August 20, 2023, https://usa.usembassy.de/etexts/democrac/57.htm.
• Winston Churchill, “‘Iron Curtain Speech’, March 5, 1946,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/churchill-iron.asp.
• Joseph Stalin, “Reply to Churchill, 1946,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/1946stalin.asp.
• “The Beveridge Report,” December 6, 1998, http://web.archive.org/web/19981206042206/http://www.dss.gov.uk/50years/bevridge.htm.
• Maurice Couve de Murville, “France’s View of the Atlantic Alliance and NATO, 1966,” accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/1966-france-non-nato.asp.

Week 15 (Dec 4 – 8)

Monday, Dec. 4: Decolonization, Part I

Read:

John Merriman, “The Cold War and the End of European Empires,” in A History of Modern Europe: From the Renaissance to the Present (New York: W.W. Norton, 2010), 1160–75. (on Zotero)

Watch:

Wednesday, Dec. 6: Decolonization, Part II

Watch:

Friday, Dec. 8: Discussion #11

Read:

• “British Government Statement: Policy In India, 1946,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/1946-india-ukpolicy.asp.
• Jawaharlal Nehru, “A Tryst with Destiny: Speech on the Granting of Indian Independence,  August 14, 1947,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/1947nehru1.asp.
• “Resolution on Imperialism and Colonialism, Accra, December 5-13, 1958,” Internet History Sourcebooks: Modern History, accessed August 20, 2023, https://sourcebooks.fordham.edu/mod/1958-aapc-res1.asp.
• “Proclamation of the Algerian National Front, Libertation Front, (FLN) November 1954,” Historical Text Archive, accessed August 20, 2023, https://web.archive.org/web/20010710183624/http://historicaltextarchive.com/sections.php?op=viewarticle&artid=10.
• General Paul Aussaresses, “The Terror,” in The Battle of the Casbah: Terrorism and Counterterrorism in Algeria 1955-1957 (Enigma Books, 2004). (on Zotero).

Week 16 (Wednesday, Dec. 13): Unit 3 Test and Essay Due

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Essays

Essays should be a minimum of 750 words. This is a minimum, not a target. Essays should be turned in on Canvas. They should also be formatted as a proper essay with proper citations. Each essay should cite at least three sources from the unit (one must be a primary source), and each paragraph (other than the introduction and conclusion) should cite at least one source. The essay should cite sources provided during the unit. Professor approval is needed to cite a source not included in the course. For more information on formatting, organizing, and writing essays, please see my page on writing essays here: https://nathanmichalewicz.org/student-resources/writing-history-essays/

When reflecting on your response to the essay prompts, remember that the questions are meant to force you to consider the entire unit. So if a question asks about the impacts of some historical event or epoch,

Essay #1: Due Sunday Oct. 8 @ 11:59 p.m.

In an essay (750-word minimum), respond to one (1) of the following prompts. Make sure to make an argument (thesis statement) that you will prove throughout the essay. Use evidence from the readings and videos provided in the course content folder. Ensure to cite any direct quotations or paraphrases from these sources in a footnote or parenthetical citation. To receive full credit, the essay should reference materials only from this class (class discussions, readings, podcasts, videos, etc.) and cite at least three different materials (one of which must be a primary source).

Prompt 1:

How did European exploration and colonization impact European and global development? Make sure to discuss both the extent and limitations of that impact. Also, be clear about how those impacts changed over time.

Prompt 2:

Make an argument that places the Reformation in its historical context. What influenced it, and how? What were its impacts, both immediate and more broadly?

Essay #2: Due Sunday Nov. 12 @ 11:59 p.m.

In an essay (750-word minimum), respond to one (1) of the following prompts. Make sure to make an argument (thesis statement) that you will prove throughout the essay. Use evidence from the readings and videos provided in the course content folder. Ensure to cite any direct quotations or paraphrases from these sources in a footnote or parenthetical citation. To receive full credit, the essay should reference materials only from this class (class discussions, readings, podcasts, videos, etc.) and cite at least three different materials (one of which must be a primary source).

Prompt 1:

Discuss the impacts of the Industrial Revolution. What was it? How did it impact society, culture, and state relationships? Make sure to discuss not only the immediate impacts but also the lasting impacts of industrial development.

Prompt 2:

What was the impact of the French Revolution? Was it revolutionary? Were some aspects more influential than others? Do not only consider the immediate impacts but also the lasting influences.

Prompt 3:

Which was more revolutionary: the French Revolution or the Industrial Revolution? Make a historical argument that takes into account the society that came before and the society/events that it produced. Use specific details from the unit; not broad, vague, and generic statements.

Essay #3: Due Wednesday, Dec. 13 @ 11:59 p.m.

In an essay (750-word minimum), respond to one (1) of the following prompts. Make sure to make an argument (thesis statement) that you will prove throughout the essay. Use evidence from the readings and videos provided in the course content folder. Ensure to cite any direct quotations or paraphrases from these sources in a footnote or parenthetical citation. To receive full credit, the essay should reference materials only from this class (class discussions, readings, podcasts, videos, etc.) and cite at least three different materials (one of which must be a primary source).

Prompt 1:

World War I and World War II had tremendous, lasting impacts on European politics, society, and culture. Which was more influential in European history? Do not just consider the immediate impacts but also the lasting impacts of the wars. Also, remember to write the essay as a historical essay. Tell the history of the two wars and their impacts; do not just compare and contrast.

Prompt 2:

How did the Cold War impact the decolonization process? How did it impact the decolonization process for the metropoles and the new states after decolonization?