Fall 2000 HIST-572, Ref. # 12390
Prof. Marion (Buddy) Gray
EH 202; Off. Hrs. M.10:00-11:00, U. 1:30-3:00
http://www-personal.ksu.edu/~mgray/
e-mail: mgray@ksu.edu
CONTENTS
Dickens, Charles, Hard Times. London, 1854; 1964.
Engels, Friedrich. The Condition of the Working Classes in England. 1845, 1993.***
Hunt, Lynn, ed. The French Revolution and Human Rights: A Brief Documentary History. Boston, 1996.**
Kent, Susan Kingsley. Gender and Power in Britain 1640-1990. London and New York, 1999. *
Mason, John W. The Dissolution of the Austro-Hungarian Empire 1867-1918. London, 1997. *
Rudé, George. The French Revolution: Its Causes, Its History, and Its Legacy after 200 Years. New York, 1988. *
Sperber, Jonathan. The European Revolutions, 1848-1851. Cambridge, 1994. **
Williamson, D.G. Bismarck and Germany
1862-1890. London, 1998. **
*Also on reserve in Hale Library
**Ordered for reserves in Hale; will probably be placed on reserves during the semester.
***On reserves in Hale but in a different edition.
Three essays written out of class and based primarily on previously assigned material. You will select your own topic, but I will be a resource person for you. Guidelines are found at the end of the syllabus. The essays should be between five and eight pages, typed, double-spaced. The three essay grades together will constitute 60% of the final grade.
Quizzes to offer a structure for
familiarizing yourself with the subject matter. Combined average equal
40% of
the grade.
Instructor letters. Evaluated on a pass/fail system. The letters will not be graded, but failure to turn one in will deduct three points from the final average. (See further instructions below.)
I. The French and other Revolutions
T. 22: Introduction: The Old Regime; Major issues in Nineteenth-Century Europe
U. 24: Why was there a Revolution in France? Rudé, pp. 1-11 and 25-46.
T. 29: Enlightenment Values and "Human Rights," Hunt, pp. 4-12 and 35-70.
U. 31: Triumph of bourgeois values? Rudé. pp.47-79.
T:5 Whose Revolution? The Poor, the Propertied, and Jews. Hunt, pp. 71-100.
U. 7: Whose Revolution? Slaves and Women. Hunt, pp. 101-138.
T 12:The Revolutionary era and the Construction of Gender. Kent, Ch.6 ((125-148).
U. 14: QUIZ In Class: the Course of the Revolution
T. 19: The struggle for Power, Rudé. pp. 80-126.
U. 21: Napoleon: End of Revolution or Culmination of Revolution? Rudé. pp. 127-163
T. 26: Your Conclusions: Papers Due. (Will be discussed in class)
II. Revolutions of 1848 and Industrial Revolution
U. 28: How die the Industrial Revolution Change People's Lives? Engels, Introduction and Ch. 1 (15-35).
T. 3: Revolutionary Conditions? Sperber, Ch. 1
U. 5: Political Ideologies and Nationalism. Sperber, Ch. 2. Instructor Letter due.
T. 10: QUIZ; In Class: The Course of the Revolutions of 1848
U. 12: The Working Classes. Engels, Ch. 2 (36-86
T: 17: Revolutionary Experiences, Sperber, Ch.4.
U. 19: The Domestic Ideal for Women. Kent, Ch. 7 (153-177)
T. 24: The "Characters" of Industrial England. Dickens, Book the First
U. 26: Social Classes and Values. Dickens, Book the Second.
T. 31. QUIZ; In Class: The Politics of Industrializing Europe
U. 2: What do we Learn about Industrial Society and its Values? Dickens, Book the Third
T. 7: PAPERS DUE. We will discuss them in class.
III. Nation-States, Nationalism, Citizens and Non-Citizens; Gender.
U. 9: What kind of Entity was "Germany"? Who Was Bismarck? Williamson, Ch. 1-4.
T. 14: Who Lived in the Habsburg Empire? Mason, Ch. 1-4.
U. 16: QUIZ. In Class: The Unification of Germany and Development of Nation-States.
T. 21: Women, Work, and Politics. Kent, Ch. 8 (179-200) Instructor Letter due.
U. 23: Thanksgiving (enjoy it!)
T. 28: What Kind of State Was Germany? Williamson, Ch. 8-11.
U. 30: Politics and Culture in the Habsburg Empire. Mason, Ch. 5, 6.
T 5: Challenging the Separate Spheres? Kent, Ch. 10 (229-253)
U. 7: QUIZ. In class: Crises leading to the "Great War"
Thursday, Dec. 14:. FINAL PAPERS DUE. The "Final Exam" will consist of our discussion of papers.
Each student should set up an account on K-State Online. Using a browser (Netscape 4.5 or higher is recommended) go to the URL: http://online.ksu.edu/. Click the "Create Account" Button. Fill in the fields appropriately--click the help button on the bottom to see a description of what is expected in each field. The system requires you to enter your university identification number so that it can determine your course enrollment from the registrar's records. The userid will be your login name. It is suggested that you use the same one as you use for other accounts so that it will be easy to remember. Passwords must be at least 5 characters long, must contain at least one letter and at least one number and cannot contain underscores.
The class is invited to extend class discussions, make inquiries regarding paper topics, and generally stay in contact with one another via the class discussion list available through K-State Online. This will offer an opportunity to make connections between past and present by calling to our attention current events that are related to nineteenth-century themes. For this purpose, class members should stay abreast of the news, using whatever medium you find suitable, including media you find on the World Wide Web. As we attune ourselves to the historical issues, we will begin to see automatically their connections to contemporary events in Europe.
Twice during the semester (October 5 and November 21) instructor letters are due. This is your opportunity to be in communication with me about any topic that you wish to discuss. They will not be graded. The only requirement is that you turn one in by the dates indicated.
Kansas State University has a new Honor Code. For information see http://www.ksu.edu/honor/. The provisions of this code will be followed in this class. For all papers, quizzes and other work, the Honor Pledge is implied, whether or not it is stated: "On my honor, as a student, I have neither given nor received unauthorized aid on this academic work."
It is possible for students in fields other than History to enroll for graduate credit. In such cases, there will be one research-based paper, a larger project than the three assigned essays. Please consult with the instructor.
I will be happy to make any accommodations necessary for any student requiring such under the Americans with Disabilities Act. Please contact me promptly if this is the case.
2. Substantiation of your argument with historical data. Elaborate thinking about a historical subject is meaningless unless it rests solidly on concrete evidence. In writing history it is important to show your evidence, not only to support your argument, but also because the details of human activities give history its interest and bring readers into the historical situation. Merely restating the conclusions of historians is not a good way to substantiate your argument. Using their data is what is important. (20%)
3. Utilizing historical perspective. The factor that distinguishes history from other academic disciplines is its concern with the phenomenon of change over time. Historians deal with all facets of human experience including economics, culture, religion, politics and social customs, but they always focus on how the issues they are investigating are shaped by the particular historical context. In other words, one cannot explain the division of labor by gender in pre-industrial Europe without particular attention to cultural, legal, political, religious and social factors that are unique to that period. Moreover, historians always avoid judging historical situations by standards belonging to an era different from the one they are investigating. One would not, for example, criticize a pre-industrial European practice on the grounds of its being undemocratic, since democracy is a notion belonging to the post eighteenth century world. Finally, the appropriate practice of historical scholarship requires using appropriate rules in describing cause and effect. While it is tempting to conclude that because one event follows another, the former caused the latter, but this is not necessarily appropriate. It would be wrong, for example, to assume that because a few radical thinkers in the 1840s desired significant social change, they actually caused the Revolutions of 1848. One thing following another sequentially does not necessarily imply causation.(40%)
4. Clear communication. In writing history, it is essential that you use a precise, grammatical, well-organized writing style. (20%)
2. Choosing a methodology or factor of analysis. Identify from what perspective you are analyzing the events you have under consideration: social class; local customs; politics; religion; gender; environment; etc.
3. Using non-assigned material.
b. One of your three essays may be on a
topic not specifically covered in the syllabus, although it should be within
the confines of the geographical and chronological material discussed during
the unit of study. This will allow class members to pursue their own interests
and will broaden the scope of the course. All topics of this type must
be discussed with me prior to the writing of the paper.
5. Numbering. Please number your pages. Please indicate the number of words in your essay.
6. Final Paper. The final paper, while dealing with a subject covered in the last third of the semester, should employ a theme that transcends that particular era and belongs to the entire chronology of eighteenth and nineteenth-century Europe. Appropriate themes might be nationalism; imperialism; parliamentary democracy; socialism; changing gender norms; regionalism; or industrialization. If the theme were nationalism in the era 1890-1914, it would be appropriate to demonstrate the evolution of nationalism from an earlier era
7. Creative Options. I am happy to discuss options with you about the form your paper can take. Creative historical fiction, for example, can often depict history excellently. What about creating a fictional historical family, placing them in a specific context, and analyzing how unification or industrialization affected them? Go for it. My goal is for you to place yourself in a historical context and analyze it from there.