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History 1002 Growth of Western Civilization (Spring 2010)

Dr. Timothy G. McMahon TA: Ms. Jodi Bertram
Coughlin Hall, 224 Coughlin Hall, 312
Phone: 8-3559 Phone: 8-6463
Office Hours: MWF 11-11:50 & by appt. Office Hours: MW 12-1; F 1-2
[email protected] [email protected]

Course Description: History 1002 is the second half of an introduction to Western Civilization, and it
seeks to cover the period from the Scientific Revolution of the seventeenth century and the Enlightenment
of the eighteenth century, through the upheavals of the French and industrial revolutions to our present day.
A particular emphasis of this course will be the interaction of peoples and cultures within and outside of
Europe. Significantly this course will focus on four themes: 1) the enduring Enlightenment notion of
progress and major challenges to that notion; 2) the uneven emergence of social classes and the languages
of class in the wake of the industrial revolution; 3) the impact of European imperial expansion, particularly
in the nineteenth century, and imperial decline in the twentieth century; and 4) the construction of racial
thinking as applied by Europeans to themselves and to other peoples. History 1002 will present a basic
narrative of events, but I want to encourage you to question that narrative through applying the tools of the
historian.
Course Objectives for Students: As a part of the university’s core curriculum and a central component of
fulfilling Marquette’s mission, History 1002 aims to help you
1. To demonstrate an understanding of the discipline of history, in particular the application of historical
methodologies in the formulation of plausible interpretations of human behavior in past centuries.
2. To demonstrate an understanding of how societies develop over centuries through the complex
interaction of socio-economic, political, religious, and other cultural forces including historical memories
constructed by successive generations.
3. To demonstrate an understanding of continuities and differences between the past and the present.

Student Skills Development: Your assignments in this course are designed to help you build three
interrelated skills. You will
1) Develop more sophisticated critical thinking skills, through the process of marshalling evidence to
produce logical arguments and to reach defensible conclusions.
2) Enhance your critical reading skills, so that you can move beyond the basic narrative or story you are
reading to understand what the author was trying to say in historical context and then to formulate your
own interpretations of the text.
3) Improve your critical and analytical writing skills through applying critical reading and thinking
to the formulation of written arguments.

Course Requirements:
Participation/Attendance 10 % A 100-93
Outline Assignment 10 % A/B 92-88
3-page Paper 10 % B 87-83
5-page Paper 15 % B/C 82-78
First In-class Test 15 % C 77-73
Second In-class Test 15 % C/D 72-68
FINAL EXAM 25 % D 67-60
TOTAL 100% F 59-

Course Materials:
 A. Daniel Frankforter and William M. Spellman, The West: A Narrative History (Pearson, 2009).
 Mark A. Kishlansky, Sources of the West, Vol. II: from 1600 to the Present (Pearson, 2008).
 Voltaire, Candide (Boston, 1999).
 Mary Shelley, Frankenstein (New York, 1994).
 Karl Marx and Friedrich Engels, The Communist Manifesto (New York, 1999).
 Joseph Conrad, Heart of Darkness, with the Congo Diaries (New York, 1995).
 Primo Levi, Survival in Auschwitz, (New York, 1996).
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McMahon, History 1002, p. 2

Statement on Academic Integrity & Respect
In order to create a civil learning environment, I expect each of you to treat your classmates, their
opinions, and their work with respect. One feature essential to the life of a university is the freedom to
express oneself without fear of ridicule for one’s opinions. This does not mean, of course, that we agree
with all opinions expressed, but we should -- within the bounds of common civility -- respect honest
inquiry.
Marquette University and I consider academic integrity a prerequisite in such an environment (see
the “Community Expectations” section of your Student Handbook). I will consider plagiarism and cheating
to be very serious violations of this trust. The use of papers purchased or procured in full or in part through
the internet is a particular concern because of the ease with which such material can be obtained. Similarly,
the creation of false citations to cover such actions is also a violation of academic practice. Proper use and
documentation of others’ ideas and words are essential in written assignments, and we will discuss the use
of citation in academic writing at several points throughout the semester.

Assignments:
A. Discussion/Attendance (10 percent of your final grade). A critically important part of this course is
your attendance and participation in lecture and in our five required source discussion sessions. Each of
these sessions will feature your handing in written responses to a series of questions designed to help you
develop your critical reading, thinking, and writing skills. In addition to the written responses, you will be
expected to participate in the open discussion during those five sessions to see better the connections
between the longer sources we are discussing and the general content of the class. One-tenth of your
course grade will depend upon your active participation in these sessions and in your regular attendance at
lectures. The breakdown of the attendance/participation grade will follow this formula: five points
for attending all discussion sessions and handing in all discussion assignments; and four points for
attending lectures regularly. Students who miss six lectures will receive only one point for lecture
attendance; students who miss four or five lectures will receive two points; students who miss two or
three lectures will receive three points; students who miss one or no lectures will receive all four
points. Additionally, students with perfect attendance at lecture and discussion will receive a bonus
point added onto their final average grade for the class (so that a final average of 82 [BC] would
equate to an 83 [B]).
Also, in keeping with the College of Arts and Sciences’s attendance standards, attendance will be
taken in lecture daily. Students who miss a class are still responsible for the material covered. If you miss
class, ask one of your classmates for the notes. Be aware that a failure to keep up with the readings and
lectures will have a significant impact on your ability to perform adequately on your assignments.
Furthermore, test dates, discussion dates, and paper due dates are all clearly noted on this syllabus, and you
are responsible for fulfilling the required work on those dates. Students who must miss class for
unavoidable absences (illness, emergency, or participation in university-sanctioned activities) should notify
Dr. McMahon in writing or via email PRIOR to the class period in question or – in the case of emergencies
– as soon as possible thereafter. Make-up tests or paper extensions will be considered ONLY when such
notification has come. Finally, persistent absences may result in the instructor assigning you a “WA” grade
and dropping you from the class.

B. Writing Assignments (35 percent of your final grade). This course seeks to develop several skills that
are essential to the field of history and will be useful to you in your later academic careers. In particular, I
want you to learn how to read, think, and write critically as historians. Discussion days will be particularly
important opportunities to familiarize you with the major primary-source readings that will relate to your
writing assignments.
Beginning with your introductory discussion exercise, you will work on primary-source
documents, the life-blood of historical research. You will learn how to pay special attention to the author’s
motivation, the context in which s/he wrote or spoke, the argument made by the author, and the audience
that the author hoped to reach. After your first two discussion days, you will write up a detailed outline of
a two-to-three-page response paper related to Voltaire’s Candide and the Enlightenment (10 percent, due
February 12). After your third discussion and an in-class exercise, you will then write a two-to-three-page
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McMahon, History 1002, p. 3

paper about industrialization and responses to it (10 percent, due March 26). And finally, after your fourth
and fifth discussions, dealing with Conrad’s Heart of Darkness and Levi’s Survival in Auschwitz, you will
write a five-page paper discussing the uncertainties of the late-nineteenth and twentieth centuries (15
percent, due May 3). You are expected to hand in your hard copies of all written assignments at the
beginning of class on the due date. Also, for each major written assignment, you will be expected to
upload a copy of your paper in a Word File to the plagiarism-detection service Turnitin.com. All
papers will then remain a part of turnitin.com’s database to prevent others in the future from
stealing your ideas and work. Please note: uploading a different paper from the one that you hand
in as your hard copy will result in an automatic zero for the assignment. And failure to upload your
paper to turnitin.com will result in an incomplete on written work – even if your instructor has the
hard copy of your paper. All appeals for late work must be directed to Dr. McMahon. Instructions on
how to use the service will follow in class and will be available on the D2L site for this class.

C. In-class Tests and Final Exam (55 percent): There will be two in-class tests (Friday, February 19,
and Wednesday, March 31) and a final exam (Tuesday, May 11, at 1:00 pm). In-class tests will consist
only of objective questions, including some combination of short-answer IDs, map identifications,
multiple-choice questions, and fill-ins, which will relate directly to material from the preceding five weeks
of class. In addition to objective questions dealing only with the last third of the course, the final exam will
include an essay component that is comprehensive. One week prior to each test, I will distribute study
guides that include all possible IDs, map items, and essays.

Calendar of Assignments and Lectures:

Week One: 17th-century Modes of Thought

Read: Frankforter, Chapter 15

Jan. 20 Course Introduction

Jan. 22 17th-century modes of thought: Scientific Revolution

Sources, from Galileo Galilei, “Letter to the Grand Duchess Christina”

Week Two: Politics in the 17th Century– Constitutionalism & Absolutism

Read: Frankforter, Chap. 14. Begin Voltaire, Candide

Jan. 25 Competing Ideals: Constitutionalism vs. Absolutism, Part 1

Sources, James VI & I from The True Law of a Free Monarchy; Hobbes, from
Leviathan

Jan. 27 Competing Ideals: Constitutionalism vs. Absolutism, Part 2

Sources, Duplessis-Mornay, Defense, and Locke, Second Treatise

Jan. 29 Breakout Session on Competing Ideals

Sources, Clarke, “The Putney Debates”

Week Three: 18th Century Society and Culture

Read: Frankforter, Chapter 16

Feb. 1 Society in the 18th Century

D2L Further Readings: Geoffrin and d’Alembert, “The Salon of Madame de
Geoffrin”; de la Tour du Pin, Memoirs

Feb. 3 Enlightenment, Part 1

D2L Further Readings: Kant,“What is Enlightenment?” Sources: Condorcet,
Progress of the Human Mind
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History 1002, McMahon, p. 4

Feb. 5 Enlightenment & 18th-century Politics
Sources, Montesquieu, “Spirit of the Laws”; Rousseau, “The Social Contract”

Week Four: 18th Century Politics & the Outbreak of Revolution

Read: Frankforter, Chapter 17

Feb. 8 French Revolution, Phases 1 & 2

Sources, de Sieyes, “What is the Third Estate?”, “The Declaration of the Rights
of Man”

Feb. 10 French Revolution, Phases 3 &4 & Napoleon

Sources, Olympe de Gouges, “The Declaration of the Rights of Woman”

Feb. 12 Breakout Session: Enlightenment & Voltaire’s Candide

Week Five: The Revolutionary & Napoleonic Eras

Read: Frankforter, Chapter 19 to p. 523. Begin Shelley’s Frankenstein (You
will NOT be tested on Frankenstein at this time, however.)

Feb. 15 Napoleon
Enlightenment Outline Due

Feb. 17 Congress of Vienna

Feb. 19 First In-class Test

Week Six: Industrial Revolution & Romanticism

Read: Frankforter, Chapter 18; finish Shelley

Feb. 22 Industrial Revolution, Part 1

Feb. 24 Industrial Revolution, Part 2

Feb. 26 Breakout Session on Shelley’s Frankenstein

Week Seven: Social Transformations after Industrialization

Read: Frankforter, Chapter 19, p. 523-end

March 1 The Emerging Political Spectrum

March 3 Society & Politics in the 1830s and 1840s, Part I

Sources, Engels, from The Condition of the Working Class in England and
Chadwick, “Inquiry into the Condition of the Poor”; and from D2L “Further
Readings”: Heine, “The Silesian Weavers”

March 5 Society & Politics in the 1830s and 1840s, Part II

Sources, “Documents of the Irish Potato Famine”

Week Eight: Changing Politics at Midcentury

Read: Marx & Engels, The Communist Manifesto; Frankforter, Chapter 20

March 8 IN-CLASS DISCUSSION: Marx & Engels, The Communist Manifesto

March 10 1848
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McMahon, History 1002, p. 5

March 12 Age of Nation-States, part 1

March 13-21 NO CLASS: ST. PATRICK’S DAY (or spring) BREAK

Week Nine: Nation-States and Modernity

Read: Frankforter, Chapter 21 from p. 591-end

March 22 Age of Nation-States

Sources, Alexander II and Kropotkin, “The Emancipation of the Serfs”

March 24 Age of Nation-States

Sources, Otto von Bismarck, “Reflections and Reminiscences” and “Speech to
the Reichstag”

March 26 Modern Ideas

Sources, Freud, from Interpretation of Dreams and Nietzsche, Beyond Good
and Evil
Class Consciousness Paper Due

Week Ten: Modernity

Read: Begin Conrad (You will not be tested on this Wednesday)

March 29 Modern Uncertainties

D2L, “Further Readings”: Daudet, “The Punishment”; Sources: Pankhurst,
“Speech from the Dock”

March 31 Second In-class Test

April 1-5 NO CLASS: Easter Break

Week Eleven: Imperialism

Read: Frankforter, Chapter 21 to p. 591; Finish Conrad

April 7 Roots of Imperialism

Sources, Darwin, from The Descent of Man and WEB Herbert Spencer, from
“Progress: Its Laws and Causes” (www.fordham.edu/halsall/mod/spencer-darwin.html)

April 9 Imperialism, continued

Sources, Rudyard Kipling, “The White Man’s Burden”; WEB, Edward D. Morel, “The
Black Man’s Burden” (www.fordham.edu/halsall/mod/1903blackburden.html); D2L
Further Readings, The I-ho-ch’uan, “The Boxers Demand Death for all ‘Foreign Devils’”

April 12 Discussion: Conrad, Heart of Darkness

Week Twelve: WWI & Interwar Instability

Read: Frankforter, Chapter 22

April 14 World War I

Sources, Jünger, from The Storm of Steel and “Voices from the Battle of the Somme”

April 16 Versailles and Interwar Instability

Sources, Wilson “The Fourteen Points”

Week Thirteen: Interwar Instability: Fascism, Communism, & Nazism

Read: Frankforter, Chapter 23 to p. 655, and Chapter 24 to p. 661; Begin Levi
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McMahon, History 1002, p. 6

April 19 Interwar Instability

April 21 Fascist Italy & the USSR

Sources, Lenin, “What is to be Done”; Mussolini, “Fascist Doctrine”

April 23 Nazism & the Holocaust

WEB: Hitler, “Adolf Hitler’s First Anti-Semitic Writing”
(www.h-net.org/~german/gtext/kaiserreich/hitler2.html); Sources, Hitler, Mein Kampf

Week Fourteen: World War II

Read: Frankforter, Chapter 24, p. 661-end; Finish Levi

April 26 World War II

Sources, Churchill, “Speeches”

April 28 World War II and the Holocaust

Sources, “Memories of the Holocaust”

April 30 Breakout Session: Holocaust & Survival in Auschwitz

Week Fifteen: The Cold War Era & After

Read: Frankforter, Chapter 25 and 26

May 3 The Onset of the Cold War

5-Page Paper Due

May 5 Cold War Continued

May 7 Review Session in Class

Final Exam: Tuesday, May 11, 1:00 pm

Further Course Policies:

D2L Virtual Classroom: ALL STUDENTS ARE AUTOMATICALLY ENROLLED IN THE D2L
VIRTUAL CLASSROOM FOR THIS COURSE. Your instructor will also post announcements,
documents and images referred to in class to allow you to examine them further on your own.

Retaining coursework and Post-Evaluation Moratorium: Students should hold on to all graded assignments
until the final grade has been turned in. When assignments are returned, we ask that you take twenty-four
(24) hours to look over my comments and your assignment before coming to see your TA or instructor with
any questions about your grade. We will be glad to talk to you about your completed assignments and to
offer advice about how to improve your future performance.

Late Papers: All students are expected to turn in the papers at the beginning of the class period on the dates
scheduled on this syllabus. Late papers will be marked down according to the following schedule:
-5 points One day late
-10 points Two days late
-15 points Three days late
-20 points Four days late
-25 points Five days late
Failing Grade More than five days.
In the event that you cannot complete a paper in a timely manner because of an illness or a family
emergency, I might make an exception to this schedule.

LASTLY: NO CELL PHONES IN CLASS. THANK YOU.