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A survey of European history covering the late nineteenth and twentieth centuries, including the political, economic, and intellectual movements, as well as the revolutions and wars, that contributed to the shaping of the new Europe. Prerequisite: HIST 311 or consent of instructor.
History 312 is the second half of a two-part survey of modern European history. It is designed to give the student a deeper understanding of the forces that have shaped modern Europe and have therefore also played a major role in shaping the rest of the world. History 312 deals with the evolution of Europe from the Revolutions of 1848 through the period of massive industrialization, the new imperialism, the arms race, the two world wars, the establishment of the European Economic Community and then the collapse of the Soviet system in the late 1980s and early 1990s. It follows the evolution of European relations from the Cold War through economic unification and the major restructuring after 1989. The time period covered is a crucial one not only for Europe but also for the rest of the world, for during it Europe was transformed from a society whose massive technological and industrial growth led to radical changes in its political, economic, social and cultural fabric and threatened to overwhelm the non-European world, into a broken and divided continent, one far less threatening to the rest of the world. Still later, western Europe has become a major economic factor in the modern world. And now, with the political revolutions in eastern Europe, the entire continent stands in a new and rapidly changing relationship with the non-European world. An understanding of the processes at work in this transformation provides a background and insight for understanding the modern world. This course also provides a basic knowledge of modern European history that meets the requirements for teacher education.
History 312 is designed to increase students' factual knowledge of events in Europe from 1848 to the present, and also their understanding of the historical causes of these events and their impact on the wider society. In addition, the course will provide training and experience in various types of oral and written expression and an acquaintance with historical methods.
This course is also designed to help future teachers learn the knowledge and skills they will need to teach the North Carolina Social Studies high school curriculum in World History. European history is an important part of world history, and students who successfully complete this course will have mastered a significant portion of the secondary curriculum. Goals and skills in parentheses below refer the SDPI "Social Studies Curriculum, Goals and Objectives: High School World History." Numbers in brackets refer to the DPI Curriculum Guidelines for Middle Grades Social Studies Teachers. In addition, This course meets the following National Council for Accreditation of Teacher Education and National Council for Social Studies Program Standards in Social Studies: 1.2, 1.3, 1.9, 2.1.
Successful students will be able to
This class is taught through a combination of lecture and discussion. Collaborative study teams will be used for homework assignments and in-class discussions.
To access Blackboard, you will need your student e-mail account information. On the FSU Home Page (http://www.uncfsu.edu), under Student Resources, click Web for Students, then Look Up Your FSU Email Account. Enter your social security number (with hyphens) in the Student ID. Click Submit Query. Write down your username (User ID) and password. Once you have your e-mail account, you can exit Web for Students and return to the Blackboard gateway. Log in to Blackboard using your username and password.
Grades will be based on the following assignments:
|No.||Assignment||Due Date||Max Pts|
Jan 13/Jan 21
Web Project 01--Topic and Sources
|03||Practice Primary Source Analysis*||Feb 4||10|
|05||Participation 1||Feb 6||15|
Web Project 02--Draft
|07||Practice Primary Source Analysis*||Mar 3||10|
|09||Participation 2||Mar 5||15|
Web Project 03--Mock-Up
|11||Web Project 04--Peer Website Review||
Web Project 05--Final Website
3 announced in class;
|18||Practice Primary Source Analysis*||Apr 26||10|
|20||Participation 3||Apr 23||15|
|44 @ .5/day = 22|
**Optional. Can replace one exam.
**Unless exempted. See below.
***Possible Points (excluding extra credit). Grade calculated by dividing total points by 1000.
Note: All take-home assignments for this class must be submitted electronically as well as on paper. For guidelines, see Submitting Electronic Files.
Exemption from Exam 3. Students may be exempted from Exam 3 if they meet ALL of the following conditions:
Students exempted from Exam 3 will have their grade calculated on the basis of 850 points rather than 1000.
Individual assignments will be awarded points based on the FSU Grading System as follows:
|Letter Grade||Pct Range||Pct Default|
|A||92% or above||96%|
|F||63% or below||50%|
Qualitative assignments such as papers and essays will receive the default percentage. A plus adds 3%, a minus subtracts 3% from the default. For example,
|Letter Grade||Pct||Max Pts||Pts Earned|
Many assignments for this course use a rubric. Rubrics describe different levels of achievement, from excellent (4) to unsatisfactory (1). Rubric levels correspond to grades as follows:
The course grade will be calculated by dividing the total number of points earned by 1000 and converting the resulting percentage to a letter grade on the basis of the FSU grading system outlined above. IN SHORT, YOUR GOAL IS TO EARN 920 POINTS!
Grades will be posted on the course Blackboard website. Students should check their grades periodically and discuss any questions with the instructor as soon as possible.
Incompletes are granted only if the student is unable to complete specific course requirements for reasons beyond his or her control. Incompletes are granted only if the student contacts the instructor before the end of the term, and then only if the instructor agrees that the circumstances merit an incomplete. The student and the instructor must complete an Incomplete Grade Form.
Assignments are listed under Evaluation above. Instructions, guidelines, and rubrics are posted on the course website.
Late Work. Students are responsible for all work assigned in this class, whether or not they are present. Assignments must be completed on time. Late work will be penalized one letter grade unless you have a good excuse, and no assignments will be accepted more than one week late.
Make-ups for missed examinations and quizzes are given at the discretion of the instructor. The absence must be excused under the same conditions as absence from class (see Attendance). In general, make-ups must be taken within one week of the original date of the exam.
Attendance is required. Since you earn points for each class attended, excessive absence can affect your grade. In addition, poor attendance usually contributes to a poor participation grade, since it is difficult to participate if you do not attend.
Tardiness disrupts the class and is also discouraged. Any student arriving after the instructor has finished calling the roll may be considered tardy, and two incidents of unexcused tardiness count as one unexcused absence. Students who arrive late should check with the instructor at the end of class to make sure they are not marked absent. In addition, tardy students earn only one-half point for attendance.
If the instructor uses a seating chart, students are required to sit in their assigned seats unless given permission to sit elsewhere. Failure to sit in one's assigned seat may cause the instructor to mark the student absent.
Students are expected to remain in class until they are dismissed, unless they have received prior permission from the instructor to leave early. Early departure from class will be treated the same as tardiness--two such occurrences will constitute an unexcused absence.
Excuses for tardiness and absence will be accepted at the discretion of the instructor. Written documentation may be required, especially for lengthy or repeated problems. Students should bring excuses to the instructor's attention as soon as possible--before the event if it is foreseeable, immediately after if not. Excuses for tardiness should be discussed with the instructor immediately after the class for which the student is tardy; excuses for absence should be discussed the first day the student returns to class. With rare exceptions, excuses will not be accepted after these dates.
Participation. All students are expected to come to class prepared to discuss the assigned material. This implies that students should read the material before class. Perfect comprehension is not expected at the beginning of class, but students should be familiar with the topic and the major points, and they should have identified areas they do not understand well enough to ask focused, intelligent questions about them. The instructor reserves the right to give unannounced quizzes or other assignments to check students' preparation.
There are three principal ways students can participate:
Students are expected to observe normal courtesy in class. They are expected to pay attention to the instructor, to take detailed notes, to refrain from personal conversation, and to avoid any other behavior that disturbs others. A student who does not observe these courtesies may be asked to leave the room. Students are also expected to obey basic rules of netiquette in all Internet communication.
Academic Honesty. Students should be aware that a university is a community of scholars committed to the discovery and dissemination of knowledge and truth. Without freedom to investigate all materials, scrupulous honesty in reporting findings, and proper acknowledgment of credit, such a community can not survive. Students are expected to adhere to the highest traditions of scholarship. Infractions of these traditions, such as plagiarism (cheating), are not tolerated. Misrepresenting someone else's words or ideas as one's own constitutes plagiarism. In cases where plagiarism occurs, the instructor has the right to penalize the student(s) as he or she thinks appropriate. The first offence will result in failure of the assignment with a grade of 0 points, the second offence in failure of the course. Students who wish to contest a finding of academic dishonesty may invoke the process outlined in the FSU Student Handbook.
Team assignments require a special note. Each member of the study team is expected to contribute to the assignment. Students who do not contribute are essentially misrepresenting someone else's words and ideas as their own. This is academic dishonesty, and it will be treated as such.
Readings for specific dates will be announced in class. They may vary slightly from the following table as the pace of the class dictates. Students are responsible for keeping up with any such changes, which will also be posted on this web site.
Readings consist of textbook selections and primary sources. All students should read all of the textbook assignments. Source readings are team assignments. Each team has primary responsibility for one or more primary sources in each unit. This means that team members should be prepared to lead discussion of their assigned source(s). This does not mean that team members can ignore other sources. The examinations will test knowledge of all sources. Students should listen and take notes when other sources are discussed.
Underlined readings are links to websites. Students are responsible for learning how to use the World Wide Web to get readings. Students should print out copies of the readings to bring to class. Plan ahead--the Web is a great learning resource, but glitch happens. Do not tell me you could not get the reading because the server went down ten minutes before class.
Each Unit has a web page containing team reading assignments, identification items, and study questions. The study questions will be the basis of the quizzes. Some of the identification items will be on the exams. Go to the Course Documents area of the course web site for links to the Unit pages.
|Unit||Dates||Topic: Readings (ASSIGNMENT)|
|Part 1. Europe, 1848-1914|
|Jan 7-12||The Economic and Social Transformation of Europe: Textbooks--Rich, ch. 1. Sources--Baron, The Chemical Industry on the Continent; Mowbray, The Sinking of the Titanic (Introduction); Titanic: A Special Exhibit from Encyclopedia Britannica; Mapping Paris: Technological Advances in Paris|
|Jan 14-16||New Political Forces--Feminism and Socialism: Textbooks--Rich, 19-23, 38-43; Gilbert and Large, 49-51. Sources: Taylor, The Claim of Englishwomen to the Suffrage Constitutionally Considered; Pankhurst, My Own Story; The Gotha and Erfurt Programs; Anna Maier, Autobiography (INTERNET SKILLS DUE JAN 13/JAN 21)|
|Jan 19||Martin Luther King, Jr. Birthday--No Class|
|03||Jan 21-23||Cultural Modernism: Textbooks--Rich, ch. 2. Sources--Darwin, The Descent of Man; Freud, The Origin and Development of Psychoanalysis, Second Lecture; Realism and Impressionism: Cabanel, The Birth of Venus; Courbet, The Stonebreakers; Manet, Olympia; Monet, Rouen Cathedral; Cezanne, The Large Bathers|
|Jan 26||Imperialism and the Modern State: Textbooks--Rich, chs. 3-4. Sources--From the Second Republic to the débâcle: the Second Empire in pictures; The Earl of Cromer, Why Britain Acquired Egypt; Ferry, On Colonial Expansion (TOPIC AND SOURCES DUE)|
|Jan 28-30||Nationalism and Revolution: Textbooks--Rich, ch. 5. Sources--Documents of Italian Unification; Documents of German Unification|
|06||Feb 2-4||The Politics of Reform: Textbooks--Rich, chs. 6-7. Sources--The Austrian Constitution of 1867; Gladstone, Accomplishments of the Administration, 1871; Alexander II, Emancipation Manifesto, 1861; Gambetta, The Belleville Manifesto, 1869|
|Feb 6||Exam 1|
|Part 2. The Era of World War, 1914-1945|
|Feb 9-13||World War I: Textbooks--Gilbert and Large, chs. 3-4. Sources--The Letters of Francis James Mack; Vera Brittain, Testament of Youth; Wilson, Fourteen Points; Excerpts from the Treaty of Versailles; The Pact of Corfu|
|Feb 16-20||The Russian Revolution and the Soviet State: Gilbert and Large, 85-94, 133-39, 177-85, 215-24, 304-310. Sources--Declaration of the Provisional Government; Lenin, April Theses; Stalin, Industrialization of the Country; Politburo Minutes, Grain Problem; Avidenko, Hymn to Stalin|
|09||Feb 23-27||The Interwar Period: Textbooks--Gilbert and Large, chs. 5-7. Sources--the Kellogg-Briand Pact; Mussolini, What Is Fascism?; Hitler, Speech (1921) (DRAFT DUE FEB 27)|
|Mar 1-3||World War II: Textbooks--Gilbert and Large, ch. 8. Sources--The Munich Agreement; Chamberlain, "Peace in our Time"; Hitler, The Obersalzberg Speech; Wannsee Protocol; Himmler, Speech to SS Group Leaders|
|Mar 5||Exam 2|
|Mar 8-12||Spring Break--No Class|
|Mar 15-22||Web Workshop: Webs from Words|
|Part 3. The Postwar Era, 1945-Present|
|Mar 24-29||The Cold War and Reconstruction, 1945-1956: Textbooks--Gilbert and Large, chs. 9-10. Sources--Churchill, Iron Curtain Speech; Stalin, Response; Khrushchev, Secret Speech; The 1945 Labor Party Manifesto; Christian Democratic Union, Basic Values of our Policies (1994) (WEB MOCK-UP DUE MAR 29)|
|12||Mar 31-Apr 5||Prosperity and its Discontents, 1956-1973: Textbooks--Gilbert and Large, chs. 11-12. Sources--The Treaty of Rome (Preamble and Part One); De Gaulle on British membership; May '68 Graffiti; The Brezhnev Doctrine|
|Apr 7-12||Crisis and Recovery in Western Europe, 1973-1991: Textbooks--Gilbert and Large, chs. 13-14. Sources--The Helsinki Accords (excerpts); Thatcher, Christianity and Wealth; The Maastricht Treaty (Introduction and Common Provisions) (WEB REVIEW DUE APR 7)|
|Apr 9||Good Friday--No Class|
|14||Apr 16-21||Crisis and Collapse in Eastern Europe, 1980-1991: Textbooks--Gilbert and Large, ch. 15. Sources--The Gdansk Accord (on reserve); Brezhnev-Jaruzelski Telephone Conversation, 19 October 1981; The Gorbachev Era in Documents (on reserve); Vaclav Havel, Address to the US Congress, 21 February 1990|
|Apr 23||Review (WEB FINAL VERSION DUE)|
|Apr 28||Exam 3 (1:00-2:50)|
See the Suggestions for Further Reading in Rich and Gilbert and Large for print sources. Many of the linked primary source readings are taken from the following online document collections:
Further Internet sources on European history may be found on the Links page of my home page.
Created by John I. Brooks III. Last updated 01/12/04.