hist110

Liberty Leading the People [1830]Eugene Delacroix, 1798-1863

                    History 110
      Modern Western Civilization
             Spring 2008

Instructor: James W. Crowl
Office:      East Ruffner 246
Telephone: 2217
Office Hours:   MWF 2:00 - 2:50pm; TR 3:30-4pm

Course Description:

A survey of the development of Modern Western Civilization from the Age of Absolutism to the present, with emphasis on the political, economic, social, cultural, and intellectual attributes which have marked its rise to world-wide influence in the Twentieth Century.

Text:

Judith G. Coffin, Robert C. Stacey, Robert E. Lerner, Meacham. Western Civilizations, Fifthteenth Edition. New York: W.W. Norton, 2005. Volume II.

Course Objectives:

Upon completion of the course, students will have gained an appropriate increase in:

1.An understanding and appreciation of history and historical inquiry through the use of research, critical thinking, and problem solving.
2. A sense of how historical knowledge has been affected by new findings and approaches.
3. An appreciation for how history poses ethical dilemmas and challenges, both for men and women who lived in the past, and for those pondering its significance now.
4. An appreciation for how knowledge of history helps clarify the consequences of collective action, both in the past and in the present.
5. A sense of history as combining a variety of disciplines, approaches, and perspectives.
6. An awareness of the diverse modes of gathering, analyzing and interpreting information.
7. A greater ability to express oneself clearly and concisely on paper, by means of a substantive written assignment or series of written assignments.
8. A greater awareness of how history relates to other disciplines and modes of inquiry.
9. A greater awareness of how historical inquiry can contribute to understanding the issues and dilemmas that face the contemporary citizen.
10. As part of Goal Seven of the General Education Program, students will gain a better understanding of the historical development of Western civilization in the modern era.
11. As part of Goal Seven of the General Education Program, students will relate the development of Western civilization to other regions of the world.
12. As part of Goal Seven of the General Education Program, students will gain a better understanding of how historical cultural developments influence the present day.

Class Schedule:

Week 1 (Jan. 15-18): the Age of Absolutism)

M: Introduction to the course; Europe in 1648
W: Age of Louis XIV
F:   England in 1603

Week 2 (Jan. 23-25): England, 1603-1660

W Reign of James I
Reign of Charles I, Long Parliament, Civil War, 1642-1645
F: Cromwell and the Commonwealth

Week 3 (Jan. 28-Feb. 1): England, 1660-1689

M: Stuart Restoration
W: Quiz; Stuart Restoration
F:    "Glorious Revolution"

Week 4 (Feb. 4-8): England, 1689-1760; European Politics, 1713-1789

*****Assignment for the first test: Coffin chapters 14 and 15.

M: "Glorious Revolution," William and Mary, Treaty of Utrecht
W: Quiz; Evolution of the English Cabinet
F:    Maria Theresa and Austria

Week 5 (Feb. 11-15): European Politics, 1713-1789

M: Emergence of Prussia
W: Emergence of Russia
***************Th-F:   Feb. 14-15: FIRST TEST: This test constitutes one fourth of the final grade for the course.

Week 6 (Feb. 18-22): The "Age of Genius," 1543-1687

*****Assignment for the second test: Coffin, chapters 16, 17, and 18.

M: Europe on the eve of the "Age of Genius"
W: Map Quiz; Map locations on the Hammond Outline Map; Bring a blank map to class; ( Map quizzes count as three weekly quizzes); "Age of Genius"
F:    Newton and the Enlightenment

Week 7 (Feb. 25-29): The Enlightenment, 1687-1789

M: The Enlightenment: Science, Philosophy
W: The Enlightenment: John Locke
F:    The Enlightenment: Voltaire, Montesquieu, Rousseau

Week 8 (Mar. 4-8): The Enlightenment, 1687-1789; The French Revolution

W:   The Enlightenment: Physiocrats and philosophes
        Backdrop to the French Revolution
F:    The French Revolution, 1789-1815

Spring Break, Mar. 10-14

Week 9 (Mar. 17-21): French Revolution, 1789-1815

M: French Revolution
W: French Revolution
F:    Napoleon Bonaparte

Week 10 (Mar. 24-28): The French Revolution, 1789-1815

M: War of the Third Coalition;
W:   Congress of Vienna
*************Th-F:     March -27-28: SECOND TEST, This test constitutes one fourth of your final grade.

Week 11 (Mar 31-April 4): Age of Metternich, 1815-1848

*****Assignment for the final exam: Coffin, chapters 23 and 25.

M: European Politics, 1815-1848
W: Map Quiz; Hammond Outline Map of Europe; Bring a blank map for the quiz;
        Industrial Revolution and the Response to Industrialization
F: Revolutions of 1848; Napoleon III

Week 12 (April 7-11): Italian and German Unification

M: Italian Unification
W: German Unification
F:   German Unification

Week 13 (April 14-18):   European Diplomacy, 1870-1914; World War I

M: European Diplomacy, 1870-1914
W: World War I
F:    Peace of Paris, 1919

Week 14 (April 21-25): Paris Peace Conference,1919; Europe Between the Wars:   World War II

M: Weimar Germany
W: Weimar Germany and the Rise of National Socialism
R and F:    World War II; Research Essays for the Final Exam are Due! This essay is 20% of your final exam grade! You must submit your paper to Turnitin.com before coming to class!!

Course Requirements:

Two Tests: Feb 14-15; March 27-28
Weekly Quizzes
Two Map Quizzes
Final Examination (not comprehensive)

Grading:

Each test will count as one fourth of the final grade, and the final exam will count as one fourth. The remaining fourth of the grade will consist of the weekly quizzes and the map quizzes (each counts as three weekly quizzes) which when combined will constitute fifteen percent (15%) of the final grade. That grade will be added to a ten percent (10%) grade for professional development (promptness in getting to class, attentiveness, classroom manners, willingness and ability to answer questions in class), to make up the final quarter of your grade for the course. Students who wish to chat with their friends during class or who lack proper classroom manners in particular will be victimized by this policy!

Attendance Policy:

Students will find it exceedingly difficult to succeed in this class unless they attend with regularity.
However, your instructor does not believe in artificially penalizing students for failing to attend class by lowering their grades.

On the other hand, I begin class promptly and have little patience with students who are unnecessarily tardy. Therefore I will deduct a point each time a student comes to class late, up to a maximum of 10 points! Students who have a physical disability, of course, are excused from this policy. Students are likewise asked not to return to the classroom if they need to excuse themselves during class. The constant coming and going of students from the classroom detracts from a proper academic environment. Also I have a closed mind on absences from tests. Make-ups will be given only when students have a valid reason for the absence.

Honor Code:

Students are expected to comply with the honor code on all work for the course.

Geographic Locations: The following locations should be placed on a practice Hammond Outline map in preparation for the two map quizzes.

Seas: Mediterranean, Adriatic, Aegean, Black, North, Baltic

Cities: Athens, Rome, Madrid, Paris, London, Berlin, Vienna, Warsaw, Belgrade, Amsterdam, Moscow, Florence, Venice, Prague, Budapest, Istanbul (Constantinople), St. Petersburg, Bucharest

Modern States: England, Ireland, Scotland, Belgium, Netherlands (Holland), France, Austria, Germany, Poland, Hungary, Czech Republic, Slovakia, Bosnia, Slovenia, Croatia, Yugoslavia (Serbia), Bulgaria, Greece, Libya, Egypt, Lebanon, Syria, Iraq, Iran, Saudi Arabia, Belarus, Ukraine, Estonia, Latvia, Lithuania, Russia, Rumania, Israel

Mountains: Pyrenees, Alps, Carpathians

Islands: Sicily, Sardinia, Crete, Cyprus, Corsica

Rivers: Thames, Seine, Po, Danube, Elbe, Tiber, Volga, Dnieper, Tigris, Euphrates, Rhine

Peninsulas: Scandinavian, Iberian, Balkan, Asia Minor, Crimean

Straits: Gibraltar, Bosporus, Dardanelles, Hormuz

"An educated man must have a certain minimum of general knowledge. Even if he knows little about science and cannot add or subtract, he must have heard of Mendel and Kepler. Even if he is tone deaf he must know something about Debussy and Verdi; even if he is a pure sociologist he must be aware of Circe and the Minotaur, of Kant and Montaign, of Titus Oates and Tiberius Gracchus."
                                                Robert Conquest

Research Essay for the Final Examination:

Students are required to write a research essay of about five to seven pages. This research essay will count as twenty percent (20%) of the final examination grade. The topic for the essay must be a prominent figure in European (not American) science, technology (inventor), or medicine in the period from 1648 to the present. No political figures should be chosen for your essay!! Thus, no monarchs please!

At least four (4) sources must be used in the essay, and no more than one of them can be an electronic document. No encyclopedias, textbooks or class notes may be cited! That includes on-line encyclopedias! As the information is from scholarly sources, each work must be properly cited in your essay! No parenthetical or text notes should be used! Only footnotes or end notes are permitted!

Students must submit their papers to Turnitin.com before the last day of class! The instructor will provide you with the necessary password and section identification number.

History110- 06   2237417       Verdun

History110-09    2236337      Lenin

History110-10     2236347     Clemenceau

Students sometimes seem to assume that research for a paper consists of checking for books on a particular topic. If a student finds a book on the topic, the topic is probably too broad and needs to be narrowed! True research consists of finding a few pages or even paragraphs in a number of books or journal articles!

Research papers are due by the last day of class--April 25!

The following are a few of the figures whom you might choose for such an assignment: Michael Faraday, James Clerk Maxwell, Henry Cavendish, Louis Pasteur, Charles Darwin, Gregor Mendel, Joseph Lister, Alexander Fleming, Max Planck, Joseph John Thomson, Henri Becquerel, Wilhelm Roentgen, Ernest Rutherford, Ernest Mach, Niels Bohr, Albert Einstein, Marie Curie.

The following are some useful examples of footnote-endnote models for your essay:

Footnoting a book:

       l
       Arthur Waley, The Analects of Confucius (London: George Allen and Unwin, 1938), 33.

If the same work by Waley is used again for the second footnote, Ibid. should be used. Thus,

       2
         Ibid., 37. (Note that Ibid. is not underlined)

If Waley is cited later, after other works have been cited, students should use a "short title." Thus,
         17
             Waley, The Analects, 130.

Footnoting a multi-volume work:
          3
            Tucker Brooke, The Renaissance, vol. 2 in University of Chicago Readings in Western Civilization, ed. John W. Boyer (Chicago: University of Chicago Press, 1986), 402.

Footnoting a Review:
           4
             Steven Spitzer, review of The Limits of Law Enforcement, by Hans Zeisel, in American Journal of Sociology 91 (November 1985): 726-29.

Footnoting a Journal:
            8
              Don Swanson, "Dialogue with a Catalogue," Library Quarterly 34(December 1963): 113-25.

Electronic Documents:
             9
               Rosabel Flax, Guidelines for Teaching Mathematics K-12 (Topeka: Kansas State Department of Education, 1979) [database on-line]; available from Dialog, ERIC, ED 178312
              10
                 Joanna C. Baker and Richard W. Hunstead, "Revealing the Effects of Orientation in Composite Quasar Spectra," Astrophysical Journal 452: L98, 20 October 1995 [journal on-line]; available from http://ww.aas.org/ApJ/v452n2/5309.html; Internet; accessed 29 September 1995.
               25
           Oxford English Dictionary, 2nd ed., s.v. "glossolalia" [CD-ROM] (Oxford University Press, 1992).

Footnoting a Magazine:

                11
                   Anne B. Fisher, "Ford is Back on Track," Fortune, 23 December 1985, 18.

Footnoting a Newspaper:
                  14
                     Michael Norman, "The Once-simple Folk Tale Analyzed by Academe," New York Times, 5 March 1984, p. 15.

WORKS CITED: Students must also include a bibliography page at the close of their essay. This page should be called a Works Cited page and should include only the works cited in your footnotes or end notes. The form for this page differs from the footnote form. Here are some models for your Works Cited page.

Books:

McDougall, Walter A. The Heavens and the Earth: A
           Political History of the Space Age. New York: Basic
            Books, 1987.

Articles:

Gibaldi, Joseph, ed. "Information for IKEE Authors." IEEE Spectrum
         12 (August 1965): 11-15.

Newspapers:

Smith, Herbert. "U.S. Assumes the Israelis Have A-Bomb," New
         York Times, 18 July 1970.

Electronic Document:

Flax, Rosabel, Guidelines for Teaching Mathematics K-12. Topeka:
         Kansas Department of Education, 1979. Database on-line.
          Available from Dialog ERIC, ED 178312.

Plagiarism:

Students should be reminded that the use of an author's ideas in a student paper without giving proper credit to the author constitutes plagiarism. Likewise the use of an author's words without placing those words in quotation marks and providing proper citation is plagiarism. Students sometimes believe that by changing an occasional word or two or even three in a sentence or paragraph, they are avoiding plagiarism. This is not the case! The information and ideas taken from a source must be re-formed into your own words! And after re-forming it into your own words, you must use a footnote giving proper credit to the author.

By the due date for the research paper, students will need to submit their work to turnitin.com to ensure that there is no plagiarism. The instructor will provide an ID number and enrollment password for the class.

            Study Sheet--First Test

Thirty Years' War, Peace of Westphalia, 1648, Louis XIV, "Sun King," Age of Absolutism, "divine right of kings," Bourbon, Tuileries, Versailles, Baroque, 1550-1750, Bernini, Mansart, Le Brun, Le Notre, Christopher Wren, Johann Sebastian Bach, Cardinal Mazarin, Colbert, mercantilism, tariffs, Louvois, Martinet, Alsace, Lorraine, Tudor, Stuarts, Parliament, Puritans, James I, Hampton Court Conference, Charles I, r. 1625-1649, Long Parliament, Puritan Revolution, 1642-1645, Cavaliers, "Roundheads," John Milton, Oliver Cromwell, Puritan Commonwealth, 1648-1660, Stuart Restoration, 1660-1688, Charles II, r. 1660-1685, Tories, Whigs, Dutch War, William III (Orange), Titus Oates, James II, r. 1685-1688, Edict of Nantes, Glorious or "Bloodless" Revolution, 1688-1689, William and Mary, Bill of Rights, 1689, Battle of the Boyne, Jacobites, "Old Pretender," "Bonnie Prince Charlie," War of the League of Augsburg, Anne, Sir Isaac Newton, War of the Spanish Succession, Eugene of Savoy, John Churchill, Marlborough, Blenheim, Treaty of Utrecht, 1713, Act of Union, "Union Jack," St. George, St. Andrew, Act of Settlement, Hanover, Hanoverians, George I, George II, Privy Council, Cabinet, Prime Minister, Sir Robert Walpole.                European Politics, 1713-1789: 1) Austria: "Pragmatic Sanction," Maria Theresa,   2) Brandenburg - Prussia: Hohenzollern, Potsdam, Frederick William I, Frederick II, "the Great," War of the Austrian Succession, Silesia, Pompadour, Seven Years' War, William Pitt "the Elder," Earl of Chatham, Braddock, Ft Duquesne, Gen. James Wolfe, Plains of Abraham, Quebec, Great Moguls, Delhi, "Peacock Throne," Shah Jehan, Taj Mahal, Agra, Sikhs, Malabar, Carnatic, Bengal, Robert Clive, Plassey,    3) Russia: "Time of Troubles," Romanov, Peter "the Great," r 1689-1725, "Westernization," "Great Northern War," "window on the West," St. Petersburg, Catherine "the Great," r 1762-1796, Partitions of Poland

Possible essays:

1. Discuss the Baroque era in art, architecture and music. What is the origin of the word "Baroque"? During what time period was the Baroque influential? What were the characteristics of Baroque architecture? What English architect worked in the Baroque? Who was the great Baroque composer? What area of Europe and what religion was most associated with the Baroque? What is the importance of figures such as Mansart, Le Brun, and Le Notre for the era? Discuss their work.

2. Discuss in detail the three issues confronting England in the decades after 1603. Two of those issues have their roots well back in English history. Be certain to discuss this vital background information in your essay. How did these two issues dominate the reign of Charles I?

3. Discuss the Restoration period in English history. When was it? Who were the monarchs? What political factions emerged during the era, and what did they stand for? What issues dominated the era?

4. Discuss the reign of James II and the "Glorious Revolution." What issues dominated the reign of James II? What political philosophy was victorious in the revolution? Discuss that philosophy and its meaning for England.

5. Discuss the treaty of Utrecht. When was it signed? What war did it follow? What were the chief provisions of the treaty? What was the significance of the treaty?

6. Following the "Glorious Revolution," there was one more major step in the evolution of the modern British government. Discuss the evolution of the Cabinet and the post of Prime Minister from the earlier Privy Council.

7. The emergence of Brandenburg and its transformation into Prussia is one of the most important developments in eighteenth century Europe. How and why did Brandenburg become Prussia? Discuss the two great Prussian rulers of this century and show what each contributed to the growing power of this state.

8. Discuss the reigns of Peter "the Great" and Catherine "the Great." About when did each rule? What dynasty ruled in Russia during this era? What were the significant accomplishments of each for Russia?

                            Study Sheet--Second Test

"Age of Genius," 1540-1687: Ptolemy, Ptolemaic or geocentric, Aristotelian dynamics, deductive reason, innate, Nicholas Copernicus, On the Revolutions of the Heavenly Spheres, heliocentric, Copernican, Johann Kepler, Galileo Galilei, empiricism, Francis Bacon, Rene Descartes, Discourse on Method, "cogito ergo sum," John Locke, Essay Concerning Human Understanding, Sir Isaac Newton, Mathematical Principles of Natural Philosophy, (Principia), 1687

The Enlightenment, 1687-1789: Robert Boyle, Lavoisier, Linnaeus, James Watt, Blaise Pascal, Pensees, Baruch Spinoza, David Hume, Deism, Confucianism, Thomas Hobbes, Leviathan, John Locke,   Two Treatises on Government, "social contract," Voltaire, "Enlightened Despotism," Montesquieu, Spirit of the Laws, Jean Jacques Rousseau, Social Contract, "General Will," mercantilism, Physiocrats, Quesnay and Turgot, "laissez-faire," Adam Smith, The Wealth of Nations,Philosophes, Voltaire, Candide, Denis Diderot,   Encyclopedie

The French Revolution: 1789-1815: Ancien Regime, taille, Louis XVI, Marie Antoinette, Estates-General, I. June 1789-Aug. 1792: National Assembly, "Tennis Court Oath," Bastille, July 14, 1789, Constitution of 1791, "Flight to Varennes," Jacobins, Girondists

II. Aug. 1792-July 1794: "Mountain," 1st French Republic, Committee of Public Safety," Marat, Danton, Robespierre, "the Incorruptible," "Reign of Terror," levee en masse, Thermidor, "Thermidorean Reaction," Crane Brinton, An Anatomy of a Revolution

III. Directorate, July 1794-Nov. 1799: Directory, Girondists, Napoleon Bonaparte, Josephine Beauharnais, coup d'etat of Brumaire

IV. Bonaparte, Nov. 1799-1815: antithesis, Crane Brinton, A Decade of Revolution, Fouche, War of the Third Coalition, Trafalgar, 1805, Lord Horatio Nelson, Austerlitz, 1805, Jena, Tilsit, Niemen River, Alexander I, Continental System, Peninsular Campaign, Borodino, 1812, Elba, Wellington, Waterloo, St. Helena

Liberalism, republicanism, nationalism, Mozart, Beethoven, Prince Clemens Metternich, Lord Castlereagh, Alexander I, Prince Talleyrand, Louis XVIII, German Confederation, Frankfurt Diet, Piedmont-Sardinia, Lombardy, Venetia, "Concert of Europe," "Decembrist Revolt,"   Serbia, Nicholas I

Possible essays:

1. Discuss the accomplishments of Copernicus, Kepler, and Galileo for the Age of Genius. What pillars of the old intellectual order crumbled under the weight of these thinkers? What did they put in the place of the discredited ideas of the old order?

2. Discuss the Physiocrats and their role in the Enlightenment. Who were the chief figures? Summarize their views.

3. Discuss the political philosophy of John Locke. What was his chief work on political theory? What views did he express in that work?

4. Discuss in detail the political philosophies of Voltaire, Montesquieu, and Jean Jacques Rousseau.

5. Discuss the philosophes and their role in the Enlightenment. Who was the greatest of the philosophes? Discuss his work.

6. Discuss the opening phase of the French Revolution. When did it begin and why? When did it end? What were the chief characteristics of the Revolution during this phase? What was the "turning point" of this phase? What brought the phase to an end? Did the phase close on a note of optimism or pessimism?

7.   Discuss the "Reign of Terror." When, how and why did it occur? What new element did it bring to the French Revolution? Discuss the Directorate which followed. What were the characteristics of the Directorate? How did the Thermidorean Reaction influence the Directorate?

8. What was the Thermidorean Reaction? When and why did it occur? What new element did it bring to the French Revolution? Discuss the Directorate which followed. What were the characteristics of the Directorate? How did the Thermidorean Reaction influence the Directorate?

9. In what ways was Bonaparte both the antithesis and the fulfillment of the French Revolution?

10. Discuss in detail the "War of the Third Coalition." When and how did it begin? What were the major battles? How did the war end?

11. Discuss Liberalism, republicanism, and nationalism. What were the origins of each? What political and economic thinkers had an influence on them? What role did each of these forces play from 1815 to 1848?

12.   What were Metternich's goals at the Congress of Vienna? How successful was he in constructing a settlement based on those goals? In some detail, explain how and why the Congress dealt with boundaries and power vacuums across Europe?

                                Study Sheet--Final Exam

James Watt, George Stephenson, "Midlands," Ruhr, William Hogarth, proletariat, "Classical Economics," Thomas Malthus, Utilitarianism, John Stuart Mill, Socialism, Charles Fourier, Robert Owen, Louis Blanc, Communism, Karl Marx, Frederick Engels, Communist Manifesto,   Revolutions of 1848, 2nd French Republic,   Francis Joseph, Louis Napoleon Bonaparte,   Eugenie, Napoleon III, "Young Italy," Joseph Mazzini, Charles Albert, Victor Emmanuel II, "Risorgimento," Count Camillo di Cavour, Plombieres, 1859-1860, Giuseppe Garibaldi, Hohenzollern, Zollverein, Otto von Bismarck, William I, Lantag, Albrecht von Roon, Gen. Helmuth von Moltke, Schleswig, Holstein, Danish War of 1864, "Seven Weeks War," 1866, Sadowa, Franco-Prussian War, 1870-1871, Sedan, Treaty of Frankfurt, , Benjamin Disraeli, Queen Victoria, Qing (Ch'ing),Manchu, Manchuria, Korea,   Sino-Japanese War,    Dr. Sun Yat-sen, "Three Emperors' League," Franco-Russian Alliance of 1894, Entente Cordiale of 1904, Triple Entente of 1907, Bosnian Crisis of 1908, Bosnia-Herzegovina, Serbia, Sarajevo, Francis Ferdinand

World War I: 1914-1918; von Schlieffen Plan, August, 1914, von Moltke "the Younger," Marshal Joffre, Battle of the Marne, Sept. 1914, Verdun, 1916, Marshal Petain, Somme, Paul von Hindenburg, Eric Ludendorff, Tannenberg, Mazurian Lakes, Verdun, Marshal Petain, Meuse Reiver, Somme River, Alexander Kerensky, 1917, Lenin, Brest-Litovsk, David Lloyd George, Clemenceau, Marshal Foch, 2nd Battle of the Marne

Peace of Paris, 1919, Wilson, Clemenceau, Lloyd George, Orlando, Treaty of Versialles, Diktat, Article 231, Danzig, Sudeten, Thomas Masaryk

Weimar Republic, 1919-1939, Ruhr Crisis, 1923, Dawes Plan, Gustav Stresemann, Locarno, National Socialism, Adolf Hitler, "Beer Hall Putsch," 1923. Mein Kampf, Ernst Rohm, Reichstag, Franz von Papen, Jan. 30, 1933, Third Reich, Nuremburg Laws, Kristallnacht, "Night of the Long Knives," Heinrich Himmler, S.S. (Schutz Staffel), Hermann Goring, "Remilitarization of the Rhineland," 1936, Spanish Civil War, 1936-1939, Francesco Franco, Nationalists, Loyalists or Republicans, Bareclona, Catalonia, Basques, Guernica, Stalin, Anschluss, 1938, Kurt Schuschnigg, Cechoslovakia, Sudeten, Mussolini, Munich Conference, Sept. 29-30, 1938, Nazi-Soviet Pact, 1939, World War II, "Winter War", 1939-40, Wehrmacht, Luftwaffe, "Sitzkrieg," Gen. Erich von Manstein, Ardennes, Gen. Heinz Guderian, Dunkirk, Vichy, Marshal Petain, Pierre Laval, "Operation Sea Lion," Tobruk, Rommel, "Operation Barbarossa," von Leeb, von Bock, von Rundstedt,Georgi Zhukov, Stalingrad, 1942-1943, von Paulus, Kursk, El Alamein, Montgomery, Casablanca, 1943, Potsdam, 1945, Clement Atlee, Konrad Adenauer, "Truman Doctrine," 1947, George C. Marshall, Josip Broz, Tito, Yalta, 1945

Possible Essays:

1.   European intellectuals witnessed the suffering caused by the Industrial Revolution and capitalism and responded with four very different concepts of how industrialization might be made more humane. Discuss each of the four responses and the economic thinkers behind each of those responses.

2.   Discuss the life and the views of Karl Marx. What was responsible for his anger towards capitalism? Who was Frederick Engels? What was the Communist Manifesto and when did it appear?

3.   Discuss the life and accomplishments of Louis Napoleon Bonaparte. Where was he born? Where did he grow up? What were his early political views? What happened in 1848 to change his life? Discuss his successes and failures following 1848.

4.   Discuss Italian unification. Begin with the origins of the movement and trace the unification process through to its completion.

5.   Discuss in detail German unification from 1861 to 1871. Who were the principal figures in this dramatic story? What three wars were at the heart of the process? (Be certain to date each of the wars)

6.   Discuss the three stages of the diplomatic revolution which reshaped the European balance of power from the retirement of Bismarck in 1890 to the eve of World War I.

7.   What figures and what issues dominated the Paris Peace Conference of 1919? What were the terms of the Versailles Treaty? Why was the Paris conference and the Versailles Treaty such a failure, particularly in light of the success of the Congress of Vienna a century before?

8. Discuss the Weimar Republic. Be certain to include in your essay the constitution of the republic, the Ruhr Crisis of 1923, Gustav Stresemann and Locarno in 1925. What two events helped doom the republic late in 1929?

9. Discuss the early life of Adoph Hitler and the rise of National Socialism. What transformed the Nazi party from an insignificant movement and ennabled it to take power by January, 1933? Who was Franz von Papen? Who was Ernst Rohm and what was the "Night of the Long Knives"? What were the Nuremburg Laws?   "Kristallnacht"? The S.S. and Heinrich Himmler?

              "Without history the social sciences are like trees without roots, literature and the arts are flowering plants torn loose from the soil that nourished them, and philosophy runs the danger of becoming verbal gymnastics. The natural sciences too take on deeper implications and a broader outlook when coupled with history, both general and specialized."
                                                                                        Wood gray