Core 191: Global History since 1914
Scarboro / Fall, 2014
German Soldier after the Battle of the Somme, 1916
Class Meetings |
Section A: MWF 9:00 (McGowan 109)
Section B: MWF 10:00 (McGowan 109) |
Office |
HM 306 |
Office Hours |
TTH 9:30-12:00 |
E-mail |
|
Phone |
(570) 208-5900 ex. 5637 |
Moodle Site |
|
Course Site |
http://staff.kings.edu/cristoferscarboro/Core-191-Global-History-since-1914.html |
I. Course Description:
This course is intended as an introduction to the major political, social and
cultural developments of the 20th Century. As a starting point
we will investigate the
Twentieth Century as a period of “high modernity,” when regimes throughout the
world sought to create and perfect particular types of subject-citizens within
competing universalizing ideological frameworks and visions of the future and
the past: Liberal Democratic Capitalism, Nationalism, Communism, and Colonialism
first among them. Our
discussion of the last century will focus on the manner in which societies
sought to order, control and transform the world, communities and individuals
around them according to their own understanding of the correct relationship
between people, the state and ideology.
II. Mission:
Mission: Courses in the Contemporary Global Studies (CGS) CART promote critical
analysis and engagement with the complex, wide-ranging global issues in the
world today. These issues, explored in meaningful ways through a variety of
disciplines, emphasize interdependent global systems (historical, economic,
geographic, and political) as well issues related to human rights and social
justice, and the impact of global business. Important goals in King's mission
statement include fostering social responsibility in our students and preparing
them intellectually to lead satisfying lives. King’s believes that these goals,
when recognized in a global context, enhance a students’ sense of identity,
community, and citizenship.
The
Learning Outcomes in the Contemporary Global Studies CART align broadly with the
overarching King’s College CORE curriculum goal to make students aware of global
issues and to give them knowledge of foreign cultures.
·
Goal 1: Identify the interconnected nature of global systems.
Students completing a CGS course will develop a complex understanding of the
relational nature of global systems, which should include 1) an understanding of
contemporary globalization as a product of long-term historical processes and 2)
the ability to situate ongoing global interrelationships within both local and
worldwide frameworks and from the vantage point of different disciplinary
perspectives.
·
Goal 2: Recognize and understand cultural diversity in a global context.
Students completing a CGS course will gain the ability to engage and learn from
perspectives and experiences different from one’s own and to understand how
one’s place in the world both informs and limits one’s knowledge.
This includes the curiosity to learn respectfully about the cultural
diversity of other people and on an individual level to traverse cultural
boundaries.
·
Goal 3: Apply interdisciplinary knowledge and methodology to understand
contemporary global issues.
Students completing a CGS course will identify and analyze significant global
challenges as they relate to the continuing issues of contemporary life using
disciplinary knowledge and methodologies in the social sciences.
This kind of learning prepares students to think creatively in one’s
capacity to combine or synthesize existing ideas or expertise in original ways.
III. General Course Requirements:
A. Course Readings:
Adiga, Aravind, The White Tiger, Free
Press, 2008.
Buruma, Ian, Inventing Japan: 1853-1964, Modern Library Classics, 2004.
Césaire, Aimé, Discourse on Colonialism, Monthly Review Press, 2001.
Fitzgerald, F. Scott, The Great Gatsby, Scribner, 2004.
Hobsbawm, Eric, The Age of Extremes: A
History of the World, 1914-1991, Vintage Books, 1996.
B. Course Films:
The films for the course are an intrinsic part of the course--they will be the
centerpiece of class discussion on the week they are shown, and viewing them is
a requirement for the course. The films will be available on reserve
at the King's
College Library.
A subscription to Netflix <<www.netflix.com>> (shared or otherwise) is an
inexpensive way to watch the films on your own time.
Becker, Wolfgang, Good Bye Lenin, 2003.
Chaplin, Charlie, Modern Times, 1936.
Coppola, Francis Ford, Apocalypse Now, 1979.
C. Course Readings, Primary Sources:
Each week you will also be expected to examine a series of primary sources
consisting of texts, visual art and/or short video clips. These sources
will either be websites (links are provided in the syllabus) or files found on
the course moodle site:
Moodle Site: <<http://kings.mrooms2.net/course/view.php?id=624>>
These primary sources are to supplement the readings in the textbook and place
you in dialogue with another time and place. The primary sources in the
course sharepoint site will be filed under the "shared documents" folder. You
will need to examine these sources as a historian. What can they tell us
about the past and the worldview of past cultures? How do they help us
understand the historical theme of the week and the class as a whole?
Further, these documents will be the source upon which you will base your
microthemes and paper for the class.
D. Written Assignment:
Your larger writing assignment of 8-10 pages is due in its final form on
December 5th. This paper
is intended to familiarize you with the basic mechanics of historical
scholarship and writing: locating and interpreting primary and secondary
sources—placing them into conversation with one another in order to frame a
historical problem.
Roughly speaking your paper should consist of two sections—the first (the
historiographical section) reviewing the historical scholarship on your topic,
and the second placing your own interpretation of the primary sources within
this discussion.
This paper is to take place in several stages to facilitate the development and
integration of these two parts of your paper:
1) Chose a topic that you are interested in exploring and then begin
thinking about the sources that you will need to utilize to answer these
questions. You will need to turn in a topic sentence on
September 3rd.
2) On September 17th you
will turn in your first annotated bibliography investigating your topic within
the secondary literature. This bibliography should include at least 5 secondary
sources on the topic and should not include internet sources. Your annotations
should include the major thesis of the works and indicate how you intend to use
them in your paper.
3) On October 1st
you will turn in your second annotated bibliography outlining the primary
sources you will be using in paper. You will need at least 5 primary sources
and your annotations of the sources will indicate how these sources will fit
within the secondary literature and the argument that you are developing. These
sources will be the subject base for your paper and for the five microthemes
that you will be writing over the course of the semester (see below).
4) On November 7th you
will turn in your thesis statement explaining the central argument of your
paper. This statement should not be a statement of fact but rather of
historical interpretation—explaining how we should understand your topic in
dialogue with your secondary and primary sources.
5) On November 12th you
will turn in a draft of your historiographical section of your paper (4-5
pages). This will be the section of your paper where you review how other
historians and scholars have understood your topic. This assignment will be
turned in through the appropriate turnitin link on the course moodle page and in
paper form in class.
6) On December 1st you
will turn in your complete rough draft demonstrating a synthesis of your
historiographical section with your own interpretation of a set of primary
sources. This draft will have to be accompanied by a stamp demonstrating that
you have visited the King’s College Writing Center before turning it in. This
assignment will be turned in through the appropriate turnitin link on the course
moodle page and in paper form in class.
7) The final draft of your paper (8-10 pages) is due on
December 5th. This
assignment will be turned in through the appropriate turnitin link on the course
moodle page and in paper form
in class.
E. Microthemes:
Five times during this semester you will be responsible for writing a 1-2 page
microtheme on the assigned primary source material that you have chosen for your
larger paper (the sources outlined in your annotated bibliography of primary
sources). These microthemes are intended to allow you the opportunity to
analyze and write about these sources historically and should consist of two
parts: first, you should summarize the argument of the sources—you should ask
and elucidate what the author, director or artist was trying to say.
Second, you should place the piece and argument within the larger context of the
time and place. Each microtheme should answer three questions: 1) what is
the thesis of the work (what claims is the author making about how we should
understand the world); 2) how is this claim reflect of the time and place in
which it was created; and 3) how does this connect to the other primary and
secondary sources you are incorporating into your paper.
You are responsible for the primary sources you will be using. I will be happy
to meet with you to talk through search strategies and starting points. To
begin with, you will want to follow up and trace down documents mentioned in
your secondary sources readings (bibliographies and footnotes in these works are
a good place to start). Another good place to start is Fordham University’s
“Internet Modern History Sourcebook” <http://www.fordham.edu/halsall/mod/modsbook.asp>
These assignments will be turned in through the appropriate turnitin links on
the course moodle page and in
paper form in class.
Due dates for Microthemes:
First Microtheme |
10/8/13 |
Second Microtheme |
10/15/13 |
Third Microtheme |
10/22/13 |
Fourth Microtheme |
10/29/13 |
Fifth Microtheme |
11/5/13 |
F. Exams:
There will be three exams in this class: two midterms on
September 29th and
November 3rd and a final
given during finals week. All exams will be taken on the course moodle
site. The exams will cover material from class lectures, readings and
discussions.
The exams will consist of two parts: 1) questions from the syllabus covered
during the course of class meetings (these are listed on the syllabus and will
be randomly chosen for the exam) 2) source interpretation—you will be asked to
interpret (place in time and assign a historical meaning to) a source (written
or visual) that we have discussed in class.
G. Class Discussion and Participation
As well as providing you with the methodological and analytical tools for
engaging in historical thinking, this class will ask you to actively take part
in a larger conversation of historical issues within the class. I expect
this class to allow us to delve deeply into the historical topics of each week’s
readings. To that end you need to make sure that you arrive to class on
time ready to discuss the weekly readings, having carefully read and thought
over the material. You must take an active role in the class discussions.
Thus a portion of your grade will depend on your in-class performance and
presence.
In a class of this nature it goes without saying that a classroom environment in
which everyone feels comfortable is essential. You should treat your
fellow classmates with respect, listen carefully to their comments and respond
to them in a polite manner.
H. Grading:
It is your responsibility to understand why you have achieved a certain grade,
and what steps you can take to maintain or improve your grade. You should
consult with the instructor during office hours or by appointment before and
after exams and written assignments. Your final grade will be based on the
following percentages
100-95 |
A |
94-92 |
A- |
91-85 |
B+ |
88-85 |
B |
84-83 |
B- |
82-80 |
C+ |
79-77 |
C |
78-75 |
C- |
74-70 |
D |
69< |
F |
Your grade distribution for class assignments is as follows:
First Midterm |
15% |
Second Midterm |
15% |
Final Exam |
15% |
Microthemes |
10% |
First Bibliography |
5% |
Second Bibliography |
5% |
Thesis |
5% |
Historiography |
5% |
Rough Draft |
5% |
Final Paper |
10% |
Class Participation |
10% |
I. Academic Integrity:
The Department of History adheres to guidelines on academic integrity outlined
in the Student Conduct Code in the Student Handbook:
http://www.kings.edu/student_handbook/studentregulations_rights/conductcode.htm
Cheating and plagiarism will be penalized in accord with the penalties and
procedures indicated in that source. All students are responsible for
familiarizing themselves with the definition of these infractions of academic
honesty.
J. Absences:
I will regularly take attendance in this class. Absences due to college
activities, emergency or extended illness may be excused by the appropriate
college official. You should consult with the professor about making up missed
work in advance or as soon as possible after your return. Other absences
are unexcused and will lower the class participation portion of your grade.
After any absence, you are responsible for requesting hand-outs and already
returned assignments from me or borrowing notes from other students. If you miss
an exam, contact me as possible. You may take a missed exam only at the
discretion of the instructor.
K. Disabilities:
King’s College and I will make every effort to accommodate students with a
bona-fide disability that impacts on their ability to learn the course material.
Please meet with me privately so that appropriate arrangements can be made to
help in the learning process.
IV. Course Schedule
Introduction
Monday, August 25th |
Modernism and Westernization: Setting the Stage
Wednesday, August 27th
**Readings: Hobsbawm, 1-17
Lecture Question: What
do we mean by modernity? What are its defining characteristics? In what
way is it related to westernization?
Reading Question:
How does Hobsbawm periodize [divide into historical periods] the short
20th century? What are the
elements of each period marking the move from one period to another?
What are some of the themes that thread through the whole
century? |
Reading the Historical Source (Primary)
**Readings on the course moodle site (“Primary Source Exercise”)
Friday, August 29th |
The Scramble for Africa: Race, Nation and Progress
Wednesday, September 3rd
Lecture Question: What
were the European motivations for the Scramble for Africa? What
ideological work did colonialism do in the European imagination? What
did colonialism look like on the ground in Africa?
***Topic Sentence*** |
Imperialism and Westernization in Asia
Friday, September 5th
Lecture Question: How
did the encroachments of European powers into Asia influence Asian
understandings of Modernity? How is the Japanese experience with
modernization shift the paradigm? |
World War I and the Death of the Modern (!)(?)
Monday, September 8th
**Reading: Hobsbawm, 21-53
Lecture Question: What
accounts for the destruction of the First World War? How does it
challenge notions of progress and modernity? What are its social
consequences? How did it transform culture? Politics?
Reading Question:
How does Hobsbawm understand the transformations of the “Age of Total
War”? What were the basic
principles of the Treaty of Versailles? |
Russian Revolutions, Part I: Crisis and Experimentation
Wednesday, September 10th
**Reading: Hobsbawm, 54-84
Lecture Question: What
larger social, economic, and cultural problems was the Russian
Revolution designed to solve? What programs did early Revolutionaries
enact to meet them? What were the results of their efforts?
Reading Question: How
is the Russian Revolution a challenge to the established order of the 19th
Century? What
transformations does it bring?
|
Post War Crisis and the Age of Nationalism
Friday, September 12th
**Reading: Hobsbawm, 85-141
Lecture Question: How
did World War I complete the 19th Century process of creating
European nation-states? How did the question of the nation play out in
interwar Germany? In the colonial world? What is the “logic of the
nation-state?”
Reading Question: According
to Hobsbawm, what are the immediate consequences of the “Great Slump”?
What does he mean by the “fall of liberalism”?
|
Discussion: Great Gatsby and the Lost Generation
Monday, September 15th
**Reading: Fitzgerald, The Great Gatsby (entire)
Reading Question: How
is Fitzgerald’s work a reflection of larger social anxieties of the
post-war world? What does it say about questions of capitalism and
consumption? Class? Identity? How does it connect to Chaplin’s vision of
the interwar years? |
Age of Anxiety
Wednesday, September 17th
**Reading: Hobsbawm, 178-198
Lecture Question: What
is meant by the Age of Anxiety? What are people anxious about? How is
this interwar anxiety reflected culturally? Politically?
Reading Question:
How does Hobsbawm understand the arts of the interwar period?
What does he mean when he claims that “scandal was their
cohesion”?
**Annotated Bibliography (Secondary)*** |
Discussion: Modern Times
Friday, September 19th
**Film: Chaplin, Modern Times
Reading Question: How
is Chaplin’s work a reflection of larger social anxieties of the
post-war world? What does it say about questions of capitalism and
consumption? Class? Identity? How does it connect to Fitzgerald’s vision
of the interwar years? |
Discussion: Japanese Modern
Monday, September 22nd
**Reading: Buruma, Inventing Japan (entire)
Reading Question: What
does Buruma mean by Inventing
Japan? How does he understand
Japan’s experiment with modernity? How does it challenge notions of
“westernization”? How does it confirm them? |
Russian Revolutions, Part II: High Stalinism
Wednesday, September 24th
Lecture Question: What
larger social, economic, and cultural problems was the Russian
Revolution designed to solve? What programs did Stalin Revolutionaries
enact to meet them? What were the results of these plans? |
Degenerate Art
Friday, September 26th
**Reading: Hobsbawm, 142-177
Lecture Question: What
accounts for the rise of Fascism in Europe? What are its
motivating principles? How does fascism as an ideology seek to
order society? How is fascism’s relationship to art a metaphor for
its larger programs?
Reading Question: How
does Hobsbawm understand the combined struggle against fascism?
How is it an international civil war?
What are the fault lines? |
Holocaust
Monday, September 29th
Lecture Question: How
is the Holocaust a reflection of Nazi ideology? How does it
compare to other attempts to create order in Europe and in the colonial
world? How does the Holocaust help us come to terms with the
modernist attempt to create subjects?
***First Midterm Exam*** |
Cold War, Part I: “Sovietization” and “Normalization” in Europe
Wednesday, October 1st
**Reading: Hobsbawm, 225-256
Lecture Question: What
role did ideology play in the development of the Cold War? How did
the United States and the Soviet Union work to reorganize European
societies? How was the "good life" defined in each camp?
Reading Question:
Where does Hobsbawm find the roots of the Cold War?
How does he periodize it?
***Annotated Bibliography (Primary)*** |
Cold War, Part II: Atomic Civilization
Friday, October 3rd
**Reading: Hobsbawm, 257-286
Lecture Question: How
did each side in the Cold War approach the question of modernity? How
did they measure the relative success of their system? What were the
implications of these decisions?
Reading Question:
Where does Hobsbawm find the roots of the Golden Age? |
Cold War, Part III: Cold War, Hot War
Monday, October 6th
Lecture Question: What
is the “logic of the Cold War” in the Third World? What are the lessons
of the Korean War as it relates to superpower conflict? |
Chinese Revolutions
Wednesday, October 8th
Lecture Question: Whose
revolution was the Chinese Revolution? How did it seek to
reorganize Chinese society? What programs did it institute?
What were the results of these programs?
***First Microtheme*** |
Inventing India
Monday, October 13th
**Reading: Hobsbawm, 199-222
Lecture Question: How
was India “invented?” How was (is) its invention a commentary on the
larger question of modernity and identity? What role does violence play?
Reading Question:
What does Hobsbawm mean when he claims that “the greater part of the
world’s history in the short twentieth century are derived, not
original” (200)? What, for
him, are the consequences of this dynamic? |
Cold War, Part IV: Latin America: Cold War Dirty War
Wednesday, October 15th
Lecture Question: How
did the Cold War play out in Latin America? How did the interests of
superpowers align with the interests of local actors?
***Second Microtheme*** |
Discussion: Journey to Bananaland
Friday, October 17th
**Film: Journey to Bananaland
(course moodle site)
Reading Question: Where
and what is Bananaland? What ideological work does it engage in?
How does it relate to the cold war and questions of colonialism? |
Africa and Decolonialization
Monday, October 20th
**Reading: Hobsbawm, 344-371
Lecture Question: What is the “Curse of
the Nation-State”? What is a Vampire State? What were the
challenges of the Independence movements in Africa? How did they
meet their goals? What role did the cold war play in Africa in the
mid to late 20th century?
Reading Question:
How does Hobsbawm understand the relationship between the state and
individual in the post-colonial world?
How does this relate to Césaire’s understanding? |
Discussion: Discourse on Colonialism
Wednesday, October 22nd
**Readings: Césaire, Discourse on Colonialism (entire)
Reading Question: How
does Césaire understand colonialism? Modernity? What are his
prescriptions for a new world order?
***Third Microtheme*** |
Discussion: Apocalypse Now (!) (?)
Friday, October 24th
**Film: Coppola, Apocalypse Now!
Reading Question: How
does Coppola understand colonialism? Modernity? Civilization? Who is the
hero of the story? |
Post-War Middle East
Monday, October 27th
Lecture Question: How
are the connections between modernity, nationalism, and religion
demonstrated in the 20th century Middle East? |
1968
Wednesday, October 29th
**Readings: Hobsbawm, 287-343 and “Posters: Paris, 1968,” and “Graffiti:
Paris 1968” (course moodle site)
Lecture Question: How
are we to understand the demonstrations of 1968? How do they relate to
the question of the “good life” and modernity?
Reading Question:
How does Hobsbawm understand the social revolution of the post-war years
(particularly in Europe and the United States)?
How does this relate to the “Golden Age”?
The “Landslide”?
***Fourth Microtheme*** |
Stagnation
Friday, October, 31st
**Reading: Hobsbawm, 371-400
Lecture Question: What
is meant by stagnation? How do the 1970s represent both a crisis and a
golden age of the good life as outlined in the post-war years? What is
a 1970s “good life?”
Reading Question: How
does Hobsbawm understand the “Real Existing Socialism” in Eastern Europe
and the Soviet Union? What
accounts for its successes?
Why did it collapse? |
Vietnam and Afghanistan
Monday, November 3th
**Reading: Hobsbawm, 403-433
Lecture Question: How
were the wars in Vietnam and Afghanistan examples of forgetting the
virtues of the Cold War logic of proxy wars? How do they demonstrate
the retention of the vices of those same proxy wars? How do they
demonstrate the limits of the superpowers’ ability to structure the
world in their image?
Reading Question:
What were the historical conditions leading to the "crisis decades"
(and, ultimately, to "the landslide")?
What were the immediate consequences (see particularly section V
in chapter 14)
***Second Midterm Exam*** |
Bob Marley and the Post-Colonial
**Reading: Hobsbawm, 433-460
and Bob Marley
Lyrics from the Course Moodle Site
Wednesday, November 5th
Reading Question:
How does the music of Bob
Marley help us understand the perils and possibilities of living in the
colonial and post-colonial era?
How does this correspond to Hobsbawm’s understanding of the
period?
***Fifth Microtheme*** |
Discussion: Convergence?
Friday, November 7th
Reading Question: What
does Solzhenitsyn mean by a “world divided?” Where is the division?
What are the implications?
**Readings: Solzhenitsyn, Address at Harvard University, 1978 (course
moodle site)
***Thesis*** |
1979, Part I: Iranian Revolution
Monday, November 10th
Lecture Question: How
is the Iranian Revolution a commentary on modernity? Westernization?
Colonialism? |
1979, Part II: Afghanistan, Mecca, and the Moral Majority
Wednesday, November 12th
Lecture Question: How
is 1979 a “hinge year” of the 20th century? How should we
make sense of the larger social movements at play? How are they a
reaction to stagnation? 1968? Modernity?
***Historiographical Draft (4-5 pages)*** |
Mandela and Mugabe
Friday, November 14th
Lecture Question: How
do Mugabe and Mandela offer differing responses to the perils of
post-colonialism? What are the implications? |
1989 and 1991
Monday, November 17th
**Reading: Hobsbawm, 461-499
Lecture Question: What
accounts for the collapse of socialist regimes in Eastern Europe and the
Soviet Union? Do the revolutions of 1989 and 1991 represent the
triumph of liberal democratic capitalism?
Reading Question:
How does Hobsbawm explain the collapse of Communism in Eastern Europe
and the Soviet Union? Its
continuation in China? |
No Class ASEEES Conference
Wednesday, November 19th |
No Class ASEEES Conference
Friday, November 22nd |
Discussion: The End of History (!)(?)
Monday, November 24th
**Reading: Fukuyama, “The End of History and the Last Man” (course
moodle site)
Reading Question: What
does Fukuyama mean by the end of history? Are we there? What
remains of the modernist project to remake the world? The four
major modernist ideologies? Where do we go from here? |
Discussion: Good Bye Lenin (!)(?)
Monday, December 1st
**Film: Becker, Good Bye Lenin!
Reading Question: How
does Becker understand the collapse of communism? The end of history?
The future?
***Synthesis Draft (6-8 pages)*** |
Discussion: Toward the Millennium (from the Millennium)
**Reading: Hobsbawm, 558-586
Wednesday, December 3rd
Reading Question: In
assessing the 20th century, how does Hobsbawm expect the 21st
to unfold? What do you
think? |
Discussion: White Tiger!
Friday, December 5th
**Reading: Adiga, White Tiger (entire)
Reading Question: What
are we to make of Adiga’s understanding of Indian capitalism?
The place of the west? Capitalism? How does his understanding of
capitalism in 2008 square with Fitzgerald’s vision of Gilded Age
America?
***Final Draft (8-10 pages)*** |