I.  ANNOUNCEMENTS:

ALL STUDENTS MUST COMPLETE A FRONTPAGE TRAINING SESSION. MESSAGE FROM LEARNING CENTER:

"Look for the classes to begin on February 11th.  A sign-up form will be on training.udayton.edu next Monday FEBRUARY 4, 2002." Click this link and sign up for the frontpage training--YOU MUST SIGN UP FOR ONE OF THE CLASSES BY 2/11/2002

IMPORTANT DATES:
 

FINAL EXAM SCHEDULE:

HST 102-10:
HST 102-13:

FINAL EXAM

LEARNING SUPPORT SERVICES (TUTORIAL SERVICES)
Drop-In Tutoring Schedule for WINTER 2001

Phi Alpha Theta, the International History Honor Society,  will offer history tutoring again this semester.  The service is geared mainly toward students in HST101/2 and HST 251/2.  A supervising tutor trained by the Learning Assistance Center is present at each session.

        Venue: Marycrest Dorm, 2 Middle Study Lounge (the kids will know what this means)
        When: M & TH, 6:30-8:30

Tutoring is offered on a drop-in basis by Learning Support Services and writing assistance at the Write Place.  If you have any questions, call Office of Learning Assistance 229-2065

"Plagiarism consists of any of the following: quoting directly from any source of material--including other students' work and materials purchased from research consultants-- without appropriately citing the source and identifying the quoted material;  knowingly citing an incorrect source, using ideas (i.e., material other than information that is common knowledge) from any source of material--including other students' work and materials purchased from research consultants-- without citing the source and identifying the borrowed material" (Student Handbook, p. 42).

Copying other student's work in any way, cheating on exams or any assignments, and any other form of academic dishonesty, no matter how minute or extensive, will result in an automatic grade of "F" for the course and automatic referral to the Dean's office for possible disciplinary action by the university.

REQUIRED READINGS:

Dennis Sherman and Joyce E. Salisbury, The West in the World:  Volume II bundled with Western Civilization:  Sources, Images, and Interpretations.

Additional readings, mostly primary sources, are linked to this syllabus.

• Search the Internet
• U. of Dayton Library and Online Resources from Ohiolink
• U. of Dayton Department of History Homepage
• U. of Dayton Humanities Base Homepage
• H-NET Humanities Project
• History Computerization Project

• Document Analysis Worksheet
• Written Work Guidelines

• Webpage Project Guidelines and Basics
• Recent Classes' Completed Student Web Projects
• University of South Dakota History Students Humanities Web Projects
• Peer Review Worksheet
• Citations:  Chicago Manual of Style
• Citations:  Internet Sources

This course is a thematic and chronological survey of "Western Civilization" from the early 1700s through the twentieth century. Since the course covers nearly three centuries of sometimes very diverse history which virtually spans the globe, major themes are used to give it a sense of order. The course will stress the economic, technological, social, political, intellectual, cultural, and military development and expansion of "Western Civilization" and its impact on the world.

The development of European civilization (English, Spanish, French, German, etc.) and its subsequent expansion throughout the globe has been one of history's most important and significant events. In many ways, our reference to our world as "Western Civilization" is the result of that European development and expansion. That is, the worldwide expansion of European civilization over the past few centuries has profoundly influenced peoples' lives throughout the world. In a sense, we are all, in one form or another, either a product of "Western Civilization" or somehow influenced by it.

European expansion exported ideas, systems of government, economy, and society throughout the world. Armies of soldiers, and more significantly, armies of colonists, conquered territories and established new pockets of European society in far off lands. Millions of peoples began world migrations, both forced and unforced, to many new and different places. Different peoples came into contact and influenced each other. Intellectual, technological, social, economic and political innovation led to further development and expansion. Slowly, a "Western Civilization" was created which spread its ideas, problems, successes, conflicts, and tyranny through much of the world. In doing so, it profoundly influenced world development.

In essence, this course will try to discover what the term "Western Civilization" means to us and why it is important in terms of who we are as humans in our modern world. The basic question to remember as we travel through centuries of history is "How did we get to where we are today and what does it mean?" Therefore, throughout the course we will explore some of the fundamental issues of what it means to be human (autonomy and responsibility, the individual and society, faith and reason, and humans beings and nature) by analyzing historical applications of these issues.

1.  GENERAL:
Reading all the assignments by the beginning of the assigned week, regular attendance to lectures, three document reviews, a webpage project, two exams, and a comprehensive final exam.  All students are strongly encouraged to ask questions throughout the lectures, and ACTIVELY PARTICIPATE IN DISCUSSION--DISCUSSION participation is worth 5% of the final grade which WILL often make the difference between one grade and another.

Due dates are cast in stone! There will be no make up exams and late assignments, including assignments not turned in at the beginning of class the day they are due because of absence, will not be accepted resulting in a failing grade for that assignment/exam.  Only in the case of extreme family or personal emergency, with prior discussion and a written doctor's letter, will I even begin to consider a deviation from this policy.

2.  ATTENDANCE:
Students are required to attend classes regularly and not miss more than FOUR classes during the semester. Please remember that the lectures, discussion, and the readings are the core of this course. Every two class periods missed after the first FOUR, for example absences five and six, will result in an automatic full grade reduction for the final grade.  THE MAXIMUM FOUR MISSED CLASSES INCLUDES ANY AND ALL REASONS INCLUDING SICK DAYS, PERSONAL DAYS, HOSPITALIZATION, TRAVEL, ETC.  DO NOT CALL ME TO TELL ME YOU ARE SICK BECAUSE IT DOES NOT MATTER.  Only in the case of extreme personal emergency, with prior notification, discussion, and a written doctor's letter, will I even begin to consider a deviation from this policy.  In 99% of cases, however, I will not deviate from this policy.

3.  CLASS EVALUATION:
DISCUSSION/DOCUMENT REVIEWS    10% ( 50 points)
WEBPAGE PROJECT                                 20% (100 points)
EXAMS                                                       40% (200 points)
FINAL EXAM                                             30% (150 points)
_________________________________________________
TOTAL                                                        100% (500 points)

The grading scale is:
450-500 points = 90-100% = A
400-449 points = 80-89%   = B
350-399 points = 70-79%   = C
300-349 points = 60-69%   = D
299-below                           = F
STUDENT PROGRESS WILL BE TAKEN INTO CONSIDERATION!

4.  WEB-BASED PROJECT:
During the semester the entire class will develop four WEB-BASED PROJECTS treating one of the four Humanities Base Themes (autonomy and responsibility, the individual and society, faith and reason, and humans beings and nature) through a collaborative historical analysis of some important aspect of Western Civilization.  There are four primary goals in this project:
1.)  To explore the Humanities Base Themes from a concrete historical perspective.
2.)  To build basic research, analysis, and communication skills.
3.)  To produce the presentation collaboratively, as the coordination and compilation of several students' work, and to publish it on the WEB for others to use and build on.
4.)  To build confidence in using, analyzing, and building online resources as part of the educational experience of history students.

Each student will be a member of one of four teams (each team will consist of approximately 9 students) that will develop their page around one of the themes.  The results of each group's analysis will appear as a multimedia presentation in a format readable by Web browsers (HTML) and linked with the other projects through my homepage.  The Webpages will consist of text and analysis as well as anything that one can scan, record, photograph, or videotape.  Have fun with this project; however, its point is not to perform tricks but to develop a cogent, elegant, and powerful critique of some aspect of our culture's history.  For an  example of the only other STUDENT WEB-BASED PROJECTS see the section in my webpage entitled STUDENT WEB PROJECTS, Dr. Darrow's STUDENT WEB PROJECTS, or the  U. of South Dakota History Students Web Project.

VI.  WEEKLY SCHEDULE:

Week 1 (Jan 1)

Course Introduction. Guidelines, requirements, goals, and themes.
WEB-BASED PROJECT GUIDELINES.

Week 2 (Jan 7)
READ:  CHAPTER 13-The Struggle for Survival and Sovereignty,1600-1715

Absolutism and Constitutionalism in Western Europe

LINKS:
James VI & I, Trew Law of Free Monarchies (1598)
English Bill of Rights (1689)
Farm Scene
Henry IV
King Louis XIV
King Louis XIV
Cardinal Jules Mazarin
Cardinal Armand-Jean du Plessis, Duke de Richelieu
Chateau de Versailles

Week 3 (Jan 14)
Daily Life:  Agriculture, Population, Economy and Superstition.
 

FILM: Versailles

LINKS:
Accounts of the Potato Revolution (1695-1845)
The Duc de Saint-Simon, The Court of Louis XIV

The Declaration of Independence, 1776

LINKS:
Isaac Newton, The Mathematical Principles of Natural Philosophy
Jean Le Rond d'Alembert, Preliminary Discourse to the Encyclopedia of Diderot
The Encyclopedia of Arts and Sciences (1745-1780)
John Locke, Two Treatises of Government (1690):
Nicholaus Copernicus (1473-1543)
Johannes Kepler (1571-1630)
Galileo Galilei (1564-1642)
Isaac Newton 1642-1727)
John Locke (1632-1704)

** Declaration of the Rights of Man and of the Citizen
**The Rights of Women by Olympe de Gouges 1791

FILM:  "Dangerous Liasons Dangerous Liasons (1988)" Valmont and Mme. de Merteuil discuss strategy. Both movies are a screen version of Les Liaisons Dangereuses by Pierre Ambroise Francois Choderl Laclos, published 1756	"Cruel Intentions (1999)" (Modernized remake of Dangerous Liasons)

LINKS:
Signing the Declaration

The American Revolution
The Virginia Declaration of Rights (June 12, 1776)
Signers of the Declaration
The Declaration of Independence (July 4, 1776)
The Articles of Confederation (Nov. 15, 1777)
The Federalist Papers
The French Revolution
IMAGES:  Tennis Court Oath and other events of the French Revolution

Week 6 (Feb 4)
READ:  CHAPTER 16-Overturning the Political and Social Order: The French Revolution and Napoleon, 1789-1815

LINKS:
The Napoleonic Era
The Agricultural Revolution
The French Revolution
The Tennis Court Oath

Week 7 (Feb 11)
READ:  CHAPTER 17-Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850
READ:    Observations on the Loss of Woolen Spinning (1794)
READ:    Friedrich Engels, The Condition of the Working Class in England (1844)

    Exerpts from UD's Constitution

THURSDAY: ***ASSIGN WEB GROUPS, GROUPS DISCUSS ASSIGNMENTSPROJECT TOPICS AND SUBTOPICS DUE TUESDAY  OF NEXT WEEK***

Week 8 (Feb 18)

FILM: The "The Fiery Furnace"

THURSDAY:  NO CLASSES, WINTER BREAK

LINKS:
Samuel Slater:  Father of American Industrialization
The Industrial Revolution
U.S. Industrialization

Week 9 (Feb 25)
READ:  CHAPTER 18-Coping with Change: Ideology, Politics, and Revolution, 1815-1850
READ:    The Communist Manifesto
READ:    Charles Fourier, Theory of Social Organization (1820)

LINKS:
Take a look at the Marxist Document Site.
History Dept. Analysis of the Manifesto from HB website

Week 11 (March 11)
READ:    CHAPTER 20-Mass Politics and Imperial Domination: Democracy and the New Imperialism, 1870-1914
READ:    Captain F. D. Lugard, The Rise of Our East African Empire (1893)
               Count von Beust, Memoirs of the Ausgleich (1867)
 

DOCUMENT REVIEW OF the Captain F. D. Lugard, document DUE THURSDAY LINKS:
19th Century Imperialism
Explore a map detailing imperialism

WEBPAGE DRAFT OF TEXT DUE TUESDAY FOR IN-CLASS PEER REVIEW

PEER REVIEW DUE THURSDAY

        LINKS:

World War I Documents
The First World War Military History
President Woodrow Wilson's First Warning to the Germans (February 10, 1915)
President Woodrow Wilson's War Message (April 2, 1917)
The Reichstag Peace Resoilution (July 19, 1917)
President Woodrow Wilson's Fourteen Points (January 8, 1918)
Conditions of an Armistice with Germany (November 11, 1918)

LINKS:
World War II Posters
The Neutrality Acts of 1937 & 1939
Third Inaugural Address of President Franklin D. Roosevelt (1941)
The Atlantic Charter (Aug. 14, 1941)
Roosevelt's Infamy Speech (Dec. 8, 1941)
The Declaration of War on Japan (Dec. 8, 1941)
The Declaration of War on Germany (Dec. 11, 1941)
Fourth Inaugural Address of President Franklin D. Roosevelt (1945)
The German Surrender Documents of World War II (May 8, 1945)
The Japanese Surrender Documents of World War II (Sept. 12, 1945)

***EXAM 2 ON THURSDAY OF WEEK 13***

DOCUMENT REVIEW OF the Law for the Protection of Hereditary Health document DUE THURSDAY

LINKS:
World War II and the Human Experience from Florida State U.
The Mahattan Project Documents
The Marshall Plan
The Truman Doctrine (Mar. 12, 1947)
Inaugural Address of President Harry S. Truman (1949)
The North Atlantic Treaty (Apr. 4, 1949)
NSC-68 (1950)
NSC-68 --Background to Document
NSC-68 --Historiography and the Document

Week 16 (April 22)
READ:   CHAPTER 25-Into the Twenty-First Century
READ:    Sir William Beveridge, Social and Allied Services (1942)

THURSDAY IS THE LAST DAY OF CLASS!!!