Week 5 - The Nation State, Nationalism, and Statebuilding

Monday through Friday, February 3-7
Long periods: Work on the book review projects, reading and writing.
Parent Drop-in Day, Wednesday, 2/5
Book review drafts DUE by the end of the day, Friday, 2/7.
No quiz this week.

Day 1, Monday, 2/3: What is the nation?
In-class: Read the primary source handout from Ernst Renan, "What is the nation?," and discuss the following questions: What is the nation? In what ways is nationalism still a potent force in today's world? What do you think are nationalism's benefits in our times? Are there any drawbacks?
Homework for Day 2: Read “Nationalism and Statebuilding: Unifying Nations, 1850-1870,” in The West in the World, eds. Sherman/Salisbury, pp. 577-585 (up until the section "The Fight for National Unity in North America"), define the following key terms and persons and prepare notes on the question below:
Key terms: Nation, nation state, nationalism, Italian unification, German unification (Wars for unification), realpolitik, autocracy.
Key persons: Louis Cavour, Guiseppe Garibaldi, Otto von Bismarck.
Key Question: Analyze the methods used by leaders such as Cavour and Bismarck to achieve national unity, and compare with the efforts during the revolutions of 1848.  
 
Day 2: Italian and German Unification.
In-class: Discuss how Italian and German leaders unified their respective nations.
Homework for Day 3: Read “Nationalism and Statebuilding: Unifying Nations, 1850-1870,” in The West in the World, eds. Sherman/Salisbury, pp. 585-593, define the following key terms and persons and prepare notes on the question below. Note the chronology on p. 589.
Key terms: The Dual Monarchy, Balkan nationalism, the Crimean War, Alexander II's "Great Reforms," and serfs.
Key persons: Napoleon III, and Alexander II.
Key question #1: How did leaders such as Napoleon III in France and Alexander II in Russia employ nationalism in their countries' state-building?
Key question #2: In what ways was nationalism divisive in the Austrian and Ottoman empires?

Day 3: Nationalism in North America, Eastern Europe and the Ottoman Empire.
In-class: Discuss and compare the role of nationalism in North America, France, Russia, Austria and the Ottoman Empire.
Homework for Day 4, Friday, 2/7: Turn in draft of the book review project. 

Book Review Project Guide

Book Review Project Guide

Spring Semester

I. Book review project calendar and due dates:

         Week 1-3: Book selection process.

         Week 4-5: Reading and drafting period; in-class and weekend time for reading.

         Week 5: Book Review due on Friday, 2/7/14.

II. Instructions.

1. Begin to strategically read your book of choice

- Make sure you have chosen a book that you want to read, which is both interesting and potentially helpful for your research.

- Read the introduction to gain a sense of what the author(s) aims to do with his, her or their book project. Identify the key arguments they want to make, how they organize their book into chapters and which chapters or sections would be the most helpful for your research. FOCUS on those sections.

- Search the index, if included, for key terms to help guide your reading and follow the footnotes or endnotes for leads on more primary and secondary sources, which could be helpful for further research.

- Take notes on what strikes you about the book, i.e., how it is written, what one can learn from it, if the author(s) successfully accomplished what they set out to do in terms of the argument, research and use of evidence, and/or any questions, comments or criticism you might have about the book.

- Research: Find out more about the history behind the story of the book you have selected; also find out more about the author, his or her background and expertise and what else they have written, all of which could provide useful background for your review and your readers.

2. For additional book review guidelines: please check out the following websites:

The UK Student Portal: Queen's University Book Review Guide 

The University of North Carolina Writing Center Book Review Guide 

3. For examples of book reviews, please follow the links to these two reviews:

The New York Review of Books, Jeffrey Gettleman, "Africa's Dirty Wars," March 8, 2012 

The New York Review of Books, Roger Cohen, "A Crass and Consequential Error," August 16, 2012 

OR to search further: please check out:

The New York Review of Books

The Economist Book Reviews 

The Wall Street Journal Book Reviews 

4. Begin to outline your review of the book you have chosen to read.

Title: Think of a title that can hook the reader. 

I. Format:

A. Introduction

- Keep in mind that your reader may know nothing about this book or the subject. 

- There are different ways to start your book review, but find a way to hook your reader's interest to continue reading your review and to learn more about this book.

B. Body paragraphs - organize around possible key points: 

- Author's background and expertise: Make use of your background research on the author and your notes from reading

- The author(s) aims with his, her or their book project

- Brief information on how the book is organized.

- Discussion of key chapters that illustrate the strengths and weaknesses of the book. 

- Key arguments they want to make 

- What strikes you about the book, i.e., how it is written, what one can learn from it, if the author(s) successfully accomplished what they set out to do in terms of the argument, research and use of evidence, and/or any questions, comments or criticism you might have about the book.

C. Conclusions: Besides simply restating what has already been said, think of ways in which you as a reviewer of open up something to think about, coming out of reading this book.

II. Length: at least 750 words, preferably 2-3 pages, double spaced.

5. Book reviews will be due on Friday, February 7. For those students with extenuating circumstances like the late arrival of your books on order at the library, PLEASE talk to your instructor.

Week 4 – 1848: A Wave of Revolution and Reform

Monday through Friday, January 27-31, 2014

Quiz on Friday, 1/31; covers Week 3 and 4 materials.

Guest lecture by Ellen Zieselman, Curator of Education at the New Mexico Museum of Art, for Period 1 on Wednesday, 1/29.

 

Long periods: In-class reading time for book reviews and independent research in the library.

***NOTE: Book review drafts are due Friday, February 7.
 
Day 1: The Effects of Industrialization, Part 1.
In-class: Read secondary source handouts on the causes and effects of industrialization; identify key arguments and evidence.
Homework for Day 2:  
1. Current Events: What's Going On? Syria: Peace Talks. 
Read article: Deutsch Welle, "Interpretations Differ as Syria's Two Sides Talk," (1/26/14). 
Answer question: How are the peace talks going? Extra credit: Research updates on the situation and report in class.
2. Textbook: Read “Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 536-544, and answer the following questions.
Homework question#1: What drove the development of public health and medicine during the industrial revolution and why?
Homework question#2: What were the ideals and realities of middle class and working class life? 

Day 2: The Effects of Industrialization, Part 2.
In-class: Discuss the homework reading and questions on the effects of industrialization.
Homework for Day 3:  
1. Current Events: What's Going On?
Ukraine: An Opinion on the Protests.
Read article #2: Deutsche Welle, "Ukraine Protests Could Spread Like Wildfire," (1/26/14). 
Answer question: How are protests challenging the government in Ukraine?
Extra credit: Research updates on the situation and report in class.
2. Textbook: Review the sections on early socialism/Marxism and the 1848 revolutions in “A Wave of Revolution and Reform,” in The West in the World, eds. Sherman/Salisbury, pp. 559-561 and 564-574, prepare a set of notes using the PERSIA-rubric handout, and answer the following question:
Homework question: What do you think changed life more in the 19th century, the rise of new ideologies like liberalism, nationalism and socialism, capped by new revolutions in 1830 and 1848, OR the socio-economic impact of the industrial revolution? Make sure to make use of both primary and secondary sources in support of your response.   

Day 3: Revolutionary?
In-class; Discuss the question: What do you think changed life more in the 19th century, the rise of new ideologies like liberalism, nationalism and socialism, capped by new revolutions in 1830 and 1848, OR the socio-economic impact of the industrial revolution? Make sure to make use of both primary and secondary sources in support of your response.   
Homework for Day 4:
1. Current Events: What's Going On?
- Instructions: Please read the following articles this week, continue to follow these situations, and prepare for class discussions and quiz.
1. Egypt: Calls for Presidential Elections.
Read article#1: Deutsche Welle, "Early Presidential Elections Announced in Egypt," (1/26/14).
Answer question: What happened over the weekend in Egypt and how is that changing the political situation there? Extra credit: Research updates on the situation and report in class.

Week 3 - The Industrial Revolution

Tuesday through Friday, January 21-24.

MLK JR Day, Monday, 1/20 - No class.

Guest lectures by Ellen Zieselman, Curator of Education at the New Mexico Museum of Art, for Period 3 on Thursday, 1/23, for Period 5 on Friday, 1/24, and for Period 1 on Wednesday, 1/29.

 

Long periods: In-class reading time for book reviews and independent research in the library.

***NOTE: Book review drafts are due Friday, February 7. 

Leading questions: What is industrialization? Where did industrialization begin? How and why did industrialization occur? What were the effects of industrialization?

Homework for Tuesday, January 21:

- Read “Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 517-527, and prepare notes on the key terms and question below:

- Key Terms: Industrial revolution, capital, entrepreneur, and factory system.

- Homework question: How do you explain why Britain industrialized before other European nations and non-Western societies such as China?

Day 1: The Beginnings of Industrialization.

- In-class: Discuss the reading, “Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 517-527.

- Homework: Read or review "The Guano Age," in Charles Mann, 1493, pp. 271-281, and answer the following question.

- Homework question: How does the story of guano inform our understanding of how the industrial revolution began and developed? 

Day 2: Sugar and Guano: New Research on the Industrial Revolution. 

- In-class: Read the handout, "The First Factories," from Pomeranz/Topik, The World that Trade Created," pp. 226-228, and discuss "The Guano Age" from Charles Mann, 1493, pp. 212-220.

- Homework: “Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 528-536 (up to the section entitled, "Public Health and Medicine in the Industrial Age"), and answer the following question.

- Homework question: How would you compare the consequences of industrialization for the middle classes and working classes? Use primary source evidence for support where possible.

Day 3: The Legacies of the Industrial Revolution.

- In-class: Discuss the reading, “Factories, Cities, and Families in the Industrial Age: The Industrial Revolution, 1780-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 528-536. 

Week 2 - Reaction, Reform and Revolution

Monday through Friday, January 13-17.

Long Periods: Independent Research (IR) in library; meet in classroom. 
Projects: IR/Book Review(BR): In-class reading time during the long periods for book reviews and independent research.

Quiz#2.1 on Friday, 1/17; covers materials from Weeks 1 and 2.

  

Leading questions: What were some of the main characteristics of 19th-century conservatism, liberalism, and nationalism? How did early 19th-century conservatives and liberals respond to the French Revolution? How were their ideas reflected in the reactions to the French Revolution, i.e., The Congress of Vienna, and the reform movements that ensued?

Day 1: Counterrevolution and Reaction. 
In-class: Review Week 1, the history of human rights. 
Homework: Read “Coping with Change: Ideology, Politics, and Revolution, 1815-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 547-555; take notes on the following key terms and persons.

Key Terms: The Restoration, the Congress of Vienna, the Holy Alliance, the Concert of Europe, ideology, conservatism, liberalism, nationalism, laissez faire, and utilitarianism. ***Note: Terms in bold are not found in the reading.

Key Persons: Prince Klemens von Metternich, Tsar Alexander I, Edmund Burke, Louis de Bonald, Joseph de Maistre (see document 18.1 in textbook), Adam Smith, Thomas Malthus, David Ricardo, Jeremy Bentham, and John Stuart Mill.

Day 2: Romanticism, Restoration and Repression.
In-class: Discuss homework on the Congress of Vienna and the rise of ideologies, i.e., conservatism, liberalism and nationalism.
Homework: Read “Coping with Change: Ideology, Politics, and Revolution, 1815-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 556-564 (up until "A Wave of Revolution and Reform"); take notes on the following key terms and persons, and answer the following two questions.
Key Terms: Romanticism, "Storm and Stress" literature, utopian socialists, the Communist Manifesto, socialism, Carlsbad Decrees and the Peterloo Massacre.
Key Persons: Karl Friedrich Schinkel, Saint-Simon, Charles Fourier, Robert Owen, Flora Tristan, Karl Marx, and Charles X.
Key Questions:
#1: What forces stemming from the French Revolution did conservatives try to repress or contain? To what extent do you think conservatives succeeded?
#2: In what ways did the ideas and actions of liberals, nationalists, and socialists challenge conservatives between 1815 and 1850?  

Day 3: A Wave of Revolution and Reform.
In-class: Discuss two primary sources from the in-class handout, i.e., The Carlsbad Decrees," and the Economist article; review homework on the role of ideologies in the wake of the French Revolution.
Homework: Read “Coping with Change: Ideology, Politics, and Revolution, 1815-1850,” in The West in the World, eds. Sherman/Salisbury, pp. 564-574, take notes on the following key terms and persons, answer the two questions, and review for the quiz on Friday, 1/17.
Key Terms: The Greek War for Independence, The July Revolution in France, Carbonari, Reform Bill of 1832, Corn Laws, Irish Famine, Chartism, National Workshops, Frankfurt Assembly, June Days in France.   
Key Persons: Louis Philippe.
Key Questions:
#1: What if any was the impact of the revolutions of 1848?
#2: Why did the revolutions so quickly collapse?  

Week 1 - The Birth of the Modern World

Monday through Friday, January 6-10
Happy New Year

& Welcome Back!

TAP begins on Thursday, 1/9.
Long Periods: Meet in classroom; come prepared to start the independent research process in the library and classroom collections.

Day 1: Introduction.

In-class: Review 2013 Fall Semester Final Exams; go over syllabus handout; and chronicle current events.

Homework: For Day 2, begin to read the handout packet from class: Lynn Hunt, "'There Will Be No End Of It.' The Consequences of Declaring," in Inventing Human Rights. A History, pp. 146-160 (up until the section on "Free Blacks, Slavery, and Race"). Prepare notes on the key terms and persons that correspond with the reading (see below), and prepare the reading for class discussion. *Homework notes will be checked in class.

Key Terms and Persons: Natural, civil, political, and human rights, "the logic of rights," Edict of Nantes, Edict of Toleration of 1787, The Friends of Blacks, Toussaint-Louverture, Condorcet, Olympe de Gouges, Mary Wollstonecraft and Constance Pipelet.

 
Day 2: "There Will Be No End To It": Inventing Human Rights. 
In-class: Discuss the first part of the handout from Lynn Hunt, "'There Will Be No End Of It.' The Consequences of Declaring," in Inventing Human Rights. A History, pp. 146-160; go over key terms and persons, and review the ambivalent legacies of the French Revolution.

Homework: For Day 3, finish reading the handout from Lynn Hunt, "'There Will Be No End Of It.' The Consequences of Declaring," in Inventing Human Rights. A History, pp. 160-175, and answer the following questions (*Homework notes will be checked in class):

Homework questions:
#1: What is Lynn Hunt's argument? 
#2: What is her evidence?
#3: Do you agree with her argument? Do you see any problems, limitations or alternative explanations for the rise of human rights in the 19th century? Explain and support.

Day 3: The Logic of Human Rights.
In-class: Discuss the key terms and persons, and the reading questions from Lynn Hunt, "'There Will Be No End Of It.' The Consequences of Declaring," in Inventing Human Rights. A History, pp. 160-175. 

Homework: Follow the links to the articles below and read them:

Article#1: BBC Online, "Al-Qaeda-linked Isis under attack in northern Syria (January 4, 2014)"

Key terms and persons: ISIS, al-Qaeda, Free Syrian Army, Islamic Front, Assad.

Article#2: BBC Online, "Is Iraq losing control of its biggest province? (January 6, 2014)"

Key terms and persons: Anbar Province (Fallujah and Ramadi), Sunni and Shia, Nouri Maliki, and protest camps.

Prepare notes on the following questions, key terms and persons (*Homework notes will be checked in class):

Homework questions:
#1: How is the situation in the Middle East, i.e., in Syria and Iraq, changing?
#2: Why is the situation changing?
#3: Why is the changing situation in the Middle East important to follow?