Week 5 - The Nation State, Nationalism, and Statebuilding

Monday through Friday, February 2-6
Long periods: Work on the book review projects, reading and writing, OR research historiography for the next step, the independent research historiography essay.
Final day for Book review draft extensions DUE by the end of the day, Friday, 2/6; for additional extensions, only under extenuating circumstances: please see instructor and show work.
Online Quiz 2.2 on the Industrial Revolution and Nationalism opens on Friday, 2/6 at 3:30 and closes on Monday evening at midnight, 2/9.

Day 1, Monday, 2/2: 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 3: 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: Independent Research.
In-class: Meet in the library. Work on the book review projects, reading and writing, OR research historiography for the next step, the independent research historiography essay. 

Day 3: Italian and German Unification.
In-class: Discuss how Italian and German leaders unified their respective nations.

Homework for Day 4: 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 4: 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: No homework over the weekend; continue independent research on historiography related to individual projects.

Week 4 - 1848: A Wave of Revolution and Reform

Monday through Friday, January 26-30, 2015 
Long periods: In-class reading time for book reviews and independent research in the library.  ***NOTE: First round of book review drafts are due Friday, January 30; extensions for first drafts are due at the latest by Friday, February 6. 

Day 1: The Effects of Industrialization, Part 2.
In-class: Read secondary source handouts on the causes and effects of industrialization; identify key arguments and evidence.
In-class: Chronicle and discuss current events.
Homework for Day 2:  
1. 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: Independent Research.
Meet in library; come prepared to read and draft book reviews.
Homework for Day 3: 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, and prepare a set of notes to 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 impact of the industrial revolution? Make sure to make use of both primary and secondary sources in support of your response.   

Day 3: Revolutions in Ideology and Work.
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: Read Sarah Birke's "How ISIS Rules," New York Review of Books Magazine Online (February 5, 2015 Issue), and answer the following questions for a graded class discussion:
1. What are the origins of ISIS?
2. How has ISIS attracted so many followers so quickly?
3. What is life like under ISIS? 

Day 4: What's Going On? Life under ISIS.
In-class: Discuss the online article on ISIS and the related questions from homework.
Homework: No new reading; work on book review drafts as needed.
 

Book Review Project Guidelines and Resources

Spring Semester

I. Book review project calendar and due dates: 
Week 1-3: Book selection process. 
Week 3-4: Reading and drafting period; in-class and weekend time for reading. 
Week 4 and 5: First round of book review drafts due on Friday, 1/30/2015,   
  and second round extensions for first drafts are due Friday, February 6.

**For those students with extenuating circumstances like the late arrival of your books on order at the library, PLEASE talk to your instructor about adjusting due dates.
*** Please remember that there is an English paper due on February 9, the following week, so plan accordingly.

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. Books that focus on some aspect of world history are preferred. Students may choose a book more closely related to US history, in consultation with the instructor and librarians, but MUST focus further research on the global dimensions of that particular aspect of US history, e.g., the global history of cotton or the global dimensions of the US Civil War.

- Look over the table of contents and general layout of the book, e.g., chapter topics, index, glossary, works cited, etc.

 

- 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, note how they organize their book into chapters, and decide which chapters or sections would be the most helpful for your research. FOCUS on those sections in your reading.

- 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 peer book reviews, please see the Student Magazine archive on the Haiku Learning.

4. For examples of professional 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 

5. 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
- 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.

- Keep in mind that your reader may know nothing about this book or the subject; it may help to draw your reader's attention to the larger question or topic of the book. Make sure to write for a reader that you do not know. Assume the reader knows nothing about this topic or book.

B. Body paragraphs - organize around possible key points:

- Develop strong topic sentences that capture key points you want to make.
- Usually start with the strengths of the book, where possible, and end with constructive criticism

- Where it makes sense, discuss the author's background and expertise
- Explain the author(s) aims with his, her or their book project
- Briefly note information on how the book is organized.
- Discuss key chapters that illustrate the strengths and weaknesses of the book.
- Identify key arguments they want to make and evaluate the quality of the evidence they use.
- Write about what strikes you about the book, i.e., how it is written, why might someone want to read this book, 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:

- Avoid simply summarizing what you have already stated. 

- If possible, link discussion in your conclusion to the bigger picture and what this book has to offer for general readers or more specialized researchers.

II. Additional notes:

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

- Create a Google Document or paper-based document; format either form of document with student name and title of the document.

- MLA citation format.

Week 3 - The Industrial Revolution

Tuesday through Friday, January 20-23.

Holiday: MLK JR Day, Monday, 1/19 - No class.

MLK Conference, Wednesday morning (special schedule). 

Long periods: In-class reading time for book reviews and independent research in the library. 
***NOTE: First round of book review drafts are due Friday, January 30; extensions for first drafts are due Friday, February 6. 

Leading questions: What is industrialization? Where did industrialization begin? How and why did industrialization occur? What were the effects of industrialization, and how did people respond to the conditions of industrialization? 

Heads up! Homework for Day 1 (Periods 1 & 6 on Tuesday, 1/20, and Period 4 on Wednesday, 1/21); Have ready for Day 2: 

- 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 (prepare for graded discussion): 
- 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: Independent Research.

In-class: Meet in the library; come prepared to read for the book review project and discuss with instructor.

- Homework for Day 2: 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 shed new light on where and how the industrial revolution began and developed?  

Day 2:The Beginnings of Industrialization.
- In-class: Discuss the readings, “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 "The Guano Age," in Charles Mann, 1493, pp. 271-281. 

- Homework for Day 3: “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 (prepare for graded discussion):

- 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: Read and interpret primary sources, and 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. 

- Homework over the weekend: Continue reading for the book review project and independent research; begin to draft outline for book review.
 

Week 2 - Reaction, Reform and Revolution

Monday through Friday, January 12-16, 2015.

Long Periods: Independent Research (IR) time in library; focus on reading books for the book review project and independent research.

Quiz#2.1 goes live online on Haiku on Friday afternoon, 1/16 at 3:30 and will remain open through Monday evening at midnight; 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 and discuss current events. 
Homework for Day 2: 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.
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: Meet in the library for reading time and research; set up one-on-one meetings with the instructor about research.
Homework for Day 3: 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"; review homework on the role of ideologies in the wake of the French Revolution.
Homework for Day 4: 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.
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?

Day 4: Coping with Change: Ideology, Politics, and Revolution, 1815-1850.
In-class: Discuss the final set of readings, and review the material from the week in preparation for Quiz 2.1.
Homework over the weekend: Continue reading for the book review project and independent research. 

Homework for Day 1 (Periods 1 & 6 on Tuesday, 1/20, and Period 4 on Wednesday, 1/21:

- 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 (prepare for graded discussion):

- 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?

 

Week 1 - The Birth of the Modern World

Monday through Friday, January 5-9, 2015
Happy New Year

& Welcome Back! 

TAP begins on Thursday, 1/8.
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 2014 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, and prepare the questions for class discussion (see below). *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, and Mary Wollstonecraft.

Homework questions for Day 2:
#1: What is Lynn Hunt's argument? 
#2: What is her evidence?

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 question (*Homework notes will be checked in class):

Homework question for Day 3:
#1: Do you agree with Hunt's 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, and the reading question from Lynn Hunt, "'There Will Be No End Of It.' The Consequences of Declaring," in Inventing Human Rights. A History, pp. 160-175. 

Homework for Day 4: Follow the links to the articles below and read them:

Article#1: The New York Review of Books Online, Helen Epstein, "Ebola in Liberia: An Epidemic of Rumors", December 18, 2014 Issue.

Article#2: The Economist Online, "Ebola's Legacy: After the Passing", January 3, 2015.

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

Homework questions for Day 4:
#1: What does Helen Epstein argue was the cause of why this recent Ebola outbreak was so devastating?
#2: What according to the editors of The Economist will be the long term effects of this recent Ebola outbreak?