Gender Socialization in War Pedagogy



Prof. Andrew Donson

505 Herter Hall

Tel. 545-6676

Email: adonson@german.umass.edu



Spring 2007

Office Hours: Mon 1:15-2:45

Wed 2:15-3:30

Fri 1:15-2:45

and by appointment

History 101:

Western Civilization since 1600

This course, a survey of Europe from the Scientific Revolution to the present, addresses the developments that gave rise to the modern world: science, constitutionalism, liberalism, nationalism, radicalism, industrialization, imperialism, racism, colonization, a dominant middle class, an industrial working class and the role of these developments in the 20th century. It asks how the upheavals and disasters of the 19th and 20th centuries challenged the Enlightenment belief in reason and progress. It also addresses Europe’s dealings with women, non-Europeans, workers, and others who have until recently been silenced by Western Civilization.

Course Objectives

One of the goals of this course is to learn the grand narrative of Western Civilization and understand how our civilization today came to be, but another is to question this master narrative and develop our own opinions about Western Civilization. This endeavor involves honing our analytic skills and our conceptual thinking. It includes learning to

• read sources critically.

• place these sources in their historical context.

• make original historical claims about these sources.

• develop more general analytic writing skills in formulating an argument based on evidence.

To Purchase at Amherst Books (8 Main St, tel. 256-1547):

Mark Kishlansky, et al., A Brief History of Civilization, Vol. II, Since 1555 (Longman, 2005)

Mark Kishlansky, ed., Sources of the West: Readings in Western Civilization. Volume II from 1600 to the Present (Longman, 2005)

Voltaire, Candide (Bedford-St. Martin’s, 1759 org., 1999)

Mary Shelley, Frankenstein (Dover, 1831 org., 1994)

Karl Marx and Friederich Engels, The Communist Manifesto (International Publishers, 1848 org., 1999)

Erich Maria Remarque, All Quiet on the Western Front (Fawcett, 1928 org., 1996)

Primo Levi, Survival in Auschwitz (Touchstone, 1947 org., repr. 1986)

One copy of all the books is available on two-hour reserve at DuBois library.

The reading for the first two weeks are available on WebCT.

To Download and Print from WebCT

Microsoft Word file with primary source documents for History 101.

WebCT

All students must have an OIT account and regularly check the WebCT site for this course. The WebCT site contains this syllabus, the reading assignments, bonus quizzes, the lecture outlines, and handouts like exam review questions and paper topics. Students are encouraged to print the outlines before class for note-taking during lecture and discussion. You can also check your grades on assignments on WebCT; rest assured that WebCT prevents other students from seeing your grades.

Teaching Assistants

We are fortunate to have two experienced teaching assistants who will be grading all the exams and papers and leading the Friday discussion sections. They look forward to helping you with writing the papers and preparing for the exams during their sections and office hours. Please direct all questions about grades first to your teaching assistant. Prof. Donson is happy to resolve issues that they cannot.

|Mr. Justin Jackson |Ms. Margo Shea |

|Herter 715 |Herter 722 |

|jfjln@ |mmshea@history.umass.edu |

|Tel. 413-320-9108 |Tel. 413-339-4233 |

|Disc. Sect. #| | |Disc. Sect. | | |

| |Time |Place |# |Time |Place |

|04 |9:05am |Bartlet 202 |01 |9:05am |Bartlett 207 |

|05 |11:15am |Marston 220 |02 |10:10am |Herter 202 |

|06 |12:20pm |Hasbrouck Add 104B |03 |12:20 |Lederle Grad Res Tower 113 |

Office Hours

We encourage all students to drop by office hours to get help with papers and exams or just to get to know their instructors. You can be guaranteed to find us at our regularly scheduled hours. You will also likely find us at the other times listed below (though no guarantee). If you cannot make any of these times or need immediate attention, please email or call us to make an appointment. We are happy to accommodate you.

| |Regularly scheduled office hrs. |Times likely to find us (no guarantee) |

|Prof. Andrew Donson |See top of page 1 |Mo, We, & Fr: 8:15 a.m. - 9:15 a.m. |

| | |Tu: 8:15 a.m. - 5:00 p.m. |

|Ms. Margo Shea |Mon., 1:30 p.m. - 2:30 p.m. |Mon. and Wed. mornings |

| |Wed., 11:00 a.m. – 12:00 a.m. | |

|Mr. Justin Jackson |Tues., 8:30 a.m. – 9:30 a.m. |Wed. 1:30 p.m. - 3:00 p.m. |

| |Wed. 3:00 p.m. – 4:00 p.m |Fri. 1:20 p.m. – 4:00 p.m. |

Assignments and Grade Distribution

| |Percentage of final grade |

|Discussion |10 |

|Midterm exam |15 |

|Final exam |20 |

|3 Essays, 750-1000 words each |25 |

|6 Short reading assignments (ungraded) |10 |

|5 Long reading assignments (ungraded) | 20 |

| | |

|Bonus on reading assignments |3 |

|13 Online Bonus Quizzes |2 |

|Total (out of 100) |105 |

Letter grade equivalencies: A=92.5-100; A-=89.5-92.4; B+=87.5-89.4; B=82.5-88.4; B-=79.5-82.4; C+=77.5-79.4; C=72.5-78.4; C-=69.5-72.4; D+=67.5-69.4; D=62.5-68.4; D-=59.5-62.4; F=below 59.5.

Midterm Exam

The midterm exam will cover the lectures, the textbook, and the primary source readings. Students must answer five of eight or nine questions that Prof. Donson will select from the reading assignment questions and the possible exam questions posted on each lecture outline. An example and a superior answer:

5. What was mercantilism? When was it practiced? Identify three mercantilist practices.

Answer: Mercantilism was the dominant economic system in Western Europe during the eighteenth century. Fundamentally linked to trade with the so-called New World, it was a transition between the localized production of the Middle Ages and the free trade of modern capitalism. Its advocates assumed that wealth was limited and that states needed to ensure a favorable balance of trade by selling more than they bought and taking wealth away from other countries. They did so by waging war, financing piracy against merchant ships of enemy nations, and erecting large state monopolies, such as ones on alcohol production.

The Final Exam

The final exam is not cumulative; it covers the material from March 21 to May 14. It is the same format as the midterm.

Essays

The 750-1000 word essays are chances for students to develop original historical arguments. Prof. Donson will pass out topics and guidelines two weeks before the essays are due. The goal of the essays is for students to

• Incorporate at least three sources by citing them or, in some cases, quoting from them.

• Place the sources in their historical contexts.

• Make claims based on the evidence in these sources.

• Offer an argument about how a society changed over time or how geography, place, time, gender, or social class shaped the experience of different people in Europe.

Students have the option of rewriting their essays for a higher grade. The final paper grade will be the average of the first and last grade.

Students must give their teaching assistant a paper copy of their essays as well as submitting them electronically to (see below).

Reading Assignments

At each discussion section, students must submitted the reading questions to that week’s readings. The reading assignments will be posted to WebCT. The assignments are ungraded: Students who complete the assignment will receive 100% on it. Since purpose of the reading assignments is to facilitate discussion, reading assignments submitted late without a legitimate excuse will be marked down forty points. In practice, this is equivalent to a 75 (see below). There is no penalty for turning in the assignments early. Answers do not have to be in full sentences but must sufficiently answer the questions.

An additional incentive to complete the reading assignments is that selected questions will be on the exams.

Students with an average under 80 on their reading assignments will have a final reading assignment grade according to the following formula: (average on reading assignments)/80. Students who have an average over 80 on the short reading assignment will get a 100 on their final short reading assignment grade, and likewise for the long reading assignments. Students whose average is over 80 will have a fraction of bonus points added to their final grade according to the following formulas: (100-final short reading assignment average)/20 + (100-final long reading assignment average)/10.

Examples on how this works for the short reading assignments:

|Average on reading assignments |Final reading assignment |Bonus points added to final |

| |grade |grade |

|100 |100 |1 |

|90 |100 |1/2 |

|80 |100 |0 |

|70 |87.5 |0 |

|60 |75 |0 |

|50 |62.5 |0 |

Discussion Section

This course breaks out into smaller groups with the teaching assistants every Friday. Your discussion section grade will be based on your attendance and participation.

During each discussion section, your TA will review the reading assignment and possible exam questions from the lecture and the textbook. We strongly prefer typed answers. If you handwrite your reading assignment, you must get it approved by your TA before class. If you are late and handwrote it, you must hand it in to your TA upon entering class.

WebCT Bonus Quizzes

There are thirteen multiple-choice bonus quizzes on the content in the textbook (one on each chapter we are reading). These quizzes are not required but strongly recommended. They are a way to motivate you to complete the reading on time and to earn two bonus points on your final grade, reinforce your knowledge, and give you feedback. Taking them will not hurt your final grade. We calculate the bonus points by taking your average grade out of 100 over 13 quizzes and dividing by 50. Each quiz will be available on the WebCT web site until the week after the corresponding chapter assignment is due. The goal is to reward students for keeping up to date with the reading. Click on “Quizzes” on WebCT.



Students must submit all three essays (not the reading assignments) to to be verified for their originality before they are due. Here are instructions:

First, if you don’t already have a user name and password for :

1) Go to

2) Click on “New User,” just above the login, upper right corner.

3) Enter as user type: student.

4) Enter the class ID ( 1796993 if your TA is Justin Jackson;  1796997 if your TA is Margo Shea) and the course password “Napoleon”.

5) Enter your email address

6) Select a personal password. Passwords are case-sensitive and require at least one letter and one number.

7) Select a secret question and question answer.

8) Enter your name.

9) Agree to the disclaimer.

10) Click end wizard and log in.

11) Follow the online instructions. Don’t forget your personal password!

If you already have a user name and password for :

1) Go to

2) Login with email address and password

3) Click on my classes

4) Click on enroll in a class

5) Enter as user type: student

6) Enter the class ID (1796993 if your TA is Justin Jackson;  1796997 if your TA is Margo Shea) and the course password “Napoleon”.

7) Follow the online instructions from there

Second, when you are ready, submit your paper to :

1) Logon with your email address and personal password (not the course password).

2) Click on the link below “enter a class” (in the middle of the page)

3) Find and click on “Western Civilization since 1600”

4) For the appropriate assignment, click on submit

5) Click on “Browse” and choose the computer file of your paper (you can give it a title if you want); click “Open” in the first dialogue box; and click submit in the second dialogue box. Or on the drop-down menu at the top of the box, select submit paper by “cut & paste”; copy your paper to the clipboard and paste it in the white box; and click submit.

Student Responsibilities

• Late papers: A late paper without a legitimate excuse may be marked down five points for each day it is late. Students who speak to their TA promptly about late papers will have fewer points deducted than those who avoid the issue.

• Papers not submitted to will receive a grade of zero.

• Please give your teaching assistant a paper copy of your essays as well as submitting them electronically to .

• Emailed papers and assignments: Papers may not be emailed unless you receive prior written permission and have a legitimate reason.

• Missed exams: There will be no make up for exams without a legitimate excuse.

• Legitimate excuses: To receive a legitimate excuse, a student should show good faith by contacting their TA in person or by email or telephone before the paper is due or the exam is given. Some examples of a legitimate excuse are illness or death of a friend or family member (there are others as well). Having too much homework is not a legitimate excuse.

• Please retain a second copy of papers until your graded paper is returned.

• Please hold all graded assignments until you receive your final grade.

• Please respect a 24-hour moratorium on discussing any individual grade. Students who want to appeal a grade must do so in writing within ten days after they receive their grade.

• For all written assignments, use of internet sites is unacceptable. Students must write about the primary source texts.

• Plagiarizing or cheating, including passing off someone else’s work as your own, is a serious violation of academic integrity. If you are panicked and can’t finish your paper or assignment, plan to hand it in late and take a penalty of a few points. We happily work with students who are having trouble. We reserve the right to lower the grade of a student caught plagiarizing or cheating or to fail him or her for the entire course. Students found to have committed acts of academic dishonesty may also face suspension or expulsion from the University. Note that we regularly use tools like , which makes detecting plagiarism easy. For the University of Massachusetts’s academic honesty policy, see umass.edu/dean_students/rights/acad_honest.htm

Calendar of Exams, Papers, Lectures, Discussions Sections, and Readings Assignments

Text: Mark Kishlansky, ed. A Brief History of Civilization. (The textbook)

Sources: Mark Kishlansky, ed. Sources of the West: Readings in Western Civ. (The sourcebook)

Online: Microsoft Word file on WebCT

|1 |Mon |Jan 29 |Lecture: Introduction |

| | | |Text: Chapter 16: The Royal State in the 17th Century |

| |Wed |Jan 31 |Lecture 1: Absolutism and Constitutionalism |

| |Fri |Feb 2 |Short reading assignment #1. |

| | | |Sources: Philippe Duplessis-Mornay, Defense of Liberty against Tyrants (1579) |

| | | |Thomas Hobbes, Leviathan (1651) |

| | | |John Locke, Second Treatise of Government (1689) |

| | | |Please also read the textbook, pp. 325-31, for the context of these documents |

|2 |Mon |Feb 5 |Lecture 2: Constitutionalism, cont.; the Scientific Revolution |

| | | |Text: Chapter 17: Science and Commerce in Early Modern Europe |

| |Wed |Feb 7 |Lecture 3: The Scientific Revolution cont.; the Atlantic World |

| |Fri |Feb 9 |Short reading assignment #2. |

| | | |Sources: Cardinal Richelieu, The Political Testament (1638) |

| | | |Duc de Saint-Simon, Memoirs (1694-1723) |

| | | |Galileo Galilei, Letter to the Grand Duchess Christina (1615) |

| | | |Online: Thomas Hobbes, Leviathan (1651) |

| | | |Margaret Cavendish, Observations Upon Experimental Philosophy (1666) |

|3 |Mon |Feb 12 |Last day to drop without a W |

| | | |Lecture 4: Atlantic World cont.; The Enlightenment |

| | | |Text: Chapter 19: Culture and Society in 18th-Century Europe |

| | | |(Note: Chapter 18 is recommended but optional.) |

| |Wed |Feb 14 |Lecture 5: The Enlightenment; The Old Regime of the 18th Century |

| |Fri |Feb 16 |Workshop on writing essay no. 1: Science, politics, and religion |

|4 |Mon |Feb 19 |No class. Presidents Day |

| |Wed |Feb 21 |First essay due. |

| | | |Lecture 6: British Liberal Reform; The French Revolution |

| | | |Text: Chapter 20: The French Revolution and the Napoleonic Era |

| |Fri |Feb 23 |Long reading assignment #1 |

| | | |Voltaire, Candide (1759) |

| | | |Sources: Jean-Jacques Rousseau, The Social Contract (1762) |

| | | |Montesquieu, The Spirit of the Laws (1748) |

| | | |Thomas Jefferson, The Declaration of Independence (1776) |

| | | |Marquis de Condorcet, The Progress of the Human Mind (1793) |

| | | |Adam Smith, The Wealth of Nations (1776) |

|5 |Mon |Feb 26 |Lecture 7: The French Revolution cont. |

| |Wed |Feb 28 |Lecture 8: The French Revolution cont. |

| |Fri |Mar 2 |Short reading assignment #3. |

| | | |Workshop on essay no. 2: The Contradictions of Enlightenment |

| | | |Sources: Abbé Sieyès, What Is the Third Estate? (1789) |

| | | |The Declaration of the Rights of Man and Citizen (1789) |

| | | |Edmund Burke, Reflections on the Revolution in France (1790) |

|6 |Mon |Mar 5 |Second essay due |

| | | |Lecture 9: The Age of Napoleon; the British Middle Class |

| | | |Text: Chapter 21: Industrial Europe |

| |Wed |Mar 7 |Lecture 10: The Industrial Revolution |

| |Fri |Mar 9 |Review for exam |

|7 |Mon |Mar 12 |Midterm exam |

| |Wed |Mar 14 |Lecture 11: Romanticism; Liberalism; Working-Class Politics |

| | | |Text: Chapter 22: Political Upheavals and Social Transformations, 1815- |

| | | |1850 |

| |Fri |Mar 16 |Long reading assignment #2. |

| | | |Mary Shelley, Frankenstein. (1831) |

| | | |Sources: Arthur Young, Political Arithmetic (1774) |

| | | |Samuel Smiles, Self-Help (1859) |

| | | |John Stuart Mill, On Liberty (1859) |

| | | |Alexis Soyer, Modern Housewife (1850) |

| | | |Isabella Beeton, Mrs. Beeton’s Book of Household Management (1861) |

| |Mon |Mar 19 |No class. Spring break. |

| |Wed |Mar 21 |No class. Spring break. |

| |Fri |Mar 23 |No class. Spring break. |

|8 |Mon |Mar 26 |Lecture 12: The Bourbon Restoration; the July Monarchy |

| | | |Text: Chapter 23: State Building and Social Change in Europe, 1850-1871 |

| |Wed |Mar 28 |Lecture 13: The Spectrum of 19th-Century Politics |

| | | |Last day to drop with a W |

| |Fri |Mar 30 |Long reading assignment #3. |

| | | |Karl Marx, The Communist Manifesto (1848) |

| | | |Sources: Friedrich Engels, The Condition of the Working Class in London (1845) |

|9 |Mon |Apr 2 |Lecture 14: Late Nineteenth-Century Society |

| | | |Text: Chapter 24: The Crisis of European Culture, 1870-1914 |

| |Wed |Apr 4 |Lecture 15: Challenges to Rationalism and the Enlightenment |

| |Fri |Apr 6 |Short reading assignment #4. |

| | | |Sources: Charles Darwin, The Descent of Man (1871) |

| | | |Friedrich Nietzsche, Beyond Good and Evil (1886) |

| | | |Sigmund Freud, The Interpretation of Dreams (1899) |

| | | |Pope Leo XIII, Rerum Novarum (The Condition of Labor) (1891) |

| | | |Sylvia Pankhurst, History of the Suffrage Movement (1912) |

|10 |Mon |Apr 9 |Lecture 16: The Rise of Germany |

| | | |Text: Chapter 25: Europe and the World, 1870-1914 |

| |Wed |Apr 11 |Lecture 17: Imperialism |

| |Fri |Apr 13 |Short reading assignment #5. |

| | | |Sources: Otto von Bismarck, Reflections and Reminiscences (1898) |

| | | |Otto von Bismarck, Speech to the Reichstag (1878) |

| | | |J.A. Hobson, Imperialism (1902) |

| | | |Rudyard Kipling, The White Man’s Burden (1899) |

| | | |George Orwell, “Shooting an Elephant” (1936) |

|11 |Mon |Apr 16 |No class. Patriots Day. |

| |Tue |Apr 17 |Lecture 18: The Origins of the First World War: International Crises |

| | | |Follow your Monday schedule |

| |Wed |Apr 18 |Lecture 19: The Origins of the First World War: Domestic Crises |

| |Fri |Apr 20 |Workshop on paper no. 3: The Critics of Liberalism and the Enlightenment |

|12 |Mon |Apr 23 |Lecture 20: The First World War |

| | | |Text: Chapter 26: War and Revolution, 1914-1920 |

| |Wed |Apr 25 |Lecture 21: The Russian Revolution |

| |Fri |Apr 27 |Long reading assignment #4. |

| | | |Erich Maria Remarque, All Quiet on the Western Front (1928) |

| | | |Source: Ernst Jünger, Storm of Steel (1920) |

| | | |V.I. Lenin, What Is to Be Done? (1902) |

| | | |Alexander Kollontai, Thesis on Communist Morality in the Sphere of Marital Relations (1921) |

|13 |Mon |Apr 30 |Third Essay due |

| | | |Lecture 22: The Soviet Union during the First and Second Five Year Plans |

| | | |Text: Chapter 27: The European Search for Stability, 1920-1929 |

| |Wed |May 2 |Lecture 23: Italian Fascism |

| |Fri |May 4 |Short reading assignment #6. |

| | | |Sources: Benito Mussolini, Fascist Doctrine (1932) |

| | | |Adolf Hitler, Mein Kampf (1923) |

|14 |Mon |May 7 |Lecture 24: The European Holocaust |

| |Wed |May 9 |Lecture 25: The Weimar Republic and the Nazi Dictatorship |

| |Fri |May 11 |Long reading assignment #5. |

| | | |Primo Levi, Survival in Auschwitz (1947) |

| | | |Sources: Mikhail Gorbachev, Perestroika (1987) |

| | | |Francis Fukuyama, The End of History? (1989) |

|15 |Mon |May 14 |Lecture 26: The Cold War |

| | | |Text: Chapter 28: Global Conflagration: Hot War and Cold War |

| | | |Chapter 29: Postwar Recovery and the New Europe |

| | | |(Note: Chapter 30 is recommended but optional.) |

| | | |Final exam: Date to be announced. |

History 101: The Growth of Western Civilization II

Prof.. Andrew Donson

Questions for short reading assignment #1

Due: Friday, February 2, in discussion section

• Read pp. 325-31 in the textbook for the historical context of these documents

• Questions do not need to be answered in full sentences but do give sufficient information.

• Note that answers to some questions require more explication than others.

1. Philippe Duplessis-Mornay, Defense of Liberty against Tyrants (1579): Under what circumstances was resistance to a lawful ruler permissible, according to the author? Where did monarchs get their power, according to the author? Why did this author have these views—that is, what was his position in society that led him to these views? Where did these views emerge later in Western Civilization?

2. Thomas Hobbes, Leviathan (1651): What were humans like in the state of nature, according to the author? What was happening in England when Hobbes wrote this piece? How did these conditions in England affect his thinking?

3. John Locke, Second Treatise of Government (1689): What was the author’s view of absolute monarchy? What theoretical reasons did he offer to support his views? What structure of government did he suggest should replace monarchy? What was happening in England when Hobbes wrote this piece? How did these conditions in England affect his thinking?

Prof. Andrew Donson

Hist101—Lec01

The Absolutism of Louis XIV, King of France (r. 1661-1715)

A. The monarchy vs. the nobles in the parlements (ca. 1600-70)

B. The methods of Louis’ absolutist rule

i. Court art

ii. Court etiquette

iii. The palace at Versailles

iv. Religious conformity: Persecution of the Jansenists

v. Revocation of the Edict of Nantes (1685)

vi. Intendants

vii. Mercantilism

viii. War

British Constitutionalism: Practice

Philippe Duplessis-Mornay, A Defense of Liberty against Tyrants (1579)

The Puritans: Calvinists in England

Charles I (r. 1625-49) against the Puritans and the Parliament

The English Civil War (1642-48)

Royalists

Puritans , Quakers, Baptists, and Sympathizers

Oliver Cromwell, Chairman of the Council of State (1648-53), Lord Protector, (1653-58)

Charles II (r. 1660-85)

Tories: Hereditary monarchy and ceremony of Anglican Church

Whigs: Parliamentary supremacy

The Glorious Revolution (1688)

James II (r. 1685-88)

William (r. 1689-1702) and Mary (r. 1689-1694)

Toleration Act of 1689

Exam Questions

1. What was the nature of Louis the 14th rule in France? When did he rule? Identify five ways he undertook this form of rule, explaining how each contributed.

2. What was mercantilism? When was it practiced? Identify three of its practices?

3. What was the conflict between the French kings and the French aristocrats in the 17th and 18th century? Who got the upper hand? How?

4. Why did constitutionalism develop in England but not in France? Identify two key events in the development of English constitutionalism, giving their dates and how they contributed to the practice.

Submit the following to your TA.

Affidavit

I understand that in order to pass the course, I need to fulfill the requirements set by the general education committee at the University of Massachusetts. This requires doing at least four of the long and five of the six short reading assignments, writing the three essays, and studying for and taking the exams. I also understand that past students did not like necessity of completing the readings and found this class more time-consuming than other general education courses. If you are unwilling to do the work in this class, you might want to think about withdrawing.

Name____________________________________

Signature____________________________________

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