Prof. Edwin E. Moise
Office: Hardin 102
Phone: 650-8845
e-mail: eemoise@clemson.edu
Messages can be left in my mailbox in the department office (Hardin 124), or in the box on my office door.
Office Hours: I will try to be available to you, both face to face in my office and by Zoom, during the hours listed below. There may be times when that will not be possible. On the other hand, I will be available for much more of the week than my official office hours. E-mail me, or just check and see if my door is open.
Monday 2:30-3:20
Tuesday 11:00-12:00, 2:00-3:15
Wednesday 2:30-3:20
Thursday (none officially scheduled but I will often be available)
Friday (none officially scheduled but I will often be available)
Surveys the history of the West in modern times, from the late 17th century to the present. Particular emphasis is placed on Europe’s interaction with non-western societies. Through cross-cultural comparisons, European history is placed in global context.
There are no prerequisites for HIST 1730.
If the pandemic gets bad enough I may have to change my plans, but I plan to teach this as a traditional history class. Most discussion will be in the classroom, though some will take place through Canvas. Lectures, quizzes, and tests will take place in the classroom. Other written assignments will be turned in through Canvas.
The written work in the class will be:
--Two papers on assigned topics, worth 40 points each, turned in through Canvas.
--Six short quizzes at the beginning of classes, which will be pre-announced. They will be worth ten points each but only your four best will count
toward your final grade.
--A test (70 points) and the final exam (120 points),
which will be mostly essay questions.
This adds up to 310 points for the course.
It will be possible to earn up to 20 points extra credit by participating in class discussion, or by commenting on questions I will post under "Discussions" on Canvas. If you catch me in a mistake in class, you get two points extra in the gradebook. If you present a good clear argument that I am wrong about something, with evidence, that would give you good discussion credit even if you do not succeed in convincing me.
The basic grade scale is that 90% (279 points) is the bottom of the A range, 80% (248 points) is the bottom of the B range, and so on. Sometimes I alter the scale in the students' favor, never against them, depending on how the class is doing. Thus 279 points is a guaranteed A. But if very few students have 279 points or more, I may shift the line between A and B down to 275 or even 270 points, to create a reasonable grade distribution.
Any student who has an average of 90% or better, for work up to the final exam, will be permitted to exempt the final and will get an A for the course.
Academic integrity requires that we not try to pass off other people's work as our own. On the basis of experience in past years, I would say that if an academic dishonesty case were to occur in this course, it would probably be either:
A student copies from the paper of a student in an adjacent seat, during a test.
One student copies another student's paper on an assignment, maybe changing a few words and substituting synonyms, but leaving the two papers still so similar that it is obvious the resemblance could not be coincidence. I would be likely to bring charges both against the student who copied and the student who allowed his or her paper to be copied.
Starting January 24, all absences from class must be reported through Student Notification of Absence, on Canvas. You can get to that by clicking Help on the left side of the screen. You will be penalized two points for every absence after January 24 that has not been reported through that system. Absences up through January 21 will not be counted against you.
Dennis Sherman and Joyce Salisbury, The West in the World, fifth edition, volume 2, From the Renaissance
Lynn Hunt, The French Revolution and Human Rights: A Brief History with Documents, second edition
Nicholas Fraser and Marysa Navarro, Evita: The Real Life of Eva Peron.
When I checked the Bookstore's web site on January 10, I saw another title listed, Engaging Ideas. This is not something I have even considered using as a textbook in this course, and you do not need to get it. The error has been corrected.
January 12: Introduction to the class
January 14: European Expansion
Sherman and Salisbury, pp. 358-375
January 17: MLK Birthday Holiday: NO CLASS
January 19: The Slave Trade; Development of the World Market
Sherman and Salisbury, pp. 375-389
January 21: Europe’s Social and Political Order: "Absolutism"
Sherman and Salisbury, pp. 391-409
January 24: Europe’s Social and Political Order: Less absolute governments
Sherman and Salisbury, pp. 409-424
January 26: The First Scientific Revolution
Sherman and Salisbury, pp. 425-436
January 28: The Enlightenment, 1600-1800
Sherman and Salisbury, pp. 436-448
Hunt, pp. 35-37
January 31: Ideas about Human Rights in the Enlightenment
Hunt, pp. 38-67
February 2: Struggles for Power in the 18th Century
Sherman and Salisbury, pp. 451-468
February 4: European societies in the 18th century; the American Revolution
Sherman and Salisbury, pp. 468-485
February 7: The French Revolution begins
Sherman and Salisbury, pp. 487-494
Hunt, pp. 68-80
February 9: The French Revolution turns more radical
Sherman and Salisbury, pp. 494-499
Hunt, pp. 81-108
February 11: The Terror and its aftermath
Sherman and Salisbury, pp. 499-505
Hunt, pp. 108-130
February 14: Napoleon
Sherman and Salisbury, pp. 505-515
Hunt, pp. 131-136
Forty-point paper: To what extent do the documents in Hunt reflect a desire to give rights to everybody, and to what extent do they reflect a desire to give rights only to some members of society? Please cite specific examples, making clear what a particular document said that you consider relevant to this question, what the document was--identify it by author or title--and where in Hunt the statement appeared. Thus (Robespierre, p. 80) or (Declaration of the Rights of Man and the Citizen, p. 76) would be an adequate source citation. Turn in on Canvas by midnight February 14.
February 16: The Beginning of the Industrial Revolution
Sherman and Salisbury, pp. 517-530
February 16, 18: The Impact of the Industrial Revolution
Sherman and Salisbury, pp. 530-544
February 21: Ideology and Politics, 1815-1847
Sherman and Salisbury, pp. 547-564
February 23: Reform and Revolution
Sherman and Salisbury, pp. 564-574
February 25: MIDTERM TEST
February 28: Marxism
The Communist Manifesto,
Introduction,
Part I, and
Part II.
March 2, 4: Nationalism and Statebuilding: Unifying Nations, 1850-1870
Sherman and Salisbury, pp. 577-596
March 7, 9: Democracy and the New Imperialism, 1870-1914
Sherman and Salisbury, pp. 597-624
March 11, 14: Western Society, 1850-1914
Sherman and Salisbury, pp. 625-653
March 16, 18: World War I
Sherman and Salisbury, pp. 654-674
March 21-25: SPRING BREAK
March 28: The Russian Revolution
Sherman and Salisbury, pp. 674-681
March 30: The aftermath of World War I: The Rise of Fascism
Sherman and Salisbury, pp. 685-697
Newspaper research exercise. Look at at least four articles published between April and June, 1919, dealing with the aftermath of World War I. Please pick articles that all deal with a single issue, or a set of related issues, rather than four articles on completely unrelated topics. The obvious issue on which you might focus is the Paris Peace Agreement (the Versailles Treaty), the peace agreement between the Allies and Germany, signed in late June. But you could write about the way the former Ottoman Empire was being carved up, or about the plans to establish a League of Nations to keep international peace in the future, or about the fighting that was going on in Russia (where both Russian "White" armies and foreign troops—British and American— were fighting the "Red" Army of the new Communist government), or some other aspect of the aftermath of World War I.
There is no requirement that you use The New York Times, the Wall Street Journal, the Washington Post, or The Times of London, but those papers have the advantage that you can access them online through the HISTORICAL databases on Clemson Library's Databases Page.
Write an essay of about two pages (typed double spaced), or more, about what you found. Say what there was in the articles that you found interesting or surprising. Evaluate them for bias. Was the author clearly suppporting one nation or group against another, or isn't there any real indication of the author's attitude? Is there anything that leads you to distrust the articles, or to think that the facts may be being distorted to fit the author's viewpoint? Do they use loaded language? Notice the source; did the reporter say that something was true, or only that somebody else had said it was true? For an author to quote a statement by some official or politician is not necessarily evidence that the author agreed with the statement. If you say there is bias, please make it clear exactly what was said, that you consider biased. Please make sure that when I read your paper I will always be able to tell which things are your own opinions, and which are the opinions expressed in the articles you read.
Make it clear what each article was about.
I want to see one essay based on several articles, not a string of essentially separate mini-essays, each based on a single article. Try to select articles that will give you something interesting to say, and that will allow you to have some unifying themes in your essay.
Please give source notes. I want to be able to tell in each section of your paper which article or articles you are discussing in that section. It is not enough to have a list at the end, if I can't tell as I read the paper which article you are discussing where. Source notes must give the date of each article, and also the title of the publication, the title of the article, and if possible the name of the author. Giving a link to the text of the article is good, but if you give link you still need to tell me what the article was, to help me decided whether to click on that link. Please tell me the name of the publication that originally published the article. If you go through a ProQuest database to get to an article originally published by the New York Times, that is a New York Times article, not a ProQuest article.
I will not be picky about the format of source notes as long as they tell me what I need to know. If you have a Works Cited page at the end, give complete identification of
each article there, and just a short identification in your text. Thus you could list
"China Seeks a Free Hand," New York Times, January 23, 1919, p. 2,
http://libproxy.clemson.edu/login?url=https://www.proquest.com/historical-newspapers/china-seeks-free-hand/docview/100304818/se-2?accountid=6167
in your Works Cited and just
("China Seeks a Free Hand")
in the text of your paper where you are discussing that article.
Please turn your essay in on Canvas by midnight Wednesday as an MS Word document.
April 1: Nazis, the Great Depression, and Stalinism
Sherman and Salisbury, pp. 697-708
April 4: Evita Peron
Evita, Chapters 1-2
April 6: The Origins of World War II
Sherman and Salisbury, pp. 711-19
April 8: World War II, 1939-1945
Sherman and Salisbury, pp. 719-28
April 11: The end of World War II; Argentina
Sherman and Salisbury, pp. 728-33
Evita, Chapter 3
April 13: The Beginning of the Cold War in Europe; Evita becomes First Lady of Agentina
Sherman and Salisbury, pp. 737-740
Evita, Chapters 4-5
April 15: The Cold War spreads worldwide
Sherman and Salisbury, pp. 740-747
Evita, Chapters 6-8
April 18: Cold War Europe
Sherman and Salisbury, pp. 747-752
Evita, Chapter 9
April 20: Decolonization; the Middle East
Sherman and Salisbury, pp. 752-760
Evita, Chapter 10
April 22:
Sherman and Salisbury, pp. 760-769
Evita, Chapter 11 and Epilogue
April 25: The collapse of the Soviet Union; the recent West
Sherman and Salisbury, pp. 773-87
April 27: Recent Asia
Sherman and Salisbury, p. 788
April 29: The Middle East and Afghanistan; Global Problems
Sherman and Salisbury, pp. 788-803
May 3: FINAL EXAM, 8:00 to 10:30 AM