12EUA701/12EUA702 TU 2.00-3.50 (CC011) TH 9.00-10.50 (J104)
LECTURERS: Marcus Collins and Chris Szejnmann TUTORS: Marcus Collins, Elena Georgiadou, Natalie Martin & Charles Smith
Modern Europe
Dr Marcus Collins (MC) Prof Chris Szejnmann (CWS) marcus.collins@lboro.ac.uk
C.W.Szejnmann@lboro.ac.uk
Dr Elena Georgiadou (EG)
Dr Natalie Martin (NM)
Charles Smith (CS)
e.georgiadou@lboro.ac.uk
n.j.martin@lboro.ac.uk
c.smith4@lboro.ac.uk
For queries about your seminars and seminar assignments, email your seminar tutor or buttonhole him or her after class. For other queries about the module, email Elena (e.georgiadou@lboro.ac.uk) or visit her during her feedback hours in A2?? on ??. Or contact me (MC): by email (marcus.collins@lboro.ac.uk) or in person, whether after a lecture or by attending my feedback hours in A226 on Thursday from 2 to 4. I also operate an open door policy (i.e. if the door’s open, don’t hesitate to knock and I’ll help you there and then if I can).
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Lectures 1
Tu 2 Oct
1&2 Introduction Merriman, Modern Europe: introduction and Wilson, 18th-Century Europe: introduction or Berger, 19th-Century Europe: introduction
The Ancien RĂŠgime Th 4 Oct
3
Society
Kamen, Early Modern European Society: ch. 1 or Wilson, 18th-Century Europe: chs 3 and 7
4
Religion and Eastern Europe
Kamen, Early Modern European Society: ch. 10 or Wilson, 18th-Century Europe: chs 11 and 14
2
Tu 9 Oct
5
France
Merriman, Modern Europe: ch. 7 or Wilson, 18th-Century Europe: ch 21
6
Britain
Wilson, 18th-Century Europe: ch 22 Th 11 Oct
7
Trade and War
Merriman, Modern Europe: ch. 11 or Wilson, 18th-Century Europe: chs 25 and 29
8
The Enlightenment in Theory
Merriman, Modern Europe: ch. 10 or Wilson, 18th-Century Europe: ch. 9
Revolution and Reform Tu 16 Oct 3 9 The Enlightenment in Practice 10 The French Revolution Merriman, Modern Europe: chs 12 and 13 Th 18 Oct
11 The Industrial Revolution Merriman, Modern Europe: chs 9 and 16
12 Conservatism and Liberalism Merriman, Modern Europe: chs 14 and 15 or Berger, 19th-Century Europe: ch. 16
The Victorian Age Tu 23 Oct 4
13 Nationalism Merriman, Modern Europe: chs 17 and 18 or Berger, 19th-Century Europe: ch. 14
14 Imperialism Merriman, Modern Europe: ch. 22 or Berger, 19th-Century Europe: ch. 32 Th 25 Oct
15 Darwinism Williams, 19th-Century Britain: ch. 28 or Berger, 19th-Century Europe: ch. 25
16 Leisure Williams, 19th-Century Britain: ch. 24
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Tu 30 Oct
17 The State Williams, 19th-Century Britain: ch. 6
18 Crime and Punishment Williams, 19th-Century Britain: ch. 23 or Berger, 19th-Century Europe: ch. 26 Th 1 Nov
19 Socialism Newman, Socialism: ch. 1 or Berger, 19th-Century Europe: ch. 13
20 Feminism Berger, 19th-Century Europe: ch. 15 3
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Tu 6 Nov Th 8 Nov
NO LECTURES FOR MODERN EUROPE IN READING WEEK All seminars except for group G meet as normal
The Twentieth century Tu 13 Nov 7 21 The Vertigo Years before 1914: Progress and Scepticism Martel, Europe 1900-45: ch. 10 Th 15 Nov
22 The First World War: The Great Catastrophe Merriman, Modern Europe: ch. 23 or Martel, Europe 1900-45: chs 14 and 15
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Tu 20 Nov
23 Communism: From the Russian Revolution to Stalinism Merriman, Modern Europe: ch. 25 or Martel, Europe 1900-45: ch. 19
Th 22 Nov
24 The Interwar Crisis: Fascism and Reactionary Dictatorships Morgan, Fascism in Europe: ch. 4 or Martel, Europe 1900-45: chs 20 and 23
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Tu 27 Nov
25 The Second World War and the Holocaust Merriman, Modern Europe: ch. 28 or Martel, Europe 1900-45: chs 28, 29 and 30
Th 29 Nov
26 The Cold War: Socialism versus Capitalism Merriman, Modern Europe: ch. 29 or Larres, Europe since 1945: chs 3 and 4
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Tu 4 Dec
27 1968: Youth Revolt Klimke and Scharloth, 1968 in Europe: introduction and ch. 23
Th 6 Dec
28 1989: Revolution Merriman, Modern Europe: ch. 30; or Martel, International History: ch. 29
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Tu 11 Dec
12
Th 13 Dec Tu 8 Jan Th 10 Jan
29 Myths of Nations: Memories of the Second World War, Genocide and Expulsions Pakier and Str책th, A European Memory?: ch. 8
30 Reflections NO LECTURE IN-CLASS TEST
Seminars Group
Rm
Tutor
Day
Hr
Wks
What is ..?
Fr Revn
A
A202
NM
Mon
11
B
A202
NM
Mon
C D
A202 A202
NM NM
E
U112
F
U112
G H
Hidden
Crime
Test Prep
2 4 6 8 10
08-Oct
22-Oct
05-Nov
19-Nov
03-Dec
11
3 5 7 9 11
15-Oct
29-Oct
12-Nov
26-Nov
10-Dec
Mon Mon
2 2
2 4 6 8 10 3 5 7 9 11
08-Oct 15-Oct
22-Oct 29-Oct
05-Nov 12-Nov
19-Nov 26-Nov
03-Dec 10-Dec
EG
Thurs
4
2 4 6 8 10
11-Oct
25-Oct
08-Nov
22-Nov
06-Dec
CS
Thurs
4
3 5 7 9 11
18-Oct
01-Nov
15-Nov
29-Nov
13-Dec
A202
MC
Thurs
1
2 4 7 8 10
11-Oct
25-Oct
*15-Nov*
22-Nov
06-Dec
A202
CS
Thurs
1
3 5 7 9 11
18-Oct
01-Nov
15-Nov
29-Nov
13-Dec
I
A218
EG
Thurs
1
2 4 6 8 10
11-Oct
25-Oct
08-Nov
22-Nov
06-Dec
J K
A218 G002
EG EG
Thurs Thurs
1 5
3 5 7 9 11 2 4 6 8 10
18-Oct 11-Oct
01-Nov 25-Oct
15-Nov 08-Nov
29-Nov 22-Nov
13-Dec 06-Dec
L
G002
CS
Thurs
5
3 5 7 9 11
18-Oct
01-Nov
15-Nov
29-Nov
13-Dec
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Aims This module is designed to provide an introduction to modern Europe and a 'common platform' of knowledge about the history of politics, society and international relations since ca. 1750. It combines lectures which survey key themes and events with seminars which discuss case studies and assignments which hone your analytical skills. Teaching There are two hours of lectures twice a week and a one-hour seminar every fortnight. This is what you need to do for each lecture: 1. Read assigned chapters - the assigned chapters complement but do not duplicate material in the lectures - for many sessions, you are given the option to read chapters from different works
2. Attend lectures - the lectures provide an introduction to major topics in modern European history - all of them are recorded and can be viewed again online
And these are the tasks for each seminar: 1. Consult instructions for fortnightly assignment - these are found in the syllabus and towards the bottom of the module Learn site (here) - contact your seminar tutor if you don’t know which Declaration section to read or which group under Nazism to study 2. Submit short essay by 9am on the day BEFORE your seminar - different seminars meet on different days, so be sure to submit your essay in time - the seminars are designed to discuss your findings and therefore take place after you submit your essay
3. Attend seminars - everyone is expected to participate in the seminars, so be prepared to talk about your essay - the seminar tutor will endeavour to provide feedback on your essay before you submit the next one
Assessment The ten-credit version of this module (12EUA702) is assessed by one in-class test and three short essays totalling 1500 words. The test and coursework both count for 50% of your module grade. The twenty-credit version of this module (12EUA701) is assessed by one in-class test, three short essays totalling 1500 words and a final exam. The in-class test and coursework are each worth 25% of your module grade, while the exam is worth the remaining 50%. Short essays 5
You are asked to submit four short essays relating to seminars 1-4 (see below). Each short essay should be approximately 500 words long (excluding references), fully referenced and submitted by 9am of the day before your seminar. Please deposit the paper version of your essay in the coursework box of your seminar tutor in the Learning Resources Centre on the top floor of the Schofield Building and submit an electronic version via Learn. If your seminar meets on Monday, it's okay to submit the paper copy by 9am on Monday morning as the Learning Resources Centre is closed over the weekend. However, you still need to submit the essay via Learn by 9am on Sunday morning so that your tutor has time to look at it before class. All four short essays are marked but only the best three pieces will count towards your final mark. We will endeavour to return seminar coursework within 10 days of submission so that you can benefit from the feedback before completing your next assignment. This will not always work but we will try our best. Your seminar tutor will contact you once your work is marked and ready for collection, and will be available to give your further feedback if desired. In-class test The in-class test requires students to answer 5 out of 10 identification questions in 60 minutes and will take place on Thursday 10 January between 9am and 10am (J104). All identification questions are covered in the lectures, but further reading is essential for you to pass the test. Exam (for twenty-credit [EUA701] students only) The exam takes place at the end of the semester. It requires you to answer two essay questions from a selection of ten in two hours. Each essay is worth half of your examination grade. Past examination and in-class test papers can be found on Learn. Seminar Topics and Assignments Please make full use of the extensive reading list on Learn. Seminar 1: What is Modern Europe? Your task is to write a 500-word encyclopaedia entry on ‘Europe since 1700’. The entry is to appear in a new Encyclopaedia of Everything commissioned by the government of Bhutan, a country which has only recently established communications with the outside world. Drawing upon (not simply replicating) the material covered in the first lectures as well as textbooks on modern European history and your background knowledge, you should explain the most essential trends and events in modern European history to an audience which is intelligent but fundamentally ignorant of life beyond the Himalayas. FAQs 1. How can I possibly write an overview of Modern Europe after only a handful of lectures? By using your existing knowledge, your research skills and your initiative. Your existing knowledge of modern European history means that in all likelihood you have an 6
acquaintance with some of the key themes, events and figures. Your research skills will enable you to find out more about these and to work out how they fit into the broader development of Europe over the past three centuries. I wouldn’t discourage you from using web sources, but the best marks are likely to go to students who make full use of printed materials in the library. We’ve spent well into six figures over the last three years on building up the history collection, and there are shelves full of surveys of modern European history which will provide you with narrative overviews. For a selection of recommended texts, consult the module reading list (https://lorls.lboro.ac.uk/CLUMP/?moduleCode=12EUA701). Everything down to the ‘Writing National Histories’ section will help immensely, as will the Merriman textbook. 2. What are we looking for? Much the same as for any coursework essay, so please consult the grading guidelines. But this assignment in particular requires you to be accurate, informative, insightful, clear, focused and succinct. 3. How long should the essay be? Approximately 500 words +/-10% , excluding references. 4. How do I reference sources? Full references are required for all works you have consulted for your essay, even if you have not quoted them directly. Please consult pp. 41-47 of the Undergraduate Student Handbook for details of how to cite material using either the Harvard or Chicago systems. Either Harvard-style or Chicago-style citations are acceptable unless your seminar tutor has indicated otherwise. 5. When is the essay due? By 9am on the day before your first seminar. 6. How do I submit it? We need both a paper and an electronic copy of each essay. The electronic version should be uploaded as a Microsoft Word document to Learn by clicking on the message saying ‘Turnitin Assignment: Short Essay #1 for Group Y (ZZ)’. This message will disappear once the deadline for the assignment has passed. The paper version should be deposited in your seminar tutor’s box in the Learning Resources Centre by the same time (9am on the day before your seminar) unless your seminar meets on Monday. In the latter case, it’s okay to submit the paper copy by 9am on Monday morning as the LRC is closed over the weekend. 7. I could still use some further advice. Who should I contact? Email your seminar tutor or buttonhole him or her after class. Alternatively, drop by the feedback hours held by me and Elena. Seminar 2: The French Revolution Your task is to write a 500-word analysis of one section of ‘The Declaration of the Rights of Man and the Citizen’ (1789). You will be assigned one of the sections of the Declaration marked (a) to (o) in the PDF available on Learn. The idea is that, having used the broadest of brushes in writing the encyclopaedia entry for your first assignment, you're now being asked to zoom in on a short chunk of text. You've all 7
done this before in literature classes at school when asked to interpret a particular line of a poem, novel or play. Much the same skills can be brought to bear when analysing primary sources, but in addition historians place special emphasis on relating a text to its historical context. To find out which section of the Declaration of the Rights of Man you should analyse, click on the Excel file for the seminar groups at http://learn.lboro.ac.uk/mod/resource/view.php?id=179441 and find the letter corresponding to your name in Column K. That's the section of the Declaration you need to write about, even if it's just a sentence or two in length. Some methods of contextualising texts are explained in the accompanying document on Interrogating Primary Sources. It provides a series of questions to pose to the Declaration and your assigned section: who wrote the source, to whom it was addressed, where and when it was produced, how it conveys its ideas and what it actually says. These questions should inform your analysis, but shouldn’t be answered one-by-one in a programmatic manner. You might also consider the degree to which the Declaration is a revolutionary document and how it situates itself in relation to the ancien régime, the Enlightenment and the slogan of ‘liberty, equality and fraternity’. There’s plenty of background reading for the French Revolution and the Enlightenment listed on the module reading list should you wish to brush up your knowledge on either. Seminar 3: ‘Hidden’ History Your task is to find one primary source from the period between 1830 and 1870 which either challenges or supplements the standard ‘textbook’ interpretation of modern European history. Your 500-word analysis should explain how the source sheds light on a customarily ‘hidden’ aspect of the past and analyse it by applying similar techniques to those used in the previous assignment. This is an initiative test that asks you to think hard about what aspects of past experience are commonly overlooked in historical narratives such as lectures or textbooks, and how we might access these neglected subjects. Many hundreds of books in the library and countless websites contain such sources. As a rule of thumb, if an event, location, person or group is mentioned in the Merriman textbook or our lectures, then you’ll have a hard job in explaining why you think a source about it is ‘hidden’ unless it presents an unusual perspective on it. Seminar 4: The Crime against Humanity Your task is to write a 500-word analysis of the everyday life experiences in the Third Reich for one of the following groups: Jews, Gypsies, homosexuals, black people, handicapped people, foreign slave workers, children, German soldiers, members of a Police Battalion, German physicians, Nazi leaders, German women, refugees, and Polish, French, Russian or British citizens under Nazi occupation. Your seminar tutor will tell you which group you represent. If possible, research the experience of ONE individual. During the seminar you will share your experience with the rest of the class. Seminar 5: Test Preparation There is no essay for this session. Instead, your seminar tutor will provide guidance on how to perform well in the in-class test. 8
Textbook The core text for this module is John M. Merriman’s A History of Modern Europe: From the Renaissance to the Present [3rd edn] (New York: W.W. Norton, 2009). It’s the edition with the title printed in white on a blue background. Some copies are available in the library, but we strongly recommend that you purchase your own from Blackwell’s bookshop in the Union Building or online (ISBN: 978-0393934335).
Further Reading An extensive reading list with links to the library catalogue can be accessed via the Learn site or Library Catalogue Plus. Core readings from the Merriman textbook and the Blackwell Companions to European History are listed for each lecture topic and you are expected to read them in advance of each lecture. If you haven't got much background in modern European history and are feeling that our lectures, the Merriman textbook and the assigned ebooks aren't sufficient, may I recommend two additional sources: 1. All of the lectures for John Merriman's own survey course on European Civilization, 1648-1945 are available to view online at http://academicearth.org/courses/european-civilization-1648-1945 So are those on Modern Civilization since 1750 by Lynn Hunt, who - like Merriman - is a better and more famous historian than me, albeit with arguably worse hair. Her lectures are at http://academicearth.org/courses/modern-civilization-from-1750-to-present 2. Another great place for a general overview is any one of the standard textbooks produced for US courses on 'Western Civilisation'. The library has copies of all of the following: CHAMBERS, Mortimer. 2007. The Western experience. Volume II, Since the sixteenth century. McGraw-Hill. HUNT, Lynn. 2008. The Making of the West, volume C since 1740. Bedford Books. KAGAN, Donald, Ozment, Steven E. 2009. The Western heritage. Pearson Education. KING, Margaret. 2005. Western Civilization Combined Volume. Pearson Education (US). 9
KISHLANSKY,Mark. Geary,Patrick. 2006. Civilization in the West. HarperCollins Australia. MCKAY, John P, Hill, Bennett D. 2006. A history of Western society : Vol. B : from the Renaissance to 1815. Houghton Mifflin. MCKAY, John P. 2007. A history of Western society : Vol. C : from the Revolutionary era to the present. Houghton Mifflin. MCKAY, John P. 2009. Western society : Volume 1, From antiquity to the Enlightenment a brief history. Bedford/St. Martin's. PALMER, R. R. (Robert Roswell),, Colton, Joel G. 2007. A history of the modern world. since 1815. McGraw-Hill. PALMER, R. R. (Robert Roswell),, Colton, Joel G. 2007. A history of the modern world. to 1815. McGraw-Hill. PERRY, Marvin. 1999. Western civilization since 1400. Houghton Mifflin. SPIELVOGEL, Jackson J. 2009. Western Civilization. Wadsworth/Cengage Learning. Links to the classmarks for each of these books can be found on the module Reading List at https://lorls.lboro.ac.uk/CLUMP/?moduleCode=12EUA701 Marking Criteria All work will be marked in accordance with the following marking system, as outlined in the departmental undergraduate handbook. Please familiarise yourself with its criteria. Coursework st 70%+ (A: 1 class). Work in this classification reflects originality, insight and an intellectual mastery of the topic (coupled with more standard skills such as understanding, coherence, good structure, good presentation etc). It also demonstrates a critical reading of a wide range of texts (peer-reviewed articles, scholarly books, relevant press reports, reputable web sources, official documentation etc.) independent research and a persuasively articulated argument. 60-69% (B: 2:1). While it lacks the dynamism of a first, work in this classification still reflects good understanding and well-developed analytical skills (but probably not the argumentative pattern of a first). It demonstrates familiarity with a range of texts – scholarly works, peerreviewed articles, reputable web sources etc. – a judicious consideration of the evidence, and the standard presentation skills. A 2:1 usually has some flaws in the presentation of the argument. If it adopts the opposite approach of judicious balance, it does this thoroughly, but perhaps without the critical skills on display with a first. Differing viewpoints are juxtaposed and judiciously considered. 50-59% (C: 2:2). Work in this classification tends to be a summary of others' views, (relying largely if not exclusively on commentaries and introductory texts, reputable web sources) and a competent marshalling of information. It has an acceptable structure and usually reflects a fairly standard amount of reading and rather limited analysis and argument. It tends to amount to a listing of points but attempts a conclusion. rd 40-49% (D: 3 class). Work in this classification is usually based on a single or just two sources (usually a text book and/or a web source). It lacks clear argument and structure, adopts a 'scatter-gun' approach - writing down everything known on a topic regardless of relevance – and draws no justified conclusions. 30-39% (E: fail). Work in this classification usually consists of a few basic points, but it is incoherent, inconclusive and lacking any form of argument or analysis. It is often based on single web source – e.g. Wikipedia. Below 30% (F fail). As with the above but worse. Examinations st 70% + (A: 1 class). Answers in this classification demonstrate an ability to interpret and/or consider alternative responses to questions, an ability to conceptualise or theorise problems raised by questions and familiarity with relevant literatures derived from the module (but not exclusively from the lecture materials). Candidates support or illustrate arguments with materials 10
that are typically accurate, relevant and up-to-date (not necessarily derived from the module). Answers are well-structured and present clear, coherent arguments that are brought together in conclusions that address questions concisely and directly. The answers are well written, demonstrating an ability to write grammatically and syntactically correct English. 60%-69% (B: 2.1). Answers in this classification demonstrate an ability to conceptualise or theorise problems posed by questions and a familiarity with relevant literatures derived from the module (but not exclusively from the lecture materials). In contrast to first class scripts, the handling of the relevant theory and literature is not always assured and the answers indicate that the candidate has a relatively narrow response to the question. Illustrative materials contain minor inaccuracies and examples are not always clear. Answers are well-structured and present coherent arguments brought together in conclusions that address the questions concisely and directly. The answers are well written, demonstrating an ability to write grammatically and syntactically correct English. 50%-59% (C: 2.2). Answers in this classification demonstrate familiarity with the conceptual or theoretical issues raised in the questions and/or with relevant literatures. Like the upper secondclass script, answers indicate that the candidate has a relatively narrow response to the question. Unlike the upper second-class script, the application of theory is weak and the knowledge of relevant literatures is largely dependent on the lecture materials. Candidates fail to illustrate or support arguments adequately and there are inaccuracies. Answers are reasonably well structured, but the arguments are sometimes confused. There is a tendency to list points. Conclusions answer the questions directly but might not bring together coherently the arguments raised in the body of the text. The answers are reasonably well written (at a minimum, comprehensible), but errors in grammar and syntax are apparent. rd 40%-49% (D: 3 ). Answers in this classification demonstrate a weak understanding of the theoretical and conceptual issues raised in the questions and fail to show familiarity with relevant literatures beyond those covered by the lectures. Candidates attempt to apply lecture materials and questions are answered tangentially. There is little attempt to illustrate or support arguments and there are significant errors or inaccuracies. Answers lack clear structure and whilst candidates show an ability to rehearse ideas and issues they fail to show understanding. Conclusions might not refer to the points discussed in the body of the answers or provide clear responses to the questions. Answers are reasonably well written (at a minimum, comprehensible), but errors in grammar and syntax are apparent. 30%-39% (E: fail). Answers in this classification demonstrate little or no understanding of the theoretical and conceptual issues raised in the questions and fail to show familiarity with relevant literatures, even those covered by the lectures. Answers list unrelated points randomly with little or no regard to the questions and/or attempt to answer the questions at a level of generality that suggests little or no knowledge of the module materials. Arguments and conclusions are incoherent, absent or mostly irrelevant to the questions posed. Where it is present, stylistic elegance cannot compensate for the substantive failures of analysis. Below 30% (F: fail). In this classification, answers have not been attempted or are very short. Alternatively, the answers are so rambling and incoherent that the question remains wholly unanswered. Candidates demonstrate neither knowledge nor understanding of the module materials and are unable even to attempt a general answer drawing on unrelated materials.
Plagiarism This module operates a zero tolerance policy on plagiarism. All coursework assignments will be analysed by plagiarism-detection software. If you are in any doubt as to what plagiarism is and how to avoid it, please talk to us or consult the departmental undergraduate handbook before any problems arise.
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