Office: FOB 9.

Office Hours: (Spring, '98) T, TH: 12:30-2:00. Other hours are available by prior appointment. Students are urged to make appointments, so that I can avoid sitting in my office for no purpose.

Phone: ext. 8383 (at Q.C.) or 393-0104 (home: urgent calls only).

Email: "dennis.cashman@worldnet.att.net" or "dennis.cashman@yale.edu" or "daedalus@poetic.com", no quotes naturally). Mail to "cashman@quinnipiac.edu" will not reach me.

VERY IMPORTANT: Please read through this syllabus completely, so that you will understand your responsibilities, as well as my expectations, in this course. "The West and the World" is not an appropriate course for academic assistance students.

Catalogue Description: Beginning with the modern revolutions of the seventeenth century, this course examines the social, political, economic, and cultural developments of Western civilization and their interaction with the rest of the world. Emphasis on the growth of science and technology, the intellectual Enlightenment, the Age of Democratic Revolution, industrialization, nationalism, and the twentieth century as an age of conflict. Exploration of these three areas is undertaken through readings of primary and secondary materials, lectures, and classroom discussions.

Course Objective:

To familiarize students with the general historical outline of Western civilization, both topically and in its chronological framework.

To describe the various cultures comprising Western civilization in relation to one another both in terms of their unique character and as sources for modern culture.

To introduce students to the documentary, artistic, and literary monuments of Western civilization through appropriate readings in primary sources and visual representation.

To acquaint students with elementary research techniques, including the collection of historical data, the varieties of historical material and its evaluation, ascertaining the relative merits of primary and secondary sources, resolving conflicting interpretations of historical questions, and organizing and presenting the results of research.

To encourage the development of discrimination and appreciation when dealing with the sources of the collective past.

Topical Course Outline:

1. War and Empire in the Seventeenth Century.

a. The Thirty Years' War.

b. England: The Civil War and the Glorious Revolution.

c. France: The World of Louis XIV.

d. Europe and the Outside World: America, Asia, and Africa.

2. The Modern Revolution.

a. Newton and the Scientists.

b. The Old Regime.

c. Origins of the Industrial Revolution.

3. The Eighteenth Century.

a. The Enlightenment.

b. Enlightened Despotism.

c. The American Revolution.

4. The French Revolution.

a. Bourbon France.

b. The Revolution.

c. Napoleon Bonaparte.

5. Romanticism, Revolution, and Reaction.

a. The Romantic Style.

b. The Reconstruction of Europe.

c. The Revolutions of 1830 and 1848.

6. Industry and Democracy in the Nineteenth Century.

a. British Industry.

b. Liberalism.

c. Marxism.

d. Charles Darwin.

7. Nationalism and Reform.

a. France.

b. Italy and Germany.

c. Austria-Hungary.

d. Russia.

e. The United States.

8. Empire Building.

a. British Preeminence.

b. Other Empires.

c. The Idea of Imperialism.

9. The War to End Wars.

a. Causes of the Great War.

b. Europeans at Home.

c. Europeans Abroad.

d. The Russian Revolution.

10. Between the Wars.

a. Legacy of World War I.

b. The Roaring Twenties.

c. Totalitarianism: Italy, Germany, Spain, Russia.

11. The Democracies Between the Wars.

a. Britain.

b. France.

c. The United States.

12. The Second World War.

a. Entangling Alliances.

b. The Road to War.

c. World War II, 1939-1942.

d. Victory and Cold War.

13. The World Since the War.

a. East vs. West.

b. The Third World.

c. An Age of Anxiety.

Method of Presentation: The primary method of presentation is through discussion of the readings assigned, in particular of selections from primary source materials. The textbook carries the burden of providing the essential narrative, permitting concentration on the discussion of primary materials and interpretive essays. There is therefore no effort to "cover the textbook" in class time.

Courtesy Code: Please note that eating, drinking, smoking, and baseball hats are not permitted in this class. Additionally, all students are expected to arrive on time for each meeting of the class. Finally, I will not waste any class time filling out or signing withdrawal forms before or after class. If for any reason, you decide to withdraw from the course, you can do so by just filling out the appropriate form prior to the deadline for doing so, and print my name on the line where my signature is supposed to appear. If anyone in the Registrar's office questions your actions, show them what I have written here: that I do not require my students to notify me that they wish to withdraw from the course.

Writing: All students will write short (not more than sixty lines, single spaced) "responses" every week based upon the exposition of primary source material encountered in the reader, Roots of Western Civilization or to answer questions about these materials, or to deal with "problems." To prepare these short papers, and to prepare for class discussion of the readings, all students are expected to purchase at least two computer 3.5" high density disks and to write not more than one single-spaced plain ASCII page (60 lines of writing) for each of the weekly essay and document assignments, i.e., the ones encountered in Roots of Western Civilization - not The Western Heritage. Reaction papers are just that: your own reaction to what you have read. They are not "research" papers, and you will need nothing more than the materials listed in the bibliography for this course to prepare them. The papers should tell the reader what you think (repeat: think!!). A reaction paper is not a summary or synopsis of what you have read (on this point, see pp. vii - xi of Roots of Western Civilization). The purpose of the papers is to insure that students do the required reading prior to classroom discussion of it. Since another function of these papers is to provide students an opportunity to improve their English composition, all students are expected to use the assistance like that which is available on the network of computers in the computer lab, i.e., the spelling checkers and a variety of grammar checkers, such as Grammatik V. In class, students from time to time may tell what they liked, disliked, understood, or did not understand about the assignments. To pass this course, all assignments must be completed. These papers will conform to accepted stylistic formats, and must be written with due regard to the rules of modern English usage.

Writing Format: In lieu of traditional "on paper" writing requirements, in this class we are going to do something rather different. Instead of the two formal papers formerly required in this syllabus, we (all of us, you and I) will be making extensive use of the resorces of the Internet and email using QC computers, or your own, if you have your own access (either at the College or at home) to post your weekly papers on the BBS in the form of electronically. All of these posts will be in the form of public messages, addressed to ALL, readable by everyone in this class. I will provide the means for everyone to do so, and will explain it in class and via email. Everyone in this class is required to post a weekly response to the sources, or to questions I may provide to you, and to read and comment on what everyone else has to say. In addition, I will post responses (and further questions) agreeing or disagreeing with what others write. All students will have this ability, i.e., to post responses - and are expected to do so. In other words, we will be reading and writing together, and you will be taking part in your own education which is (after all) what this is all about.

To facilitate this exercise, you will need some computer software which I will make available to you, and I will have instructions (lots of instructions) to pass out to you.

Getting Your Software: I have put together a collection of public domain (i.e., free) software packages to give to all of you. For now, what you will need to get started is to acquire this software. Here is how to proceed:

1. Buy two new 3.5" high density 1.44 megabyte disks at the bookstore. The disks must be this size and density: other sizes or densities will not work. Buy a third disk so that you will be able to back up your work.

2. Label the disks something like "History 112" and "History Study Manager" to distinguish them from other disks you may be using. These disks will be solely for use in this class and should be new.

3. With your disks in hand, come to my office (FOB 9) during office hours, or see one of the secretaries in FOB 14. Bring your new diskettes with you. What you are going to need is a copy of the software I have assembled for you. Either I or one of the secretaries will provide you with the copy. If by chance you have access to a terminal with the DOS command to copy disks, and you know someone who has already gotten the course software, a disk can be copied on that machine and save you a trip to FOB 9. If the secretaries seem puzzled by your request, just tell them you need a copies of the History software diskettes. After the first week of classes, the computer center will be open and I will make copies of the software available there for you to copy on your own, but before it's open, you'll have to come over to FOB.

4. Once you have gotten the disks you need to copy, sit down at a computer and turn it on. The power switch is usually located on the front panel of the machine.

5. The machine will power up, and eventually you will see the C:> prompt on the screen in front of you. At this point, insert one of your "source" disks into the 3.5" disk drive. The "source" disks are the ones you need to copy; the "target" disks are the blank ones you bought.

6. The process is simple. I have found a free editor which you can use with the booklet which accompanies your text, the one called History on the Internet, and have made it available for downloading from a Web site I run at http://tripod.members.com/~Patmos/qc.html. If you know how to download, visit the site and get the editor known as Dida 1.72. This will enable you to write in HTML ("hypertext markup language") and to post your own writing on the Web. The other disk, the one called "study manager" is a copy of practice quiz questions from Prentice-Hall, the publishers of your main textbook in this class. It too is available for free at the same site. Using it will give you the opportunity to see what you recall, and what you do not recall, from your chapters by being presented with multiple choice and/or true/false questions just like (but not identical to) the ones you will face in class every week.

7. I will provide you with a great deal of material on how to use these programs, not with any intention of intimidating you, but rather because my experience has taught me to try to anticipate all of the questions which tend to arise and try to answer them in writing beforehand. This is of course a history course, not a course on telecommunications, so there will not be enough class time to explain everything to you: that's why I will give you a great deal of written instructions. But in some cases we learn by doing, not by reading. You would never have learned how to ride a bicycle by reading a book on how to do so, and the same is true of some computer applications. You may not find it easy but you will learn, and once you do you will not forget. Key to the process is starting early and starting often. You'll make lots of mistakes, encounter many puzzles, but you cannot break anything so keep trying. The only real damage you can do is to your own disks which is why you should always keep backup copies of anything you write.

8. As for your own equipment, none is required. We have the terminals and connections in the computer center. Having said that, though, I will add that students who have their own computers will find things a lot easier and more convenient. And if you have a computer but do not have Internet access, you are in a situation like having a car without tires. Modems have come down a great deal in price, and I know enough about them that I could help with recommendations and installation. We might even be able to get the QC bookstore to stock them if there is sufficient demand.

Grading and Evaluation: Each Tuesday throughout the semester, beginning in the third or fourth week of the course before any discussion takes place, there will be a brief "readiness quiz" on the assignment for that particular week. The quizzes will be graded at three week intervals, after a total of fifty questions have been answered. Students who come to class without having read the assignment will of course not be able to pass these quizzes. Students who miss the Tuesday quizzes will not have the opportunity to make up any quizzes. At the end of the semester, you will have answered 250 computer-generated quiz questions and provided by the publisher of your textbook. A perfect score on these quizzes will consist of answering 200 of the 250 questions correctly. There will be no mid-term or final examination in History 112. [Important note: Because these quizzes will be graded electronically, your answer sheets must be marked only with a no. 2 pencil and filled out properly in order for the computer to record your choice. It is your responsibility to come to class armed with such a pencil. They will not (repeat - will not) be supplied by the instructor and if the form is not properly filled out, I will not read the dots for you.]

The writing will together count for 30% of the term grade. The total in-class quizzes will count for 50%, and, finally, a full 20% will be based upon the quantity and quality of a student's contributions to classroom discussion and activities. In other words, a student who achieves perfect scores on all quizzes and on all written work, but who is unprepared or unwilling to participate in classroom discussion and activities will receive a grade of B-/C+. Because classroom participation is so important, attendance in Hs 112 is required; no more than two unexcused absences will be permitted without a consequent reduction in the final grade assigned or a request to the Registrar that chronically absent students be removed from the course. Absence from this class to attend or participate in athletic activities is not tolerated, and will not count as an "excused absence" regardless of notes from coaches or other athletic personnel: we are not here to play games.

Student Evaluation of Course: Students will be afforded the opportunity to convey their evaluation of the course to the department through the completion of the appropriate form which will be distributed at the end of the semester.

Bibliography: All books are required reading. In addition to these books, you will also need three formatted 3.5" 1.44MB high density disks for this course.

Camp, Wesley D. Roots of Western Civilization. Vol. 2. New York: John Wiley and Sons, Inc., 1983.

Hammond Historical Atlas of the World. Revised and expanded. Maplewood, New Jersey: Hammond, Inc., 1993.

Golden, Richard M., ed. Social History of Western Civilization. Third edition. Vol. 2. New York: St. Martin's Press, 1996.

Kagan, Donald (with Steven Ozment and Frank M. Turner). The Western Heritage. Fifth edition. Vol. 2. Englewood Cliffs: Prentice-Hall, 1995.

Strunk Jr., William and E.B. White. The Elements of Style. Third edition. New York: Macmillan Publishing, 1979.

In the assignments which follow, The Western Heritage is referred to as "Heritage" and Roots of Western Tradition is referred to as "Roots." Social History of Western Civilization is referred to as "Social History." All students are expected to complete the assigned readings before coming to the class meetings at which they will be discussed. Important: Bring all of the required books to every class meeting, including your Hammond Historical Atlas of the World. History on the Internet is a free accompaniment to purchasers of the textbook, and will be very, very helpful to Internet novices.

1. 1/20 - First Week Drop/Add Period.

Introduction: Distribution of Syllabus.

Heritage: Preface, Introduction, and Chapters 13 and 14.

Roots: Selections from Hobbes, Locke, and Rousseau will be

distributed.

Social History: One of the following (your choice).

(1) Retha Warnicke, Private and Public: The Boundaries of

Women's Lives in Early Stuart England.

(2) Mack Walker, Guilds.

2. 1/27 - No Error Here: Same Assignment as Week #1.

Introduction: Distribution of Syllabus.

Heritage: Preface, Introduction, and Chapters 13 and 14.

Roots: Selections from Hobbes, Locke, and Rousseau will be

distributed.

Social History: One of the following (your choice).

(1) Retha Warnicke, Private and Public: The Boundaries of

Women's Lives in Early Stuart England.

(2) Mack Walker, Guilds.

3. 2/03 - Heritage: Chapters 15 and 16.

Roots: No assignment.

Social History: One of the following (your choice).

(1) Jerome Blum, The Peasants.

(2) Neil McKendrick, The Commercialization of Fashion.

(3) John McManners, Death's Arbitrary Empire.

[Important Note: Quiz No. 1 covering assignments 1-3 on 2/05: fifty multiple-choice questions from Prentice-Hall. Beginning on 2/11, there will be a brief readiness quiz on the weekly assignments every Tuesday, before any discussions. See "Grading and Evaluation," above.]

4. 2/10 - Heritage: Chapters 17 and 18.

Roots: Chapter 16.

Social History: One of the following (no choice).

(1) B. Robert Kreiser, The Devils of Toulon: Demonic Possession

and Religious Politics in Eighteenth Century Provençe.

5. 2/17 - Heritage: Chapter 19.

Roots: Chapter 17.

Social History: One of the following (no choice).

(1) Albert Soboul, The Sans-Culottes.

6. 2/24 - Heritage: Chapter 20.

Roots: Chapter 18.

Social History: No assignment.

7. 3/03 - Heritage: Chapter 21.

Roots: Chapters 19, 22, 25.

Social History: No assignment.

8. 3/10 - Spring Recess

9. 3/17 - Heritage: Chapter 22.

Roots: Chapters 20, 21, 23.

Social History: One of the following (no choice).

(1) Sidney Pollard, Factory Discipline in the Industrial

Revolution.

(2) J. F. Bergier, The Industrial Bourgeoisie.

(3) Wolfgang Schivelbusch, Lantern Smashing in Paris.

(4) K. H. Connell, The Potato in Ireland.

10. 3/24 - Heritage: Chapters 23 and 24.

Roots: Chapter 27.

Social History: One of the following (no choice).

(1) F. M. L. Thompson, Victorian England: The Horse-Drawn Society.

(2) William L. Langer, Infanticide: A Historical Survey.

(3) Cathy Frierson, Crime and Punishment in the Russian Village:

Rural Concepts of Criminality at the End of the Nineteenth

Century.

(4) Theresa M. McBride, A Woman's World: Department Stores and the

Evolution of Women's Employment.

11. 3/31 - Heritage: Chapter 25.

Roots: Chapter 24.

Social History: One of the following (no choice).

(1) Eugen Weber, Is God French?

12. 4/07 - Heritage: Chapter 26.

Roots: Chapters 26, 28.

Social History: One of the following (no choice).

(1) Alistair Horne, The Price of Glory: Verdun 1916.

13. 4/14 - Heritage: Chapters 27 and 28.

Roots: Chapters 29 and 30, pp. 219-231.

Social History: One of the following (no choice).

(1) Alex de Jonge, Inflation in Weimar Germany.

14. 4/21 - Heritage: Chapter 29.

Roots: Chapter 30, Ideology and Terror, pp. 231-239.

Social History: One of the following (no choice).

(1) Henry Friedlander, The Nazi Camps.

15. 4/28 - Heritage: Chapter 30.

Roots: Chapter 31.

Social History: One of the following (your choice).

(1) Juliet du Boulay, Past and Present in a Greek Mountain

Village.

(2) Ellen Furlough, Packaging Pleasures: Club Méditerranée and

French Consumer Culture, 1950-1968.

16. 4/29 - Heritage: Chapter 31.

Roots: Chapters 32 and 33.

Social History: One of the following (your choice).

(1) Kristina Orfali, The Rise and Fall of the Swedish Model.

(2) Nikki R. Keddie, Deciphering Middle Eastern Women's History.

Course grades will be posted on my office door (FOB 9) on or before the last day of final exams, as well as emailed. Students who leave the campus prior to that date who wish to know their final grades before receiving official notice from the Registrar should provide me with a stamped self-addressed postcard.

First Day Information: Please provide me with the following information on your index card in the places indicated. The course number and semester are at the top of the syllabus. Your address (or box number) and phone number (including office phone, if applicable) should be the ones at which you can be reached most readily if I should have to contact you.

On the reverse of the index card, I would like to know why you have enrolled in this course, and what you expect that it (the course) will cover.

Bibliography: All books are required reading. In addition to these books, you will also need three formatted 3.5" 1.44MB high density disks for this course.

Camp, Wesley D. Roots of Western Civilization. Vol. 2. New York: John Wiley and Sons, Inc., 1983.

Hammond Historical Atlas of the World. Revised and expanded. Maplewood, New Jersey: Hammond, Inc., 1993.

Golden, Richard M., ed. Social History of Western Civilization. Third

edition. Vol. 2. New York: St. Martin's Press, 1996.

Kagan, Donald (with Steven Ozment and Frank M. Turner). The Western Heritage. Fifth edition. Vol. 2. Englewood Cliffs: Prentice-Hall, 1995.

Strunk Jr., William and E.B. White. The Elements of Style. Third edition.

New York: Macmillan Publishing, 1979.

In the assignments which follow, The Western Heritage is referred to as "Heritage" and Roots of Western Tradition is referred to as "Roots." Social History of Western Civilization is referred to as "Social History." All students are expected to complete the assigned readings before coming to the class meetings at which they will be discussed. Important: Bring all of the required books to every class meeting, including your Hammond Historical Atlas of the World. History on the Internet is a free accompaniment to purchasers of the textbook, and will be very, very helpful to Internet novices.

1/20 - First Week Drop/Add Period.

Introduction: Distribution of Syllabus.

Heritage: Preface, Introduction, and Chapters 13 and 14.

Roots: Selections from Hobbes, Locke, and Rousseau will be

distributed.

Social History: One of the following (your choice).

(1) Retha Warnicke, Private and Public: The Boundaries of

Women's Lives in Early Stuart England.

(2) Mack Walker, Guilds.

2. Even though the computer center is unavailable during the first week of classes, the library's computers are fully available for use. Visit the Daedalus website at https://members.tripod.com/~Patmos/qc.html. There you can see sample assignments from last semester, some student papers, obtain software, see last semesters quizzes (for History 111), and link directly to other sites, like Hotmail mentioned in the next paragraph.

3. This is very important: Visit the website for Hotmail, and get yourself a reliable email address. The address is http://www.hotmail.com. The QC email system is very badly flawed, cannot receive forwarded documents, or graphics, and you have to wait in line to use it. So get a free address from Hotmail which you can use anywhere, anytime, sitting down while you do so. I will be making email lists from your class rosters based on this pattern: when you choose a logon name for yourself, use your initials connected to your last name by an underline link. So if your name were John Q. Student, the logon name should be "jq_student@hotmail.com." Note that the @hotmail.com part will be added to your logon name automatically. In the unlikely cases where a logon name is already in use, come as close to this pattern as is possible. Pick your password carefully and make sure it is something you can remember. If you forget it, there is nothing I can do to help you. Follow their instructions, and answer all of the questions the folks at Hotmail ask you to answer otherwise you will not be registered. The system is free, but like radio and TV paid for by advertising.

4. Visit the site called Nicenet at http://www.nicenet.org and register yourself there too, using your real names. They have something called the Internet Classroom Assistant (ICA), also free, and depending upon whether or not some QC problems have been worked out (they created havoc last semester!), we may get some use out of that.

5. Visit the site called Tripod at http://www.tripod.com and register there too. Tripod provides free and easy to set up home pages. My own Daedalus page is an example of one of them. You can get one too, and publish your essays right on your own pages. Students completely new to the Internet did precisely that last semester.