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HIS 3332-40 Syllabus – Spring 2017 – Texas Wesleyan
University |
Instructor: Chris Ohan |
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History of the British Empire |
Office: PMC 244 Phone: 817-531-4913 |
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Meeting: Tuesday 7-9:30 |
Office Hours: Mon & Wed
10-12, 1:30-4, Tues 3-6; or by appointment |
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Location: EJW B26 |
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Web: www.historymuse.net |
E-mail: cohan@txwes.edu |
“You cannot have omelets without breaking eggs; you
cannot destroy the practices of barbarism, of slavery, of superstition …
without the use of force.”
-Joseph Chamberlain
Course description: “The history of Britain and the British Empire from
the Glorious Revolution [1688] to the present Commonwealth of Nations.”
The history of England from
1688 has had a profound effect on the modern world; in economics one can cite
the work of Adam Smith, in politics the social contract theory of John Locke
and in terms of society not only is England a pattern for the modern welfare
state, but through much of the period this course examines, London has been a
major social capital in the world.
Finally, throughout the formative 19th century, England set
the standard (for better or worse) of imperialism, having an empire upon which
“the sun never sets.” The English
political tradition of John Locke influenced the French Revolution and notions
of liberalism which redefined the treatment of defeated states following 1815
and continued after World War II and the global community today. This course
will examine the period of English/British history from 1688 to the present as
a way of understanding the world today.
Learning Outcomes: Upon
successful completion of this class, you should be able to demonstrate a basic
understanding of the period in English/British history from 1688 to the present. By reading and critically reviewing the Guttenplan
text you will look specifically at how the British legal system dealt with the
meaning of “the Holocaust.” This text
will give you a particular perspective regarding the Holocaust and the
Nuremberg Trials. With the Carter text and its focus on specific individuals
and their effect on the coming of World War I, you should be able to compare,
analytically, events and issues from this period to various issues in the
contemporary world. To make these
comparisons, you should be familiar with various types of sources from the
period, including text, art and artifact.
Through the three exam essays, you should be able to apply basic
historical methods of research to interpret the period. Through the readings, in-class discussions
and writing assignments, you should acquire the ability to distinguish between
and use primary and secondary sources for the period.
The
outcomes listed above relate to the Goals of the History Program: 1. That students will possess a general
knowledge of human history, 2. Students will understand historical
interpretation and historiography, 3. Students will practice the skills
inherent in the craft of history, and 4. That students will be better prepared
to enter graduate programs in History, teach history in middle or secondary
school, or enter other careers open to graduates with degrees in the Liberal
Arts.
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Required Texts: |
Ferguson, Empire (Basic, 2004) |
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Smith and Smith, The Past Speaks Vol. 2 (2e Heath) |
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Guttenplan, The Holocaust on Trial (Norton, 2002) Carter, George, Nicholas and Wilhelm: Three Royal
Cousins and the Road to World War I (Vintage 2011) |
Instructional
Methods/Class Format:
Most classes will consist of a lecture (with some give and take as
questions come up) and discussions of Ferguson and the primary source texts
from the Smith and Smith reader. (This
is a once-a-week class so do not expect that I will lecture the entire
time.) Discussion will determine the 10%
participation grade. Do not hesitate to
bring up relevant questions and comments.
On the university level, I assume that you will complete the assigned
reading for each week. It is also
assumed that you will attend all classes.
Evaluation and Grading:
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Discussion |
10% |
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Midterm Exam
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20% |
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Book Review
1 |
25% |
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Book Review
2 |
25% |
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Final Exam |
20% |
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------- |
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100% |
Please note
that I submit midterm grades only for those students who appear to be failing. All work will be submitted through Blackboard
by the due dates/times listed.
Exams.
Exams will be out-of-class written essays answering a series of
questions provided. The midterm essay will
be due in Blackboard on 7 March by 7pm. The
final essay is due on 9 May by 7pm.
Book Reviews.
You are responsible for completing two book reviews. The book reviews are due as follows: Carter
(April 4 by 7pm), Guttenplan (May 2 by 7pm).
See guidelines/format below.
Please note
that any late work (exams or reviews) will be penalized at the rate of one
letter grade per day. If an assignment
is due at 7pm and it is submitted at 7:15pm, it is a day late. No assignments will be accepted more than 4
days late.
Writing for this course
should employ standard academic formatting—double spaced, typed—with citations
following
either MLA or Chicago style. If you need
help with this see the guides on the links page of the class website, the
Wesleyan library or the instructor.
Correct use of source information and citations is assumed on the
college level. Failure to cite or format
according to one of the styles listed will result in a lower grade. See Grading Guidelines on the class webpage
for specific grading criteria regarding written work.
Class
Participation. A large portion of class time will be devoted
to discussion. Discussions will draw on
the readings for the day from Ferguson and from the Smith and Smith The Past Speaks text. We will also devote class time to discussing
the Guttenplan and Carter texts. Your
class participation grade will consist of my evaluation of your preparedness
and the level of your participation in these discussions. Obviously, if you are not present or don’t
talk, your participation grade will be low.
Please note that on discussion days, if it is evident you have not read,
you may be asked to leave the classroom.
Attendance is mandatory.
If you miss more than the equivalent of one week of class consider the
effect on your grade. Should you miss
more, please do not offer excuses, notes or request special consideration. Keep in mind a) that “dropping a course” is
perfectly legitimate when circumstances arise that prevent you from completion,
and b) that I should not be expected to change class expectations based on your
circumstances. You are responsible for
all class assignments regardless of attendance.
Quizzes covering assigned readings may be given at any time and factored
into the course grade at the discretion of the instructor. If you are unable to complete this course,
you must withdraw from it. Please note
that if you miss more than one class, I reserve the right to drop you from the
course. The last date to withdraw with a
W is 11 April.
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes &etc
over email or any other electronic medium.
In addition, this syllabus, the lecture/reading schedule, some of the
course readings and any other class handouts will be posted on the above web
address. All assignments will be
submitted via Blackboard.
Academic Integrity:
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are not only devoted
to learning, research, and the advancement of knowledge, but also to the
development of ethically sensitive and responsible persons. By accepting
membership in this class, you are joining a community characterized by free
expression, free inquiry, honesty, respect for others, and participation in
constructive change. All rights and
responsibilities exercised within this academic environment shall be compatible
with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
- Plagiarism, representing the work of another as
one's own work;
- Preparing work for another that is to be used as
that person's own work;
- Cheating by any method or means;
- Knowingly and willfully falsifying or
manufacturing scientific or educational data and representing the same to
be the result of scientific or scholarly experiment or research;
- Knowingly furnishing false information to a
university official relative to academic matters;
- Soliciting, aiding, abetting, concealing, or
attempting conduct in violation of this code.
Academic Dishonesty will not
be tolerated in this course. Any offense will result in an F in the class (not
simply on the assignment) and be referred to the appropriate academic officials
for adjudication. If you have any questions regarding this subject please see
me. For a detailed description and
further clarification, please see the link for “Plagiarism and Academic Dishonesty”
on my website, the 2015-2017 Wesleyan Catalog (p. 74), or the Student Handbook.
Miscellaneous:
- Education is a
privilege not a right.
- I facilitate
learning. The burden of learning is
always on you.
- Courtesy. Unless
used to retrieve relevant online documents, turn your cell phones and
other mobile devices off and put them away. I reserve the right to confiscate any
mobile device that disrupts the learning environment. If there is an issue that necessitates
corresponding electronically or receiving a call during class time, do not
come (this should not be regarded as a reason to skip class).
- Since much of the
class material can be related to current events (national and
international), you are expected to have a sense of what’s going on (i.e.
headline news). This, by the way,
is one mark of an “educated” person.
My Goal in teaching this class is that you develop an
understanding of English history from 1688 from multiple perspectives. In our class, ideas will hold precedence over
facts, dates, and the like. History is
NOT about memorization of factual information but a discipline that analyzes,
interprets and creates an account of the past.
Visiting sites associated with class content in May will deepen your
understanding and increase your sense of the relevance of the past. It is important that you consider the
classroom and group time on the trip open forums for discussion—of anything
related to the themes and topics of the course.
(Of course, any argument—whether spoken or written—must be supported.) While I (or other students) may challenge
beliefs/perspectives, realize that the purpose is not to change them. That said, an open/tolerant attitude is
essential in this class. Remember—this
is a college course where you ought to be able to discuss things openly and
intelligently. If you choose to be
intolerant and interrupt discussion, I reserve the right to ask you to leave.
Historians strive to be
objective. Therefore, for the purposes
of this class regarding the religious and political beliefs that are held by
the various groups we will examine, all are equally valid. That is, while faith and organized religion
as well as political beliefs certainly affected the period, we will avoid
arguments that suggest one group or religion has any more claim to absolute
“Truth” than another.
Small Print:
Texas Wesleyan Policies: Students should read the current Texas Wesleyan
University Catalog and Student Handbook to become familiar with University
policies. These policies include, but are not limited to academic integrity,
grade appeal, sexual harassment. Student access to records, and others;
policies specified in the current catalog are applicable unless otherwise
stated in this syllabus.
Disability Policy: Texas Wesleyan
University adheres to a disability policy which is in keeping with relevant
federal law. The University will provide appropriate accommodation as
determined by the Director of the Counseling Center, Dr. Michael Ellison. Students must notify instructors of any
permanent or temporary disabilities and must provide documentation regarding
those disabilities prior to the granting of an accommodation. For assistance, students should consult with
Dr. Ellison.
Repeating Courses: Any course taken at Texas Wesleyan University and repeated
for a grade must be repeated at Texas Wesleyan University. Any course taken at
another institution may be repeated at Texas Wesleyan, and the most recent
grade on the course will be counted. When a course is repeated, the grade point
average will be computed using the most recent grade achieved.
Syllabus Disclaimer: Note: Course syllabi are intended to provide students
with basic information concerning the course. The syllabus can be viewed as a
“blueprint” for the course; changes in the syllabi can be made and students
will be informed of any substantive changes concerning examinations, the
grading or attendance policies and changes in project assignments.
Unified Discrimination and
Harassment Reporting (Including Title IX):
As noted in the catalog under
the Unified Discrimination and Harassment Policy, Texas Wesleyan University is
committed to providing an environment free of all forms of prohibited
discrimination and sexual harassment. If
you have experienced any such discrimination or harassment, including gender-
or sex-based forms, know that help and support are available from the following
resources:
• Complete online incident report at
https://txwes.edu/student-life/report-a-concern/
• Contact Campus Conduct Hotline (24 hours
a day): (866) 943-5787
• Campus security (24 hours a day): (817)
531-4911
• Dean of Students:
deanofstudents@txwes.edu OR (817) 531-4872
Please be aware that all Texas
Wesleyan University employees, other than designated confidential resources
(i.e., Community Counseling Center) are required to report credible evidence of
prohibited discrimination or harassment to the University’s Title IX
Coordinator, or to one of the Title IX Assistant Coordinators. If you wish to speak to someone
confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment
Book Review
Format
1. 5-6 pages typewritten,
double-spaced. Title page, if used, does
NOT count. Observe the normal rules of
writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic citation on the
title page or at the top of the first page.
(Consult an MLA or Chicago style guide if you’ve forgotten how to do
this. Do NOT make up your own form.)
3. Brief introduction to the topic or
subject of the book. Why is this topic
or subject important to the period of history being covered?
4. Summarize the author’s thesis
(argument) and main points concisely but fully.
(What do you think the author is trying to accomplish by writing the
book?)
5. Critique the book. (What you’re doing is analogous to what
happens in a courtroom. Consider yourself the judge and the author a lawyer who
has presented an argument/case. It’s up
to you, having listed to his argument/case to decide whether or not her claims
have validity.) Based on your answer to
#4 do you find his/her arguments and conclusions convincing? How does s/he do in terms of accomplishing
his purpose for writing? Do not walk
fences or resort to elementary tactics such as pleading ignorance. (This should be about one-half of your
paper.)
(5a. If the book
is a work of literature, you’ll still consider what the author is trying to
accomplish, but you’ll need to think about what the work says about the time
period or place in which it’s set, the characters, the environment, etc.)
6. While a review does not usually
include the readers own opinion, you may provide a brief personal evaluation of
no more than one paragraph. Be sure to
explain and support your opinion carefully and coherently. At this point in your academic career, you
ought to have an informed opinion.
7. This is not a research paper, so
formal footnoting is not necessary. If
you do quote or draw on information that is not your own, simply use a
parenthetical reference according to Turabian/Chicago style.
8. Papers which are turned in after the
time they are due will be penalized one letter grade for each day. No papers which are more than four days late
will be accepted. If you or someone
close to you is looking like they’re coming down with the latest disease or
that they might need emergency surgery, turn it in early. If you want mercy, pray.
Tentative Class Topic and
Reading Schedule
(SS=Smith and Smith Reader)
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Jan 17 |
Introduction The Challenge of Spain and
African Slavery |
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Jan 24 |
Background: Glorious
Revolution 1688 and The Enlightenment Readings: Thomas Hobbes, "Leviathan"; John Locke, "On the Origin of Government"; Anonymous Jacobite, Observations Upon the Late Revolution in England; The Bill of Rights, The Act of Settlement |
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Jan 31 |
The War of Spanish
Succession The Building of Empire Readings: Ferguson 1 |
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Feb 7 |
Readings: Daniel Defoe, Rural
Industry, London; Adam Smith, An Inquiry Into the Nature and Causes of
the Wealth of Nations; Fielding, An
Inquiry Into the Causes of the Late Increase of Robbers; Paley, The Balanced Constitution of England |
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Feb 14 |
The American and French Problems Readings: Ferguson 2; All Selections in SS Chapter 5; Burke,
Reflections on the Revolution in France;
Paine, The Rights of Man,
Wollstonecraft, Vindication of the
Rights of Woman |
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Feb 21 |
Reaction and Reform:
Liberals and Conservatives Modern Welfare and Marxism Readings: Malthus, An Essay on the Principle of Population,
Owen, Observations on the Effect of the
Manufacturing System; Yorkshire Cloth Workers, A Petition Against Scribbling Machines; Kay, The Moral and Physical Condition of the Working Classes … in
Manchester; Ure, The Philosophy of
Manufacturers; Engels, The
Condition of the Working Class in England; Marx, “Communist Manifesto” (selections); Mill, The Subjection of Women; Lord Ashley, The Subjection of Women; Wilson,
The First Half of the Nineteenth
Century: Progress of the Nation and the Race |
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Feb 28 |
The Politics of Disraeli
and Gladstone Victorianism and its
Skeptics The Philosophy of
Imperialism and India Readings: Ferguson 3,
4; Joseph Chamberlain, “The White Man’s Burden”; Kipling, “The White Man’s Burden”; Linton, The
Girl of the Period; Taine, English
Womanhood; All selections in SS Chapter 9 |
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March 7 |
Midterm Essay Due Empire in Africa Readings: Ferguson 5; All selections in SS Chapter 12 |
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March 21 |
Britain as a Globalizing
Force: Pax Britannica Workers, Waifs and Women Readings:
Blatchford, Merrie England; Shaw, Report on Fabian Policy, Chamberlain, Tariff Reform and Unemployment;
Churchill, Liberalism and Socialism;
George, The New Liberalism |
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March 28 |
The Great War Readings: Ferguson 6 (245-279); Wilfred Owen (poetry selections); All selections in SS Chapter 14; Carter, George, Nicholas and Wilhelm: Three Royal Cousins and the Road to
World War I |
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April 4 |
Catch-up on the Irish
Problem Readings:
All selections in SS Chapter 11 |
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April 11 |
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April 18 |
The Coming of World War II Readings: Ferguson 6
(279-295); Hitler, Hossbach Memorandum,
Operation Green, My Last Territorial Demand; Chamberlain, Letter to His Sister, Statement to the House of Commons,
Meditation in Czechoslovakia; Diary Entries, Radio Speech to the British
People, In Defense of the Munich Agreement; The Munich Agreement and the Anglo-German Declaration |
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April 25 |
Britain and the Welfare
State Readings: Churchill, In Criticism of the Munich Agreement,
Britain Stands Alone; Guttenplan, The
Holocaust on Trial |
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May 2 |
The End of Britannia and
its Consequences Readings: Ferguson 6 (295-317); Attlee, The End of British Rule in India; Churchill, A Protest Against Britain’s “Shameful Flight” from India;
Macmillan, The Wind of Change;
Levin, Run It Down the Flagpole |
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May 9 |
Final Essay Due (7pm) |