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FINAL EXAM STUDY GUIDE

FINAL EXAM TIME: NOVEMBER 23, 5-7:30pm

Dr. Schmoll/History 102/Final Exam Study Guide

I. Identifications—4 of 6 (40%)
Remember, each term requires a complete paragraph
defining the term with sufficient detail and explaining why the term is significant.

White Man’s Burden
October Revolution in Russia
Representation of the People Act of 1918
Willy and Nicky Correspondence
Bloody Alliances
Treaty of Versailles
SA
SS
Kristallnacht
Goebbels
Lebensraum
Neville Chamberlin
Winston Churchill
Battle of Britain
Operation Sealion
Guernica
NSDAP (National Socialism)
D-Day
Nuremburg Laws
Reinhard Heydrich
Lend-Lease Act
Marshall Plan
Berlin Airlift


II. Cumulative Essay: 1 of 2 (60%)
One of the following questions will appear on the exam. You will write a complete, detailed, and thorough essay answering the questions as fully as possible.

1. Considering the books and other documents we read in this course (for example, Candide, the Communist Manifesto, Forgotten Voices of the Great War, and Survival in Auschwitz), and the historical context surrounding those books, what are the most important historical factors that transformed Europe from 1750 to 1945?

2. How would you define a “great” leader? Is a great leader someone who is successful economically, is victorious in war, who creates a country full of happy people, someone who establishes a just legal system, or something else? Refer to at least four of the following leaders in your answer: Louis XIV, Napoleon, Bismarck, Wilhelm II, Nicholas II, Lenin, Stalin, Churchill, and/or Hitler.

3. Compare and contrast Absolutism and Totalitarianism. Give clear historical examples of the two systems. Is one of the two systems more destructive of humanity?

Fascism in Europe

“Whoever controls the past controls the future. Whoever controls the present controls the past.” Orwell


I. Benito Mussolini
--1922-1943
--statist: individual functions to serve the state
--1945:

II. Francisco Paulino Hermenegildo
Teodulo Franco y Bahamonde Salgado Pardo de Andrade
Civil War 1937-1939
Spain: 1939-1975
--Hitler’s army/air force
blitzkrieg
Guernica, Picasso

III. Hitler:
1933-Enabling Laws
--NSDAP

Reichstag

Nazi Goals:
1. Economic Recovery
--Keynesian economics
2. Rearmament
--1933-1 billion
--1939-30 billion
3. Lebensraum
--living room

IV. Hitler’s Foreign Policy
A. Anschluss
1938—Austria
Joseph Goebbels—99.7%
Minister of Propaganda


B. Czechoslovakia
--Sudetenland


C. Appeasement
P.M. Neville Chamberlin
1939 “C has ceased to exist”

D. Poland
Stalin: Non-Aggression Pact

V. War: GB and Frnce declare war
--sitzkrieg, Phony war


A. Fall of France
--May 10, 1940
--p.m. Winston Churchill
--six weeks to Paris
--Vichy Government
(collaborationist)

B. Battle of Britain
2 months of bombing
RAF
Operation Sea Lion


C. Invasion of Soviet Union
--1941, Moscow
--1943, Stalingrad

D. U.S. enters War
--$11 billion to Russia
--1944, June 6, D-Day
--2.2 million,
--400,000 trucks
1945—V-E Day
Eva Braun




Holocaust

If I know what you believe, can I predict how you’ll act?

Hitler’s race belief:
Mein Kampf, 1923
1. creators of culture
2. preservers of…
3. destroyers of …


I. Pre-1933 --theory
II. 1933-1935
--boycotts of businesses
--individual violence (SA)
--pr problem: 1936
III. 1935-1938
--Nuremberg Laws
1. “blood and honor”
2. Reich citizenship
--no Jewish citizenship
--new nationalism
--1938: seizure of assets
--“kristallnacht”
--racial hygiene:
lebensunwertes leben
--one grandparent
IV. 1941-1945:
1941 “final solution”
Reinhard Heydrich
--ghettoization
Dachau
--camps for killing
“resettlement”
--6-10 million

Post War World Chaos

Post War World Chaos

I. Russian Revolution:

A. Tsarist Failure

B. February Revolution
(Kerensky)

C. October Revolution

D. Rise of Stalin

O great Stalin, O leader of the peoples,
Thou who broughtest man to birth.
Thou who fructifies the earth,
Thou who restorest to centuries,
Thou who makest bloom the spring,
Thou who makest vibrate the musical chords...
Thou, splendour of my spring, O thou,
Sun reflected by millions of hearts.
(A. O. Avdienko)

II. Influenza

III. Worldwide Depression

Modern History Sourcebook: Benito Mussolini: What is Fascism, 1932

Fascism, the more it considers and observes the future and the development of humanity quite apart from political considerations of the moment, believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of Pacifism -- born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have courage to meet it. All other trials are substitutes, which never really put men into the position where they have to make the great decision -- the alternative of life or death...The Fascist accepts life and loves it, knowing nothing of and despising suicide: he rather conceives of life as duty and struggle and conquest, but above all for others -- those who are at hand and those who are far distant, contemporaries, and those who will come after... ...Fascism [is] the complete opposite of…Marxian Socialism, the materialist conception of history of human civilization can be explained simply through the conflict of interests among the various social groups and by the change and development in the means and instruments of production.... Fascism, now and always, believes in holiness and in heroism; that is to say, in actions influenced by no economic motive, direct or indirect.
After Socialism, Fascism combats the whole complex system of democratic ideology, and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage....
...Fascism denies, in democracy, the absur[d] conventional untruth of political equality dressed out in the garb of collective irresponsibility, and the myth of "happiness" and indefinite progress....
... if the nineteenth century was a century of individualism it may be expected that this will be the century of collectivism and hence the century of the State....
The foundation of Fascism is the conception of the State, its character, its duty, and its aim. Fascism conceives of the State as an absolute, in comparison with which all individuals or groups are relative, only to be conceived of in their relation to the State....The Fascist State organizes the nation, but leaves a sufficient margin of liberty to the individual; the latter is deprived of all useless and possibly harmful freedom, but retains what is essential; the deciding power in this question cannot be the individual, but the State alone....
...For Fascism, the growth of empire, that is to say the expansion of the nation, is an essential manifestation of vitality, and its opposite a sign of decadence. Peoples which are rising, or rising again after a period of decadence, are always imperialist; and renunciation is a sign of decay and of death. Fascism is the doctrine best adapted to represent the tendencies and the aspirations of a people, like the people of Italy, who are rising again after many centuries of abasement and foreign servitude. But empire demands discipline, the coordination of all forces and a deeply felt sense of duty and sacrifice: this fact explains many aspects of the practical working of the regime, the character of many forces in the State, and the necessarily severe measures which must be taken against those who would oppose this spontaneous and inevitable movement of Italy in the twentieth century, and would oppose it by recalling the outworn ideology of the nineteenth century - repudiated wheresoever there has been the courage to undertake great experiments of social and political transformation; for never before has the nation stood more in need of authority, of direction and order. If every age has its own characteristic doctrine, there are a thousand signs which point to Fascism as the characteristic doctrine of our time. For if a doctrine must be a living thing, this is proved by the fact that Fascism has created a living faith; and that this faith is very powerful in the minds of men is demonstrated by those who have suffered and died for it.

Primo Levi Essay Assignment

Reading Due: 11/13 Essay Due: 11/18
WARNING!!! This is not intended to be a re-telling of the book. I have read it many times, so instead of describing “what” happened, analyze the meaning of what happened.

In a well crafted 3 page essay (typed, double-spaced) you must answer one of the following questions. For each question, you may want to consult some sources other than Levi and class notes. You should feel free to read scholarly journals, other books, magazines, or even movie interpretations of this time period.
1. Look at other experiences of the Holocaust. Considering these other experience, is Levi’s account typical?
http://www.holocaustsurvivors.org/survivors.php
http://www.adl.org/children_holocaust/children_main1.asp
http://www.tellingstories.org/

2. Is Survival in Auschwitz an optimistic or pessimistic book?

3. Look at other experiences of genocide in the 20th century. What are the common elements that define genocide?
http://www.historyplace.com/worldhistory/genocide/index.html http://www.unitedhumanrights.org/Genocide/genocide_massacre.htm
http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/reports/dsetexhe.html
http://www.turkishweekly.net/news/64283/first-genocide-of-the-20th-century-herero-and-nama-genocide.html

4. Watch at least three films on the Holocaust and discuss which issues have been most important in the film interpretation of this time period. After reading Levi, how do you feel that Levi would respond to such film depictions of something like the Holocaust? (Europa, Europa, Life is Beautiful, Schindler’s List, The Pianist)

5. Why study the holocaust? Use Levi as a central source for this question.
(beware, warning, take cover, ahhh)

6. Holocaust survivor and renowned psychologist Victor Frankl said, "We who lived in the concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man or woman but one thing: the last of human freedoms to choose one's attitude in any given set of circumstances, to choose one's way."
Considering the experiences of Primo Levi, evaluate the validity of Frankl's statement. Would Levi agree or disagree that certain shreds of human dignity might remain even in something like the Holocaust?

7. CREATIVE OUTLET: Choose one of the non-Jewish Germans in Survival in Auschwitz and imagine a post-war conversation between that person and Levi. Your entire essay for this option will be the text of that conversation.
TURNITIN.COM
A paper copy of your paper is due at the beginning of class.
An electronic copy of your essay is due at turnitin by midnight on the due date.
You do not need to print out anything at all from turnitin.
Remember, whatever outside sources you use MUST BE CORRECTLY
ATTRIBUTED in your essay. You may use any citation format.
Also, remember, there are many Levi essays on the web and floating around campus. Don’t be lured in by such stupidity. If nothing else, be original.BEWARE!!!!! This option is dangerous!!!

THE GREAT WAR

8.6 million combatants killed
6.5 million civilians killed
37 million casualties

11% France (casualty rate=killed or wounded)
9% Germany
8% Great Britain

One Example:
The Battle of the Somme:
July 1, 1916 to November 16, 1916
--tens of thousands of Brits go “over the top.”
--20,000 die on the first day
--420,000 British soldiers killed or wounded
--200,000 French soldiers killed or wounded
--450,000 German soldiers killed or wounded

THE LECTURE OUTLINE

The Great War

I. Origins of War:
A. Nationalist Conflict
B. The Alliance System
C. Assassination
D. Mobilization
E. Romantic Nationalism
II. Outbreak of War
A. Western Front
B. Eastern Front
C. The First Modern War:
1. Gallipoli
2. Genocide
3. Total War
III. Ending the War:
A. The War at Sea (and how it backfired)
B. Enter the U.S.
C. Germany’s 1918 Offensive
D. Treaty of Versailles:
IV. Conclusion:
What does it all mean?


Woodrow Wilson
“National self-determination”
Prime Minister Georges Clemenceau
“We must now win the peace, and
that will be more difficult.”
David Lloyd George:
“Hang the Kaiser”

Woman Suffrage in Britain

This is not really an outline but moreso a list of ideas and terms. fear not, though, we'll get back to standard outlines with the Great War soon, very soon!

http://www.youtube.com/watch?v=QUhwA-C-ACg


The argument of the broken pane of glass is the most valuable argument in modern politics.
Mrs Emmeline Pankhurst, 16 February 1911.


Haven’t the Suffragettes the sense to see that the very worst way of campaigning for the vote is to try and intimidate a man into giving them what he would gladly give otherwise?
David Lloyd George, speaking in 1913.

Early Movement:

John Stuart Mill before Parliament: (1867)

The “simple question” was “whether there is any adequate justification for continuing to exclude an entire half of the community, not only from admission, but from the capability of being ever admitted within the pale of the Constitution, though they may fulfill all the conditions legally and constitutionally sufficient in every case but theirs.”

One objection in parliament: “a man qualified to possess the franchise would be ennobled by its possession. Women…would be debased and degraded by it.”

Key Organizations:

National Union of Women’s Suffrage
Societies (NUWSS)

Women’s Social and Political Union
(WSPU)



Arguments for and against Woman Suffrage:


“The sensation is most painful,” reported a victim in 1909. “The drums of the ears seem to be bursting and there is a horrible pain in the throat and breast. The tube is pushed down twenty inches; [it] must go below the breastbone.” The prisoners were generally fed a solution of milk and eggs. (London: National Women's Social and Political Union, ca. 1909. Library of Congress.)


With so much opposition, how do women gain the vote?
1. supporting the country during war
2. radical action
3. building coalitions with men


War:

Christable Pankhurst:
“You know, the weakness in this war is that too many have a bit of German in them. I believe that that is at the bottom of a good deal of pro-Germanism. Such men do not feel that repulsion from German thoughts, German ways, German deeds, and the whole of German civilization which the rest of us feel. To women, Germanism is abhorrent.”


Derby Day: Emily Davison, June 4, 1913
Anmer (the royal horse)


George Bernard Shaw:
“If I were a woman I’d simply refuse to speak to any man or do anything for men until I’d get the vote. I’d make my husband’s life a burden and everyday miserable generally. Women should have a revolution. They should shoot, kill, maim, destroy until they are given the vote.”


Victory:
Representation of the People Act of 1918
(electorate from 7.7 million to 21.4 million)

Europe on the Verge of a Nervous Breakdown

Is it legitimate to talk about some historical eras as being more anxious or nervous than others?

Marx
King Ludwig II of Bavaria
Sigmund Freud
Changes in Art
Changing Big Cities
London: 6.5 million in 1900
Berlin: 2 million in 1900

New Definitions of Gender:
VICTORIAN WOMANHOOD

Letter to London Times (January 7, 1862)
...girls go out in the city and are deliberately flirtatious and Paterfamilias had better come to terms with this.

“Rape of the Glances,”
“more than one curious and furtive glance was sent after the bold adventurer.”
“Unacquainted with the moral geography of the West-End, they innocently trip down the tabooed side of Regent-street. The natural consequence follows...”

Anti-Semitism
The Dreyfus Affair
Oscar Wilde
"To love oneself is the beginning of a life-long romance."

"How many men there are in modern life who would like to see their past burning to white ashes before them!"
-- An Ideal Husband

"A man who moralizes is usually a hypocrite, and a woman who moralizes is invariably plain."

"I prefer women with a past. They're always so damned amusing to talk to."

"No man is rich enough to buy back his past."

"Crying is the refuge of plain women but the ruin of pretty ones."

"Men become old, but they never become good."
--Lady Windermere's Fan

"One should never trust a woman who tells one her real age. A woman who would tell one that, would tell one anything."
--A Woman of No Importance

"Women are meant to be loved, not to be understood."
--The Sphinx Without a Secret

"Women give to men the very gold of their lives. But they invariably want it back in such very small change."
--The Picture of Dorian Gray

OTHER OW QUOTES:

All women become like their mothers, that is their tragedy; no man does, that is his.

Twenty years of romance makes a woman look like a ruin; twenty years of marriage makes her look like a public building.

The proper basis for a marriage is mutual misunderstanding.

Education is a wonderful thing, provided you always remember that nothing worth knowing can ever be taught.

To regain my youth I would do anything in the world, except take exercise, get up early, or become respectable.

Social Darwinism

DREYFUS AFFAIR: A CENTURY LATE, THE TRUTH ARRIVES

Time magazine on September 25, 1995

THE FRENCH ARMY CONCEDES THAT ALFRED DREYFUS WAS INNOCENT
by FREDERICK PAINTON
In sometimes surprising ways, the long reach of France’s history still intrudes on the nation’s conscience. How else to explain the scene on Sept. 7 when 1,700 people, invited by France’s Central Consistory of Jews, turned out to hear General Jean-Louis Mourrut, head of the army’s historical service. The subject was Captain Alfred Dreyfus, who 101 years ago was sentenced by a military court to life imprisonment on notorious Devil’s Island on trumped-up charges that he was a spy for the Germans. Mourrut’s mission on this occasion was to acknowledge more than a century later, and for the first time publicly, that the French army had been wrong.
Perhaps only in France would such a belated admission by such a deeply conservative institution as the army still ring with meaning. For Jean Kahn, president of the Central Consistory of Jews, Mourrut’s words were considered a significant event: “The general said things before us that never had been said by a military man,” said Kahn. “That is, indisputably, progress.” Less impressed, the satirical weekly Le Canard Enchainé sarcastically wrote, “The army got it! Incredible! Dreyfus was innocent!”
It was not quite an apology, but much more than a historical note. The Dreyfus case unleashed a political storm at the time. It sundered the French between such “Dreyfusards” as the crusading writer Emile Zola who saw the young Captain as the innocent victim of an anti-Semitic officer corps and traditionalists who regarded any attack on the army as unpatriotic. In fact, for some anti-Semitic groups, Dreyfus symbolized the supposed disloyalty of French Jews.
Nearly 12 years passed before Dreyfus’ conviction was reversed. Despite what he had endured, the stoic captain never lost faith and returned to the army: he was promoted to the rank of major and given the Legion of Honor.
Still, like other great divisions among the French, the Dreyfus case lives on because it remains viscerally political. Among the anti-Dreyfusards were conservatives still opposed to the outcome of the French Revolution. Dreyfusards saw in the case a major issue, individual rights, trampled in the name of national security. Until Mourrut spoke, the army had appeared to assume Dreyfus was not innocent.
Mourrut’s appearance, in fact, was prompted by an article in the army historical journal last year that questioned Dreyfus’ innocence, suggesting it was merely “the thesis generally accepted by historians.” Such was the outcry in the French Jewish community that Mourrut’s predecessor in charge of the history division was fired. Under Defense Minister Charles Millon, Mourrut quietly made amends, telling his audience that far from feeling nostalgia for the past, “the army is fighting for the values of our times—the values of truth, liberty and justice.” The French never lack for new quarrels, but they never quite forget the old ones.

The Futurist Manifesto

The Futurist Manifesto
F. T. Marinetti, 1909
At last Mythology and the mystic cult of the ideal have been left behind.
We went up to the three snorting machines to caress their breasts. I lay along mine like a corpse on its bier, but I suddenly revived again beneath the steering wheel - a guillotine knife - which threatened my stomach. A great sweep of madness brought us sharply back to ourselves and drove us through the streets, steep and deep, like dried up torrents. Here and there unhappy lamps in the windows taught us to despise our mathematical eyes. `Smell,' I exclaimed, `smell is good enough for wild beasts!'
And we hunted, like young lions, death with its black fur dappled with pale crosses, who ran before us in the vast violet sky, palpable and living.


And yet we had no ideal Mistress stretching her form up to the clouds, nor yet a cruel Queen to whom to offer our corpses twisted into the shape of Byzantine rings! No reason to die unless it is the desire to be rid of the too great weight of our courage!
We drove on, crushing beneath our burning wheels, like shirt-collars under the iron, the watch dogs on the steps of the houses.
Death, tamed, went in front of me at each corner offering me his hand nicely, and sometimes lay on the ground with a noise of creaking jaws giving me velvet glances from the bottom of puddles.
`Let us leave good sense behind like a hideous husk and let us hurl ourselves, like fruit spiced with pride, into the immense mouth and breast of the world! Let us feed the unknown, not from despair, but simply to enrich the unfathomable reservoirs of the Absurd!'
As soon as I had said these words, I turned sharply back on my tracks with the mad intoxication of puppies biting their tails, and suddenly there were two cyclists disapproving of me and tottering in front of me like two persuasive but contradictory reasons. Their stupid swaying got in my way. What a bore! Pouah! I stopped short, and in disgust hurled myself head over heels in a ditch.

MANIFESTO OF FUTURISM
We want to sing the love of danger, the habit of energy and rashness.
The essential elements of our poetry will be courage, audacity and revolt.
Literature has up to now magnified pensive immobility, ecstasy and slumber. We want to exalt movements of aggression, feverish sleeplessness, the double march, the perilous leap, the slap and the blow with the fist.
We declare that the splendor of the world has been enriched by a new beauty: the beauty of speed. A racing automobile with its bonnet adorned with great tubes like serpents with explosive breath ... a roaring motor car which seems to run on machine-gun fire, is more beautiful than the Victory of Samothrace.
We want to sing the man at the wheel, the ideal axis of which crosses the earth, itself hurled along its orbit.
The poet must spend himself with warmth, glamour and prodigality to increase the enthusiastic fervor of the primordial elements.
Beauty exists only in struggle. There is no masterpiece that has not an aggressive character. Poetry must be a violent assault on the forces of the unknown, to force them to bow before man.
We are on the extreme promontory of the centuries! What is the use of looking behind at the moment when we must open the mysterious shutters of the impossible? Time and Space died yesterday. We are already living in the absolute, since we have already created eternal, omnipresent speed.
We want to glorify war - the only cure for the world - militarism, patriotism, the destructive gesture of the anarchists, the beautiful ideas which kill, and contempt for woman.
We want to demolish museums and libraries, fight morality, feminism and all opportunist and utilitarian cowardice.
We will sing of the gliding flight of aeroplanes whose propeller sounds like the flapping of a flag and the applause of enthusiastic crowds.
It is in Italy that we are issuing this manifesto of ruinous and incendiary violence, by which we today are founding Futurism, because we want to deliver Italy from its gangrene of professors, archaeologists, tourist guides and antiquaries.
Italy has been too long the great second-hand market. We want to get rid of the innumerable museums which cover it with innumerable cemeteries.
Museums, cemeteries! Truly identical in their sinister juxtaposition of bodies that do not know each other. Public dormitories where you sleep side by side for ever with beings you hate or do not know. Reciprocal ferocity of the painters and sculptors who murder each other in the same museum with blows of line and color. To make a visit once a year, as one goes to see the graves of our dead once a year, that we could allow! But to take our sadness, our fragile courage and our anxiety to the museum every day, that we cannot admit! Do you want to poison yourselves? Do you want to rot?
What can you find in an old picture except the painful contortions of the artist trying to break uncrossable barriers which obstruct the full expression of his dream?
To admire an old picture is to pour our sensibility into a funeral urn instead of casting it forward with violent spurts of creation and action. Do you want to waste the best part of your strength in a useless admiration of the past, from which you will emerge exhausted, diminished, trampled on?
Indeed daily visits to museums, libraries and academies (those cemeteries of wasted effort, calvaries of crucified dreams, registers of false starts!) is for artists what prolonged supervision by the parents is for intelligent young men, drunk with their own talent and ambition.
For the dying, for invalids and for prisoners it may be all right. It is, perhaps, some sort of balm for their wounds, the admirable past, at a moment when the future is denied them. But we will have none of it, we, the young, strong and living Futurists!
Let the good incendiaries with charred fingers come! Here they are! Heap up the fire to the shelves of the libraries! Divert the canals to flood the cellars of the museums! Let the glorious canvases swim ashore! Take the picks and hammers! Undermine the foundation of venerable towns!
The oldest among us are not yet thirty years old: we have therefore at least ten years to accomplish our task. When we are forty let younger and stronger men than we throw us in the waste paper basket like useless manuscripts! They will come against us from afar, leaping on the light cadence of their first poems, clutching the air with their predatory fingers and sniffing at the gates of the academies the good scent of our decaying spirits, already promised to the catacombs of the libraries.
But we shall not be there. They will find us at last one winter's night in the depths of the country in a sad hangar echoing with the notes of the monotonous rain, crouched near our trembling aeroplanes, warming our hands at the wretched fire which our books of today will make when they flame gaily beneath the glittering flight of their pictures.
They will crowd around us, panting with anguish and disappointment, and exasperated by our proud indefatigable courage, will hurl themselves forward to kill us, with all the more hatred as their hearts will be drunk with love and admiration for us. And strong healthy Injustice will shine radiantly from their eyes. For art can only be violence, cruelty, injustice.
The oldest among us are not yet thirty, and yet we have already wasted treasures, treasures of strength, love, courage and keen will, hastily, deliriously, without thinking, with all our might, till we are out of breath.
Look at us! We are not out of breath, our hearts are not in the least tired. For they are nourished by fire, hatred and speed! Does this surprise you? it is because you do not even remember being alive! Standing on the world's summit, we launch once more our challenge to the stars!
Your objections? All right! I know them! Of course! We know just what our beautiful false intelligence affirms: `We are only the sum and the prolongation of our ancestors,' it says. Perhaps! All right! What does it matter? But we will not listen! Take care not to repeat those infamous words! Instead, lift up your head!
Standing on the world's summit we launch once again our insolent challenge to the stars!

SCRAMBLE FOR AFRICA

SCRAMBLE FOR AFRICA

Suez Canal (1859)

The Conference of Berlin (1884-1885)

White Man’s Burden (1899)

King Leopold and Belgium

The Boer War (1899)

Significance:



The Conference of Berlin (1884-1885)

Chap. I [relating to the Congo River Basin and adjacent territories]

I. The trade of all nations shall enjoy complete freedom

II. All flags, without distinction of nationality, shall have free access to the whole of the coast-line of the territories.

III. Goods of whatever origin, imported into these regions, under whatsoever flag, by sea or river, or overland, shall be subject to no other taxes than such as may be levied as fair compensation for expenditure in the interests of trade . . .

IV. Merchandise imported into these regions shall remain free from import and transit duties [subject to review after 20 years]

V. No power which exercises or shall exercise sovereign rights in the…regions shall be allowed to grant therein a monopoly or favor of any kind in matters of trade...

VI. All the powers exercising sovereign rights or influence in the aforesaid territories bind themselves to watch over the preservation of the native tribes, and to care for the improvement of the conditions of their moral and material well-being and to help in suppressing slavery, and especially the Slave Trade, Christian missionaries, scientists, and explorers, with their followers, property, and collections, shall likewise be the objects of especial protection.
Freedom of conscience and religious toleration are expressly guaranteed to the natives, no less than to subjects and to foreigners.

Rhodes on how to treat African tribesmen:
“You should kill all you can, as it serves as a lesson to them when they talk things over at their fires at night.”

Rudyard Kipling:
“Africans are half devil, half child.”

White Man’s Burden (1899)
“Take up the White Man's burden
The savage wars of peace
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch Sloth and heathen Folly
Bring all your hope to naught...”

“Take up the White Man's burden
Ye dare not stoop to less
Nor call too loud on Freedom
To cloak your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your Gods, and you.”

“Take up the White Man's burden
Have done with childish days
The lightly proffered laurel,
The easy, ungrudged praise.
Come now, to search your manhood Through all the thankless years,
Cold-edged with dear-bought wisdom,
The judgment of your peers.”

Otto von Bismarck and Nationalism

NATIONALISM CONTINUED:

German Unification--1870
Otto von Bismarck

3 Wars
1. Danish War—1864-1865
Schlesweg-Hollstein

2. Austrian War—1866

3. Franco-Prussian War
Nap III 100,000
Treaty of Frankfurt—1871
--Alsace-Lorraine


Why important?
Unification
--of Germany
--of Italy
Reichstag—men elected every 3 years
--Chief Minister
--Kaiser Wilhelm
--2nd Reich: 25 provinces
Cause of WWI
--“Prussian militarism”

Revolutions of 1848

I. Who: Poles, Danes, Germans, Italians, Czechs, Slovaks, French, Hungarians, Croats, Austrians, and Romanians


II. Riots in the Streets
The Second French Republic
Counter-Revolution Italy: Mazzini and Garibaldi
Germany

III. Results:

READING GUIDE FOR MAX ARTHUR

1. Read the author's preface.
2. Read the introduction.
3. For each year, read at least ten stories.
4. For each year, answer the following two questions:

The general sense(idea, feeling, tone) I get from this year is the following:
The most notable event, story, or scene from this year was the following:

Bring this to class when we discuss the book on Friday, 10/30.
This assignment will serve as the "book quiz" for this book.

INDUSTRIALISM

Define Industrialism:

I. Power
Thomas Newcomen (1702)
James Watt (1763)

Steel

Britain: 1.3 million tons in 1840
6.7 million tons in 1870
10.4 million tons in 1913
Germany :
.19 million tons in 1840
1.56 million tons in 1870
19.3 million tons in 1913

II. The Factory System
A. Discipline: Adam Smith
Division of Labor
(Industrialism specializes)
B. New Government Responses
Welfare State Origins
Sadler Committee
Representation of the
People Act of 1832
(aka Reform Bill)
Poor Law Amendment Act

C. New Class System
The Middle Class:

"The poor and the vicious classes have been and will always be the most productive breeding ground of evildoers of all sorts; it is they whom we shall designate as the dangerous classes. For even when vice is not accompanied by perversity, by the very fact that it allies itself with poverty in the same person, he is a object of fear to society, he is dangerous." --Honore-Antoine Fregier (Paris, 1840)

Frank Forrest, The Life of a Dundee Factory Boy (1850)

In reality there were no regular hours, masters and managers did with us as they liked. The clocks in the factories were often put forward in the morning and back at night.


Lord Ashley, speech in House of Commons,
9th May, 1836

Dr. Loudon reports, "I am of the opinion no child under fourteen years of age should work in a factory of any description more than eight hours a day." Dr. Hawkins reports, "I am compelled to declare my deliberate opinion, that no child should be employed in factory labour below the age of ten; that no individual, under the age of eighteen, should be engaged in it longer than ten hours daily."




WHAT IS THE MIDDLE CLASS?

Economic Factors are Imprecise

Reign of Queen Victoria: 1837-1901

“The widest definition of the middle classes or those who aspired to imitate them was that of keeping domestic servants.”
Eric Hobsbawm

Middle Class Attitudes:

--Thrift
--Moderation
--“proper” manners
--hard work (with the mind)
--limited leisure time
--separate spheres


“It is in the observation of little things ... that one shows clearly one’s breeding or lack or it.”


"The majority of women (happily for them) are not very much troubled with sexual feelings of any kind" - Dr. William Acton

Forgotten Voices of the Great War

Here are the two sites I mentioned in class. Also, as with everything in this class, if you have problems, come see me. Don't leave me alone and lonesome in office hours...as usual :)
http://www.amazon.com/Forgotten-Voices-Great-War-History/dp/1592285708/ref=sr_1_1?ie=UTF8&s=books&qid=1254941818&sr=8-1

http://books.google.com/books?id=nyPTJYcSMS4C&printsec=frontcover&dq=forgotten+voices+of+the+great+war&ei=O-XMSr7QKpKWlQSkjKn2Bw#v=onepage&q=&f=false

A quote based on class today:

"When goods do not cross borders, soldiers will."
--Frederic Bastiat

HOW TO STUDY FOR THIS EXAM:

Obviously, these are just suggestions, methods I have seen students employ to put themselves on paths toward success on this exam:

1. Separate your thinking on the studying into two realms, the essay and the terms, but be willing to link up the two later. Too many students learn tons of info for the terms and then fail to include that same detail in the essay.

2. For the terms, write out each with bullets. Even though you cannot use bullets on the exam, it’s easier to see the information in that form during your studying. There’s much more success when people write out each term and its details rather than simply highlighting your notes.

3. Make outlines for the essays. Make sure that your outlines have way too much detail, way more than any normal human could ever remember.

4. Try to memorize the outlines. Try to write them word for word without looking at the original. Fill in the gaps where you did not recall something. Do it again. Walk around your study area speaking the outline, looking down only when you need to for a quick reminder of the detail. Speak it again. Write it again…and most of all, have fun.

5. Come ask for help. I will help.

6. Follow Napoleon’s advice: “In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”

Midterm Examination Study Guide

TEST DATE: Wednesday, 10/21
YOU MUST BRING A BLUE BOOK FOR THIS TEST!

I. Identifications: 50% (You answer 5 out of 6)

These are terms that are of particular relevance to the historical period
we have covered. You must identify as completely as possible in a single paragraph (who what when where) and give the significance of the term.

KEY TERMS LIST:
Continental System
Civic Code of Napoleon
Battle of Waterloo
Congress of Vienna
Decembrist Revolt
Volk
Estates General
The Bastille
Louis XIV (14th)
Louis XVI (16th)
Marie Antoinette
"L'etat C'est Moi”
Representation of the People Act
Otto von Bismarck
Catherine the Great
The Sadler Committee
Crystal Palace
Factory Act of 1833
Salon Movement
Oath of the Tennis Court
Max. Robespierre
The Great Fear
Thermidorean Reaction
Declaration of Rights of Man and Citizen
Reign of Terror

II. Essay: 50% (You answer 1 of 2)
There will be two essay questions. You will choose one and write a thorough and
detailed essay. The essay topics will come from the following areas:

1. Candide: Think about how this book represents the period of the Ancien Regime. Link it, the way we did in discussion, to the historical themes of the time.

2. Origins and outcome of the French Revolution
With this one, focus on the principle material and ideological causes from lecture and readings, the significance of the French Revolution in sculpting Modern Europe.

3. The rise and fall of Napoleon. Did his leadership of France betray the ideals of the French Revolution or fulfill them?

4. Otto von Bismarck and the unification of Germany. How did Bismarck represent a new type of nationalism?

A Scene from the Battle of Trafalgar...look like fun?

What have these to do with Napoleon?

One is the Royal Military Canal, and the other is a Martello Tower, both on the Southern Coast of England.

Excerpt from Karl Marx and Frederick Engels, The Communist Manifesto 1848

THE BOURGEOISIE AND PROLETARIANS






The history of all hitherto existing societies is the history of class struggles.
Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes.
In the earlier epochs of history, we find almost every where a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.
The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with clash antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones. Our epoch, the epoch of the bourgeoisie, possesses, however, this distinctive feature: it has simplified the class antagonisms: Society as a whole is more and more splitting up into two great hostile camps, into two great classes, directly facing each other: Bourgeoisie and Proletariat.. . .
In proportion as the bourgeoisie, i.e., capital, is developed, in the same proportion is the proletariat, the modern working class, developed-- a class of labourers, who live only so long as they find work, and who find work only so long as their labour increases capital. These labourers, who must sell themselves piece-meal, are a commodity, like every other article of commerce, and are consequently exposed to all the vicissitudes of competition, to all the fluctuations of the market.
Owing to the extensive use of machinery and to division of labour, the work of the proletarians has lost all individual character, and consequently, all charm for the workman. He becomes an appendage of the machine, and it is only the most simple, most monotonous, and most easily acquired knack, that is required of him. Hence, the cost of production of a workman is restricted, almost entirely, to the means of subsistence that he requires for his maintenance, and for the propagation of his race. But the price of a commodity, and therefore also of labour, is equal to its cost of production. In proportion therefore, as the repulsiveness of the work increases, the wage decreases. Nay more, in proportion as the use of machinery and division of labour increases,in the same proportion the burden of toil also increases, whether by prolongation of the working hours, by increase of the work exacted in a given time or by increased speed of the machinery, etc.
Modern industry has converted the little workshop of the patriarchal master into the great factory of the industrial capitalist. Masses of labourers, crowded into the factory, are organized like soldiers. As privates of the industrial army they are placed under the command of a perfect hierarchy of officers and sergeants. Not only are they slaves of the bourgeois class, and of the bourgeois State; they are daily and hourly enslaved by the machine, by the over-looker, and, above all, by the individual bourgeois manufacturer himself. The more openly this despotism proclaims gain to be its end and aim, the more petty, the more hateful and the more embittering it is.
But with the development of industry the proletariat not only increases in number; it becomes concentrated in greater masses, its strength grows, and it feels that strength more. The various interests and conditions of life within the ranks of the proletariat are more and more equalized, in proportion as machinery obliterates all distinctions of labour, and nearly everywhere reduces wages to the same low level. The growing competition among the bourgeois, and the resulting commercial crises, make the wages of the workers ever more fluctuating. The unceasing improvement of machinery, ever more rapidly developing, makes their livelihood more and more precarious; the collisions between individual workmen and individual bourgeois take more and more the character of collisions between two classes. There upon the workers begin to form combinations (Trades Unions) against the bourgeois; they club together in order to keep up the rate of wages; they found permanent associations in order to make provision beforehand for these occasional revolts. Here and there the contest breaks out into riots.
Now and then the workers are victorious, but only for a time. The real fruit of their battles lies, not in the immediate result, but in the ever-expanding union of the workers. This union is helped on by the improved means of communication that are created by modern industry and that place the workers of different localities in contact with one another. It was just this contact that was needed to centralize the numerous local struggles, all of the same character, into one national struggle between classes. But every class struggle is a political struggle. And that union, to attain which the burghers of the Middle Ages, with their miserable highways, required centuries, the modern proletarians, thanks to railways, achieve in a few years.
This organization of the proletarians into a class, and consequently into a political party, is continually being upset again by the competition between the workers themselves. But it ever rises up again, stronger, firmer, mightier. It compels legislative recognition of particular interests of the workers, by taking advantage of the divisions among the bourgeoisie itself. . . .
Hitherto, every form of society has been based, as we have already seen, on the antagonism of oppressing and oppressed classes. But in order to oppress a class, certain conditions must be assured to it under which it can, at least, continue its slavish existence. The serf, in the period of serfdom, raised himself to membership in the commune, just as the petty bourgeois, under the yoke of feudal absolutism, managed to develop into a bourgeois. The modern laborer, on the contrary, instead of rising with the progress of industry, sinks deeper and deeper below the conditions of existence of his own class. He becomes a pauper, and pauperism develops more rapidly than population and wealth. And here it becomes evident, that the bourgeoisie is unfit any longer to be the ruling class in society, and to impose its conditions of existence upon society as an over-riding law. It is unfit to rule because it is incompetent to assure an existence to its slave within his slavery, because it cannot help letting him sink into such a state, that it has to feed him, instead of being fed by him. Society can no longer live under this bourgeoisie, in other words, its existence is no longer compatible with society.
The essential condition for the existence, and for the sway of the bourgeois class, is the formation and augmentation of capital; the condition for capitalist wage-labour. Wage-labour rests exclusively on competition between the laborers. The advance of industry, whose involuntary promoter is the bourgeoisie, replaces the isolation of the labourers, due to competition, by their revolutionary combination, due to association. The development of Modern Industry, therefore, cuts from under its feet the very foundation on which the bourgeoisie produces and appropriates products. What the bourgeoisie, therefore, produces, above all, is its own grave-diggers. Its fall and the victory of the proletariat are equally inevitable.
FROM CONCLUSION
But they never cease, for a single instant, to instill into the working class the clearest possible recognition of the hostile antagonism between bourgeoisie and proletariat, in order that the German workers may straightway use, as so many weapons against the bourgeoisie, the social and political conditions that the bourgeoisie must necessarily introduce along with its supremacy, and in order that, after the fall of the reactionary classes in Germany, the fight against the bourgeoisie itself may immediately begin.
The Communists turn their attention chiefly to Germany, because that country is on the eve of a bourgeois revolution that is bound to be carried out under more advanced conditions of European civilization and with a much more developed proletariat than that of England was in the seventeenth, and France in the eighteenth century, and because the bourgeois revolution in Germany will be but the prelude to an immediately following proletarian revolution.
In short, the Communists everywhere support every revolutionary movement against the existing social and political order of things.
In all these movements, they bring to the front, as the leading question in each, the property question, no matter what its degree of development at the time.
Finally, they labor everywhere for the union and agreement of the democratic parties of all countries.
The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a communist revolution. The proletarians have nothing to lose but their chains. They have a world to win.
Proletarians of all countries, unite!

TWO QUESTIONS DUE FRIDAY:
1. Find an example of how an argument in this manifesto is correct and accurate in today's world.
2. Find an example of how an argument in this manifesto is incorrect and inaccurate in today's world.

The Complete Napoleon Outline (minus pesky pictures)

The Taint of Hubris: Napoleon (1769-1821)

"Ambition is never content, even on the summit of greatness." (Napoleon)

Hegel’s Great Man Theory:
“They may be called Heroes,” says Hegel, “inasmuch as they have derived their purposes and their vocation, not from the calm, regular course of things, sanctioned by the existing order; but...from that inner Spirit, still hidden beneath the surface, which, impinging on the outer world as on a shell, bursts it in pieces, because it is another kernel than that which belonged to the shell in question.”

“They attained no calm enjoyment,” Hegel writes, “their whole life was labor and trouble; their whole nature was naught else but their master-passion. When their object is attained they fall off like empty hulls from the kernel.”

Josephine in 1808: "Why on Earth do you want to go on fighting battles?”

Napoleon: "Because I am a victim of history. I have no option."

Napoleon on the French Revolution:

“The Revolution is over; I am the Revolution.”

Napoleon on War:

“Retreats cost far more in men and materiel than the most bloody engagements, except that in a battle the enemy loses nearly as much as you, while in retreat the loss is all on your side.”

“In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”

Napoleon on, hmmm, life, honor, death…

“Death is nothing, but to live defeated everyday is to die everyday.”

HERE’S A QUESTION FROM A PREVIOUS FINAL EXAM:
Is historical change inevitable or the result of leaders imposing their will upon the world? To answer this question, refer to at least FOUR of the following: Louis the 14th, Peter the Great, Robespierre, Napoleon, Bismarck, Kaiser Wilhelm II (WWI), Hitler, and/or Churchill.


I. Introduction and Early Life: 1769-1821

II. Political Life in Napoleonic France

“The Revolution is over; I am the Revolution.”

"I closed the gulf of anarchy and brought order out of chaos. I rewarded merit regardless of birth or wealth, wherever I found it. I abolished feudalism and restored equality to all regardless of religion and before the law. I fought the decrepit monarchies of the Old Regime because the alternative was the destruction of all this. I purified the Revolution"


A. Civic Code

B. Merit in Promotion

C. Continental System

III. Napoleon's True Love:

Napoleon and Josephine

Letter to Josephine Dec. 29, 1795
I awake all filled with you. Your image and the intoxicating pleasures of last night, allow my senses no rest. Sweet and matchless Josephine, how strangely you work upon my heart. Are you angry with me? Are you unhappy? Are you upset? My soul is broken with grief and my love for you forbids repose. But how can I rest any more, when I yield to the feeling that masters my inmost self, when I quaff from your lips and from your heart a scorching flame? Yes! One night has taught me how far your portrait falls short of yourself! You start at midday: in three hours I shall see you again. Till then, a thousand kisses, mio dolce amor! but give me none back for they set my blood on fire.



--and then--
Napoleon and Marie Louise



Jean Louis Andre Theodore Gericault Baron Francois Pascal Simon Gerard Marie Louise Empress of France with Her son Napoleon II King of Rome (sound like 72 quarterings?)


IV. Napoleon's Real True Love: War

“Retreats cost far more in men and materiel than the most bloody engagements, except that in a battle the enemy loses nearly as much as you, while in retreat the loss is all on your side.”

“In planning a campaign I purposely exaggerate all the dangers and all the calamities that the circumstances make possible.”

A. Major Victories:
Italian Campaign (1796)
Egyptian Campaign (1798)
Napoleonic Wars

Soldier: “Napoleon has discovered a new way to make war; he makes us use our legs instead of our bayonets.”

B. Defeat:
"Battle" of Moscow: 1812-1814
(banishment to Elba)


Jakob Walter:
On the Grande Armee’s Problems:

“…often still living, the pig would be cut and torn to pieces. Several times I succeeded in cutting off something but I had to chew it and eat it uncooked since my hunger could not wait for the chance to boil the meat.”

“In order to obtain water for drinking and cooking, holes were dug into the swamps three feet deep in which the water was collected. The water was very warm, however, and was reddish-brown with million of little red worms so that it had to be bound in linen and sucked through with the mouth.”

Battle of Waterloo: 1815
Facing the Duke of Wellington
(Arthur Wellesley)

Napoleon on Waterloo:
“Ce sera l’affaire d’un dejeuner.”
(loosely translated, it’ll be over by lunch)

In the closing moments of the battle a cannon ball struck the Earl of Uxbridge as he rode with the Duke of Wellington. The Duke said “By God you’ve lost your leg.” The Earl said “By God, so I have.” The remains of the leg were amputated in a house nearby and the owner buried the leg in his garden where it was a place of interest for some years.



V. Exit Napoleon/Enter a New Europe
A. Congress of Vienna
Great Powers and their Representatives:
Russian Empire – Alexander I
Prussia – Prince Hardenburg
Great Britain – Viscount Castlereagh
Austria – Prince Clemens von Metternich
France – Prince Talleyrand


B. And the Subjects become Citizens/
Other Definitions of Europe
J.G. Herder "Die Volk"
Romanticism
Carbonari
"Decembrist Revolt"


http://www.youtube.com/watch?v=1hYg_CED1cI
dr. jekyl transformation


Ernst Arndt: (1769-1860)
Was ist Deutschen Vaterland?
So weit die deutsche Zunge klingt
Und Gott im Himmel Lieder singt
Das sol les sein!
Das ganze Deutschland soll es sein.

What is the German’s Fatherland?
As far as the German tongue sounds
And God in Heaven sings songs
That is what it should be!
It should all of Germany!


Tyger ! Tyger ! (1794) by William Blake ( 1757-1827)


Tyger! Tyger! burning bright
In the forests of the night
What immortal hand or eye
Could frame thy fearful symmetry?
In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize thy fire?
And what shoulder, & what art,
Could twist the sinews of thy heart?
And why thy heart began to beat,
What dread hand? & what dread feet?
What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors grasp?
When the stars threw down their spears
And water'd heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?

Marie Antoinette with the Ejector Head

How historically accurate!

The French Revolution: 1789-1799

I. Introduction: Define Revolution.

II. Origins:
A. Poor Leadership
B. American Revolution
C. Economic Problems
D. Problems with the Three Estates
E. Estates General/National Assembly

III. The First Revolution:
A. The Oath of the Tennis Court
B. Storming the Bastille
C. The Great Fear
D. Dec. of Rights of Man
E. Women Respond to Poverty and Revolution

IV. New Government: Constitutional Monarchy

V. Wars Abroad: 1792-1802
(“levee en masse”=draft)

VI. The Second Revolution Begins (1792)
A. Maximilian Robespierre
B. The Terror:
January 21, 1793: Louis le Dernier (Louis the Last)

VII. Thermidorean Reaction: 1794-1799
The Directory: 1795-1799

VIII. Significance

KEY LINES FROM THE DECLARATION OF RIGHTS OF MAN AND CITIZEN: “Men are born and remain free and equal in rights.”
We believe in “liberty, property, security, resistance to oppression”
“Every man is presumed innocent until he is proven guilty”
“Law is an expression of the general will”
“Free expression of thoughts and opinions is one of the most precious rights of mankind: every citizen may therefore speak, write, and publish freely.”


Calendar of the French Revolution:
1. Vendémiaire
2. Brumaire
3. Frimaire
4. Nivôse
5. Pluviôse
6. Ventôse
7. Germinal
8. Floréal
9. Prairial
10. Messidor
11. Thermidor
12. Fructidor

CANDIDE DISCUSSION:

Why is Candide kicked out of the castle? What point do you think Voltaire is trying to make here?

Describe the philosophy of Pangloss? What is meant by "optimism"?

Chapter 6 describes the Inquisition's response to the earthquake in Lisbon. How do the supposedly learned men of Lisbon respond to this natural disaster?

How was the idea of the Inquisition the result of intolerance?
What is heresy in an open society? Why would a religious community respond with random hatred and violence?

Other than the gold and jewels, what other aspect of Eldorado do you find unique?

What do the "noble savages" of the new world represent?

In Chapter 15 the young baron is still opposed to Candide marrying his sister. Why?

Candide meets a young man from Surinam with a mutilated hand. What do Candide's word here suggest about the philosophy of optimism?

Look at the chapter with the deposed kings. (ch. 26)
“My name is Ivan. I was once Emperor of all the Russias but was dethroned in my cradle.”

What are Candide's living conditions at the conclusion of the story? Has his philosophy changed?

Candide ends in the following way: "we must cultivate our garden."
Interpret this statement. How do the many events in this book—both good and bad—support or refute the concept of cultivating one’s garden?

Based on this story, how happy and contented a place was Europe in the 18th century?

Look back through your notes to find references that might parallel the events and ideas of Candide.
Here are some ideas:
 Divine right of kings;
 The Scientific Revolution;
 Commoners suffering;
 Classism and Hierarchy;
 The Enlightenment; (or violations on Enlightenment principles)

Of Crime and Punishment

Why would Beccaria write this book uner a pseudonym?

HERE'S AN EXCERPT FROM THE MOST PROVOCATIVE CHAPTER:

Of the Punishment of Death.



The useless profusion of punishments, which has never made men better

induces me to inquire, whether the punishment of death be really just or

useful in a well governed state? What right, I ask, have men to cut the

throats of their fellow-creatures? Certainly not that on which the

sovereignty and laws are founded. The laws, as I have said before, are only

the sum of the smallest portions of the private liberty of each individual,

and represent the general will, which is the aggregate of that of each

individual. Did any one ever give to others the right of taking away his

life? Is it possible that, in the smallest portions of the liberty of each,

sacrificed to the good of the public, can be contained the greatest of all

good, life? If it were so, how shall it be reconciled to the maxim which

tells us, that a man has no right to kill himself, which he certainly must

have, if he could give it away to another?



But the punishment of death is not authorised by any right; for I have

demonstrated that no such right exists. It is therefore a war of a whole

nation against a citizen whose destruction they consider as necessary or

useful to the general good. But if I can further demonstrate that it is

neither necessary nor useful, I shall have gained the cause of humanity.

How Enlightening, these Quotes!!!

Galileo Galilei
"I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended us to forego their use and by some other means given us knowledge which we can attain by them."

"I have never met a man so ignorant that I couldn't learn something from him."

Sir Isaac Newton
"If I have seen further than others, it is by standing upon the shoulders of giants."

"We build too many walls and not enough bridges."

Rene Descartes
"If you would be a real seeker after truth, it is necessary that at least once in your life you doubt, as far as possible, all things."

"Nothing is more fairly distributed than common sense: no one
thinks he needs more of it than he already has."

Jean Jacques Rousseau
"Man is born free, but is everywhere in chains!"

"I hate books; they only teach us to talk about things we know nothing about."

Ben Franklin
"He was so intelligent, that he could name a horse in nine Languages. So ignorant, that he bought a cow to ride on."

"He that lies down with dogs shall rise up with fleas."

The Scientific Revolution and the Enlightenment

I. Defining the Scientific Rev:

II. Discovering the World:
A. Galileo
B. Isaac Newton

III. Disseminating the Info:
A. The Salon Movement
B. Balloon Men: The
Montgolfier Brothers

IV. Defining the Enlightenment:
A. Key Principles:

1. Reason
2. Scientific Method
3. Education
4. Legal reform(Beccaria)

B. Philosophe Beliefs:
1. Progress
2. Deism
3. Optimism

C. Main Philosophes:
Locke
Smith
Rousseau
Voltaire
Montesquieu

C. Enlightened Absolutism
Frederick the Great (Frederick II) of Prussia (ruled 1740-1785).
Empress Maria Theresa of Austria
(ruled 1740-1780)
Emperor Joseph II of Austria (ruled 1765-1790)

Catherine the Great of Russia (ruled 1762-1796)

V. Results? (significance)
A. Laying the groundwork for change
B. ABUSE OF SCIENTIFIC PRINCIPLES?

Absolutism and the Old Order/Ancien Regime

"In the sway he holds over his people, he surpasses all the monarchs of the whole world...He uses his authority as much over ecclesiastics as laymen, and holds unlimited control over the lives and property of all his subjects; not one of his counselors has sufficient authority to dare to oppose him, or even differ from him, on any subject. They openly confess that the will of the prince is the will of God, and that whatever the prince does he does by the will of God."

Define the term “nation.”

Would you rather have a democratic leader who follows the will of the people (lots of polls, votes, etc.) or a strong leader who follows his or her conscience and reason?

“When the leaders choose to make themselves bidders at an auction of popularity, their talents, in the construction of the state, will be of no service. They will become flatterers instead of legislators; the instruments, not the guides, of the people.”
Edmund Burke

I.Absolutism Defined:
(Sovereign but not totalitarian)

1. Divine Right:
How do they justify that belief?

Proverbs 8.15-16:
"By me kings reign, and princes decree justice. By me princes rule, and nobles, even all the judges of the earth."
Romans 13.1-2:
"Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God. Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation."

2. There must be one sovereign in every state
3. The sovereign holds all legitimate power and should never be actively resisted.
4. If the sovereign commands a contravention of God's law, disobey, but accept the punishment.

--Jean Bodin (1530-1596)


Leviathan
(1651)
Thomas Hobbes:

Life is "solitary, poor, nasty, brutish, and short."
Therefore, to avoid rebellion and chaos nations need ____________.

II. Absolutism in Action: FRANCE
Louis XIII (The Bourbon Family)
Cardinal Richelieu (1585-1642)
The Fronde: 1648-1653
Louis the XIV

a. Mother Anne of Austria (regent)
b. Cardinal Mazarin(died 1661)
c. Womanizing
Wife: Maria Theresa
Mistresses: (too many to name)

LOUIS AS LEADER: The Sun King
“L'Etat, c'est moi”
(I am the State!)

Le Louvre


LOUIS AT WAR:
1. Dutch: 1672-1678
2. League of Augsburg: 1688-1697
3. War of Spanish Succession: 1702-1713


III. Absolutism in Action: RUSSIA
Peter the Great
(The Romanov Family)


IV. Constitutionalism

V. Average People:


Jan Steen



VI. Significance

HOMEWORK DUE WEDNESDAY...

I read and understand all of the policies of the syllabus and department standards.

Signed ___________________________

DUE ON WEDNESDAY, SEPTEMBER 16

DAILY SCHEDULE

Course Schedule:

9/14 Introduction/Europe at 1750/Reading Guide to Candide
9/16 Absolutism and the Old Order/Enlightenment
9/18 Scientific Revolution

9/21 Candide must be read by TODAY!!!/QUIZ/Discuss Book
9/23 Origins of the French Revolution
9/25 FURLOUGH DAY: Remember, if you email me on that day I won’t be able to respond until midnight. If I see you in Trader Joe’s or at the gas station or elsewhere, I am required by school policy to ignore all questions regarding history, which includes talking about $2 wine, since that price is totally historic, don’t you agree?

9/28 French Revolution
9/30 Napololeon’s France
10/2 Congress of Vienna: Order and Restoration

10/5 Industrialism /Communist Manifesto Must be Read On the Blog for Today
10/7 Industrialism
10/9 Revolutions of 1848/Nation-States

10/12 Unification and Bismarck/Review for Exam
10/14 European Imperialism and the Scramble for Africa
10/16 1900 in Europe—Dreyfus Affair, Oscar Wilde, Protocols of Zion

10/19 FURLOUGH DAY
10/21 MIDTERM EXAM
10/23 Origins of World War One

10/26 World War One
10/28 Forgotten Voices of the Great War Due Today/QUIZ/Discuss Book
10/30 Aftermath of World War

11/2 Rise of World Fascism
11/4 FURLOUGH DAY
11/6 World War Two

11/9 WW Two and the Holocaust
11/11 Campus Closed: Veteran’s Day
11/13 Survival in Auschwitz Due/QUIZ/Discuss Book

11/16 The Cold War/Review for Final Exam
11/18 The Cold War/Essay Due/Due to Turnitin.com by midnight on the 18th
11/20 1968 and Beyond/Last Day of Class


FINAL EXAM: Monday, November 23, 5-7:30

COURSE SYLLABUS

COURSE SYLLABUS
History 102 MWF 1:45-3:05
001-LEC(80588)
MUSIC 112
Office: Faculty Towers 201A
Instructor: Dr. Schmoll
Office Hours:
Monday: 11-12:15
Wednesday: 10:30-12:20 and 4-5
Friday: 11-12:15
…OR MAKE AN APPOINTMENT!!!
Email: bschmoll@csub.edu Office Phone: 654-6549

Course Description:
EUROPE FROM 1750 TO THE PRESENT

Required Reading:
1. Voltaire, Candide
2. Max Arthur, Forgotten Voices of the Great War
3. Primo Levi, Survival in Auschwitz
4. Marx and Engels, “Communist Manifesto”
(this will be available electronically)
5. Weekly blog readings: Each week you will have both primary and secondary sources to read on the blog.


Grading Scale:

Participation: 10%
Book Quizzes: 5%
The Essay: 25%
Midterm Exam: 30%
Final Exam: 30%






The Blog: If you have questions or comments about this class, or if you want to see the course reader or the syllabus online, just go to
http://schmollhistory102.blogspot.com/

You need to sign in to this blog this week.
You will also have short readings on the blog. I will announce these in class.


Attendance:
Just to be clear, to succeed on tests and quizzes and papers you really should be in class. That’s just common sense, right? To pass this class, you may not miss more than two classes. If you miss that third class meeting, you are missing too much of the quarter. You cannot do that and pass.
Furthermore, with the furlough in place, we already have to miss a certain number of classes.
So, here’s what we do. Do your best to not miss any class unnecessarily. Let’s say your boyfriend, girlfriend, husband, or wife calls and wants to take you to Tahiti this weekend, but you won’t be back until late Tuesday night. Here’s what you say: “Honey, I love you, but Dr. Schmoll seems to value my education more than you do, so we are breaking up.” Ok, that may be harsh, so don’t do that, but just make sure that you do not miss any class until the 8th week. What I’ve found is that it seems inevitable that those who miss two classes early for pathetic reasons like doctor’s appointments that should have been more carefully scheduled get to the 8th week and then have to miss for a legitimate reason (like a surprise meeting at work, a sick child to take care of, or a flat tire). If you get to that 8th week and then have to miss your third class, it’ll be bad. By that point, I’ll be kind, compassionate, a real shoulder to cry on, if you want, when telling you that you’ve now failed the course. Now, if you make it to the 8th or 9th week and you have not missed those two classes, then you have some wiggle room, so that if, heaven forbid, your cat Poopsie gets pneumonia and you have to sit up all night bottle-feeding her liquid antibiotics, you and I don’t have to have that ugly conversation where I tell you that Poopsie gets blamed for you failing the course. Let’s put this another way; do you like movies? No way, me too! When you go to the movies do you usually get up and walk around the theatre for 10-15% of the movie? Let’s say you do decide to do that, out of a love of popcorn and movie posters, perhaps. If you did that, would you expect to understand the whole story? Okay, maybe if you are watching Harold and Kumar, but for anything else, you’ll be lost. So, please, get to class.

Being Prompt:
Get to class on time. Why does that matter? First, it sends the wrong message to your principal grader(that’s me). As much as we in the humanities would like you to believe that these courses are objective (at what time of day did the Battle of the Marne begin?), that is not entirely the case. If you send your principal grader the message that you don’t mind missing the first few minutes and disturbing others in the class, don’t expect to be given the benefit of the doubt when the tests and papers roll around. Does that sound mean? It’s not meant to, but just remember, your actions send signals. Being late also means that someone who already has everything out and is ready and is involved in the discussion has to stop, move everything over, get out of the chair to let you by, pick up the pencil you drop, let you borrow paper, run to the bathroom because you spilled the coffee, and so on. It’s rude. There’s an old saying: better two hours early than two minutes late. Old sayings are good.
So, what are the consequences of persistent tardiness? What do you think they should be? Remember that 10% participation? You are eligible for that grade if you are on time. Get here on time. And no, I’m not the jackass who watches for you to be late that one time and stands at the door and points in your face. If you are late a few (that means three)times, you will lose the entire 10% participation grade. One time tardiness is not a problem precisely because it is not persistent.

The Unforgivable Curse:
Speaking of one time issues, there is something that is so severe, so awful, that if it happens one time, just one time, no warning, no “oh hey I noticed this and if you could stop it that’d be super,” you will automatically lose all 10 percent of the Participation grade. Any guesses? C’mon, you must have some idea. No, it’s not your telephone ringing. If that happens, it’ll just be slightly funny and we’ll move on. It’s a mistake and not intentional, and the increased heart rate and extra sweat on your brow from you diving headfirst into an overstuffed book bag to find a buried phone that is now playing that new Cristina Aguilera ringtone is punishment enough for you. So, what is it, this unforgivable crime? Texting. If you take out your phone one time to send or receive messages you will automatically lose 10% of your course grade. That means, if you receive a final grade of 85%, it will drop to 75%. If you receive a final grade of 75%, it will become a 65%. Why is that? The phone ringing is an accident. Texting is on purpose and is rude. It, in fact, is beyond rude. It wreaks of the worst of our current society. It bespeaks the absolutely vile desire we all have to never separate from our technological tether for even a moment. It sends your fellow classmates and your teacher the signal that you have better things to do. Checking your phone during class is like listening to a friend’s story and right in the middle turning away and talking to someone else. Plus, the way our brains work, you need to fully immerse yourself, to tune your brain into an optimal, flowing machine (see Mihaly Csikszentmihalyi’s incredible book Flow) that can grasp and can let itself go. Students now tend to see school as a stopover on their way to a career. Brothers and sisters, that’s deadly! I wish that I could pay for you all to quit your jobs and just focus on the mind. I can’t yet do that, but if I could I would, because it’d be worth every penny. Devoting time to the mind and to thinking deeply about your world will change who you are and how you approach your future, your family, your job, and your everything. Is that overstated? I believe it to be true. So, until my stock choices really take off so that I can pay all of your bills, promise me one thing. When you are in class or preparing for class, you have to be fully here. Oh crap, now it’s going to sound like a hippy professor from the 1960s: “I mean, like, be here man, just be here.” Maybe the hippies were on to something. Devote yourself fully to your classes by unplugging from the outside world for awhile.

Class Climate:
No, I don’t mean whether it’s going to rain in here or not. Sometimes I’ll lecture at you, but even then, your participation is vital. How can you participate when someone is lecturing? Any ideas? Turn to a neighbor and tell them the story of your first day at school in kindergarten. Now, if you are the one listening to the story, right in the middle look away, look at your watch, sneer at them, roll your eyes, yawn, wave to someone across the room, nudge a person next to you and tell them a joke, all while the other person is telling about his or her first day of kindergarten. If this happens in social setting we call it rude, and we call the people who listen in that way jackasses. They are not our friends precisely because we deeply value listening and do not put up with those who do not listen well. Right? So, there will be lecturing, and if you abhor what we are doing, then fake it. I used to do that sometimes too: “oh no, professor, I love hearing you talk about President Reagan’s policies of supply side economics.” If we listen to psychologists, by faking interest you’ll be learning much more than if you show your disinterest. The next time you are sad force yourself to smile and you’ll see what I mean. So, sometimes there will be lecture. At other times there will be discussion of short readings that we do in class. During these times, it’s crucial that you do the silly little exercises: turn to a neighbor; find someone you don’t know and discuss this or that; explain to your friend what we just went over in lecture; pick something from the reading to disagree with; find two people on the other side of the room; throw cash at your professor…ok, maybe not that last one. This class is a bit unique in that it violates the normally accepted activity systems of college history classrooms. What we do in discussion will help solidify the concepts of each section of this course in your brain. If you are active in class, you will have to study less, and you’ll find yourself remembering much more.

Reading:
How many of you love reading? I did not read a book until I was 18, so if you have not yet started your journey on this ever widening path, it’s never too late. In any course, there’s no substitute for reading. Theorist Jim Moffett says that “all real writing happens from plentitude,” meaning that you can only really write well about someone once you know about it. Reading is one way to know—not the only, by any means! I want you to have experiences with great texts. I can show you voluminous research proving why you nee to read more, but then if I assign a stupid, long, expensive textbook you probably will end up not reading, or only reading to have the reading done, something we have all done, right? The economy now requires much higher literacy rates (see The World is Flat), and even though reading levels have not gone down in the last 40 years, it is crucial that you start to push your own reading so that your own literacy level goes up. For these ten weeks, diving wholeheartedly into the course reading is vital. Remember to read in a particular way. As reading expert and UCSB professor Sheridan Blau has argued, “reading is as much a process of text production as writing is.” Reading involves revision? Does that sound silly? As you read, think about the different ways that you understand what you read. Most importantly, when you read, think about the words of E.D. Hirsch, who says that we look at what a text says (reading), what it means (interpretation), and why it matters (criticism). Hey, but if you are in a history course, aren’t you supposed to be reading for exactly the number of miles of trenches that were dug in World War One, how many railroad workers died from 1890 to 1917, or what the causes of the Great Depression were? Anyway, the answer is yes and no. There are two types of reading that you’ll do in college. As the literary goddess theorist Louise Rosenblatt explains, there is aesthetic reading, where you are reading to have an experience with the text, and there is efferent reading, where you are reading to take away information from the text. You do both types all the time. Think about a phone book. You have probably never heard someone say of a phone book, “don’t tell me about it, I want to read it for myself.” Reading a phone book is purely efferent. In this course you will practice both types of reading. I have chosen texts that you can enjoy (aesthetic) and that you can learn from(efferent). I want to see and appreciate the detail in our reading, but in this course I’ll give you that detail in class lectures. In the reading, it’s much more important that you read texts that will live with you forever and to inspire you to think more thoroughly about your world. As you read, you should be working hard to create meaning for yourself. As Rosenblatt asserts, “taking someone else’s interpretation as your own is like having someone else eat your dinner for you.” Please, don’t let the numbskulls as wikipedia or sparknotes eat your dinner for you.

Participation: You do not need to be the person who speaks out the most, asks the most questions, or comes up with the most brilliant historical arguments to receive full credit in participation. If you are in class and on time, discuss the issues that we raise, avoid the temptation to nod off, to leave early, or to text people during class (the three easiest ways to lose credit), and in general act like you care, then you will receive a good participation grade!

Academic Honesty
You are responsible for knowing all college policies about academic honesty. Any student who plagiarizes any part of his or her papers may receive an “F” in the course and a letter to the Dean.

Is history relevant? What historical analogy does this cartoon employ?