4C Homepage, Spring 2000
"Western Civilization, 1715-Present"
taught by Professor
Marcuse in Buchanan 1910, T-Th 9:30-10:45
mail to: firstname.lastname@example.org
created Apr. 1, 2000; last updated June 15, 2000; 3:00pm [links updated 3/20/04,
See also the interactive course homepage at www.metacollege.com.
You can register with code xxxxxx. After that, you can log in from this
Note 6/14/00: about 140 students of 220 total ultimately registered for
this site. Of most use was the bulletin board; I don't think anyone used the
chatroom. All documents available on that site are also available on this one-except
postings to the bulletin board.
- 6/15/00: If you wish to find out your course grade, e-mail your TA (addresses
below under "course materials")
note: your request must either come from an e-mail address that your TA has
on file, or you need to fax (805-893-8795) or snail-mail (Dept. of History
/ UC / SB, CA 93106-9410) a SIGNED request for your grade to be sent to a
specific e-mail address.
- 6/14/00: For the course policy on disputing grades, see
- 6/14/00: I hope you got something out of this course, and I wish you all
a good summer!
If you want, visit the guestbook
on my homepage, and leave me a message!
Section Headings on this page (click to jump down to them)
- Lecture 1: Introduction. outline.
- Lecture 2: 18th Century. outline,
Candide handout (for
- Lecture 3: Enlightenment. outline,
Kant quotation overlay,
handout on Candide
- Lecture 4: French Revolution. outline,
Marseillaise text, French
Rev. dates and phases non-handout, textbook
quotation overlay, theory
quotation by Bela Balazs, Equiano
- Lecture 5: Envisaging a new society. outline,
Turner painting info,
- Lecture 6: The Economic/Industrial Revolution. outline
- Lecture 7: People and Ideas I. outline, conservatism,
liberalism, "battle of pamphlets"
- Lecture 8: Karl Marx's Communism. outline,
- Lecture 9: Imperialism. outline
with Kipling poem
- Lecture 10: World War I. outline,
- Lecture 11: Russian Revolution. outline,
Lenin source interpretation,
1925 film Battleship Potemkin: Chicago
Sun-Times Review, on-line
film journal review
- Lecture 12: Russian Revolution/Aftermath of WWI. outline
(with midterm info)
- Lecture 13: People and Politics between the Wars. outline,
sample ID on pan-Slavism
- Lecture 15: Fascism: A New Paradigm? outline,
- Lecture 16: Genocide: Big and Little Perspectives. outline,
Nina Morecki website
(see esp. her letter)
- Lecture 17: Auschwitz and Western Civilization. outline
- Lecture 18:: The Cold War. outline
- Lecture 19: Re"f"olutions End the Cold War. outline
(with "torch" and "Ode to Joy" overlays, and links); communism
joke Pages on Palach,
1989 anniversary (by
Radio Prague, 1999)
- Lecture 20: Conclusions. outline
(with details on the my "conclusions" that were cut because we ran
out of time)
- for June 7: film Indochine (1992) about the end of
French colonialism in what is now Vietnam, 1930s-1954.
screening on Monday, June 5, 7pm in HSSB 1174.
background (by a professor at Univ. of Richmond); film
review (Chicago Sun-Times); another
review (Washington Post), and yet
another (Duke Univ.)
- link to egroups.com website (or send
mail to email@example.com)
[note 6/14/00: not used extensively. Only 9 of 17 students signed up. Since
I had an alias to send mail to all students, most mail from the instructor
is not logged here.]
- for 5/10: there is a website
on the Kindertransport film, also an organization
of the transported children
- for 5/17: Oliver North
event on May 11; Here are some websites, although I haven't had time to
a personal reminiscence with
some links (Justin Hall); probably
critical, North's radio show
- for 5/24: the film Europa, Europa about Nazi Germany
synopsis and discussion
questions (Middlebury College Political Science course)
and texts from the biographical book on which the film is based (Prof.
by the US Holocaust Memorial Museum
- for 5/31: presentation and discussion of your term papers for the course.
Assignment due: write a page discussing whether Holocaust survivors should
or should not tell their stories to students in history courses. Nina Morecki,
who told the class her story last Thursday, is very interested in hearing
your candid opinions. A short text version of Nina's story is available
on the web.
Miscellaneous course materials (back
- the textbook has its own website,
with chapter outlines, glossary, self-test, interactive maps, etc.--for each
chapter (see student
resources to pull down a list of all chapters: 23,
- Selections in photocopied course reader (title
page and table of contents)
- Voltaire, Candide (1758)(full
- Olaudah Equiano, Interesting Narrative (1789)
- Marx and Engels, Communist Manifesto (1848)(full
- Alexandra Kollontai, Vasilisa Malygina (1923)
- The White Rose resistance group in Munich, 1942-43:
Explore some of these on-line courses to see some of the different emphases
set by other professors.
Civ site of Prof. Sam
Goldberger, at a community college in Hartford, Conn.
- The Modern World, by
Prof. Frank Hartigan, Univ. of Nevada, Reno
- Western Civ:
The Modern Period, by Peggy Anne Phillips, University of Miami
- The World in the
Twentieth Century, by Ralph Violette, Indiana/Purdue Univ., Fort Wayne
By reading the assignments, attending the lectures, participating in section
discussion and doing the written work, you should:
- gain an understanding of the nature and relevance of historical study in
- better appreciate the historical forces and events that have shaped the
modern (western) world (since ca. 1700);
- better appreciate the diversity of modern nations and peoples and the ways
they act on each other in time and space;
- improve your ability to understand and interpret (draw reasoned conclusions
about) historical source materials (including texts, images and music);
- improve your ability to write a short paper with research, analysis, interpretation
- Note 6/14/00: The following information was posted in the announcements
section at the top of this page during the last week of classes (June 9, 2000):
- General Final Exam information. The final will have the same
format as the midterms:
- 3 IDs chosen from 9 taken from this list
of 24 IDs. Note that the definitions on this sheet in general
DO NOT include the significance of the terms! You may wish to use
web site bulletin board to exchange views with other
students about why these terms are important. A fact sheet will NOT
be available. (30 minutes)
- One source interpretation, taken from textbook pages: 978, 1003,
1026, 1058. See the overlay
for lecture 20 for tips on what to look for. Think about why the
textbook authors selected those particular primary documents, from
all of the many possibilities, for inclusion in the textbook. (20
- a comprehensive essay question. It will have something to do with
imperialism as a phenomenon of the (second half of the) 19th century,
and decolonization as a phenomenon of the 20th century. Be sure to
read textbook chapters 33 and 37 carefully. My suggestion for studying
is to draw up a "pie chart" for each of those phenomena,
using EIE(L)IO: Economy, International, Elites, Leadership, Ideology,
Opposition as the six slices. As you review the textbook and your
notes, fill in each "slice" with examples. Think about what
has changed between the two centuries that makes decolonization possible.
- FINAL EXAM INFO UPDATES. Any final
updates will be posted by 5pm Sunday. I will also check the metacollege
web site bulletin board and answer open questions at that time.
The exam itself is on Monday, 6/12, from 8:30 to 10:30 (2 hours
- STUDY TIP: the textbook has its own website,
with chapter outlines, glossary, self-test, interactive maps, etc.--for
each chapter (go directly to the chapters: 23,
- Lastly: you may wish to print out page 1 [since moved to bottom of page!!]
of this website to have these guidelines at hand. Or this separate
- note 6/14/00: the exam itself is now available under "course
Please note that we grade YOUR WORK, not you.
If you feel that the grade you received on an assignment, exam or paper does
not correspond to the quality of work that you submitted, you must first meet
with your TA.
No grading reassessments will be done before 24 hours have elapsed
since the work was returned, nor after two weeks after the work
If you are within that window, you can either:
- Print out, complete, and submit the following Grade
Change Application Form
- OR: Write a page (or paragraph, whatever it takes) explaining WHY you think
your work is better than the grade assigned to it. Please refer to the appropriate assignment
sheet, and make sure you did the assignment. Then resubmit the work in question
with your explanation to the TA.
- If you are not satisfied with that reevaluation, please ask your TA to initial
your explanation sheet, and then submit it and the work in question to me.
I will grade it and get back to you.
Note that I may lower your grade as well as raise it.
Finally, be sure to put some contact address on your explanation sheet, so
that I can be in touch with you.
Best, Prof. Marcuse
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