History 395 - International History, 1814-1918
History 395
Steve Harris
Fall 2019
Office: Science 220
HSS 108
Office Hours: M 11-12, W 1-2 & by appt.
MW 9:30-10:45
smharris@sfsu.edu // www.steveharris.net
International History 1814-1918
What we will study and why
Our modern globalized world was built in the 19th Century. This course will examine those foundations: the international relationships—formal and informal, imperial and diplomatic, political, economic, military, and cultural—from the Revolutionary and Napoleonic Wars up through World War I. We will consider the changes flowing from the “industrial revolution,” the rise of nationalism, the spread of empires, an increased focus on trade and economics, and an adaptation to a global scale of thinking. And we will look at the choices made by the individuals and countries involved and how they affected (and were affected by) strategy, personalities, popular interests, and contingency. Our primary subjects are states, empires, nations and those that would become such. We won’t be focused on one particular national history, but considering the system as a whole. We will take a global view, but European developments will receive substantial attention.
We will use several inter-related themes to maintain our bearings through the swirling complexity of events and personalities:
In addition to the formal learning objectives (specified in iLearn) Students should come away from this course with an appreciation of the global nature of the interrelationships of political, military, economic, ideological and technological power as they existed during this period. Further, students should also come to appreciate the complexity and trade-offs associated with the decisions made by countries and leaders in the context of their own time and knowledge level, as well as difficulties of either judging those actions by our own standards or adapting the ‘lessons’ of this period to our own time.
How this course works
This course will offer you several overlapping and conflicting means of learning. These include lectures, text narratives, discussions, videos, stories, historically-embedded live-action role-playing games, historical analyses, and documents from the period under study, as well as writing projects and studying for examinations. While the course will generally proceed chronologically, we will often insert thematic sections that cut across historical periods. This material will sometimes seem disconnected; this ‘messiness’ is the nature of history (i.e., “what happened”) and the nature of historiography (i.e., “how we think about what happened”). It is up to you to select which of these means will work for you and how much you choose to do for your own education. It is up to you to integrate these streams into your own understanding of 19th century international history. There is no neat narrative for you to learn.
While much of the course is lecture-oriented, late in the term we will depart from the usual format of history classes to dive deep into one of the most fascinating periods in the history of modern Europe: The “July Crisis” of 1914 which led to World War I, which will occupy us for four weeks! To do this, we will use the ‘Reacting to the Past’ method in which each of you (individually or as a pair) will be assigned a specific historical role and will engage in debates and negotiations as we see what it was like to try to steer your country through this extraordinarily tense period. The Game itself will be preceded by contextual lectures and detailed briefing on the rules, assignments, grading, and methods of participating. You can find out more about this method at www.reacting.barnard.edu.
The purpose of this course is not for you to collect and memorize names and dates. Yes, you will need to know a bunch of those data points to make sense of what we will look at, but they are not the point (besides, you can pull all that stuff from Wikipedia). My goal is to get you to think about the developments in international history over this period and to come to some understanding of the big changes that have occurred, sometimes (it will seem) in patterns, sometimes (it will seem) by chance. While from a substantive perspective, I want you to get a feel for the broad trends and key events; it is at least as important for you to use this pile of information and interpretation to practice thinking critically, so you can live your life not only better informed about the world we live in, but with an appreciation of others and their distinctive mindsets/worldviews/ mentalities.
Thus, we will emphasize that the things that happened (both major events as well as of the thousands of things that happened each day in everyday life), happened because of choices made by individuals and because of things we can’t control. This means that there is nothing inevitable about what did happen. And, because the world we live in is just the product of those decisions or occurrences, it is problematic to find great meaning in the way things are (since they could have easily been otherwise). In addition to seeing the incremental development of people and groups and events, this course will also consider the ‘long view,’ urging you to think about how much things have changed over an extended period.
How to succeed in this course
Some Tips:
In addition, you are responsible for understanding course requirements and seeking clarification as needed. Please be sure to check iLearn before asking me. If your question can be answered in this syllabus or in iLearn, I will not rush to respond to you. You are responsible for respectful and courteous behavior with each other and me. You are responsible for reading and responding to communications from me (email, Forum posts, and Slack messages) and for telling me when you will be absent.
Course Website and Readings – We will not use a textbook, but will read chapters and articles from various authors (as specified below), each of which is posted in iLearn or is on reserve in the Library. Game materials, including the Gamebook and role assignments, and links to primary sources, will be provided in iLearn or will be distributed in class. We will also use a Slack channel during the Game. If you have any questions about the course, its structure, or these requirements, please post a question in the Course Administrative Forum in iLearn.
Additional Credit Course
Those students, particularly History Majors/Minors, who wish to write a more extensive research paper and take on some additional work for an additional credit hour (Hist 399) should contact me in the first two weeks of the semester.
Course Grading Components:
Response Papers – Eight times during the term there will be short assignment due. Your best seven responses will count for 4 points (so, 7 assignments @ 4 points = 28 points). Each will require short responses to several questions regarding primary sources/ reading assignments or the readings or lectures. Each paper must be 400-500 words (strict limit). Prompts will be posted in iLearn and responses will be due by midnight on the stated due date. Late papers will be marked down 25% per day. Overly long or short papers will be marked down.
July Crisis Game – For seven sessions we will be immersed in the tumultuous world of the great power diplomacy during the summer of 1914, using an historically-embedded live-action role-playing game. Each of you will take on the role of an actual historical actor in these events, with specific written assignments and oral presentations. Grading components include a Quiz (4 points), assigned papers (8 points), oral presentations, other participation and attendance (8 points). I will provide details when we start.
General Participation -- The class will be much more interesting if you ask questions, make observations, or argue with my interpretations. If you are unclear as to how you want to answer a response paper, asking good questions is one way to figure it out. So, this grading component (6 points) is based on what you say in class (outside the Game). As part of this contribution, two students in each class session will each make a 2-minute presentation as an individual in a particular time and place in European history (pick your slot in ”You are There” in iLearn).
Research Paper -- You will submit one research paper (1800-2200 words (strict limit)) into iLearn by December 15 at midnight. The paper will count for 25 points. It must be research based (showing engagement with both primary and secondary sources). It should also reflect your critical thinking and analytic abilities as developed during the course. Detailed guidance on this assignment is posted in iLearn. You must have an approved topic and thesis by October 15 and must come meet with me to discuss your progress between then and November 22 when your rough draft is due. You should also plan to see me after Thanksgiving to review your rough draft. Failure to do so will result in mark-downs and (likely) a lower quality final product. A late essay paper will lose 1/3 of a letter grade each day (including weekends) that it is late. No paper will be accepted after December 18. There will be no extensions without a physician’s authorization.
Final Examination -- The Final Examination will be ‘take-home,’ posted into iLearn on December 16 and due on December 20 at 10 PM into iLearn. It will be a combination of shorter and longer essays. Please review the exam tips on iLearn. There will be no extensions without a physician’s authorization. The exam will count for 20 points.
Outline of Topics and Reading Assignments
(* -- Response Paper due)
Class
Topic
Reading Assignments
8/26
Introduction; World of the 18C
Syllabus
8/28
States System of the 18C
Schroeder, Transformation of European Politics, 3-11, 35-53.
9/4
French Revolution and its effects
Blanning, Pursuit of Glory, 611-6, 633-7, 648-72; Levee en masse,
9/9*
The Congress of Vienna
Rich, Great Power Diplomacy 1814-1914 (“GPD”) 1-27
9/11
A Global Context
Bayly, Birth of the Modern World, 44-71
9/16
Industrialization and its effects
Hobsbawm, Age of Revolution, 44-73
9/18*
Technologies of Travel, Trade, and Communications; Research Paper Prep
Headrick, Tools of Empire, 129-65;
Harris, Research Paper Parameters
9/23
Globalizing Economy: Trade and Migration
Kenwood & Lougheed, Growth of the Int’l Economy, 45-60, 78-92 (on-line at library)
9/25
Globalizing Economy: Finance and Gold
Kenwood & Lougheed, Growth of the Int’l Economy, 26-44, 104-19 (on-line at library)
9/30
Mid-Century Political Developments and Revolutions
Taylor, Struggle for Mastery of Europe, 1-23
10/2*
The “Eastern Question” and the Crimean War
Rich, GPD, 44-57, 69-77; Rich, Age of Nationalism, 81-91
10/7
Nationalism and New Nations
Rich, Age of Nationalism, 110-144; Renan
10/9*
Evolving Nature of War
Anderson, Ascendency of Europe, 293-330
10/14
Evolving Nature of Peace
Anderson, Modern Diplomacy, 236-73
10/16*
Nature and Practice of Empire
Streets-Salter & Getz, Empires and Colonies, 391-414; Lugard, Ferry
10/21
Global “Scrambles”
Rich, GPD, 263-77, 300-328
10/23*
MultiPaths to War: Great Powers in Europe
Lafore, Long Fuse, 15-23; Alexander, Europe’s Uncertain Path, 302-8; Kaletsky, WWI: Impossible/Inevitable
10/28
MultiPaths to War: Global Powers in the World
D’Agostino, Rise of Global Powers, 8-34 (on-line at library)
10/30
MultiPaths to War: Inevitability & Contingency
Rich, GPD 408-37; Bloch, Impossibility of War vii- xvii, Crown Prince Wilhelm,
11/4*-12/4
The July Crisis
Moser, July Crisis Gamebook/Roles/Sources
12/9
World War I: The War
Taylor, Struggle for Mastery in Europe, 532-68
12/11
World War I: The Peace
Rich, GPD II, 41-69; War Guilt Commission; Economist on Versailles
12/16*
Conclusion and Review
Schroeder, IPPW
Additional Information
Plagiarism
Plagiarism—the use of an idea, or of the form of expressing an idea, without acknowledgment—is intellectual theft. Written work which is plagiarized (i.e. which is copied or closely paraphrased from other sources, without citing) is unacceptable and will result in zero points for the assignment and will be reported to the University. I use TurnItIn as one tool.
If you use the words of anyone else, you must put those words in quotation marks and footnote the source. If you use the ideas (account, explanation, concept, analysis, summary, etc.) developed by another person, but put it in your own words, you must footnote the source. If you paraphrase (summarize) what someone else has written, you must footnote the source. A simple rule may be helpful: NEVER copy and paste ANYTHING from the Web. If you have questions, ASK.
At the same time, it is important to emphasize that the purpose of the assignments is to determine what you know and think. A comprehensively footnoted paper which is merely ‘cut-and-paste’ is destined for a passing but very low grade. (adapted from E.R. Dickinson)
Accommodation
Students with disabilities who need reasonable accommodations are encouraged to contact me. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC is located in the Student Service Building and can be reached by telephone (voice/TTY 415-338-2472) or by email (dprc@sfsu.edu) or at www.sfsu.edu/~dprc.
Student Disclosures of Sexual Violence
SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student to me, I must notify the Dean of Students. To disclose any such violence confidentially, contact either The SAFE Place (415-338-2208 or www.sfsu.edu/~safe_plc/) or the Counseling and Psychological Services Center (415-338-2208 or psyservs.sfsu.edu/). For more information on your rights and resources, go to titleix.sfsu.edu
Steve Harris
Fall 2019
Office: Science 220
HSS 108
Office Hours: M 11-12, W 1-2 & by appt.
MW 9:30-10:45
smharris@sfsu.edu // www.steveharris.net
International History 1814-1918
What we will study and why
Our modern globalized world was built in the 19th Century. This course will examine those foundations: the international relationships—formal and informal, imperial and diplomatic, political, economic, military, and cultural—from the Revolutionary and Napoleonic Wars up through World War I. We will consider the changes flowing from the “industrial revolution,” the rise of nationalism, the spread of empires, an increased focus on trade and economics, and an adaptation to a global scale of thinking. And we will look at the choices made by the individuals and countries involved and how they affected (and were affected by) strategy, personalities, popular interests, and contingency. Our primary subjects are states, empires, nations and those that would become such. We won’t be focused on one particular national history, but considering the system as a whole. We will take a global view, but European developments will receive substantial attention.
We will use several inter-related themes to maintain our bearings through the swirling complexity of events and personalities:
- How peoples and countries thought of themselves and other states, empires, and colonies
- How countries moved from politics to war and back
- The tension between apparent longer-term historical developments and the effects of apparent random or chance events
- The relationship between Europe and the wider world
- The changing nature of power over the period
In addition to the formal learning objectives (specified in iLearn) Students should come away from this course with an appreciation of the global nature of the interrelationships of political, military, economic, ideological and technological power as they existed during this period. Further, students should also come to appreciate the complexity and trade-offs associated with the decisions made by countries and leaders in the context of their own time and knowledge level, as well as difficulties of either judging those actions by our own standards or adapting the ‘lessons’ of this period to our own time.
How this course works
This course will offer you several overlapping and conflicting means of learning. These include lectures, text narratives, discussions, videos, stories, historically-embedded live-action role-playing games, historical analyses, and documents from the period under study, as well as writing projects and studying for examinations. While the course will generally proceed chronologically, we will often insert thematic sections that cut across historical periods. This material will sometimes seem disconnected; this ‘messiness’ is the nature of history (i.e., “what happened”) and the nature of historiography (i.e., “how we think about what happened”). It is up to you to select which of these means will work for you and how much you choose to do for your own education. It is up to you to integrate these streams into your own understanding of 19th century international history. There is no neat narrative for you to learn.
While much of the course is lecture-oriented, late in the term we will depart from the usual format of history classes to dive deep into one of the most fascinating periods in the history of modern Europe: The “July Crisis” of 1914 which led to World War I, which will occupy us for four weeks! To do this, we will use the ‘Reacting to the Past’ method in which each of you (individually or as a pair) will be assigned a specific historical role and will engage in debates and negotiations as we see what it was like to try to steer your country through this extraordinarily tense period. The Game itself will be preceded by contextual lectures and detailed briefing on the rules, assignments, grading, and methods of participating. You can find out more about this method at www.reacting.barnard.edu.
The purpose of this course is not for you to collect and memorize names and dates. Yes, you will need to know a bunch of those data points to make sense of what we will look at, but they are not the point (besides, you can pull all that stuff from Wikipedia). My goal is to get you to think about the developments in international history over this period and to come to some understanding of the big changes that have occurred, sometimes (it will seem) in patterns, sometimes (it will seem) by chance. While from a substantive perspective, I want you to get a feel for the broad trends and key events; it is at least as important for you to use this pile of information and interpretation to practice thinking critically, so you can live your life not only better informed about the world we live in, but with an appreciation of others and their distinctive mindsets/worldviews/ mentalities.
Thus, we will emphasize that the things that happened (both major events as well as of the thousands of things that happened each day in everyday life), happened because of choices made by individuals and because of things we can’t control. This means that there is nothing inevitable about what did happen. And, because the world we live in is just the product of those decisions or occurrences, it is problematic to find great meaning in the way things are (since they could have easily been otherwise). In addition to seeing the incremental development of people and groups and events, this course will also consider the ‘long view,’ urging you to think about how much things have changed over an extended period.
How to succeed in this course
- Show up, pay attention, do the work.
- Stretch your brain; leave your preconceptions outside, say interesting things.
- If you “don’t get it,” don’t be afraid to ask for help.
- Find the parts that are interesting and fun for you.
Some Tips:
- Visit me during office hours or make an appointment or communicate with me via email. This may help you understand the material and precisely what I hope you will learn (especially for the Game and exam).
- Research shows that taking notes by hand is the best way; taking a picture of the whiteboard, or typing doesn’t give your brain time to absorb what we are talking about.
- iLearn includes tips and requirements for the papers, the game, and the exam.
- Especially at the beginning, you may wish to submit a paper copy of your short papers if you want detailed comments as a basis for improvement.
In addition, you are responsible for understanding course requirements and seeking clarification as needed. Please be sure to check iLearn before asking me. If your question can be answered in this syllabus or in iLearn, I will not rush to respond to you. You are responsible for respectful and courteous behavior with each other and me. You are responsible for reading and responding to communications from me (email, Forum posts, and Slack messages) and for telling me when you will be absent.
Course Website and Readings – We will not use a textbook, but will read chapters and articles from various authors (as specified below), each of which is posted in iLearn or is on reserve in the Library. Game materials, including the Gamebook and role assignments, and links to primary sources, will be provided in iLearn or will be distributed in class. We will also use a Slack channel during the Game. If you have any questions about the course, its structure, or these requirements, please post a question in the Course Administrative Forum in iLearn.
Additional Credit Course
Those students, particularly History Majors/Minors, who wish to write a more extensive research paper and take on some additional work for an additional credit hour (Hist 399) should contact me in the first two weeks of the semester.
Course Grading Components:
- Response Papers: 28 points (best 7 of 8 @ 4 points each)
- July Crisis Game: 20 points
- General Participation: 7 points
- Research Paper: 25 points
- Final Exam: 20 points
Response Papers – Eight times during the term there will be short assignment due. Your best seven responses will count for 4 points (so, 7 assignments @ 4 points = 28 points). Each will require short responses to several questions regarding primary sources/ reading assignments or the readings or lectures. Each paper must be 400-500 words (strict limit). Prompts will be posted in iLearn and responses will be due by midnight on the stated due date. Late papers will be marked down 25% per day. Overly long or short papers will be marked down.
July Crisis Game – For seven sessions we will be immersed in the tumultuous world of the great power diplomacy during the summer of 1914, using an historically-embedded live-action role-playing game. Each of you will take on the role of an actual historical actor in these events, with specific written assignments and oral presentations. Grading components include a Quiz (4 points), assigned papers (8 points), oral presentations, other participation and attendance (8 points). I will provide details when we start.
General Participation -- The class will be much more interesting if you ask questions, make observations, or argue with my interpretations. If you are unclear as to how you want to answer a response paper, asking good questions is one way to figure it out. So, this grading component (6 points) is based on what you say in class (outside the Game). As part of this contribution, two students in each class session will each make a 2-minute presentation as an individual in a particular time and place in European history (pick your slot in ”You are There” in iLearn).
Research Paper -- You will submit one research paper (1800-2200 words (strict limit)) into iLearn by December 15 at midnight. The paper will count for 25 points. It must be research based (showing engagement with both primary and secondary sources). It should also reflect your critical thinking and analytic abilities as developed during the course. Detailed guidance on this assignment is posted in iLearn. You must have an approved topic and thesis by October 15 and must come meet with me to discuss your progress between then and November 22 when your rough draft is due. You should also plan to see me after Thanksgiving to review your rough draft. Failure to do so will result in mark-downs and (likely) a lower quality final product. A late essay paper will lose 1/3 of a letter grade each day (including weekends) that it is late. No paper will be accepted after December 18. There will be no extensions without a physician’s authorization.
Final Examination -- The Final Examination will be ‘take-home,’ posted into iLearn on December 16 and due on December 20 at 10 PM into iLearn. It will be a combination of shorter and longer essays. Please review the exam tips on iLearn. There will be no extensions without a physician’s authorization. The exam will count for 20 points.
Outline of Topics and Reading Assignments
(* -- Response Paper due)
Class
Topic
Reading Assignments
8/26
Introduction; World of the 18C
Syllabus
8/28
States System of the 18C
Schroeder, Transformation of European Politics, 3-11, 35-53.
9/4
French Revolution and its effects
Blanning, Pursuit of Glory, 611-6, 633-7, 648-72; Levee en masse,
9/9*
The Congress of Vienna
Rich, Great Power Diplomacy 1814-1914 (“GPD”) 1-27
9/11
A Global Context
Bayly, Birth of the Modern World, 44-71
9/16
Industrialization and its effects
Hobsbawm, Age of Revolution, 44-73
9/18*
Technologies of Travel, Trade, and Communications; Research Paper Prep
Headrick, Tools of Empire, 129-65;
Harris, Research Paper Parameters
9/23
Globalizing Economy: Trade and Migration
Kenwood & Lougheed, Growth of the Int’l Economy, 45-60, 78-92 (on-line at library)
9/25
Globalizing Economy: Finance and Gold
Kenwood & Lougheed, Growth of the Int’l Economy, 26-44, 104-19 (on-line at library)
9/30
Mid-Century Political Developments and Revolutions
Taylor, Struggle for Mastery of Europe, 1-23
10/2*
The “Eastern Question” and the Crimean War
Rich, GPD, 44-57, 69-77; Rich, Age of Nationalism, 81-91
10/7
Nationalism and New Nations
Rich, Age of Nationalism, 110-144; Renan
10/9*
Evolving Nature of War
Anderson, Ascendency of Europe, 293-330
10/14
Evolving Nature of Peace
Anderson, Modern Diplomacy, 236-73
10/16*
Nature and Practice of Empire
Streets-Salter & Getz, Empires and Colonies, 391-414; Lugard, Ferry
10/21
Global “Scrambles”
Rich, GPD, 263-77, 300-328
10/23*
MultiPaths to War: Great Powers in Europe
Lafore, Long Fuse, 15-23; Alexander, Europe’s Uncertain Path, 302-8; Kaletsky, WWI: Impossible/Inevitable
10/28
MultiPaths to War: Global Powers in the World
D’Agostino, Rise of Global Powers, 8-34 (on-line at library)
10/30
MultiPaths to War: Inevitability & Contingency
Rich, GPD 408-37; Bloch, Impossibility of War vii- xvii, Crown Prince Wilhelm,
11/4*-12/4
The July Crisis
Moser, July Crisis Gamebook/Roles/Sources
12/9
World War I: The War
Taylor, Struggle for Mastery in Europe, 532-68
12/11
World War I: The Peace
Rich, GPD II, 41-69; War Guilt Commission; Economist on Versailles
12/16*
Conclusion and Review
Schroeder, IPPW
Additional Information
Plagiarism
Plagiarism—the use of an idea, or of the form of expressing an idea, without acknowledgment—is intellectual theft. Written work which is plagiarized (i.e. which is copied or closely paraphrased from other sources, without citing) is unacceptable and will result in zero points for the assignment and will be reported to the University. I use TurnItIn as one tool.
If you use the words of anyone else, you must put those words in quotation marks and footnote the source. If you use the ideas (account, explanation, concept, analysis, summary, etc.) developed by another person, but put it in your own words, you must footnote the source. If you paraphrase (summarize) what someone else has written, you must footnote the source. A simple rule may be helpful: NEVER copy and paste ANYTHING from the Web. If you have questions, ASK.
At the same time, it is important to emphasize that the purpose of the assignments is to determine what you know and think. A comprehensively footnoted paper which is merely ‘cut-and-paste’ is destined for a passing but very low grade. (adapted from E.R. Dickinson)
Accommodation
Students with disabilities who need reasonable accommodations are encouraged to contact me. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC is located in the Student Service Building and can be reached by telephone (voice/TTY 415-338-2472) or by email (dprc@sfsu.edu) or at www.sfsu.edu/~dprc.
Student Disclosures of Sexual Violence
SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student to me, I must notify the Dean of Students. To disclose any such violence confidentially, contact either The SAFE Place (415-338-2208 or www.sfsu.edu/~safe_plc/) or the Counseling and Psychological Services Center (415-338-2208 or psyservs.sfsu.edu/). For more information on your rights and resources, go to titleix.sfsu.edu