OFFICE LOCATION: 

Building 7, Room 532

OFFICE HOURS: 

OFFICE PHONE: 

845-9417 (gets voice mail after 6 rings)

E-MAIL ADDRESS:  

School Mail; Private Mail

CLASS HOURS: 

CLASS CODE: 

Recommended Preparation: 

ENG 100

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COURSE DESCRIPTION

Historical survey of political evolution and major economic, social, and cultural developments taking place in Europe (1815-Present)

History 232 is a survey of Europe from roughly 1789 to the present. The course will consider political, cultural, social, and economic changes. This period is considered by historians to be the "modern" era, and the course will begin with an examination of the meaning of that term, then delve into the late industrial revolution and the changes in economics, social class, culture, and political and religious organization that Europe experienced from the end of the Napoleonic Era to the War on Terror. One of the goals of the course will be to help students develop a historical imagination through the use of documents as well as descriptions and cultural artifacts of the time. An effort will be made to connect the events and ideas discussed to contemporary European and world affairs.

Another primary objective of this course is to help students learn to use writing as a learning tool. The process of research, writing, and re-writing will come to be seen not simply as an evaluative tool of the instructor, but as a way for the student of history to gain a deeper and more complex understanding of the subject. Since this is a writing intensive course, the greater part of the final course grade will be based on the quality of analysis and the communication thereof through written work. The course includes one mandatory conference with the instructor, and students are encouraged to discuss ideas, problems, and drafts with the instructor as often as possible.

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METHOD OF INSTRUCTION

This is a writing intensive course, and so the focus of instruction will be on writing, in the hope that students will come to see the process of writing as an effective learning tool, rather than just a system for instructors to evaluate students. This means that instruction will be relatively more interactive than a traditional lecture class.

Writing: The primary means of evaluation in this course will be writing. However, it will also be your primary means for exploring the subject, and as I grade your papers, I will be looking to see if you are struggling with understanding the history rather than just putting words on a page. I want to see you learn through your writing. I will be assigning four different types of papers in this class, and through each, I hope you will learn new methods of study and writing. Those four types will include a short essay, a book review, an annotated bibliography, and a historiographic essay. There will be a mandatory student-teacher conference after the first paper, to be scheduled ASAP. Students are encouraged to continue meeting with the instructor throughout the semester.

Lectures will continue to be a part of the class. However, those lectures will include information on the history of Modern Europe that gives students a general framework with which to understand the reading and writing they are doing for the course.

Reading: as an instructor of my own once said, "you have to read a few books before you can write one." This class will involve extensive reading of a number of different types of written work. Obviously, the textbooks will be required reading, and it is assumed that you will have finished the reading for each week before coming to class. Also included will be handouts that include examples of writing in various styles, and primary source documents that will give you a chance to dig in and "do history" – putting your own ideas on record for the world.

Writing Workshops: One of the most valuable ways to learn – and to learn to write – is to subject your own ideas and work to the scrutiny of your peers. Therefore, prior to the due date for each paper, we will hold an in-class writing workshop. One week prior to the workshop you will be asked to provide a copy of a segment of your current paper to each student in your discussion group, and one to the instructor. During the workshop, you will each be asked to write and discuss with the author and the group, at least one critical comment regarding that segment for each member of the group. Your attendance is critical to the success of this kind of group activity, and will be monitored. Your participation is also a must. Failure to attend or participate in the discussions, either by failing to provide comments, or by failing to provide a segment of your work, will certainly affect your grade in a negative way. Participation, however, will give you a leg up, should you be on the borderline.

Exams: There are three exams in this class.  Each will be given in class on a date specified by the instructor.  Each exam is worth 50 points, for a total of 150 points, or 18% of the course grade.  Exams will include essay and identification questions.

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STUDENT LEARNING OUTCOMES

By the end of this course, students will be able to:

1.      construct a written argument on a historical topic, including presentation of the main points of the argument, and an organized structure that analyzes evidence in order to discover whether the main point is supported, and use of proper style and citation of evidence.

2.      frame and investigate basic questions of historical causality and change, using primary and secondary sources and basic research and analysis techniques

3.      identify and discuss the primary cultures and actors in European history between 1815 CE and the present at a level of knowledge appropriate for second year history students.

4.      review and assess some of the major historical issues current in the study of European history

5.      interpret the meaning of events within the context of the history and interaction of European states and relate them to contemporary realities.

6.      differentiate and compare the historical processes of the various states of Europe both individually and as a European unit, and pose relevant questions about the place of Europe in the world context of history.

GRADING PLAN

COURSE COMPONENT SPECIFICS

(As noted, this is a writing-intensive course.  You must produce at least 16 pages of written work over the course of the semester.  Failure to do so will result in a failing grade for the course, regardless of the quality of the work you do submit.)

1.        3 Short Essays (3-4 pages)

  Review of a book you will be using in your final paper:  You'll be asked to evaluate a book you are using as a source for your final essay. You will be expected to make judgments on the book, not just summarize it.

  Annotated Bibliography:  outlining your research on the final paper and the value of various sources you have found.

  Short essay:  You'll be asked to write a short essay on the history involved in the topic you've chosen for the final paper.  You must turn in a rough draft for this paper.  It is worth 50 points toward your final grade, and is required in order to pass the course.

2.        One Long Essay (6-7 pages)

  This paper will be a historiographic essay dealing with one of the controversies currently under discussion among historians of Modern Europe. It will require you to do some outside research and reading, guided by the instructor and reading lists. The question(s) will be specific, and you will be expected to answer clearly, and make a choice as to what side of the controversy you come down upon, and explain why.  You must turn in a rough draft for this paper.  It is worth 50 points toward your final grade, and is required in order to pass the course.

3.        Three Exams

  There are three exams in this class.  Each will be given in class on a date specified by the instructor.  Each exam is worth 50 points, for a total of 150 points, or 18% of the course grade.  Exams will include essay and identification questions.

4.        Writing Workshops

  One of the most valuable ways to learn – and to learn to write – is to subject your own ideas and work to the scrutiny of your peers. Therefore, prior to the due date for each paper, we will hold an in-class writing workshop. One week prior to the workshop you will be asked to provide a copy of a segment of your current paper to each student in your discussion group, and one to the instructor. During the workshop, you will each be asked to write and discuss with the author and the group, at least one critical comment regarding that segment for each member of the group. Your attendance is critical to the success of this kind of group activity, and will be monitored. Your participation is also a must.

TEXTBOOKS & REQUIRED MATERIALS

Kishlansky, et al.. Civilization in the West, Vol. C, Since 1789, Longman

Gilbert. The End of the European Era: 1890 to the Present, Norton

Breunig. The Age of Revolution and Reaction, 1789-1850, Norton

Rampolla. A Pocket Guide to Writing In History, Third Edition.

Bedford/St. Martins, 2001.

Handouts to be provided in class.

GRADING PLAN

For Papers:

A Grade: Gives an interpretive answer to the question, around which an organizational structure is elucidated, then maintained, for the length of the paper. Grammar, vocabulary, and structure are specific, and serve to advance the argument. Chronology and facts are used in a clear chain of logic directed toward proving the answer being given. Each point is clearly asserted, explained, and supported with evidence and examples. The paper shows evidence of the student's critical analysis of the information provided in class in order to form a historically useful conclusion.

B Grade: Clearly addresses the question in the thesis, and in paper organization. Places events in chronological order, and uses facts to form a chain of logic and draw a conclusion. Sentence structure and grammar make meaning and argument clear. Each point is elaborated and supported with evidence or examples. Some attempt at critical analysis is evidenced in the argument.

C Grade: Makes an attempt to address the questions. Is chronologically and factually accurate, though with little interpretation. Sentence structure is correct, and each point is clearly understandable. Each point is elaborated.

D Grade: Acknowledges the question. Evidences some sense of historical chronology, and shows minimal grasp of facts. Grammar and sentence structure are such that the thrust of meaning is discernible.

F Grade: Any paper which does not meet the minimum standards for a “D” grade or better as defined above.

For Exams:

A Grade: A clear and specific direct answer to the question which is placed within chronological and cause-effect contexts with accuracy and sophistication.  Clear demonstration of multiple cause and effect relationships across time and space.  Attempt to extend the answer to make direct connections to other major structures or historical change patterns earlier or later than the subject being discussed with an attempt to assign meaning historically or theoretically.

B Grade: Answers question directly, with a clear and largely successful attempt to put answers in context of chronology and cause-effect.  Cause-effect relationships are clearly drawn, but may lack complexity or clearly understandable chain of logic.

C Grade:  Answers the question accurately, including, if necessary, chronological information, and an attempt at placing the answer in a larger context of historical cause and effect with some degree of accuracy.

D Grade: Answers the question to a limited degree.  Little explanation of the significance of the answer, or connection to historical cause and effect.  Limited, incorrect, or no attempt at chronological placement.

CLASSROOM CODE OF CONDUCT

1. Late assignments will be docked one full grade level per week until turned in. 

2. Assessments may not be made up without a documented excuse.

3. Plagiarism will not be tolerated. Make sure that none of your work is plagiarized.  In the first instance, the instructor will ask you to re-write your exam or paper with no penalty.  Any instance beyond one will result in immediate failure of any assignment that shows evidence of plagiarism.  Instances beyond two will result in a failing grade for the course.  The definition of plagiarism, according to the University of Hawaii Code of Conduct, is as follows:
"Plagiarism includes, but is not limited to, submitting, in fulfillment of an academic requirement, any document that has been copied in whole or in part from another individual's work without attributing that borrowed portion to the individual; neglecting to identify as a quotation another's idea and particular phrasing that was not assimilated into the student's language and style or paraphrasing a passage so that the reader is misled as to the source; submitting the same written or oral material in more than one course without obtaining authorization from the instructors involved; or dry labbing, which includes obtaining and using experimental data and laboratory write-ups from other sections of the course or from previous terms or fabricating data to fit the desired or expected results.

4.Exams may be given at alternate times if sufficient reason exists. See me before the regularly scheduled exam if at all possible.  The instructor reserves the right to present reasonable alternate questions to those who take exams outside of the regularly scheduled time.  Lack of adequate preparation for the exam is not sufficient reason for delay.

5.Cheating on exams will not be tolerated.  Any student who cheats will fail the exam on which cheating is discovered.  A second instance of cheating will result in a failing grade for the course.  Cheating is defined in the University of Hawaii Code of Conduct as:
"Cheating includes, but is not limited to, giving or receiving unauthorized assistance during an examination; obtaining or distributing unauthorized information about an examination before it is given; using inappropriate or unallowable sources of information during an examination; falsifying data in experiments and other research; altering the record of any grade; altering answers after an examination has been submitted; falsifying any official University record; or misrepresenting the facts in order to obtain exemptions from course requirements.

6.Keep all quiz, exam, and essay papers I return to you as proof that you have completed the assignment.

This syllabus conforms to the Honolulu Community College syllabus guideline adopted July 26, 1999.