History - Spring 1999

The best of times, the worst of times.... This has been a century of extraordinary technological advances and, for many Europeans, of unprecedented prosperity. But it would have been difficult to guess in 1900 that Europe in the 20th century would be devastated by two terrible wars, that the socialist dream would issue in tragedy and subside in farce, and that state-sponsored terror, torture, and genocide would appear in the heart of the continent. And who would have predicted, before 1989, that the Soviet Union and its satellites would collapse so completely and ignominiously? As the century draws to a close, it is now possible to place these great and often terrible events in historical perspective. Drawing on historical texts, letters, diaries, memoirs, literature and the visual arts, History 30C offers a survey of European history from the outbreak of war in 1914 to the present.

TOPICS AND READINGS:

1. THE FIRST WORLD WAR (April 3-12)
The Sarajevo Murder Mystery--Nationalism and Imperialism--A War of Attrition--Why Germany Lost--War and Peace: the Consequences
Reading: A.J.P. Taylor, War by Timetable
Rupert Brooke et al., war poems

2. THE RUSSIAN REVOLUTION (April 15-19)
Lenin and Trotsky--Revolution and Civil War--The Bolsheviks Come to Power
Reading: Theodore von Laue, Why Lenin? Why Stalin?
Isaac Babel, "My First Goose" (short story)

3. FAILED STABILIZATION (April 22-26)
Mussolini and Fascism--From Lenin to Stalin--The Weimar Republic
Reading: Ian Kershaw, Hitler
Adolf Hitler, Mein Kampf (excerpt)
 
4. DARK TIMES (April 29-May 2)
Crash and Slump--Appeasement--Stalin's Terror
Reading: George Orwell, Homage to Catalonia
Bertolt Brecht and Anna Akhmatova, poems

5. WAR AND RESISTANCE (May 6-10)
Blitzkrieg and Genocide--Why Hitler Lost--Resisting Hitler
Reading: Lucie Aubrac, Outwitting the Gestapo

6. A HARD AND BITTER PEACE (May 13-17)
Agonies of Empire--The Long Cold War--Reconstruction and Decline
Reading: John Gaddis, What We Now Know

7. BRAVE NEW WORLD (May 20-24)
The West: Prosperity and its Discontents--The East: Scarcity and its Discontents--Revolt and Recession
Reading: Slavenka Drakulic, How We Survived Communism and Even Laughed

8. THE VELVET REVOLUTION (May 27-31)
The West: The Right Takes Charge--The East: The Gorbachev Era--The Empire Strikes Out
Reading: Timothy Garton Ash, The Magic Lantern
Adam Michnik, Letters from Prison

9. A NEW EUROPE? (June 3-6)
European Integration and its Discontents--The New Nationalism--Fin de Siecle
Reading: Michael Ignatieff, Blood and Belonging: Journeys to the New Nationalism (selections)
Adam Michnik, Letters from Freedom
 
Two of the following questions will appear on the midterm examination, which will take place in Stevenson 150 on Friday, May 3. You will be asked to write an essay on one of these questions. In planning your essay, please feel free to draw on a wide range of sources (lectures, texts, documents, films, drawings, etc.), but be sure to place the main emphasis on the course readings.

1. The First World War ended with the defeat of German militarism and shattering of the authoritarian monarchies and empires of Central and Eastern Europe. How then do you account for the ultimate failure of liberalism in the postwar era? What particular political, economic, and social factors tended to undermine the stability of European societies in this period?

2. The Bolsheviks, the Fascists, and the National Socialists created parties of a new type, designed less for electoral competition than for seizing and monopolizing political power. Choose any two of these three and compare and contrast them. You may wish to consider some (though not necessarily all) of the following factors: leadership, recruitment, structure, ideology, techniques of rule, sources of support.

3. Wars in 20th-century European history have set new standards for brutality and ferocity. Choose any two of the major wars we have studied (the First World War, the Russian Civil War, the Spanish Civil War), and consider the reasons for the severity and the duration of each, paying special attention to the sufferings of both soldiers and civilians.

4. Lenin and Stalin, Mussolini and Hitler--the great dictators have cast long shadows across the landscape of 20th-century European history. Choose any two of these leaders and compare and contrast their personalities and strategies. How did they achieve, consolidate, and use (or abuse) their power?


1. Berlin, Barcelona, Lyon, Moscow--a number of the works we have read offer insights into the character or quality of politics and daily life in these great cities at certain moments in their histories. Consider the relationship between politics and daily life in one or two of these works. Please be as specific as possible about the nature of the political situation.

2. Resistance to oppression requires more than courage: it also implies a set of values or core beliefs that inspire action. Choose one or two of the texts we have read and examine the relationship between these basic convictions and the conduct of the author or the protagonists.

3. The keynotes of the art and literature of the First World War and its aftermath are irony and despair. The literature and memoirs of the Spanish Civil War and the Second World War, on the contrary, often highlight the values of hope and solidarity. Compare any two texts from these periods and consider why they differ in their assessments of the human prospect.
4. There is always a gap between ideology and practice, but that gap seems to have been particularly large in the case of 20th-century Communism. Compare and contrast the treatments of Communism in any two of the the following: Babel, Orwell, Voinovich, Draculic.

5. Develop your own topic in consultation with your instructor(s). If you are interested in writing about films that deal with historical issues, please see B.T.



FINAL EXAMINATION

Please write an essay of approximately six pages on one of the following questions. The essay is due by 5:00 on Wednesday, June 11. (You may place your essay in the THOMPSON box in Stevenson Steno Pool or slip it under the door of 276 Stevenson, but please keep a copy of the essay in either case.) Once again, in planning your essay, feel free to draw on any or all of the course materials, but place the greatest emphasis on the course readings. There is no need for elaborate footnotes, but you may want to make brief citations of sources in parentheses in your text.

1. Tocqueville says somewhere that the most dangerous time for an old regime is the moment when it begins to reform itself. Apply this insight to the USSR and to one other Eastern bloc country (Poland, Czechoslovakia, the German Democratic Republic, Hungary, or Romania).

2. Occupying one-sixth of the earth, endowed with abundant resources and a nuclear arsenal, a superpower for more than forty years, the Soviet Union collapsed like a house of cards in 1991. Identify and elucidate three or four factors that contributed to this unexpected disintegration. Which of these factors do you regard as most important?

3. Western European countries achieved unprecedented levels of prosperity in the decades after World War II. How do you account for that success, and what factors, in recent years, have tended to emphasize its limits and precariousness?

4. Even in the era of "globalization" of the world's economy and homogenization of its cultures, nationalism continues to be a potent force. It is arguably the most important force in 20th-century European history. How do you account for the continuing appeal of nationalism, in spite of the horrors of the first half of the century and, more recently, in Bosnia? Please consider at least two case studies in framing your answer.

This course examines a series of distinguished documentary and feature films about the destruction of European Jewry. Each film is placed in its historical context, and wherever possible the readings include the original documents on which the films were based. Emphasis falls on the strategies filmmakers have used to address the horror of genocide without succumbing to melodrama.

Requirements: participation in class discussions, three 6-page papers.

1. HOLLYWOOD
Lawrence Langer, "The Americanization of the Holocaust on Stage and Screen," Admitting the Holocaust: Collected Essays
Annette Insdorf, "The Hollywood Version of the Holocaust," in Indelible Images
Thomas Kenneally, Schindler's List
Steven Spielberg, Schindler's List (1994)

2. POLAND I
Tadeusz Borowski, This Way for the Gas, Ladies and Gentlemen
Andrzej Munk, The Passenger (1962)
Andrzej Wajda, Landscape After Battle (1970)

3. POLAND II
Janusz Korczak, Ghetto Diary
Andrzej Wajda, Korczak (1989)

4. CZECHOSLOVAKIA
Annette Insdorf, "The Ambiguities of Identity"
Jan Kadar and Elmer Klos, The Shop on Main Street (1965)

5. HUNGARY
Annette Insdorf, "The Jew as Child"
Imre Gyongyossy, The Revolt of Job (1983)

6. FRANCE I
Michael Marrus and Robert Paxton, Vichy France and the Jews
Louis Malle, Goodbye, Children (1987)
7. ITALY
Susan Zucotti, The Italians and the Holocaust
Giorgio Bassani, The Garden of the Finzi-Continis
Vittorio De Sica, The Garden of the Finzi-Continis (1974)

8. GERMANY
Annette Insdorf, "The New German Guilt"
Gunter Grass, The Tin Drum
Volker Schlondorff, The Tin Drum (1979)
Agniewska Holland, Europa, Europa (1991)

9. FRANCE II (two weeks)
Annette Insdorf, "From Judgment to Illumination"
Claude Lanzmann, Shoah (1985)
Marcel Ophuls, "Closely Watched Trains," American Film (1985)
Lucie Aubrac, Outwitting the Gestapo
Marcel Ophuls, Hotel Terminus: The Life and Times of Klaus Barbie (1987)

Instructor: Alan Christy
Office: Merrill 115
Phone: 459-5564
E-mail:achristy@ucsc.edu

Teaching Assistant: Wenqing Kang
Lectures: M.W,F: 2:00pm - 3:10pm, Social Sciences I 110
Discussion Sections:
Mon, 7:00pm - 8:10pm, Stevenson 152
Wed, 11:00 - 12:10pm, Kresge 323

This class is an introduction to modern East Asian history. It is not meant to be a survey of that history itself, but an examination of three themes-1) Colonialism/Imperialism, 2) Revolution, and 3) Modernity-as they appear in the approximately 150 years of modern East Asian history. These three themes will each be dealt with in a module, within each module, we will spend one week on each of three major nations in East Asia-China, Japan and Korea-examining how that theme was central to that nation's modern history. Within each week, the lectures will proceed chronologically. Monday's lectures will usually cover late 19th (or early twentieth century) topics. Wednesday's lectures will cover the period from 1910 to 1945. Friday's lectures will cover post-WWII topics. Discussion section attendance is mandatory.

There are two kinds of reading materials available for this class. There is a general survey textbook for each country available at the Literary Guillotine (204 Locust Street). These textbooks are not mandatory reading, but are meant to be a resource for background information to help you understand the lectures and the primary source materials. The survey textbooks should not be used when doing the three writing assignments. The most important readings for the course are contained in the three reading packets (one for each module). They are mostly primary materials (with some secondary). Weekly reading load is about 75 pages and the total cost of the readers last year was about $36. You will be responsible for these in discussion section and on the three writing assignments. All readings will also be available on reserve at the library.

Readings:
Available at the Literary Guillotine (204 Locust Street)
John K. Fairbank, China: A New History (Harvard, 1992)
Kenneth Pyle, The Making of Modern Japan (2nd edition, D.C. Heath, 1996)
Bruce Cumings, Divided Korea: United Future? (FPRI, 1997)

3 Reading Packets (Available from Instructor)


Assignments:
1 Map Quiz
3 Writing Assignments (see Lecture Schedule for due dates)
Weekly Media Journal (submitted every week in discussion section)
1 Weekly Media Journal Analysis

Media Journal Guidelines:
Each week, you will keep a diary of the news stories on one Asian nation encountered during that week in one media organ. Ideally, you should check your newspaper, web site, radio or TV news show every day, but you must have at least four entries per week for that week's work to be considered passing. You must turn in the journal at least six of nine weeks in order to pass this assignment.
For each day you write in your journal, you should note whether there is any reporting on your nation. If so, record 1) the name of the article (or the topic of the news segment) and 2) the reporter who wrote (or presented) the piece. Next, briefly note what the story is about. Finally, record any comments you might have on the story, such as: Is the story positive or negative? How does it relate to other stories you have seen this term? Does the story imply that the country in question is different from, or similar to, the U.S.? If it is different, is that difference good, bad or neutral? Does the story refer to traditions, history and so on? Does the story suggest all Chinese, etc. are the same?
Often, you will find that there is simply nothing reported about your country. Record that fact, when it happens. Absence of reporting is important too. You might also note which foreign countries are reported on and why. If you have heard of something going on in your country (through other media), but find that those events are not reported in yours, note that as well.
In lieu of a final exam, you will write a paper (5-6 pages) outlining and analyzing the media trends you observed during the course of the term. Evaluate the quality and the quantity of the reporting and comment. If these media constitute the core of informed opinion in the U.S., how informed do you think Americans are likely to be about East Asia?

Lecture Schedule

Week One: The East Asian System Prior to 1800

Module One: Colonialism/Imperialism

Week Two: China
April 13: Colonial Wars: Opium and Boxers
April 15: The May 4th Movement and Anti-Japanese Struggle
April 17: The Korean War and the Sino-Soviet Dispute

Week Three: Japan
April 20: Admiral Perry and the "Opening" of Japan
April 22: Japan as a Colonial Power
April 24: Japan Under the American Nuclear Umbrella

Week Four: Korea
April 27: Chinese, Japanese and Russian Struggles for Hegemony in Korea
April 29: Korea as a Japanese Colony
May 1: Korea as Site of Superpower Rivalry

Due May 4: First Writing Assignment

Module Two: Revolution

Week Five: China
May 4: The Republican Revolution
May 6: The Communist Revolution
May 8: The Cultural Revolution and Tiananmen Square

Week Six: Japan
May 11: The Meiji Restoration
May 13: The Showa Restoration
May 15: Postwar Protest Movements

Week Seven: Korea
May 18: The May 1st Movement
May 20: Revolution, Counter-revolution & the Korean War
May 22: The Kwangju Uprising

Due May 25: Second Writing Assignment

Module Three: Modernity
Week Eight: China
May 26 (Exchange Day): Self-Strengthening Movements of the Nineteenth Century
May 27: Mr. Democracy and Mr. Science
May 29: The Four (and Five?) Modernizations

Week Nine: Japan
June1: The Meiji Enlightenment
June 3: Taisho Cosmopolitanism
June 5: Citizens' Protest and Consumer Capitalism

Week Ten: Korea
June 8: The Independence Club and Pre-Colonial Reform
June 10: Colonial Collaborators and Cultural Nationalists
June 12: Juche Independence and Chaebol Corporatism

Due June 15: Third Writing Assignment

Due June 15: Media Journal Analysis


Reading Packet Part I: Colonialism/Imperialism Module

I. Week Two: China
1. Jonathan Spence, "Walls" and "The Word" from God's Chinese Son (W.W. Norton & Co., 1996) (pp. 3-22).
2. Sun Yat-sen, "The Principle of Nationalism: Lecture 2," in San Min Chu I: The Three Principles of the People (The Commercial Press, 1928) (pp. 29-54).
3. Teng Ying-ch'ao, "Remembrances of the May Fourth Movement," in Chinese Women Through Chinese Eyes (M.E. Sharpe, 1992) (pp. 144-155).
4. Mao Zedong, "Our Great Victory in the War to Resist U.S. Aggression and Aid Korea and Our Future Tasks" in Selected Works of Mao Tse-tung (Foreign Language Press, 1977) (pp. 115-120).
5. Mao Zedong, "U.S. Imperialism is a Paper Tiger" in Selected Works of Mao Tse-tung (pp. 308-311).
6. Documents: "The Worsening of the Sino-Soviet Dispute" in Communist China: Revolutionary Reconstruction and International Confrontation, 1949 to the Present (Random House, 1967) (pp. 491-502).

II. Week Three: Japan
1. Millard Fillmore & Matthew Perry, "Letters to the Emperor of Japan" in Meiji Japan Through Contemporary Sources, v 2 (The Centre for East Asian Cultural Studies, 1969) (pp. 9-16).
2. Lafcadio Hearn, "A Glimpse of Tendencies" from Kokoro: Hints and Echoes of Japanese Inner Life (Charles E. Tuttle, 11972) (pp. 120-154).
3. Nitobe Inazo, "Japan as Coloniser" from The Japanese Nation: Its Land, Its People, and Its Life (Scholarly Resources, 1973) (pp. 231-257).
4. John Dower, "The U.S.-Japan Military Relationship," from Postwar Japan: 1945 to the Present (Pantheon, 1976) (pp. 232-244).
5. Nosaka Akiyuki, "American Hijiki," from Contemporary Japanese Literature (Alfred A. Knopf, 1977) (pp. 435-468).

III. Week Four: Korea
1. C.I. Eugene Kim & Han-kyo Kim, "Rebellion, War, and Reform, 1894-1895" and "The Russo-Japanese Rivalry, 1895-1904," from Korea and the Politics of Imperialism, 1876-1910 (U of California Press, 1967) (pp. 74-102).
2. Michael Weiner, "Some Consequences of Cultural Rule," from Race and Migration in Imperial Japan (Routledge, 1994) (pp. 94-111).
3. James Matray, "Hodge Podge: American Occupation Policy in Korea, 1945-1948," from Korean Studies, v. 19 (1995) (pp. 17-38).

Reading Packet Part II: Revolution Module

I. Week Five: China
1. Lu Xun, "Ah Q-The Real Story" in William Lyell (trans.) Diary of a Madman and Other Stories. (University of Hawaii Press) (pp. 101-172).
2. Selections from Liu Po-cheng et. al., Recalling the Long March (Foreign Language Press, 1978).
a. Aerhmuhsia, "Red Army Men Dear to the Yi People" (pp. 62- 70).
b. Yang Cheng-wu, "Lightning Attack on Luting Bridge" (pp. 88-100).
c. Chao Lien-cheng, "Our Squad's Political Commissar Wang" (pp. 149-155).
3. "Red Guards" in Patricia Ebrey, ed. Chinese Civilization and Society: A Sourcebook (Free Press, 1981) (pp. 392-399).
4. Wei Jingsheng, "The Fifth Modernization: Democracy" in The Courage to Stand Alone: Letters from Prison and Other Writings (Viking Press, 1997) (pp. 201-212).
5. Cui Jian, "Nothing to My Name" and "Its Not That I Can't See," in Geremie Barme, ed.Seeds of Fire (Noonday Press, 1989) (pp. 400-402).

II. Week Six: Japan
1. Sakuma Shozan, "Reflections on My Errors" in Ryusaku Tsunoda, ed. Sources of Japanese Tradition, v. II (Columbia University Press, 1958) (pp. 101-109).
2. Yoshida Shoin, Selections in Ryusaku Tsunoda, ed. Sources of Japanese Tradition, v. II (Columbia University Press, 1958) (pp. 109-115).
2. Kanno Sugako, "Reflections on the Way to the Gallows" in Mikiso Hane (trans. and ed.) Reflections on the Way to the Gallows (U of California Press, 1988) (pp. 51-74).
3. Mishima Yukio, "Patriotism" in Death in Midsummer and Other Stories (New Directions Publishing, 1966) (pp. 93-118).
4. Thomas Havens, "The Protests Thicken," in Fire Across the Sea: The Vietnam War and Japan, 1965-1975 (Princeton University Press,) (pp. 54-83).

III. Week Seven: Korea
1. Vipan Chandra, "Toward a New National Identity: The Ideology of 'Korea for Koreans'" in Imperialism, Resistance and Reform in Late Nineteenth Century Korea (Center for Korean Studies, 1988) (pp. 126-148).
2. Gi-Wook Shin, "Japanese Militarism and Everyday Forms of Resistance, 1940-1945" in Peasant Protest and Social Change in Colonial Korea (University of Washington Press, 1996) (pp. 133-143).
3. Yi Sanghwa, "Does Spring Come to Stolen Fields?" (1926) in Peter H. Lee (trans.) Modern Korean Literature: An Anthology (University of Hawaii Press, 1990) (p. 80).
4. Sim Hun, "When That Day Comes" in Peter H. Lee (trans.) Modern Korean Literature: An Anthology (University of Hawaii Press, 1990) (p. 81).
5. Bruce Cumings, "August to September 1945: Revolution and Reaction" in The Origins of the Korean War: Liberation and the Emergence of Separate Regimes, 1945-1047 (Princeton University Press, 1981) (pp. 68-100).
6. Tim Warnberg, "The Kwangju Uprising: An Inside View" in Korean Studies, v. 11, (The Center for Korean Studies,1987) (pp. 33-57).

Reading Packet Part III: Modernity Module

I. Week Eight: China
1. "The Movement Against Footbinding" in Patricia Ebrey (ed.) Chinese Civilization and Society: A Sourcebook (The Free Press, 1981) (pp. 245-248).
2. "Birth Customs" in Chinese Civilization and Society (pp. 302-303).
3. Gail Hershatter, "Modernizing Sex, Sexing Modernity: Prostitution in Early Twentieth Century Shanghai," in Hershatter et. al. eds. Engendering China: Women, Culture and the State (Harvard University Press, 1993) (pp. 147-174).
4. Liu Binyan, "People or Monsters?" in Perry Link, ed., People or Monsters?: And Other Stories and Reportage from China After Mao (Indiana University Press, 1983) (pp. 11-68).
5. Selections from Seeds of Fire: Chinese Voices of Conscience, ed. by Geremie Barmé & John Minford (The Noonday Press, 1989) (pp. 150-166).

II. Week Nine: Japan
1. Fukuzawa Yukichi, "On Japanese Women" (1885) in Eiichi Kiyooka (trans.) Fukuzawa Yukichi on Japanese Women (University of Tokyo Press, 1988) (pp. 6-36).
2. Akutagawa Ryunosuke, "Cogwheels," (1922) Cid Corman and Susumu Kamaike (trans.) Hell Screen, Cogwheels, A Fool's Life (Eridanos Press, 1972) (pp. 45-80).
3. Oguma Hideo, "Sound of the Sea," (1930) in David Goodman (trans.) Long, Long Autumn Nights (Center for Japanese Studies, 1989) (pp. 40-41).
4. Kathleen Uno, "The Death of 'Good Wife Wise Mother'?" in Andrew Gordon, ed., Postwar Japan as History (University of California Press, 1993) (pp. 293-322).

III. Week Ten: Korea
1. Son Pyonghui et. al., "The Declaration of Independence, March 1, 1919," in Korean Studies, v. 13 (The Center for Korean Studies, 1989) (pp. 1-4).
2. Park Chung Hee, "Retarded Democracy and the Character and Tasks of the Korean Revolution," in Our Nation's Path: Ideology of Social Reconstruction (Dong-A Publishing Co. Ltd., 1962) (pp. 199-215).
3. Kim Sungok, "Seoul: Winter 1964" (1965)in Peter Lee ed., Modern Korean Literature: An Anthology (U of Hawaii Press, 1990) (pp. 216-232).
4. Manwoo Lee, "How North Korea Sees Itself," in C.I. Eugene Kim & B.C. Koh eds., Journey to North Korea: Personal Perceptions (Institute of East Asian Studies, 1983) (pp. 118-141).

Instructor: Mark Cioc
Office: Stevenson 281
Office Hours: TBA, T-Th 12-1:45pm
Office Phone: 9-3817


History 133 is an upper-division lecture course. It offers an overview of the political, military, diplomatic, social, economic, and intellectual developments of nineteenth- and twentieth-century Germany (and to a lesser extent Austria). Students are expected to attend the lectures, read the books, and pass three written exams. Each exam will cover a distinct period of history; there will be no comprehensive "final" exam. The exam dates are currently set for April 22, May 6, and June 3. These dates are tentative, so don't plan your weekends and vacations around them.
Below are a list of the required books. Please note: the reading assignments ®MDUL¯supplement the lectures (or vice versa, depending on your perspective). In order to do well on the exams, you will have to attend class ®MDUL¯and read the books. In other words, set aside reading time this quarter, or you might end up regretting that you took this course (well, you may be sorry anyway, given the dismal legacy of the Germans, but that is another story).

REQUIRED TEXTS:
Dietrich Orlow, A History of Modern Germany, 1871 to Present(4th Ed.)
Hagen Schulze, The Course of German Nationalism 1763-1867
Bruce Waller, Bismarck
William Sheridan Allen, The Nazi Seizure of Power
Richard Overy, Origins of World War II
Ian Kershaw, Hitler
Otto Friedrich, The Kingdom of Auschwitz
Heinrich Bell, The Clown
  
SYLLABUS FOR HISTORY 133
Spring Quarter 1999
 
WEEK 1 (Mar 30-Apr 1): Germany and Prussia before Bismarck
Schulze, Course of German Nationalism(entire)
WEEK 2 (Apr 6-8): Bismarck and the Second Reich (1871-1890)
Waller, Bismarck(entire) and
Orlow, Modern Germany, pp. 1-38
WEEK 3 (Apr 13-15): William II and the Second Reich (1890-1918)
Orlow, Modern Germany, pp. 39-94
WEEK 4 (Apr 20-22): World War I
First Exam on Thursday (April 22)
WEEK 5 (April 27-29): Weimar Germany (1919-1933)
Allen, Nazi Seizure of Power(entire)
Orlow, Modern Germany, pp. 95-145
WEEK 6 (May 4-6): Nazi Germany (1930-1938)
Kershaw, Hitler(entire)
Orlow, Modern Germany, pp. 146-174
Second Exam on Thursday (May 6)
WEEK 7 (May 11-13): Germany and World War II (1938-1945)
Overy, Origins of World War II
Orlow, Modern Germany, pp. 175-202
WEEK 8 (May 18-20): World War II and the Holocaust
Friederich, Kingdom of Auschwitz
WEEK 9 (May 25-27)): Postwar Germany
Bell, The Clown
Orlow, Modern Germany, pp. 203-320
WEEK 10 (June 1-3): Postwar Germany
Third Exam on Thursday (June 3)

Professor: Bruce Levine

Description:
This course examines changes in economic, social, cultural, and political life in the United States that ultimately plunged the nation into civil war. Particular attention is paid to the way in which diverse segments of the country's population -- north and south, urban and rural, rich and poor, slave and free, black and white, male and female -- affected and were affected by these changes.
 
Attention! This course is designed for juniors and seniors; Course requirements (including an average of 120 pages of assigned reading per week) reflect that fact, and the course assumes a basic familiarity with the history of the U.S. in the nineteenth century. Freshmen and sophomores wishing to take this course should first consult the instructor.
 
REQUIRED TEXTS
(all paperbacks)
 
Please note: The first four of the following required texts will be available from both the Baytree Bookstore and Slug Books, a student/alumni-run co-op discount textbook store.
 
James M. McPherson, ORDEAL BY FIRE. Vol. I: THE COMING OF WAR. (2d edition: McGraw-Hill).
 
Drew Gilpin Faust, JAMES HENRY HAMMOND AND THE OLD SOUTH: A DESIGN FOR MASTERY (Louisiana State University Press).
 
Eric Foner, FREE SOIL, FREE LABOR, FREE MEN: THE IDEOLOGY OF THE REPUBLICAN PARTY BEFORE THE CIVIL WAR (Oxford University Press).
 
Frederick Douglass, AUTOBIOGRAPHIES: NARRATIVE OF THE LIFE; MY BONDAGE & MY FREEDOM; LIFE & TIMES, ed. Henry Louis Gates, Jr (Library of America). All assignments are to Douglass's Life and Times.
 
THE ORIGINS OF THE CIVIL WAR: DOCUMENTS (a course packet available only at the University Copy Center in the basement of the Communications building).
 
 
 
READING SCHEDULE

By the first lecture and section meeting of each week, you should have read all assignments for that week.
 
FIRST WEEK: INTRODUCTION & THE NORTHERN ECONOMY
 
McPherson, ch. 1
Faust: Introduction and chapters 1-4
Douglass, First Part, chaps. 1-3
Documents: #1-3, 5-6, 42, 46-55, 61-63
 
SECOND WEEK: THE SOUTHERN ECONOMY
 
McPherson, ch. 2
Faust: chapters 5-6
Douglass, First Part, chs. 4-5
Documents: #7-8, 16, 18, 21-22, 25, 27-31

THIRD WEEK: NORTHERN CULTURE
 
Foner: Introduction & chs. 1-2 (pp. 1-72)
Documents: #70-73
Douglass, First Part, chs. 6-12

FOURTH WEEK: SOUTHERN CULTURE

Faust: chs. 7-10
Documents: #32-41
Douglass, First Part, chs. 13-14

FIFTH AND SIXTH WEEKS: THE EARLY STRUGGLE OVER SLAVERY
 
McPherson: ch. 3
Faust: chs.12-13
Foner: chs. 2-3
Documents: #4, 9-13, 23, 25, 43-44, 56-60, 64-69, 74-90
Douglass, First Part, chs. 15-16

SEVENTH WEEK: STRUGGLE OVER SLAVERY, 1832-1845
 
Douglass, First Part, chs. 17-18
Foner: chs. 4-5
Documents: #14-15, 17, 19-20, 100-104, 119
 
EIGHTH WEEK: STRUGGLE OVER SLAVERY, 1845-1854
 
McPherson, chs. 4-5
Foner: ch. 6
Douglass, First Part, chs. 19-20
Documents: #105-118, 120-27

NINTH WEEK: ORIGINS AND TRIUMPH OF THE REPUBLICANS, 1854-1860
 
McPherson, chs. 6-8
Foner: ch. 7
Documents: #26, 128-45
Douglass, First Part, ch. 21 & Second Part, ch. 1
 
TENTH WEEK: SECESSION AND WAR
 
McPherson, chs. 8-9
Foner: chs. 8-9
Faust: ch. 17 (optional), Epilogue
Documents: #146-55
 
COURSE REQUIREMENTS
 
All students are expected to attend all lectures and to complete all reading and writing assignments on schedule. There will be two take-home, essay-type exams -- a mid-term and a final. Each exam will be based on both readings and lectures; the final exam will be comprehensive. All exams must be typed. The Teaching Assistant and I also reserve the right to schedule, on short notice -- or with no notice at all -- brief quizzes on the readings.
 
Make-up exams will be given, but only under the following circumstances: (1) You must notify me before the regularly scheduled exam. (2) If this is impossible (because of illness, for example), you must contact me within one week following the scheduled exam in order to set a date for a makeup exam. If you fail to meet these requirements, no makeup exam will be arranged. If you fail to appear for a scheduled makeup exam, no second makeup exam will be arranged.

 
COURSE EVALUATIONS
 
 
Course evaluations will reflect the following approximate weights: in evaluating written work, the midterm is worth 40% and the final is worth 60%. Possible quiz grades as well as attendance and participation in section will also influence the final evaluation.
 
ADDITIONAL NOTES
 
(1) Students must save all graded exams and papers until final course evaluations are received. (2) If you wish to have your final exam mailed back to you, please hand in a stamped, self-addressed envelope along with your exam essays on the day that the latter are due.


Bruce Levine
Merrill Faculty Services
University of California at Santa Cruz
1156 High Street
Santa Cruz, CA 95064-1077
phone: (831) 459-2927
fax: (831) 459-3125
 
 

Revised 8/3/04.