Schedule

INTRODUCTION TO THE COURSE

Week 1. Week of 8/24

Wed 8/24—Introduction to Europe in the Era of Total War

In Class:

  • Introductions
  • 1900 v. 1945
  • Syllabus – Explanation of the Course
  • Norman Angell vs. Filippo Marinetti

Quick Assignments AFTER CLASS

For more fun:

PART 1. SURVEY OF EUROPE 1900 to 1945 – FOLLOWING IAN KERSHAW

Week 2. Week of 8/29

Mon 8/29—Interpreting the 20th c. & Belle Epoque Europe

PREPARATION:

  • Read Syllabus Details, esp. Course Policies & Resources – note any questions you have
  • Read Kershaw, Preface & Introduction, xxiii-xxvi, 1-7 – you need your own copy of Kershaw asap, but I do include a pdf of the preface and intro at our Moodle Readings Folder
  • Robert Paxton, Europe in the Twentieth Century, Ch. 1 (Europe 1914), pp. 1-38 – at our Moodle Readings Folder
    • Note: this is an excellent textbook by one of the best American historians of Europe, but it has a lot of detail. Don’t get bogged down. Take away the central themes and key examples and be ready to discuss.
  • Complete Quiz on Kershaw Introduction at least a half hour before class – on Forms

In Class:

  • Introductions
  • Historiography – Interpretations of the 20th c.
  • Introduction to Europe in 1900 – Ex. of the Ruhr Valley
  • Themes for the History of Pre-War Europe

Wed 8/31*—A Tour of Europe, c. 1900 & the Road to War

Preparation:

In Class:

  • Professor Shaya will be absent. Come to class as usual where you will meet in small groups to complete a special assignment. You will want to have your computer and/or the course materials in hand.
  • In class:
    • Meet in your small groups – with the 3-5 students in your row
    • Open up and work together on these questions on MS Forms – just complete one form for the group
    • When you complete the form you are done for the day!
  • Topics:
    • Map of Europe in 1914
      • See Map of Europe in 1914 – on Handout Page
      • See Study Guide for Map Quiz of Europe in 1914 – on Handout Page
      • Map quiz will be due by the end of next week – start studying!
    • Tour of Pre-War Europe
    • The Road to War

Fri 9/2—Short Writing Assignment #1 – An Intro to Pre-War Europe – Due

  • Short Writing Assignment #1 (required) Friday at 4:50pm.
  • 2-3 ¶s (paragraphs)
  • Your introduction to the world of Europe in 1900 (that is, pre-war Europe, 1880s to 1914). You may choose to start with an anecdote or an illustrative example or an interpretive framework or… something else. This assignment is more about story-telling than research. Rely upon Paxton and Kershaw for details. You may use outside sources – whether encyclopedias or more – but are not required or expected to. Do, however, include citations (in any format). What else? Include your name, the date and a title.
  • Upload to assignment on Moodle in pdf format

Week 3. Week of 9/5

Mon 9/5—The Great War

Before Class:

  • Read Kershaw, Ch. 2, “The Great Disaster,” pp. 44-92
    • a long chapter that covers a lot of ground. Don’t wait until Sunday night to start reading
    • You’d like to take away: a clear sense for the chronology of the war, the nature of combat, the different experiences in the east and the west, the involvement of non-European combatants, and the impact on government and institutions
    • Come to class with your notes on the reading – and any questions you have

In Class:

  • The Course of the War – West & East
  • The Home Front – the Polish village of Dzików, for ex
  • The Bolshevik Revolution
  • Impact of the War – and Revolutionary Situations

For more fun:

Wed 9/7—The Great War 

PREPARATION:

  • Susan Grayzel, “Liberating Women? Examining Gender, Morality and Sexuality in First World War Britain and France,” in Gail Braybon, ed., Evidence, History and the Great War: Historians and the Impact of 1914-18 (2008) – at our Moodle Readings Folder

In Class:

  • Verdun 1916, Today
  • The Impact of the War
  • Your experience of WWI?

Thurs 9/8—Map Quiz of Europe in 1914

Online Map Quiz:

  • Complete the Map of Europe in 1914 Quiz – on Moodle
    • See the Map of Europe in 1914, Study Guide, and Blank Maps – on our Handouts page
    • I give you two tries to take the quiz – once with no help whatsoever – once with the help of your study guide and map and any other resources you want. Your grade will be the average of the two grades.
    • I recommend you complete this by Thurs 9/8, but I’ll give you through the weekend, to Sun 9/11, to complete it without penalty

Fri 9/9—Short Writing Assignment #2 – Your Experience of WW 1 – Due

  • Short Writing Assignment #2 (required) Friday at 4:50pm.
  • 2-3 ¶s (paragraphs)
  • Let’s try a creative assignment. Imagine yourself as an individual who experienced the First World War from any place we’ve discussed or read about. Give your imaginary character a name, a family background, a social position, etc. and set them down in a particular society. Set your story in a particular time and place. Think of what you have learned about the First World War from Kershaw and Grayzel. Now, tell the story of your (imagined) experience of the war. First person account? Third person narrative? A letter home? It’s up to you to choose the genre.
  • See the Sample Short Paper Format for format questions – on Handout Page
  • Upload to assignment on Moodle in pdf format

Week 4. Week of 9/12

Mon 9/12—The Postwar Settlement

Preparation:

  • Kershaw, Ch. 3, “Turbulent Peace,” pp. 93-148
    • Another long chapter. But note the structure. Each section tells an important story: postwar economic crisis, revolution and counter-revolution, the Russian Civil War, the results of the Paris Peace Conference, challenges to democracy in postwar Europe, the rise of fascism in Italy, the defense of democracy in Weimar.
    • You can skim the state by state summaries of “Fragile Democracy,” pp. 121-134, but take away the main message.
  • Complete Kershaw Ch. 3 Quiz before class

In Class:

  • Intro to the 1920s – Postwar – and Periodization
  • The Paris Peace Conference and the Reordering of Europe
  • Fascist Italy
  • Weimar Germany
  • And note: the Russian Civil War, the fragility of democracy

For Fun

Wed 9/14—The 1920s

Read:

  • Kershaw, Ch. 4, “Dancing on the Volcano,” pp. 149-196
    • A long chapter! Beautifully written and organized, but it would take some time to read every word. How to approach these 47 pages?
    • Pay close attention to Kershaw’s framing (in the intro and conclusion)
    • Take away a main point for each section
    • You might skim (just take away the main point) on the sections of “The Cultural Mirror” and the country by country survey of “Faltering Democracies”
    • You should be able to identify terms/names/concepts such as:
      • “roaring twenties”
      • Reichsmark, Dawes Plan, gold standard, General Strike of 1926
      • cars, radio, housing – the Karl Marx Hof
      • rural crisis of the 20s
      • the Soviet Model, Stlin/ Dzhugashvil, “Socialism in One Country,” Five Year Plan, collectivization of agriculture, de-Kulakization, Ukraine famine
      • Cultural pessimism, Weimar Culture, Oswald Spengler
      • Gustav Streseman, Treaty of Locarno, League of Nations, Brian-Kellogg Pact, Young Plan (and German referendum)
      • Interwar democracy, Czechoslovakia, Poland, French “Leagues”, Nazi party, President von Hindenburg, rule by decree
      • “dancing on the volcano” in 1929
  • Complete Kershaw Ch. 4 Quiz before class – after you’ve done the reading

In Class:

  • The Roaring 20s – what kind of foundation for the future?
  • Good Times
  • The Soviet Alternative
  • Faltering Democracies
  • Other developments: roles for women, mass culture, modernism, etc.

Sun 9/18—Review Session

ONline:

  • Optional online review session
  • Sunday night at 7:00pm
  • Meeting online on Teams

Week 5. Week of 9/19

Mon 9/19—Exam #1 and Introduction to the 1930s and Beyond

Preparation

  • Prepare for Short Exam #1 – see Introduction & Format for format – and Exam #1 Study Guide for key themes and details (also in Word format)
  • Be sure to bring your laptop to take exam
  • No other preparation necessary

IN CLASS:

  • Short Exam #1 – a thirty minute exam in class
  • Film and Propaganda
  • Introduction to the 1930s and Beyond

Links

Wed 9/21—The Great Depression and the Nazi Seizure of Power

Read:

  • Kershaw, Ch. 5, “Gathering Shadows,” pp. 197-246
    • You can skim the sections on Central and Eastern Europe, “Fertile Ground for the Right,” pp. 241-245
  • Complete Kershaw Ch. 5 Quiz before class – after you’ve done the reading

In CLASS:

  • First
    • Map of Interwar Europe – and Study Guide for Map Quiz #2
    • News from Europe
  • Introduction to the 1930s and Beyond
  • The Depression
  • Allure of Fascism
  • Nazi Seizure of Power – in two acts
  • Elsewhere in Europe

Fri 9/23—Short Writing Assignment #3 – Appeal of Nazism – Due

  • Short Writing Assignment #3 (required) due Friday at 4:50pm.
  • 2-3 ¶s (paragraphs)
  • How should we understand the rise of the Nazis and the appeal of Nazism in Germany in early 1930s Germany? Was it the inevitable product of the outcome of World War 1? Or something else? You may choose to start with an anecdote or an illustrative example or an interpretive framework or… something else. This assignment is more about story-telling than research. You can rely upon Kershaw for details. You may use outside sources – whether encyclopedias or more – but are not required or expected to. Do, however, include citations for any examples you use.
  • See the Sample Short Paper Format for format questions – on Handout Page
  • Upload to assignment on Moodle in pdf format

More Examples

Week 6. Week of 9/26

Mon 9/26—Totalitarianism and Authoritarianism

Read:

  • Kershaw, Ch. 6, “Danger Zone,” pp. 247-294
    • There’s a lot here – as in all of these chapters
    • Read: Intro, The International Order Crumbles, (Skim Dictatorship), Dynamic Dictatorship: Ideology and Mass Mobilization, (Skim Stalinism, Mussolini’s Italy, Hitler’s Germany), Dynamic Dictatorships in Comparison
    • You should come away with:
      • A sense for the decisions that brought Europe back to the edge of war
      • An understanding of Kershaw’s comparison of totalitarian (and would-be totalitarian states)
  • Complete Kershaw Ch. 6 Quiz before class

Wed 9/28—The Rush to War

Read:

  • Kershaw, Ch. 7, “Towards the Abyss,” pp. 295-345
    • There’s a lot here – as in all of these chapters
    • Feel free to skim the sections on the French Popular Front, which I explained to you briefly, and on the Spanish Civil War, which we are going to talk about in detail in a few weeks.
    • You should come away with:
      • An understanding of the international crises (and maneuvering) that led to war
  • Complete Kershaw Ch. 7 Quiz before class

Thurs 9/29—Map Quiz of Interwar Europe

Online Map Quiz:

  • Complete the Map of Interwar Quiz – here on Moodle
  • See the Map of Interwar Europe, Study Guide, and Blank Maps – on our Handouts page
    • I will give you two tries to take the quiz – once with no help whatsoever, once with the help of your study guide and map and any other resources you want. I will take the highest grade of the two tries.
  • I recommend you complete this by Thurs 9/29, but I’ll give you through the weekend, to Sun 10/2, to complete it without penalty

Fri 9/30—Short Writing Assignment #4 – Failure of Democratic Europe – Due

  • Note: if you completed the previous three Short Writing Assignments, this is optional. I will take the three highest grades from the four Short Writing Assignments.
  • Short Writing Assignment #4 (required) due Friday at 4:50pm.
  • 2-3 ¶s (paragraphs)
  • Why were the democratic powers of Europe (such as Britain and France) – and international institutions (such as the League of Nations) – so ineffective in their confrontation with Nazi Germany? You may choose to start with an anecdote or an illustrative example or an interpretive framework or… something else. This assignment is more about story-telling than research. You can rely upon Kershaw for details. You may use outside sources – whether encyclopedias or more – but are not required or expected to. Don’t forget citations.
  • See the Sample Short Paper Format for format questions – on Handout Page
  • Upload to assignment on Moodle in pdf format

For fun:

Week 7. Week of 10/3

Mon 10/3—The Abyss

Read:

  • Kershaw, Ch. 8, “Hell on Earth”
    • Read the introduction, 346-348
    • Skim “A Continent in Flames,” 348-356
    • Read “The Bottomless Pit of Inhumanity,” 356-373
    • Read “Lasting Meaning” and conclusion, 403-407
  • Complete Kershaw Ch. 8 Quiz before class

Wed 10/5—Exam #2 and Introduction to Next Part of Our Course

Preparation

  • Prepare for Short Exam #2 – see Exam #2 Study Guide for key themes and details (also in Word format). The format will be the same as the first Exam
  • Be sure to bring your laptop to take exam
  • No other preparation necessary

IN CLASS:

  • Short Exam #2 – a thirty minute exam in class
  • Reflections on Europe 1890-1945
  • Introduction to Research Paper Assignment & Next Part of Our Course

After the Exam

For a Closer Look

FALL BREAK 10/8 – 10/16

PART 2. CASE STUDIES — FOLLOWING FRANK, ORWELL, and YOUR OWN READING

Week 8. Week of 10/17

Mon 10/17—Reading History—Colonial Prisoners in Vichy France

Preparation:

  • Sarah Ann Frank, Hostages of Empire: Colonial Prisoners of War in Vichy France (University of Nebraska Press, 2021)
    • We will spend quality time in the next couple weeks with this recent historical monograph
    • You can find the entire work here on JSTOR – freely accessible to campus for download
    • Before class please read the introduction, pp. 1-25
    • Don’t get bogged down in the detail, don’t worry about French expressions, but do try to come away with an understanding of the argument of the book and its approach. Come to class with a page of notes on the reading
  • Start work on your Research Papers

IN CLASS:

  • Welcome Back!
  • Talk Research Papers
  • Introduction to the history of Vichy France – and French colonialism
  • How to read a secondary source
  • Discuss Sarah Ann Frank, Introduction

AFTER CLASS:

  • Sign up for one chapter in Frank to read, discuss with your group, and prepare a presentation for next Monday
    • See Signup on Moodle – Choice closes on Tuesday at noon

Wed 10/19—Research Papers

Preparation:

  • Draft your Research Assignment #1 – Research Paper Proposal
    • Come to class with your outline or draft ready to discuss
    • You will need to know your topic and have identified some sources that you can use to examine it

IN CLASS:

  • Vichy France – and French colonialism
  • Sarah Ann Frank, Introduction
  • Research Papers

AFTER CLASS:

  • Submit your Research Assignment #1 – Research Paper Proposal
    • Submission due today (Wednesday night) by midnight
    • Upload to Moodle Assignment as pdf

Week 9. Week of 10/24

Mon 10/24—Reading History—Colonial Prisoners in Vichy France

Preparation:

  • We’ll continue our discussion of Sarah Ann Frank, Hostages of Empire: Colonial Prisoners of War in Vichy France (University of Nebraska Press, 2021) – available here on JSTOR
    • Read one chapter per signup on Moodle
    • Plan to meet with your group before class
    • Prepare to present the chapter to the rest of the class – with three or four powerpoint slides and a well-organized presentation of about 10 minutes

In Class:

  • Groups will present their chapter to the rest of the class. What is the subject of the chapter? What evidence does it draw upon? What does it argue? What is interesting? What questions do you have?
  • Chapter One, “GENESIS: French Colonial Soldiers under the Third Republic”
    • Daryn Drescher
    • Troy Archer
    • Kennedy Kohlman
  • Chapter Two, “PHASE ONE: Building the Frameworks for Colonial Captivity”
    • Jason Prather
    • Colin Stoner
    • Connor Hall
  • Chapter Three, “EVERYDAY LIFE IN CAPTIVITY Conditions in the Camps”
    • Andrew Chura
    • Ethan Becker
    • Jonah McGlumphy
  • Chapter Four, “OCCUPYING THEIR TIME: Colonial Prisoners’ Work in Occupied France”
    • Colin Czubaruk
    • Jay Daigle
    • Duncan Miller
  • Chapter Five, “MALADIES AND MISTREATMENT: Colonial Prisoners’ Health and Welfare”
    • Claire Berlin
    • Mitchell Ecklund
    • Timo Nurmi
  • Chapter Six, “HELPING “OUR” PRISONERS: Aid and Escape” –
    • Izzy Flores Perez
    • Brazos Gadler
    • Elise Pope
  • Chapter Seven, “HOSTAGES TO MISFORTUNE: Politics and Colonial Prisoners of War”
    • Drew Baird
    • Jack Fleming
  • Chapter Eight, “COLONIAL PRISONERS UNDER THE INFLUENCE: German and French Propaganda”
    • Théo Weidinger
    • Milo Hoff
  • Chapter Nine, “THE LONG ROAD HOME, 1940–1945: Repatriation and Reintegration”
    • Miriam Harley
    • Aaron Huq
    • Connor Smith

Wed 10/26—Reading History—Colonial Prisoners in Vichy France

Preparation:

  • Read Sarah Ann Frank, Hostages of Empire: Colonial Prisoners of War in Vichy France (University of Nebraska Press, 2021)

In Class:

  • Complete presentations
  • Discuss conclusion
  • Discuss Summary of Historical Monograph

Fri 10/28—Research Assignment #2 – Summary of Historical Monograph – Due

  • Details on Research Paper Assignment – on Handout Page
  • Extension if needed until Sunday noon (you don’t even need to ask)

Week 10. Week of 10/31

Mon 10/31—Primary Source—Orwell & the Spanish Civil War

Preparation:

  • Read Orwell, Homage to Catalonia (1938)
    • See pdf of full book in our Readings Folder on Moodle
    • This is a classic and you might want your own copy, available at a low price at many online bookstores. But note: there are many editions of Homage, and Orwell reorganized the chapters in later editions. The chapter numbers given below refer to the 1938 version and the pdf version.
    • See Orwell Reading Guide on Handouts Page
    • Read Chapter 1 and 2 (arrival in Spain, decision to sign up, initial experience), pp. 1-11
  • Note: we’re going to spend some quality time with George Orwell reading much of his memoir of his experience in Spain during the Civil War. It is easy reading, but does require keeping track of many details and acronyms. See the Orwell Reading Guide on our Handouts page for help on this front. As you read, take some notes with key words, examples, quotations and bring these to class.
  • Oh my gosh, I almost forgot. Today is Halloween. Please wear your costumes to class. There will be candy – but only for those who are fully in the Halloween spirit.

Wed 11/2—Primary Source—Orwell & the Spanish Civil War

Preparation:

  • Orwell, Homage to Catalonia,
    • Read Chapters 3-5, pp. 11-35. Note that Chapter Five is a run down on the political dynamics of Spain. In new editions it is printed as Appendix 1. Orwell says you can skip it – don’t.
    • Come to class with one important quotation from each of these three chapters written down in your notebook
  • Keep working on your research paper
    • Come to class with a pithy statement of your critical perspective on your research paper – ready to share with the class

Fri 11/4—Research Assignment #3—Historical Monograph Paper Due

  • Details on Research Paper Assignment – on Handout Page
  • Extension if needed until Sunday at noon

For More Fun:

  • Orwell in Spain – YouTube clip from BBC Four Documentary (note: not the real Orwell!)
  • Land and Freedom, dir. Ken Loach, 1995 drama from the UK, a poor quality version of an important film

Week 11. Week of 11/7

Mon 11/7—Primary Source—Orwell & the Spanish Civil War

Preparation:

  • Orwell, Homage to Catalonia
    • Skim Chapter 8 (7 in new editions) (“The days grew hotter and even the nights grew tolerably warm”)
    • Read Chapter 9 (8) (“From Mandalay, in Upper Burma, you can travel by train to Maymyo”)
    • Come to class with two quotations from each chapter in your notebook
    • Note: we’re skipping much of Orwell’s narrative in which he describes the fighting on the Aragon front
  • Keep working on your research paper
    • Bring your primary source to class and be ready to say a word about it.

Wed 11/9—Primary Source—Orwell & the Spanish Civil War

Read:

  • Orwell, Homage to Catalonia
    • Read Chapter 14 (13) (“The worst of being wanted by the police in a town like Barcelona”)
    • Note: We’re skipping over much of the story again: Orwell’s return to the front and taking a bullet through the neck

In CLass

  • The Tools of Historical Thinking
  • Homage to Catalonia – the ending
  • Interpretations of Orwell in Spain

Fri 11/11—Research Assignment #4—Primary Source Summary Due

  • Details on Research Paper Assignment – on Handout Page
  • Extension if needed until Sunday at noon (you don’t even need to ask)

For more fun:

Week 12. Week of 11/14

Mon 11/14—Film Viewing / Discuss Research Papers

Preparation:

  • Work on your primary source paper
  • Answer film choice – link on Moodle – by noon on Monday

IN CLASS:

  • Research Paper Check In
    • Where we are going
    • Send me your bibliography
    • Primary source analysis
    • Plagiarism & Ethical Citation
  • We’ll watch the first half of our film – and talk about film as a source for history

LINKS FOR FILMS:

Wed 11/16—Film Viewing / Discuss Research Papers

Preparation

  • Work on your primary source paper

In Class:

  • We’ll watch the second half of our film – and talk about film as a source for history
  • Questions about primary source paper

Fri 11/18—Research Assignment #5 – Primary Source Analysis Paper – Due

  • Details on Research Paper Assignment – on Handout Page
  • Extension if needed until Sunday at noon (you don’t even need to ask)

Week 13. Week of 11/21

Mon 11/21—Alternative Views & Research Papers

Preparation

  • Keep working on your research papers
    • Come to class with a one page outline that brings together secondary and primary sources – printed in two hard copies
    • Outline should include:
      • Working title of your paper
      • Description of your historical monograph
        • Who is author? What is topic?
      • Argument of book
      • Your critical perspective
      • Description of your primary source (or corpus of sources)
        • What is source? Who is the author? When and where was it created?
      • Thesis of primary source paper
      • Evidence and analysis
        • 3-5 quotations or examples and a word about your analysis
      • Conclusion
        • A statement of significance. Why does this matter?

In Class:

SOME ALTERNATIVE SOURCES:

  • The long life of colonialism – Adam Hochschild, “The Cruelties of Empire,” New York Review of Books (November 24, 2022) – review of Carolyne Elkins, Legacy of Violence: A History of the British Empire and J.P. Daughton, In the Forest of No Joy: The Congo-Océan Railroad and the Tragedy of French Colonialism – at NYBooks
  • Cultural History – Fin de Siècle Vienna, Weimar Berlin
    • For a fun video lecture that connects the fashions and images of Weimar Berlin with many recent appropriations – “The Weimar Republic” – at Ultimate Fashion History
  • History of Sexuality – Weimar sexualities, post WW1 sexualities, etc.
    • “Falling in Love Again,” from The Blue Angel – at YouTube
  • Visual Culture – The Art of Käthe Kollwitz, for ex
    • “Käthe Kollwitz” – at MOMA
    • Surrealism and Cinema – “Andalusian Dog” (1929) – at YouTube
  • History of Emotions
    • Lucy Noakes, “Introduction,” Dying for the nation: Death, grief and bereavement in Second World War Britain (2020) – at JSTOR
    • Bruce Cabanes, “Negotiating Intimacy in the Shadow of War (France, 1914–1920s),” French Politics, Culture, History (2013) – at JSTOR
  • The Dark Story of Eastern Europe – Anne Applebaum, “The Worst of the Madness,” (November 11, 2010), review of Timothy Snyder, Bloodlands, and Norman Naimark, Stalin’s Genocides (2010) – at NYBooks

Wed 11/23 No Class – Thanksgiving!

Week 14. Week of 11/28

PART 3. OUR RESEARCH IN THE HISTORY OF TWENTIETH C. EUROPE

Mon 11/28—Exam #3 – and Prep for Poster Session

  • Since we are coming back from Thanksgiving – I’ll give you the first fifteen minutes to review/ask questions about the material for Exam #3
  • Short Exam #3 – 2:15 – 2:45 (with an extra 5 minutes if you need).
  • We’ll restart class at 2:55 to discuss the poster session for Wednesday

Wed 11/30—Class Poster Session

Preparation:

  • Print pages for your poster per the Poster Session Instructions – on Handouts Page
  • You’ll bring printed pages, I’ll bring the poster boards and tape. You’ll prepare your poster at the start of class and we will do poster session in two parts
  • Dress professionally or semi-professionally (that means “business professional” or “business casual”)
  • Come ready to present your research paper with a one to two minute introduction and to answer questions
  • Note that your role as an audience member is an important one! You will visit your classmates posters, listen attentively, and ask questions

In Class:

  • Class Poster Session!
  • Preparation 2:00-2:15
  • Session 1 – 2:15-2:35
    • Aaron Huq, “What It Is to be a Savage: Understanding Colonial Distinguishments of Different Groups”
    • Andrew Chura, “Experiences of Soldiers on the Western Front of WWI”
    • Brazos Gadler, “Stalinism and the People”
    • Claire Berlin, “Nazi entertainment Films and Nationalist Ideologies”
    • Colin Czubaruk, “The Irish War of Independence: The Beginning of the End for the British Empire”
    • Connor Hall, “Sport in Vichy France”
    • Connor Smith, “Idealism Corrupted: The Role of International Volunteers in the Spanish Civil War”
    • Daryn Drescher, “Aggression and Appeasement in Interwar Europe: The Original Cautionary Tale for Standing Up to Bullies”
    • Elise Pope, “Reserve Police Battalion 101 and Its Depiction of Human Nature”
  • Session 2 – 2:35-2:55
    • Colin Stoner, “Italian Colonization of Ethiopia”
    • Drew Baird, “The Conception of a New European Order During the Second World War”
    • Duncan Miller, “End of an Era: How World War 2 Destroyed Colonialism”
    • Ethan Becker, “Stalingrad the Unsurprising Soviet Upset”
    • Izzy Flores Perez, “German Soldiers in the Great War”
    • Jack Fleming, “The Collaboration of the Kingdom of Hungary with Nazi Germany’s War Effort”
    • Jason Prather, “The Holodomor as a Representation of Stalinist Russia During the Interwar Period”
    • Jay Daigle, “Tools of Victory: The Hawker Hurricane in the Battle of Britain”
  • Session 3 – 2:55-3:15
    • Jonah McGlumphy, “The Wars of Middle-Earth and Our Own
    • Kennedy Kohlman, “The Comintern and the Crisis of the Left”
    • Milo Hoff, “Soldiers of India in WW1 and WW2”
    • Miriam Harley, “Royal Air Force, royalty or royal pains: an exploration of the cultural attitudes towards the RAF from 1939-1945”
    • Mitchell Ecklund, “Operation Anthropoid: Impact of Assassination on the Second World War”
    • Théo Weidinger, “The War of Changing Technologies”
    • Timo Nurmi, “What Form Did Media Take following the Great War, Traditional or Modern?”
    • Troy Archer, “Jewish Refugees and the Coming of World War“
  • Final comments and Clean Up 3:15

CONCLUSION

Week 15. Week of 12/5

Mon 12/5—Conclusions

Class PrepaRATION:

  • Let’s look back to where we began
    • Re-read Kershaw, Preface & Introduction, xxiii-xxvi, 1-7
    • Re-read Norman Angell, The Great Illusion (1913; orig. 1909), “Synopsis” from week 1 – at Moodle
    • Re-read Filippo Marinetti, “Futurist Manifesto” (1909) from week 1 – at Moodle

In class:

  • Back to Our Beginning – Week One
  • Look Forward – to Europe Today
  • What are the Central Themes of this History?

Wed 12/7—Wrap Up and Celebration!

Class PrepaRATION:

  • No reading, but review the course schedule and your notes
  • Read through Final Exam Study Guide – on our Handouts page
  • Bring your laptop to class for course evaluations

In class:

  • Course evaluations
  • Finish our conclusions – answer questions
  • Celebrate!

FINAL RESEARCH PAPER DUE—Friday, December 9, 2022 at midnight

Exam Week

FINAL EXAMINATION—Thursday, December 15, 2022 from 4:00-6:30pm

    • A comprehensive exam covering the entire semester. A chance to consolidate what you’ve learned and to demonstrate your mastery of the course material
    • See the Final Exam Study Guide – on our Handouts page
    • It will take place in our classroom. Bring your laptop