{"id":4151,"date":"2017-01-20T00:57:23","date_gmt":"2017-01-20T05:57:23","guid":{"rendered":"http:\/\/history201news.voices-old.wooster.edu\/?page_id=4151"},"modified":"2025-11-19T14:29:45","modified_gmt":"2025-11-19T19:29:45","slug":"schedule","status":"publish","type":"page","link":"https:\/\/history208.voices.wooster.edu\/?page_id=4151","title":{"rendered":"Schedule"},"content":{"rendered":"<h1><strong>INTRODUCTION TO THE COURSE<\/strong><\/h1>\n<hr \/>\n<h1 id=\"week1\"><strong><em>Week 1. Week of 8\/18<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Wed 8\/20\u2014Introduction to Europe in the Era of Total War<\/strong><\/h2>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Introductions<\/li>\n<li>Europe 1900 to 1945<\/li>\n<li>Syllabus \u2013 Explanation of the Course<\/li>\n<li>Norman Angell vs. Filippo Marinetti<\/li>\n<\/ul>\n<h3>Quick Assignments AFTER CLASS<\/h3>\n<ul>\n<li>Complete the <a href=\"https:\/\/forms.office.com\/r\/iPTZXfjeer\">History 208 Student Questionnaire<\/a><\/li>\n<li>Make sure you have a notebook for the class &#8211; a place to organize your notes on the reading and on classes<\/li>\n<li>Make sure you have access to Kershaw<\/li>\n<li>Make sure you can find our Moodle pages &#8211; and the readings folder<\/li>\n<\/ul>\n<h3><strong>For more fun:<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/youtu.be\/vqlFMdiSH3k?si=enFBMU3BZSNZJvCZ\">Film from Paris 1900 Exposition<\/a> \u2013 note moving sidewalks, celebration of colonialism, cinema, electricity<\/li>\n<li><a href=\"https:\/\/youtu.be\/R5i9k7s9X_A\">Film from Berlin 1945<\/a> \u2013 note physical destruction, \u201crubble women\u201d working to clean up<\/li>\n<li><a href=\"https:\/\/en.wikipedia.org\/wiki\/Filippo_Tommaso_Marinetti\">Filippo Marinetti<\/a> &#8211; at Wikipedia<\/li>\n<li><a href=\"https:\/\/en.wikipedia.org\/wiki\/Norman_Angell\">Norman Angell<\/a> &#8211; at Wikipedia<\/li>\n<\/ul>\n<hr \/>\n<h1><strong>PART 1. SURVEY OF EUROPE 1900 to 1945 &#8211; FOLLOWING IAN KERSHAW<\/strong><\/h1>\n<hr \/>\n<h1 id=\"week2\"><strong><em>Week 2. Week of 8\/25<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 8\/25\u2014Interpreting the 20<sup>th<\/sup> c. &amp; Belle Epoque Europe<\/strong><\/h2>\n<h3><strong>PREPARATION:<\/strong><\/h3>\n<ul>\n<li>Read Syllabus Details &#8211; esp. Course Policies &amp; Resources and How to Succeed &#8211; note any questions you have &#8211; I will ask you about these<\/li>\n<li>Read Kershaw, Preface &amp; Introduction, xxiii-xxvi, 1-7<\/li>\n<li>Robert Paxton, <em>Europe in the Twentieth Century<\/em>, Ch. 1 (Europe 1914), pp. 1-38\u00a0&#8211;\u00a0at our Moodle Readings Folder\n<ul>\n<li>A long reading &#8211; do not wait until Sunday night to start it!<\/li>\n<li>This comes from\u00a0 an excellent textbook by one of the best American historians of Europe, but it has a\u00a0<em>lot\u00a0<\/em>of detail. Don&#8217;t get bogged down. Take away the central themes and key examples that illuminate them and be ready to discuss.<\/li>\n<li>Look forward to Friday&#8217;s assignment and you&#8217;ll see how this can come in handy.<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/r\/MyrUdrQacL\">Quiz on Kershaw Introduction<\/a> before class &#8211; a chance to test your understanding &#8211; not a graded assignment<\/li>\n<li>I don&#8217;t have a quiz on Paxton &#8211; will have to add one sometime. What questions would you include? Important details that reveal a world&#8230;<\/li>\n<li>Come to class with your reading notes and initial observations &#8211; put away phones and laptops and come ready to listen, think, and discuss<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Introductions<\/li>\n<li>Historiography &#8211; Interpretations of the 20<sup>th<\/sup> c.<\/li>\n<li>Introduction to Europe in 1900 &#8211; Ex. of the Ruhr Valley<\/li>\n<li>Themes for the History of Pre-War Europe<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 8\/27\u2014A Tour of Europe, c. 1900 &amp; the Road to War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Read Kershaw, Ch. 1, &#8220;On the Brink,&#8221; pp. 9-43<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/r\/4egmE18gtC\">Quiz on Kershaw Chapter 1<\/a> before class &#8211; ungraded as all of these short online reading quizzes will be<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Reading Quiz<\/li>\n<li>Map of Europe in 1914 &#8211; and Map Quiz Study Guide &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a>\n<ul>\n<li>Map quiz will be due by the end of next week &#8211; start studying!<\/li>\n<\/ul>\n<\/li>\n<li>Pre-War Europe &#8211; Small Groups<\/li>\n<li>The Road to War<\/li>\n<li>Handout roles for Monday&#8217;s World in 1900 Role Play<\/li>\n<\/ul>\n<h3>AFTER CLASS<\/h3>\n<ul>\n<li>Study the map of Europe in 1914<\/li>\n<li>Prepare for World in 1900 Role Play<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>By Saturday\u2014Short Prep Assignment #1 &#8211; World in 1900\u00a0<\/strong><\/h2>\n<ul>\n<li>Short Assignment to Prepare for Class on Monday<\/li>\n<li>Due Saturday at 4:00pm<\/li>\n<li>You&#8217;ve been assigned a person living in Europe in 1900. In class on Monday, you will tell us about your life, your experience, your local view of the grand events of this history. And you&#8217;ll share your first thoughts at the coming of war in 1914, a conflict that would come in time to be known as the Great War<\/li>\n<li>How to prepare? Look to our sources &#8211; Paxton and Kershaw &#8211; and ask AI for help (yes, this is allowed) or look to other sources online and off. Your aim: to learn what you can about how someone in this social position would view the world. Take notes and cite sources (book and page number or website). This is not a deep research assignment; feel free to draw on Wikipedia and web sources. Take notes in a short text document, save as pdf, and upload to Moodle. I expect that you will share with me 1\/2 to one page of single spaced notes, with details on the sources of your information.<\/li>\n<li>Upload to assignment on Moodle in pdf format<\/li>\n<li>Come to class on Monday ready to tell your story without simply reading your notes.<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week3\"><strong><em>Week 3. Week of 9\/1<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 9\/1\u2014The Great War<\/strong><\/h2>\n<h3><strong>Before Class:<\/strong><\/h3>\n<ul>\n<li>Read Kershaw, Ch. 2, &#8220;The Great Disaster,&#8221; pp. 44-92\n<ul>\n<li>a\u00a0<em>long\u00a0<\/em>chapter that covers a lot of ground. Don&#8217;t wait until Sunday night to start reading<\/li>\n<li>To be honest, there are some pieces you can skim. I won&#8217;t hold you accountable for mastering the history of the war. You&#8217;d like to take away:\n<ul>\n<li>a clear sense for the chronology of the war<\/li>\n<li>the nature of combat<\/li>\n<li>the different experiences in the east and the west<\/li>\n<li>the story of Dzik\u00f3w<\/li>\n<li>the involvement of non-European combatants<\/li>\n<li>and the impact on government and institutions (in Russia in 1917, for example<\/li>\n<\/ul>\n<\/li>\n<li>Come to class with your notes on the reading &#8211; and any questions you have<\/li>\n<\/ul>\n<\/li>\n<li>Study the map of Europe in 1914<\/li>\n<li>Be prepared to explain your story in 1900\/1914<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>1900\/1914 Role Play<\/li>\n<li>Introduction to the First World War\n<ul>\n<li>The Course of the War \u2013 West &amp; East<\/li>\n<li>The Home Front &#8211;\u00a0the Polish village of Dzik\u00f3w, for ex<\/li>\n<li>The Bolshevik Revolution<\/li>\n<li>Impact of the War &#8211; and Revolutionary Situations<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><strong>For more fun:<\/strong><\/h3>\n<ul>\n<li><em>They Shall Not Grow Old,\u00a0<\/em>dir. Peter Jackson, 2018 &#8211; <a href=\"https:\/\/youtu.be\/IrabKK9Bhds\">trailer online at Youtube<\/a><\/li>\n<li>Wilfred Owen &#8211; short bio and selection of poems <a href=\"https:\/\/www.bl.uk\/people\/wilfred-owen\">at the British Library\u00a0<\/a>\n<ul>\n<li>See &#8220;Dulce et Decorum Est&#8221; (published 1921) &#8211; <a href=\"https:\/\/www.poetryfoundation.org\/poems\/46560\/dulce-et-decorum-est\">online at PoetryFoundation<\/a><\/li>\n<li>See the gloss on the lines &#8220;dulce et decorum&#8221; from Lesley Smith at GMU &#8211; <a href=\"https:\/\/mason.gmu.edu\/~lsmithg\/horace.html\">online at GMU<\/a><\/li>\n<\/ul>\n<\/li>\n<li>Historial of the Great War &#8211; A French museum of the First World War &#8211; <a href=\"https:\/\/www.historial.fr\/en\/\">online at historial.fr<\/a><\/li>\n<li>The Eastern Front Experience in the First World War, lecture from Vejas Liulevicius at the National World War I Museum &#8211; <a href=\"https:\/\/youtu.be\/-07EIFt_YGQ\">online at Youtube<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 9\/3\u2014The Great War\u00a0<\/strong><\/h2>\n<h3><strong>PREPARATION:<\/strong><\/h3>\n<ul>\n<li>Finish reading Kershaw, ch. 2, if you didn&#8217;t already<\/li>\n<li>Read Susan Grayzel, &#8220;Liberating Women? Examining Gender, Morality and Sexuality in First World War Britain and France,&#8221; in Gail Braybon, ed., <em>Evidence, History and the Great War: Historians and the Impact of 1914-18<\/em> (2008) &#8211;\u00a0at our Moodle Readings Folder<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Verdun 1916, Today<\/li>\n<li>The Impact of the War<\/li>\n<li>Your experience of WWI?<\/li>\n<li>Handout roles for Monday&#8217;s World War 1 Role Play<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Thurs 9\/4\u2014Map Quiz of Europe in 1914<\/strong><\/h2>\n<h3><strong>Online Map Quiz:<\/strong><\/h3>\n<ul>\n<li>Complete the Map of Europe in 1914 Quiz &#8211; on Moodle\n<ul>\n<li>See the Map of Europe in 1914, Study Guide, and Blank Maps &#8211; on our <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts page<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>By Saturday\u2014<\/strong><strong>Short Prep Assignment #2 \u2013 World War 1 and its Aftermath<\/strong><\/h2>\n<ul>\n<li>Short Assignment to Prepare for Class on Monday<\/li>\n<li>Due Saturday at 4:00pm<\/li>\n<li>You&#8217;ve been assigned a person living in Europe in 1914-1918. Tell us about your life, your experience, your view of this conflict. It is January 1919. The war is over now (maybe). What do you make of this world?<\/li>\n<li>How to prepare? Look to our sources &#8211; Kershaw and Grayzel &#8211; and ask AI for help (yes, this is allowed) or look to other sources online and off. Your aim: to learn what you can about how someone in this social position would view the world. Take notes and cite sources (book and page number or website). This is not a deep research assignment; feel free to draw on Wikipedia and web sources. Take notes in a short text document, save as pdf, and upload to Moodle. I expect that you will share with me 1\/2 to one page of single spaced notes, with details on the sources of your information.<\/li>\n<li>Upload to assignment on Moodle in pdf format<\/li>\n<li>Come to class on Monday ready to tell your story without simply reading your notes.<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week4\"><strong><em>Week 4. Week of 9\/8<\/em><\/strong><\/h1>\n<hr \/>\n<p><strong>Mon 9\/8\u2014The Postwar Settlement<\/strong><\/p>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 3, &#8220;Turbulent Peace,&#8221; pp. 93-148\n<ul>\n<li>Another\u00a0<em>long\u00a0<\/em>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.<\/li>\n<li>You can skim the state by state summaries of &#8220;Fragile Democracy,&#8221; pp. 121-134, but take away the main message.<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/r\/qA7JgxAPxP\">Kershaw Ch. 3 Quiz<\/a> before class (does not count for a grade)<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>World War 1 Role Play<\/li>\n<li>Intro to the 1920s &#8211; Postwar &#8211; and Periodization\n<ul>\n<li>The Paris Peace Conference and the Reordering of Europe<\/li>\n<li>Fascist Italy<\/li>\n<li>Weimar Germany<\/li>\n<li>And note: the Russian Civil War, the fragility of democracy<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>For Fun<\/h3>\n<ul>\n<li>W.B. Yeats biography &#8211; <a href=\"https:\/\/www.poetryfoundation.org\/poets\/william-butler-yeats\">online at Poetry Foundation<\/a><\/li>\n<li>Roy Peter Clark, &#8220;Happy 100th anniversary to the poem that every writer needs to know&#8221; &#8211; <a href=\"https:\/\/www.poynter.org\/reporting-editing\/2020\/happy-100th-anniversary-to-the-poem-that-every-writer-needs-to-know\/\">online at the Poynter Institute<\/a><\/li>\n<li>&#8220;The Second Coming&#8221; &#8211; <a href=\"https:\/\/www.poetryfoundation.org\/poems\/43290\/the-second-coming\">online at Poetry Foundation<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 9\/10\u2014The 1920s<\/strong><\/h2>\n<h3><strong>Read:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 4, &#8220;Dancing on the Volcano,&#8221; pp. 149-196\n<ul>\n<li>Beautifully written and well-organized, but it would take some time to read every word. How to approach these 47 pages?<\/li>\n<li>Pay close attention to Kershaw&#8217;s framing (in the intro and conclusion)<\/li>\n<li>Take away a main point for each section<\/li>\n<li>You might skim (just take away the main point) on the sections of &#8220;The Cultural Mirror&#8221; and the country by country survey of &#8220;Faltering Democracies&#8221;<\/li>\n<li>You should be able to identify terms\/names\/concepts such as:\n<ul>\n<li>&#8220;roaring twenties&#8221;<\/li>\n<li>Reichsmark, Dawes Plan, gold standard, General Strike of 1926<\/li>\n<li>cars, radio, housing &#8211; the Karl Marx Hof<\/li>\n<li>rural crisis of the 20s<\/li>\n<li>the Soviet Model, Stlin\/ Dzhugashvil, &#8220;Socialism in One Country,&#8221; Five Year Plan, collectivization of agriculture, de-Kulakization, Ukraine famine<\/li>\n<li>Cultural pessimism, Weimar Culture, Oswald Spengler<\/li>\n<li>Gustav Streseman, Treaty of Locarno, League of Nations, Brian-Kellogg Pact, Young Plan (and German referendum)<\/li>\n<li>Interwar democracy, Czechoslovakia, Poland, French &#8220;Leagues&#8221;, Nazi party, President von Hindenburg, rule by decree<\/li>\n<li>&#8220;dancing on the volcano&#8221; in 1929<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/r\/jfUZpdVQPq\">Kershaw Ch. 4 Quiz<\/a> before class (does not count for a grade)<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>The Roaring 20s &#8211; what kind of foundation for the future?<\/li>\n<li>Good Times<\/li>\n<li>The Soviet Alternative<\/li>\n<li>Faltering Democracies<\/li>\n<li>Other developments: roles for women, mass culture, modernism, etc.<\/li>\n<\/ul>\n<h3><strong>AFTER Class:<\/strong><\/h3>\n<ul>\n<li>Complete Practice Quiz on Moodle &#8211; under Exams. It will require that you install the Safe Exam Browser<\/li>\n<li>Download the Exam #1 Study Guide and make a plan to study key terms and themes<\/li>\n<\/ul>\n<h3>To Share<\/h3>\n<ul>\n<li>Berlin 1927 in Color &#8211; <a href=\"https:\/\/youtu.be\/9nFupfJk4T8?si=5e22dDnnoC9qvTsM\">on Youtube<\/a><\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week5\"><strong><em>Week 5. Week of 9\/15<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 9\/15\u2014Exam #1 and Introduction to the 1930s and Beyond<\/strong><\/h2>\n<h3><strong>Preparation<\/strong><\/h3>\n<ul>\n<li>Prepare for Short Exam #1 &#8211; see Introduction &amp; Format for format &#8211; and Exam #1 Study Guide for key themes and details &#8211; both are on our <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts<\/a> page<\/li>\n<li>Make sure you&#8217;ve completed the Practice Quiz with the Safe Exam Browser functioning<\/li>\n<\/ul>\n<h3><strong>IN CLASS:<\/strong><\/h3>\n<ul>\n<li>Short Exam #1 &#8211; a thirty minute exam in class<\/li>\n<li>Film as Entertainment, Film as Propaganda<\/li>\n<li>Introduction to the 1930s and Beyond<\/li>\n<\/ul>\n<h3><strong>FOR FUN<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/youtu.be\/b9e74DoGwhs?si=C6dKgnQINmNP1fvq\">Lumi\u00e8re Brothers first films<\/a> &#8211; on Youtube<\/li>\n<li><a href=\"https:\/\/youtu.be\/K1Vx3AOpVDo?si=7usC43PAi8mGQQoE\">Odessa Steps Scene<\/a>, from <em>Battleship Potemkin\u00a0<\/em>(1925) &#8211; see <a href=\"https:\/\/moremovies.co.uk\/battleship-potemkin-the-odessa-steps\/\">one of many analyses<\/a> of this scene and Wikipedia for <a href=\"https:\/\/en.wikipedia.org\/wiki\/Battleship_Potemkin\">background on the film<\/a><\/li>\n<li><a href=\"https:\/\/youtu.be\/Q_6yglVyaaU\">Mussolini Inaugurates Cinecitt\u00e1<\/a>\u00a0(1937), newsreel at YouTube &#8211; highlights the importance of cinema as a means of mass propaganda<\/li>\n<li><em>Triumph of the Will<\/em><em> (<\/em>1935), dir. Leni Riefenstahl at YouTube &#8211; see <a href=\"https:\/\/youtu.be\/_6uVrO5d6KU\">opening of this important propaganda film<\/a><\/li>\n<li><em>Grand Illusion<\/em> (1937), dir. Jean Renoir &#8211; <a href=\"https:\/\/youtu.be\/rZkrioz5Zc0\">introduced and explained by A.O Scott<\/a> &#8211; at YouTube &#8211; or <a href=\"https:\/\/youtu.be\/_fAiIqVLf4E\">trailer for restoration<\/a>\u00a0&#8211; a humanistic and optimistic commentary on war, nations, borders, and people<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 9\/17\u2014The Great Depression and the Nazi Seizure of Power<\/strong><\/h2>\n<h3><strong>Read:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 5, &#8220;Gathering Shadows,&#8221; pp. 197-246\n<ul>\n<li>You can skim the sections on Central and Eastern Europe, &#8220;Fertile Ground for the Right,&#8221; pp. 241-245<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=2RfwngV_JUKYOPks_1e3qzzazSQ5s25DjXRgFSP4mUVUMjg1OTFWMVIyQ1NVNlJJM0QyRzA4T1JGQy4u\">Kershaw Ch. 5 Quiz<\/a> before class\u00a0(does not count for a grade)<\/li>\n<\/ul>\n<h3><strong>In CLASS:<\/strong><\/h3>\n<ul>\n<li>First\n<ul>\n<li>Map of Interwar Europe &#8211; and Study Guide for Map Quiz #2<\/li>\n<li>News from Europe<\/li>\n<\/ul>\n<\/li>\n<li>Introduction to the 1930s and Beyond<\/li>\n<li>The Depression<\/li>\n<li>Allure of Fascism<\/li>\n<li>Nazi Seizure of Power &#8211; in two acts<\/li>\n<li>Elsewhere in Europe<\/li>\n<li>Handout Roles for Nazi Germany<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>By Saturday\u2014Short Prep Assignment #3 &#8211; The Nazi Seizure of Power<\/strong><\/h2>\n<ul>\n<li>Short Assignment to Prepare for Class on Monday<\/li>\n<li>Due Saturday at 4:00pm<\/li>\n<li>You&#8217;ve been assigned a person living in Nazi Germany in the 1936. How do you view the rise of the Nazi Party and Adolf Hitler?<\/li>\n<li>Look to our sources &#8211; Kershaw &#8211; and ask AI for help (yes, this is part of the assignment) to learn what you can about how someone in this social position would view these times. Take notes and cite sources (book and page number or website). Put these in a short text document, save as pdf, and upload to Moodle<\/li>\n<li>Come to class on Monday ready to tell &#8220;your story&#8221; without simply reading your notes. Note that there are sensitive topics of racism and anti-semitism involved. In class you can summarize the views of your character without dramatizing them.<\/li>\n<li>Upload to assignment on Moodle in pdf format<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>More Examples<\/strong><\/h2>\n<ul>\n<li>See <a href=\"https:\/\/youtu.be\/u_0KS4CUMcQ\">History Pod Intro to January 1933<\/a> on Youtube<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week6\"><strong><em>Week 6. Week of 9\/22<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 9\/22\u2014Totalitarianism and Authoritarianism<\/strong><\/h2>\n<h3><strong>Read:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 6, &#8220;Danger Zone,&#8221; pp. 247-294\n<ul>\n<li>There&#8217;s a lot here &#8211; as in all of these chapters<\/li>\n<li>Read:\u00a0Intro,\u00a0The International Order Crumbles, (Skim Dictatorship), Dynamic Dictatorship: Ideology and Mass Mobilization, (Skim Stalinism, Mussolini&#8217;s Italy, Hitler&#8217;s Germany), Dynamic Dictatorships in Comparison<\/li>\n<li>You should come away with:\n<ul>\n<li>A sense for the decisions that brought Europe back to the edge of war<\/li>\n<li>An understanding of Kershaw&#8217;s comparison of totalitarian (and would-be totalitarian states)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=2RfwngV_JUKYOPks_1e3qzzazSQ5s25DjXRgFSP4mUVUNDVPNTVRSjZTUU82SkpaUFpQWkJHM1VaQy4u\">Kershaw Ch. 6 Quiz<\/a> before class (does not count for a grade)<\/li>\n<\/ul>\n<h3>In Class:<\/h3>\n<ul>\n<li>Discuss: Appeal of Nazism<\/li>\n<li>Comparative Totalitarianism<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 9\/24\u2014The Rush to War<\/strong><\/h2>\n<h3><strong>Read:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 7, &#8220;Towards the Abyss,&#8221; pp. 295-345\n<ul>\n<li>There&#8217;s a lot here &#8211; as in all of these chapters<\/li>\n<li>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.<\/li>\n<li>You should come away with:\n<ul>\n<li>An understanding of the international crises (and maneuvering) that led to war<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Complete <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=2RfwngV_JUKYOPks_1e3qzzazSQ5s25DjXRgFSP4mUVUMjFUODlUV0RLRDhDUEpHMzQ4SkE0VVNDSy4u\">Kershaw Ch. 7 Quiz<\/a> before class (does not count for a grade)<\/li>\n<\/ul>\n<h3>In Class:<\/h3>\n<ul>\n<li>International Crises of the 1930s<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Thurs 9\/25\u2014Map Quiz of Interwar Europe<\/strong><\/h2>\n<h3><strong>Online Map Quiz:<\/strong><\/h3>\n<ul>\n<li>Complete the Map of Interwar Quiz &#8211; on Moodle<\/li>\n<li>See the Map of Interwar Europe, Study Guide, and Blank Maps &#8211; on our <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts page<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2>For fun:<\/h2>\n<ul>\n<li><a href=\"https:\/\/youtu.be\/uxztX0iPGeQ\">&#8220;War&#8221;<\/a> (September 1939) on Youtube<\/li>\n<li><a href=\"https:\/\/youtu.be\/SetNFqcayeA\">Neville Chamberlain returns from Munich<\/a> (September 1938) on Youtube<\/li>\n<li>I recorded a <a href=\"https:\/\/web.microsoftstream.com\/video\/5e37da1b-e19e-4cd2-8486-d452707578dd\">brief video introduction to the debate over appeasement<\/a> for my History 208 (from a hotel room in Paris, back in 2014!). Might be helpful if you need to review the details<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week7\"><strong><em>Week 7. Week of 9\/29<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 9\/29\u2014The Abyss<\/strong><\/h2>\n<h3><strong>Read:<\/strong><\/h3>\n<ul>\n<li>Kershaw, Ch. 8, &#8220;Hell on Earth&#8221;\n<ul>\n<li>Read\u00a0the introduction, 346-348<\/li>\n<li>You can skim the blow by blow account of the war, &#8220;A Continent in Flames,&#8221; 348-356<\/li>\n<li>Read &#8220;The Bottomless Pit of Inhumanity,&#8221; 356-373<\/li>\n<li>You can skim &#8220;Hell on Earth&#8217;s Many Meanings,&#8221; 373-403 &#8211; I&#8217;ll discuss some aspects of this section<\/li>\n<li>Read &#8220;Lasting Meaning&#8221; and conclusion, 403-407<\/li>\n<\/ul>\n<\/li>\n<li>Complete the <a href=\"https:\/\/forms.office.com\/Pages\/ResponsePage.aspx?id=2RfwngV_JUKYOPks_1e3qzzazSQ5s25DjXRgFSP4mUVUNFUyT0VTSUpXT1M0UFhPNDRXSDUzSDc2Ry4u\">Kershaw Ch. 8 Quiz<\/a> before class (does not count for a grade)<\/li>\n<\/ul>\n<h2><strong>For a Closer Look<\/strong><\/h2>\n<ul>\n<li>&#8220;German Invasion of Poland&#8221; &#8211; at <a href=\"https:\/\/www.britannica.com\/video\/180225\/Overview-invasion-German-Poland-World-War-II\">Britannica<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 10\/1\u2014Exam #2 and Introduction to Next Part of Our Course<\/strong><\/h2>\n<h3><strong>Preparation<\/strong><\/h3>\n<ul>\n<li>Prepare for Short Exam #2 &#8211; see Exam #2 Study Guide for key themes and details &#8211; on our <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts page<\/a>. The format will be the same as the first exam<\/li>\n<li>Make sure you&#8217;ve completed the Practice Quiz with the Safe Exam Browser functioning<\/li>\n<li>Be sure to bring your laptop to take exam<\/li>\n<\/ul>\n<h3><strong>IN CLASS:<\/strong><\/h3>\n<ul>\n<li>Short Exam #2 &#8211; a thirty minute exam in class<\/li>\n<li>Reflections on Europe 1890-1945<\/li>\n<li>Introduction to Research Paper Assignment &amp; Next Part of Our Course<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>After the Exam<\/strong><\/h2>\n<ul>\n<li>Take a look at the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4788\">Orientation to the Research Paper Assignment<\/a><\/li>\n<li>If you like you can also take a look at the full <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=6032\">Research Paper Assignment<\/a> &#8211; and the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4856\">Research Assignments<\/a> that lead to the final paper<\/li>\n<li>Start thinking about your research paper. You will need to come back after fall break with a research paper topic, a list of secondary sources and primary sources<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>For a Closer Look<\/strong><\/h2>\n<ul>\n<li>Sorrow and the Pity (1969) &#8211;<a href=\"https:\/\/youtu.be\/xMVKUBroShE\"> trailer on Youtube<\/a><\/li>\n<li><a href=\"https:\/\/youtu.be\/YcRgxlgSXsg\">Marius, pharmacist in Vichy France<\/a> &#8211; in T<em>he Sorrow and the Pity<\/em> (1969)<\/li>\n<li><a href=\"https:\/\/youtu.be\/6qsOH1ALlSo\">Christian de la Mazi\u00e8re, young fascist in Vichy France<\/a>\u00a0&#8211; in T<em>he Sorrow and the Pity<\/em> (1969)<\/li>\n<\/ul>\n<hr \/>\n<h1><strong>FALL BREAK 10\/4 &#8211; 10\/12<\/strong><\/h1>\n<hr \/>\n<h1><strong>PART 2. CASE STUDIES \u2014 FOLLOWING WINTER, ORWELL, and RESEARCH PAPERS<\/strong><\/h1>\n<hr \/>\n<h1 id=\"week8\"><strong><em>Week 8. Week of 10\/13<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 10\/13\u2014Research Papers<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Spend some time thinking about your Research Papers\n<ul>\n<li>Review the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4788\">Orientation to the Research Paper Assignment<\/a><\/li>\n<li>Take a look at the full <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=6032\">Research Paper Assignment<\/a> &#8211; and the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4856\">Research Assignments<\/a> that lead to the final paper<\/li>\n<li>See the various resources and sample paper on the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts page<\/a>, see the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4167\">links to research databases<\/a> and <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4201\">resources for European history<\/a><\/li>\n<li>Come to class with a few ideas of what you would like to work on<\/li>\n<li>If you have time you&#8217;d like to gather an initial list of sources for your topic<\/li>\n<li>Note: In brainstorming ideas and searching for sources you are welcome to use AI tools. If you do so, create a folder called AI Research and save the results of your searches as documents in the folder<\/li>\n<\/ul>\n<\/li>\n<li>Bring your laptop to class &#8211; we&#8217;ll spend some time looking for sources<\/li>\n<\/ul>\n<h3><strong>IN CLASS:<\/strong><\/h3>\n<ul>\n<li>Welcome Back!<\/li>\n<li>Talk Research Papers<\/li>\n<li>Research in History<\/li>\n<\/ul>\n<h3>For FUn<\/h3>\n<ul>\n<li>Abel Gance, &#8220;J&#8217;Accuse&#8221; (1919) &#8211; &#8220;trailer&#8221; showing the return of the dead &#8211; <a href=\"https:\/\/mubi.com\/en\/films\/j-accuse\/trailer\">at Mubi.com<\/a><\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 10\/15\u2014Research Papers<\/strong><\/h2>\n<h3>Preparation:<\/h3>\n<ul>\n<li>Read! Read for your research paper\n<ul>\n<li>Some might be &#8220;fast reading&#8221; &#8211; abstracts, introductions, bibliography<\/li>\n<li>Some might be &#8220;slow reading&#8221; &#8211; reading carefully in a primary source or secondary source that looks esp relevant<\/li>\n<\/ul>\n<\/li>\n<li>Get organized\n<ul>\n<li>Create a folder for this research paper<\/li>\n<li>Save your bibliography &#8211; notes &#8211; and drafts in this folder<\/li>\n<\/ul>\n<\/li>\n<li>Find sources\n<ul>\n<li>Search JSTOR, COW Libraries PRIMO, A-Z Databases<\/li>\n<li>Search news archives, published memoirs, collections of primary sources, Google Books, Internet Archive, etc.<\/li>\n<li>Look to the bibliography of Wikipedia pages and secondary sources<\/li>\n<li>See if AI tools are helpful in identifying sources<\/li>\n<\/ul>\n<\/li>\n<li>Start your Research Assignment #1 &#8211; Research Paper Proposal\n<ul>\n<li>Come to class with some ideas for your research paper<\/li>\n<li>To complete Research Assignment #1, you will need to know your topic and have identified some sources that you can use to examine it<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><strong>IN CLASS:<\/strong><\/h3>\n<ul>\n<li>Research Papers<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 10\/17\u2014Research Assignment #1 &#8211; Research Proposal<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Research Assignment #1<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week9\"><strong><em>Week 9. Week of 10\/20<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 10\/20\u2014<\/strong><strong>Reading History\u2014Memory of War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Continue work on your research paper!<\/li>\n<li>Read in Jay Winter,\u00a0<em>Sites of Memory, Sites of Mourning,\u00a0<\/em>introduction, pp. 1-11\n<ul>\n<li>Note: we will spend some quality time in the next couple weeks with this classic historical monograph on the memory of WW1 &#8211; Jay Winter&#8217;s <em>Sites of Memory, Sites of Mourning<\/em><\/li>\n<li>The book is available <a href=\"https:\/\/ebookcentral-proquest-com.wooster.idm.oclc.org\/lib\/wooster\/detail.action?docID=1658793\">online at Ebook Central<\/a>. You will need to create an account if you don&#8217;t have one already, which may help you find other monographs. (As a backup I include a copy of the introduction in our Moodle readings folder)<\/li>\n<li>Please come to class with notes on your reading<\/li>\n<\/ul>\n<\/li>\n<li>Read in your secondary sources\n<ul>\n<li>You want to be sure that I&#8217;ve approved the historical monograph (or historical articles) you are reading and summarizing this week<\/li>\n<li>Take notes on your reading in your research folder<\/li>\n<li>Make sure you are organized on OneDrive\n<ul>\n<li>A research folder with your name and the topic<\/li>\n<li>Files for notes, bibliography, research assignments, AI searches, etc.<\/li>\n<li>Share your research folder with me<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong style=\"font-size: 10px;letter-spacing: 0.1em;text-transform: uppercase\">In Class:<\/strong><\/p>\n<ul>\n<li>Introduction to History and Memory<\/li>\n<li>Jay Winter and Historiography<\/li>\n<li>Reading in our secondary sources<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 10\/22\u2014<\/strong><strong>Reading History\u2014Memory of War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Continue work on your research paper!<\/li>\n<li>Read one chapter of Winter per signup on Moodle and prepare to present with a small group of your classmates<\/li>\n<li>You should read on your own and meet together in person with your group to present<\/li>\n<li>In a well-organized presentation of no longer than 10 minutes, you&#8217;d like to present your chapter and explain how it fits within the larger argument of the work. Your presentation should include a short powerpoint with a set of slides that lay out the topic and argument of the chapters, key examples, and your reflections. Some tips for your presentation: prepare your words carefully, everyone should take a role, dress a bit nicer than your everyday student wear, talk to the class and not the screen, make eye contact with people in the audience<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Groups will present their chapter to the rest of the class.\n<ul>\n<li>Chapter One, &#8220;Homecomings: The Return of the Dead&#8221;\n<ul>\n<li>David Guldin<\/li>\n<li>Riley Integrator<br \/>\nLouis Lindsay<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Two, &#8220;Communities in Mourning&#8221;\n<ul>\n<li>Freya Visconsi<\/li>\n<li>Cristiana Land<\/li>\n<li>Emma Norris<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Three, &#8220;Spiritualism and the &#8216;Lost Generation'&#8221;\n<ul>\n<li>Riley Theriault<\/li>\n<li>Ella Henderson<\/li>\n<li>Rowan Piani<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Four, &#8220;War Memorials and the Mourning Process&#8221;\n<ul>\n<li>Maxwell Stratford<\/li>\n<li>Peter Roushakes<\/li>\n<li>Jonathan Rueffer<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 10\/24\u2014Research Assignment #2 &#8211; Summary of Secondary Source<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Research Assignment #2<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week10\"><strong><em>Week 10. Week of 10\/27<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 10\/27\u2014<\/strong><strong>Reading History\u2014Memory of War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Continue work on your research paper!<\/li>\n<li>Read one chapter of Winter per signup on Moodle and prepare to present with a small group of your classmates<\/li>\n<li>You should read on your own and meet together in person with your group to present<\/li>\n<li>In a well-organized presentation of no longer than 10 minutes, you&#8217;d like to present your chapter and explain how it fits within the larger argument of the work. Your presentation should include a short powerpoint with a set of slides that lay out the topic and argument of the chapters, key examples, and your reflections. Some tips for your presentation: prepare your words carefully, everyone should take a role, dress a bit nicer than your everyday student wear, talk to the class and not the screen, make eye contact with people in the audience<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Groups will present their chapter to the rest of the class.\n<ul>\n<li>Chapter Five, &#8220;Mythologies of War: Films, Popular Religion, and the Business of the Sacred&#8221;\n<ul>\n<li>James Pugh<\/li>\n<li>Jack Burrows<\/li>\n<li>Andrew Rombach<\/li>\n<li>Jayden Scott<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Six, &#8220;&#8221;The Apocalyptic imagination in art: from anticipation to allegory&#8221;\n<ul>\n<li>Leo Edmonds-Doberenz<\/li>\n<li>Kareem Vasquez Delarosa<\/li>\n<li>Catherine Colarusso<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Seven, &#8220;The Apocalyptic imagination in war literature&#8221;\n<ul>\n<li>Julia Kinnison<\/li>\n<li>Kekobad Marker<\/li>\n<li>Emma Hershberger<\/li>\n<\/ul>\n<\/li>\n<li>Chapter Eight, &#8220;War poetry, romanticism, and the return of the sacred&#8221;\n<ul>\n<li>Mary Palmieri<\/li>\n<li>Kamen Petkov<\/li>\n<li>Connor Weathers<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 10\/29<\/strong><strong>\u2014<\/strong><strong>Reading History\u2014Memory of War<\/strong><\/h2>\n<h3><strong>PREPARATION:<\/strong><\/h3>\n<ul>\n<li>Continue work on your research paper!<\/li>\n<li>Read Winter, Conclusion<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Winter &#8211; Memory &#8211; Conclusion<\/li>\n<li>And Some Critiques<\/li>\n<li>Research Papers &#8211; and Historical Monograph<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 10\/31\u2014Research Assignment #3\u2014Historical Monograph Paper<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Research Assignment #3<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week11\"><strong><em>Week 11. Week of 11\/3<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 11\/3\u2014Primary Source\u2014Orwell &amp; the Spanish Civil War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Read Orwell,\u00a0<em>Homage to Catalonia\u00a0<\/em>(1938)\n<ul>\n<li>Note: we&#8217;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 <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4907\">Orwell Reading Guide<\/a> 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.<\/li>\n<li>A pdf of the book in its original version is available in the Moodle Readings folder<\/li>\n<li>This is a classic and you might want your own copy, available at a low price at many online bookstores. But note:\u00a0there are many editions of\u00a0<em>Homage<\/em>, and Orwell reorganized the chapters in later editions. The chapter numbers given below refer to the 1938 version and the pdf version.<\/li>\n<li><em>Read<\/em> the &#8220;Overview&#8221; on the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4907\">Orwell Reading Guide<\/a> on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts Page<\/a><\/li>\n<li><em>Read<\/em> Chapter 1 and 2 (arrival in Spain, decision to sign up, initial experience), pp. 1-11<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>In CLass<\/h3>\n<ul>\n<li>The Spanish Civil War<\/li>\n<li>George Orwell \/ Eric Blair<\/li>\n<li>Homage to Catalonia<\/li>\n<li>Research Papers &#8211; and Primary Sources<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 11\/5\u2014<\/strong><strong>Primary Source\u2014<\/strong><strong>Orwell &amp; the Spanish Civil War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Orwell,\u00a0<em>Homage to Catalonia, <\/em>\n<ul>\n<li>Read Chap 3, pp. 11-18<\/li>\n<li>Come to class with some notes and at least one important quotation from the chapter written down in your notebook<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>In CLass<\/h3>\n<ul>\n<li>Orwell on Writing<\/li>\n<li>Orwell at War<\/li>\n<li>The Politics of the Spanish Civil War (on the Left)<\/li>\n<li>Primary Sources and Historical Questions<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 11\/7\u2014Research Assignment #4\u2014Primary Source Summary Due<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Research Assignment #4<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>For more fun:<\/strong><\/h2>\n<ul>\n<li><a href=\"https:\/\/youtu.be\/tYv-yp-nidk\">Orwell in Spain<\/a> &#8211; YouTube clip from BBC Four Documentary (note: not the real Orwell!)<\/li>\n<li><em><a href=\"https:\/\/www.youtube.com\/playlist?list=PL96570C61F175314A\">Land and Freedom<\/a><\/em>, dir. Ken Loach, 1995 drama from the UK, a poor quality version of an important film<\/li>\n<li><em><a href=\"https:\/\/youtu.be\/B8ry6o32UAM?si=rT9HUETK-lqYsHkR\">Peasants of Aragon<\/a>, &#8211; reading from Augustin Souchy&#8217;s book &#8220;With The Peasants Of Aragon&#8221; (1936) with visuals from <\/em>The Spanish Earth<em>, an anti-fascist film written by John Dos Passos and Ernest Hemingway from 1937\u00a0<\/em><\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week12\"><strong><em>Week 12. Week of 11\/10<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 11\/10\u2014<\/strong><strong>Primary Source\u2014<\/strong><strong>Orwell &amp; the Spanish Civil War<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Orwell,\u00a0<em>Homage to Catalonia<\/em>\n<ul>\n<li>Read Chapter 8, pp. 50-53 (&#8220;The days grew hotter and even the nights grew tolerably warm&#8221;)<\/li>\n<li>Read Chapter 9, pp. 53-59 (&#8220;From Mandalay, in Upper Burma, you can travel by train to Maymyo&#8221;)<\/li>\n<li>Come to class with a few notes and at least two quotations from each chapter in your notebook<\/li>\n<li>Note: we&#8217;re skipping much of Orwell&#8217;s narrative in which he describes the fighting on the Aragon front<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>In CLass<\/h3>\n<ul>\n<li>Primary Sources and the C&#8217;s of History<\/li>\n<li>Orwell and Socialism &#8211; Cracks in the Republican Side &#8211; Discuss and Share<\/li>\n<li>The May Days of Barcelona<\/li>\n<li>Your Primary Sources<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 11\/12\u2014<\/strong><strong>Primary Source\u2014<\/strong><strong>Orwell &amp; the Spanish Civil War<\/strong><\/h2>\n<h3><strong>Read<\/strong><\/h3>\n<ul>\n<li>Orwell,\u00a0<em>Homage to Catalonia<\/em>\n<ul>\n<li>Read Chapter 14, pp. 105-114 (&#8220;The worst of being wanted by the police in a town like Barcelona&#8221;)<\/li>\n<li>Note: We&#8217;re skipping over much of the story again: Orwell&#8217;s return to the front and taking a bullet through the neck<\/li>\n<\/ul>\n<\/li>\n<li>Continue work on your primary sources. Come to class with:\n<ul>\n<li>A clear statement of your research question<\/li>\n<li>A description of your primary source and how it helps us answer your research question<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>In CLass<\/h3>\n<ul>\n<li>Homage to Catalonia &#8211; the ending<\/li>\n<li>Interpretations of Orwell in Spain<\/li>\n<li>Primary Sources and Interpretations (yours)<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 11\/14\u2014Research Assignment #5 &#8211; Primary Source Analysis Paper<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Research Assignment #5<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h2>For more fun:<\/h2>\n<ul>\n<li>&#8220;George Orwell&#8221; (1983) BBC Arena. Linked from<a href=\"https:\/\/orwellsociety.com\/bbc-arena-1983-george-orwell\/\"> the Orwell Society<\/a><\/li>\n<li>&#8220;George Orwell&#8221; (1983) BBC Arena, On Youtube &#8211;\u00a0<a href=\"https:\/\/youtu.be\/u9XA5O_O0VA\">Part 3 on Homage to Catalonia<\/a><\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week13\"><strong><em>Week 13. Week of 11\/17<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 11\/17\u2014Research Papers and Exam Prep<\/strong><\/h2>\n<h3>Preparation<\/h3>\n<ul>\n<li>Keep working on your research papers\n<ul>\n<li>Come to class with a one page outline that brings together secondary and primary sources &#8211; please submit to Moodle per assignment\u00a0<em>and\u00a0<\/em>print two hard copies to share<\/li>\n<li>Outline should include:\n<ul>\n<li>Working title of your paper<\/li>\n<li>Statement of historical question<\/li>\n<li>Historical monograph (or secondary sources)\n<ul>\n<li>Name, title<\/li>\n<li>Who is author? What is topic?<\/li>\n<li>Argument<\/li>\n<li>Your critical perspective<\/li>\n<li>Examples\n<ul>\n<li>3-5 quotations or examples and a word about your analysis<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Primary source\n<ul>\n<li>Name, title<\/li>\n<li>Description of your source (or corpus of sources)<\/li>\n<li>Critical perspective<\/li>\n<li>Evidence and analysis\n<ul>\n<li>3-5 quotations or examples and a word about your analysis<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Conclusion\n<ul>\n<li>A statement of significance. Why does this matter?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Review Study Guide for Exam #3 &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts Page<\/a><\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Watch Opening to Film from the 1930s<\/li>\n<li>Introduce and prepare for Exam #3<\/li>\n<li>We&#8217;ll workshop our research papers<\/li>\n<\/ul>\n<h3><strong>Questions for Class Workshop<\/strong><\/h3>\n<ol>\n<li>What is the topic of the paper? Is it clear?<\/li>\n<li>Does the paper have a clear historical question?<\/li>\n<li>A clear sense of context? Is there anything to add on context?<\/li>\n<li>Clear presentation of historical monograph?<\/li>\n<li>Clear critical perspective?<\/li>\n<li>Clear presentation of primary source?<\/li>\n<li>Clear critical perspective?<\/li>\n<li>Clear statement of the significance of the topic?<\/li>\n<li>Does the paper have an informative and appealing title?<\/li>\n<\/ol>\n<hr \/>\n<h2><strong>Wed 11\/19\u2014<\/strong><strong>Exam #3 &#8211; and Prep for Poster Session<\/strong><\/h2>\n<h3><strong>Preparation<\/strong><\/h3>\n<ul>\n<li>Prepare for Short Exam #3<\/li>\n<li>Be sure to bring your laptop to take exam &#8211; note, you may want to restart your computer before the exam<\/li>\n<\/ul>\n<h3><strong>IN CLASS:<\/strong><\/h3>\n<ul>\n<li>Short Exam #3 &#8211; a thirty minute exam in class<\/li>\n<li>Discuss next week&#8217;s poster session<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"week14\"><strong><em>Week 14. Week of 11\/24<\/em><\/strong><\/h1>\n<hr \/>\n<h1><strong>PART 3. OUR RESEARCH IN THE HISTORY OF TWENTIETH C. EUROPE<\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 11\/24<\/strong><strong>\u2014<\/strong><strong>Class Poster Session<\/strong><\/h2>\n<h3><strong>Preparation:<\/strong><\/h3>\n<ul>\n<li>Prepare for the poster session per the <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=5366\">Poster Session Instructions<\/a> &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handouts Page<\/a><\/li>\n<li>You&#8217;ll bring printed pages, I&#8217;ll bring the poster boards and tape or pushpins. You&#8217;ll prepare your poster at the start of class and we will do poster session in three parts<\/li>\n<li>Dress professionally or semi-professionally (that means &#8220;business professional&#8221; or &#8220;business casual&#8221;)<\/li>\n<li>Be ready with a short (60 second) elevator speech &#8211; and ready to explain and answer questions<\/li>\n<li>Note that your role as an audience member is an important one! You will visit your classmates posters, listen attentively, and ask questions<\/li>\n<\/ul>\n<h3><strong>In Class:<\/strong><\/h3>\n<ul>\n<li>Preparation 2:00-2:15<\/li>\n<li>Session 1 &#8211; 2:15-2:35\n<ul>\n<li>Burrows, Jack<\/li>\n<li>Edmonds-Doberenz, Leo<\/li>\n<li>Palmieri, Mary<\/li>\n<li>Petkov, Kamen<\/li>\n<li>Piani, Rowan<\/li>\n<li>Rombach, Andrew<\/li>\n<li>Stratford, Maxwell<\/li>\n<li>Theriault, Riley<\/li>\n<\/ul>\n<\/li>\n<li>Session 2 &#8211; 2:35-2:55\n<ul>\n<li>Guldin, David<\/li>\n<li>Kinnison, Julia<\/li>\n<li>Marker, Kekobad<\/li>\n<li>Norris, Emma<\/li>\n<li>Roushakes, Peter<\/li>\n<li>Rueffer, Jonathan<\/li>\n<li>Scott, Jayden<\/li>\n<li>Vasquez Delarosa, Kareem<\/li>\n<\/ul>\n<\/li>\n<li>Session 3 &#8211; 2:55-3:15\n<ul>\n<li>Colarusso, Catherine<\/li>\n<li>Henderson, Ella<\/li>\n<li>Hershberger, Emma<\/li>\n<li>Intrator, Riley<\/li>\n<li>Lindsay, Louis<\/li>\n<li>Pugh, James<\/li>\n<li>Weathers, Connor<\/li>\n<\/ul>\n<\/li>\n<li>Final comments and Clean Up 3:15<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 11\/26<\/strong><strong>\u2014<\/strong><strong>No Class! Happy Thanksgiving!<\/strong><\/h2>\n<hr \/>\n<h1><strong>CONCLUSION<\/strong><\/h1>\n<hr \/>\n<h1 id=\"week15\"><strong><em>Week 15. Week of 12\/1<\/em><\/strong><\/h1>\n<hr \/>\n<h2><strong>Mon 12\/1\u2014Conclusions<\/strong><\/h2>\n<h3>Class PrepaRATION:<\/h3>\n<ul>\n<li>Let&#8217;s look back to where we began\n<ul>\n<li>Re-read Kershaw, Preface &amp; Introduction, xxiii-xxvi, 1-7<\/li>\n<li>Re-read Norman Angell, <em>The Great Illusion <\/em>(1913; orig. 1909), &#8220;Synopsis&#8221; from week 1 &#8211; at Moodle<\/li>\n<li>Re-read Filippo Marinetti, &#8220;Futurist Manifesto&#8221; (1909) from week 1 &#8211; at Moodle<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>In class:<\/h3>\n<ul>\n<li>Back to Our Beginning &#8211; Week One<\/li>\n<li>Look Forward &#8211; to Europe Today<\/li>\n<li>What Are the Central Themes of this History?<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Wed 12\/3\u2014Wrap Up and Celebration!<\/strong><\/h2>\n<h3>Class PrepaRATION:<\/h3>\n<ul>\n<li>No additional reading, but review the course schedule and your notes<\/li>\n<li>Read through Final Exam Study Guide &#8211; on our Handouts page<\/li>\n<\/ul>\n<h3>In class:<\/h3>\n<ul>\n<li>Finish our conclusions<\/li>\n<li>Answer questions about final paper<\/li>\n<li>Prepare for final exam &#8211; class Jeopardy?<\/li>\n<li>Celebrate!<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Fri 12\/5\u2014Final Research Paper Due<\/strong><\/h2>\n<ul>\n<li>Details on Research Paper Assignment &#8211; on <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4385\">Handout Page<\/a><\/li>\n<li>Submit your Final Research Paper &#8211; Due Today<\/li>\n<li>Upload to Moodle Assignment as pdf<\/li>\n<\/ul>\n<hr \/>\n<h1 id=\"examweek\"><em>Exam Week<\/em><\/h1>\n<hr \/>\n<h1><strong>FINAL EXAMINATION\u2014Thursday, December 11, 2025 from 4:00-6:30pm<\/strong><\/h1>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>A comprehensive exam covering the entire semester. A chance to consolidate what you&#8217;ve learned and to demonstrate your mastery of the course material<\/li>\n<li>See the Final Exam Study Guide &#8211; on our Handouts page<\/li>\n<li>It will take place in our classroom. Bring your laptop<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>INTRODUCTION TO THE COURSE Week 1. Week of 8\/18 Wed 8\/20\u2014Introduction to Europe in the Era of Total War In Class: Introductions Europe 1900 to 1945 Syllabus \u2013 Explanation of the Course Norman Angell vs. Filippo Marinetti Quick Assignments AFTER &hellip; <a href=\"https:\/\/history208.voices.wooster.edu\/?page_id=4151\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":15,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"sidebar-page.php","meta":{"footnotes":""},"class_list":["post-4151","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/pages\/4151","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/users\/15"}],"replies":[{"embeddable":true,"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4151"}],"version-history":[{"count":416,"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/pages\/4151\/revisions"}],"predecessor-version":[{"id":6132,"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=\/wp\/v2\/pages\/4151\/revisions\/6132"}],"wp:attachment":[{"href":"https:\/\/history208.voices.wooster.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4151"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}