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HI 202 Western Civilization 1600 - Present DeSales University - Fall 2010 Session 2 - Monday 6-9pm

Chris Butynski, M.A.

Office: Mailbox/Humanities Department Office Hours: By appointment only Email: cab5@desales.edu

Syllabus Course Description

Learning Outcomes

This course is the first part of a survey of Western Civilization. We will begin in Ancient Greece and travel through history until roughly the 17th century. Although this is a survey it is important that we examine the primary sources. We will not simply learn names and dates, but rather how Western civilization was formed ideologically through philosophy, theology, politics, etc. The lectures will be used to create a canvas for the historical landscape needed to make applicable the issues and ideas we discuss within the primary sources.

By the end of the semester students will master historical concepts and ideas and will produce clear, cogent, and persuasive writing and speech. Students will not only learn names, dates, and events, but will locate and critically assess information offered from multiple perspectives for its validity and appropriateness. In turn, students will use this information to develop reasoned and persuasive arguments, written and oral, in ethically responsible ways, and understand the bigger picture of Western Civilization.

Click on the pic to view the lesson for the week: PART I: 17th Century

John Locke

Oct. 18 Syllabus

PART II: Late 17th/18th Century

Voltaire

Oct. 25

PART III: 18th Century

Rene Descartes

Nov. 1

Text: Western World Philosophy: Selected Readings 1600Present, Custom Reader (New York: Pearson, 2009). PART IV: Late 18th Century/ Early 19th Century

PART V: 19th Century/Early 20th Century

Karl Marx

Robespierre

Nov. 8

PART VI: 20th Century

Nov. 15

Class Schedule - Session 2, 2010

About me...

Attendance Policy/Decorum

Course Evaluation Disabilities Methods of Instruction More Resources...

PART VII: 20th Century

George Mosse

Nov. 22

See also Assessment

PART VIII: Mid/Late 20th Century

Frederick Nietzsche

Nov. 29

Go to calendar...

Adolph Hitler

Dec. 6 -I-


HI 202 Western Civilization 1600 - Present DeSales University - Fall 2010 Session 2 - Monday 6-9pm

Chris Butynski, M.A.

Office: Mailbox/Humanities Department Office Hours: By appointment only Email: cab5@desales.edu

Additional Information Assessment

Attendance Policy/Decorum

Disabilities

Academic integrity is expected from all students. Plagiarism and academic dishonesty will not be tolerated. Anyone caught plagiarizing will fail the course. Students will be graded based on performance in the following:

Students are expected to attend every class. I will allow 1 excused/ unexcused absence, hell or high-water throughout the semester. After you use your one, your class participation grade will be affected by absences. All cell phones must be turned off or put on silent upon entering class. We are all adults and can do without our “lifelines” for the duration of my lecture. If I see you using your phone you will lose half of your class participation grade.

Students with a documented disability who wish to request academic adjustments should contact the Coordinator of Learning and Disability Services (Dooling Hall, Room 26, extension 1453).

94-100 A 73-76 C Essays: 25% 90-93 A- 70-72 CGroup Project: 25% 87-89 B+ 67-69 D+ Blog/Disc Posts: 25% 83-86 B 63-66 D Participation: 25% 80-82 B- Below 60 F 77-79 C+

Essays

You must write four essays throughout the semester. Each essay will be 3-4 pp and is to be handed in no later than the due date (late papers will begin with a B+). They are to be done in Times New Roman 12 point font with 1” margins and doublespaced. Points will be taken off for lack of insight or longwindedness. Go to Project page for a list of topics.

Group Project There will be one group project assigned during the semester to be completed using one of the Web 2.0 applications that support collaborative projects. See resources for examples of this type of web-based software. Go to Project page for a list of ideas.

Blog/Discussion Posts As the semester progresses, each week you will be assigned a question to reflect up using your blog space. The RSS feeds will be aggregated via netvibes.com. Some weeks there will be one relevant topic to be discussed via the discussion board.

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Submissions You will submit your papers in class as well as through Digital Drop Box (Lessons). Your Online Posts will be found on the RSS site as well under Lessons & in Communicate/Discussion Board. Each student will be responsible for posting one original thread and one response to a fellow classmate.

See also Writing faux pas Sample Essays Using the Angel LMS Drop Box Discussion Board Class Blogs/RSS feeds More Resources...

Methods of Instruction Lectures, videos, and my interaction in the Discussion posts will be the primary methods of instruction throughout the semester. Essays written on the topics found within the primary sources will also instruct students on how to critique, analyze, and interpret historical sources. Class discussion and lectures will guide the student throughout the semester, therefore making it essential to be prepared for each class.

Course Evaluation The student is expected to complete the CoursEval online when the questionnaire is sent to his/her DeSales email address automatically by a DSU technology staff person. [The CoursEval questionnaire at present cannot be sent to the student’s Angel email.] You must complete this evaluation for your final grade to be released.

Additional Information


HI 202 Western Civilization 1600 - Present DeSales University - Fall 2010 Session 2 - Monday 6-9pm

Chris Butynski, M.A.

Office: Mailbox/Humanities Department Office Hours: By appointment only Email: cab5@desales.edu

General Course Resources: Video tutorials to get you started Visit DeSales University’s youtube.com channel

Click the on video to get started with ANGEL

Submit your papers through Drop Box

More common resources

Click the on video to get started with Drop Box

Narrated PowerPoints/screen casts - Jing Mind mapping/brainstorming - bubbl.us Photo editing - picnik Convert to PDF - primopdf Windows media on your Mac - Flip4Mac Convert PPT to Flash - AuthorPoint Lite Microsoft Photo Story 3 Free Office suite (Mac/Win) - OpenOffice Free audio recording/editing - Audacity Poster creation - glogster.com Interactive timelines - dipity.com Free blogs through Google with blogger.com

Specific Resources for This Course Blog posts

Blog/Discussion Posts

Online sessions using Elluminate!

Your Online Posts will be found on the RSS site as well under Lessons & in Communicate/ Discussion Board. Each student will be responsible for posting one original thread and one response to a fellow classmate. Each student will be responsible for posting one original thread and one response.

Online sessions using Elluminate

Our class RSS blog aggregator netvibes.com...click to visit our class page!

Course Resources

Online classes will be conducted in Elluminate! You will need to configure your computer to run an Elluminate session, so please take care of this before the sessions. Elluminate sessions will be posted under the appropriate weeks with a link to the session.

Elluminate! will be used for our online meetings. Click the video to get started!

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Projects: Essays and Group

Group Project: French Revolution

Essays 1. Modern Thought/European Racism Paper

A. Analyzing what John Carey says about the intellectual class of Europe, is modern thought alive and well; has it progressed from the so-called Dark Ages and tutelage of the Church? Are the events that occur in the 1940’s inevitable based on these specific and elitist characterizations of certain groups? Is it surprising that literature, philosophy, and ultimately an entire culture of people buys into these ideas? B. Based on what you read, Mosse’s chapter on “Birth of Stereotypes”, are these ideas or coming events of WWII surprising? Is there an origin of European evil or does someone or many people merely find a way to cultivate on a massive level the existing ideas of European society and culture?

2. Age of Anxiety Paper

A. Does Nietzsche embody the modern mind; or is he a bitter man who has used his genius to tear down established institutions (Christianity/Democracy) and judges from an intellectual seat on high? How does he categorize and determine the structure for the “Will to Power”? Why is he critical of the late-nineteenthcentury social order? Is Schopenhauer a surprising response to this era’s thought process or is he simply another melancholy cog in the great machine of the twentieth century? B. Referring to the lecture given by Rev. Cornelius discuss how, to what extent, beneficial, or detrimental postmodern thought has been as it regards Christian thought. You can look at postmodernism as the breakthrough Christianity needed or as something that is cyclical thought that has done nothing but tear down principles of Christianity. Be sure to back it up with information from the lecture and reference any sources you may find on your own.

Blog Post #1

Essay #1

Oct.18

Oct. 25

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Blog Post #2 Nov. 1

This is intended to be a group project that will produce a presentation that can be delivered in one of several ways, as suggested below. It will also include a handout that will highlight the major points of your presentation, or even provide additional information that may not be delivered in the body of the presentation. Read through the below scenario. Using the concepts we’ve already explored through this point in the course, your job is to interpret the scenario using what you already know about the topic, along with the framework outlined in the task. This ideally would utilize one or more readily available Web 2.0 and free/open source software applications available today (see Resources). This is an exercise designed to be active: you will research, design and present your creation. Remember to be innovative and creative. Don’t be afraid to take risks with the material, and don’t limit yourself to the applications listed below! Utilize the expertise of the instructor during the process to keep you on the right track. Your role is as an operative during the French Revolution, either from the side of the Monarchy or the dissident Communes (‘commons’). As an operative you are charged with creating a dossier on one of the influential members of each of these groups. For example, as a member of the Monarchy you would be assigned to find information on Abbé Sieyès, Adrien Duport, or Alexandre Lameth; as a member of the Communes find information of Marie Antoinette, Comte d’Artois or Jacques de Flesselles. Focusing on an influential individual will make the research easier, but you are free to research anyone on either side. Throughout the process keep in mind their political, cultural, social, religious and philosophical views. This can be accomplished in several ways, or in a combination of ways: •Create posters that outline all of your findings to hang around your town square •Create a Powerpoint/voicethread.com to tell your constituents about this individual •Create a timeline of their life up through the Revolution (see dipity.com) •Create signs that memorialize this individual. These are intended to be displayed publically (see glogster.com; or use Gimp) •Create a family tree of this individual as part of the dossier and report on the family associations (gramps-project.org is excellent) •Create maps of their movements throughout life, citing major events, etc. Use images and video along with text and place as a virtual tour on Google maps •Create an audio slide presentation, a podcast, or a short video that explains the individual from each of the the opposing views (Juice, Audacity, jaycut.org).

Blog Post #3

Group Project

Discussion Post #1

Essay #2

Discussion Post #2

Nov. 8

Nov. 15

Nov. 22

Nov. 29

Dec. 6

Important Dates

Go to Calendar...

Projects and Essays


Part I: 17th century

PART II: Late 17th/ early 18th century

Topic 1: European Absolutism

Topic 2: Dawn of Modernity

Absolutism or The Age of Absolutism (c. 1610 c.1789) is a historiographical term used to describe a form of monarchical power that is unrestrained by all other institutions, such as churches, legislatures, or social elites.

Click the picture to learn more about John Locke

Absolutism is characterized by the ending of feudal partitioning, consolidation of power with the monarch, rise of state power, unification of the state laws, and a decrease in the influence of the Church and the nobility.

Modernity typically refers to a post-traditional, post-medieval historical period, in particular, one marked by the move from feudalism (or agrarianism) toward capitalism, industrialisation, secularization, rationalization, the nation-state and its constituent institutions

Click the picture to learn more about Voltaire.

Modernity may characterise tendencies in intellectual culture: particularly, those movements intertwined with secularisation and post-industrial life, such as Marxism and existentialism.

Click the picture to learn more about Thomas Hobbes

Click the picture to learn more about Montesquieu.

Click to View this video about John Locke

Click to View this video about Modernity

Read for Week 2 (download .pdfs): Thomas Hobbes: The State of Nature & Natural Law John Locke: The State of Nature Blog: Compare and contrast the ideas of the “state of nature� as they relate to both Locke and Hobbes.

Read for Week 2 (download .pdfs): Voltaire: The Adventures of Candide Montesquieu: The Toglodytes Immanuel Kant: What is Enlightenment? Essay: Essay Project (see Project page)

1600 Weeks 1 and 2

1625

Louis XIV, the archetype of Absolutism

1650

Week 1 - Oct. 18-24

1675

1700

1710

Click on Immanuel Kant to learn more amount him

1720

Week 2 - Oct. 25-Oct. 31

1740 -1-


Part III: 18th century

PART IV: Late 18th/ early 19th century

Topic 3: Expansion/Cultural Changes

Topic 4: French Revolution

The Age of Enlightenment is the era in Western philosophy scientific, and cultural life, in the 18th century, in which reason was advocated as the primary source for legitimacy and authority.

Maximilien François Marie Isidore de Robespierre 17581794) is one of the best-known and most influential figures of the French Revolution.

Click to view the video

Developing simultaneously in France, Great Britain, Germany, the Netherlands, Italy, Spain, Portugal and the American colonies, the movement was buoyed by Atlantic Revolutions, especially the success of the American Revolution, in breaking free of the British Empire. The Enlightenment , was not a single movement or school of thought, was less a set of ideas than it was a set of values. Click the picture to learn

more about Rene Descartes

Learn more about Condorcet

Watch this video about the storming of the Bastille

Click to View this engraving that deals with the burning of Rosseau’s The Social Contract Read for Week 3 (download .pdfs): Olaudah Equiano: Enslaved Rene Descartes: Cogito, Ergo Sum Rosseau: Freedom in Chains Blog: Why is Rousseau’s Social Contract so important?

1749 -2-

1759

Click to learn about Rosseau

1769

Week 3 - Nov. 1-Nov. 7

1779

Click to visit the Google Map of Paris

Read for Week 4 (download .pdfs): Condorcet: The Progress of the Human Mind Roberspierre: On the Principle of Human Morality and Freedom in Chains Edmund Burke: Human Rights & Monarchy and Democracy Blog Post #2: “Expansion/Cultural Changes” is due

1789

1799

1809

Week 4 - Nov. 8-Nov. 14

1819 Weeks 3 and 4


Part V: 19th century/Early 20th century

PART VI: 20th century

Topic 5: Industrial/Political/Cultural Revolution The Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing, mining, transport, and technology had a profound effect on the socioeconomic and cultural conditions starting in the United Kingdom, then subsequently spreading throughout Europe, North America, and eventually the world.

Topic 6: Rise of Modern Thought/European Racism/WWI Modernism describes both a set of cultural tendencies and an array of associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th century and early 20th century. The term encompasses the activities of those who felt the “traditional� forms of art, architecture, literature, religious faith, social organization and daily life were outdated in the new economic, social and political conditions of a fully industrialized world.

A political revolution is an upheaval in which the government is replaced, or the form of Click to learn about James Watt, one of the fathers of the government altered, but in which property Industrial Revolution relations are predominantly left intact.

Click to view Europe pre-WWI

Click to View this painting that deals with the The 1917 Russian Revolution. Note Joseph Stalin and Vladimir Lenin in the image.

Watch this video about European Racism.

Read for Week 5 (download .pdfs): Marx/Engels: The Communist View of Society Vladimir Lenin: Making a Revolution Also: Project 1: Group Project/Topic 5 (see Project Page)

Read for Week 6 (download .pdfs): Click to view Europe post-WWI John Carey: The Intellectuals and the Masses George Mosse: Toward the Final Solution Also: Discussion Post #1: What has happened to the proletariat as a result of the changes brought about through capitalism?

1849 Weeks 5 and 6

1869

Click the picture to learn more about Karl Marx

1889

1909

Week 5 - Nov. 15-Nov. 21

1915

1920

1925

Week 6 - Nov. 22-Nov. 28

1928 -3-


Part VII: 20th century

PART VIII: Mid-Late 20th century

Topic 7: Age of Anxiety

Topic 8: Political Dictatorship/WWII/Postmodern World At its start, the Great War of 1914-1918 was a popular war. The war, many people sincerely believed, would be quick and glorious. The war soon gave way to bitter disillusionment.

Click to learn about Frederich Nietzsche

The death of God, announced first perhaps by Friedrich Nietzsche (1844-1900) in the last quarter of the 19th century, was not the only observed cause of anxiety. Also cited were the death of man and the death of Europe; in fact, the death of all the great modern idols: God, man, reason, science, progress and history.

In the interwar period, domestic civil conflict occurred in Germany involving nationalists and reactionaries versus communists and moderate democratic political parties. The Nazi Party led by Adolf Hitler pursued establishing fascist government in Germany. With the onset of the Great Depression, Nazi support rose and, in 1933, Hitler was appointed Chancellor of Germany creating a totalitarian single-party state led by the Nazis.

Click to learn more about Adolph Hitler

Postmodernism is a tendency in contemporary culture characterized by the rejection of objective truth and global cultural narrative. It emphasizes the role of language, power relations, and motivations; in particular it attacks the use of sharp classifications.

View a Google Map of WWI sites Above and below, learn more about post-modern art and architecture Utilize this interactive map to learn more about the Auschwitz prison camp in Poland.

Click the video to learn more about the aesthetic movements following WWI Read for Week 7 (download .pdfs): Nietzsche: The Will to Power, God is Dead Schopenhauer: Suffering Also: Essay: Essay project #2 (see Project Page)

1849 -4-

1869

Read for Week 8 (download .pdfs): Adolph Hitler: Educational Ideals Effects of Atomic Bombs on Nagasaki and Hiroshima Click the picture to learn more about Arthur Schopenhaur

1889

Week 7 - Nov. 29-Dec. 5

1909

Also: Discussion Post #2: Is the class system the basis for understanding man and the relationships man has to one another --politically, socially, economically?

1915

1920

1925

Week 8 - Dec. 6-Dec. 12

1928 Weeks 7 and 8


HI-202