HST 357: THE AGE 0F ANXIETY & GL0BAL WAR, 1920-1945
Prof. Langdon Prof. Judge
Office: RH408, 445-4475 Office: RH404, 445-4472
Hours: Tu 10:00-11:30, Th 1:30-2:15 Hours: MW 4:30-6:00
I. READINGS: The books listed below are available on reserve at the college library and on sale at the bookstore. They should be read by students as indicated in part II.
Adas, Stearns, & Schwartz, Turbulent Passage: Global History of the 20th Century (text)
Robert Conquest, Stalin, Breaker of Nations
Saburo Ienaga, The Pacific War
John Keenan, The Second World War
J. Langdon, Handbook for Historians
II. CLASS SCHEDULE (See web.lemoyne.edu/~judge)
Jan 18 The Age of Anxiety & Rise of Relativism (text, pp. 139-141) J
Jan 23 Nationalism in Turkey & the Arab World (text, pp. 125-129) L
Jan 25 Nationalism in India and Southeast Asia (text, pp. 120-125) J
Jan 30 Democracy & Nationalism in Weimar Germany L
Feb 1 Fascism in Italy (text, pp. 140-141) L
Feb 6 The "Roaring '20s" in the Western Democracies (text, pp. 138-139, 144-147) J
Feb 8 The "Experimental '20s" in Communist Russia (text, pp. 153-156; Conquest, ch. 7) J
Feb 13 The Soviet Struggle for Power (Conquest, ch. 8) J
Feb 15 The Great Depression and Its Global Impact (text, pp. 170-176) L
Feb 20 Stalin's Revolution, 1929-1938 (text, pp. 185-189; Conquest, ch. 9-10) J
Feb 22 Racism Before the Holocaust L
Mar 6 Nazism in Germany (text, pp. 176-178) L
MAR 8 FIRST MID-TERM EXAM (STUDY QUESTIONS)
Mar 13Nationalism & Communism in China, 1919-1935 (text, pp. 156-163) J
Mar 15The Rise of Militarism in Japan, 1920-36 (text, pp. 183-185; Ienaga, ch. 1-6) J
Mar 20 Diplomatic Revolution in Europe, 1933-36 (Keegan, ch. 1) L
Mar 22 Hitler's Path to War, 1937-1939 (Keegan, ch.2) L
Mar 27 Soviets in World Affairs, 1921-39 (Conquest, ch. 11) J
Mar 29 The Struggle for China, 1936-1941 (text, pp. 299-300) J
Apr 3 Hitler's War, 1939-1940 (Keegan, ch. 3-6) L
Apr 10 Great Fatherland War, 1941-43 (Conquest, ch. 12; Keegan, ch. 7-11) J
Apr 12 The Murder of the European Jews (C0URSE PR0JECTS DUE) L
Apr 17 The Home Front: Germany, USA L
Apr 19 The Pacific War, 1941-43 (Ienaga, ch. 7-11; Keegan, ch. 12-16) J
Apr 24 Africa in Peace & War, 1920-1945 (text, pp. 130-131) L
Apr 26 Latin America in Peace & War, 1920-1945 (text, pp. 131-132) L
May 1 The Destruction of Germany, 1943-45 (Keegan, ch. 19-28) L
May 3 The Destruction of Japan, 1943-45 (Keegan, ch. 29-33) J
MAY 7 FINAL EXAM 3:00-5:30 (STUDY QUESTIONS)
III. WEBSITE & E-MAIL. Daily class outlines will be posted at web.lemoyne.edu/~judge. To ask questions or request approval of your course project, please contact us via e-mail. As a rule we will not reply to messages left on our telephone VoiceMail. If we need to send you a message, we will do so via campus (GroupWise) e-mail, so you should regularly check your GroupWise e-mail account.
IV. COURSE PROJECT. As a course project, you must submit a RESEARCH PAPER , POLICY MEMO, or REVIEW ESSAY. All projects must be 7 to 10 pages long (printed and double-spaced), and must use the style and format prescribed in the Handbook for Historians. Projects are due on Thursday, April 12. Late projects will be discounted 5% for each class day they are late. You must submit 2 copies, one on paper, which will be graded and returned, and one via e-mail to your professor (firstname.lastname@example.org or email@example.com), with your last name and paper topic in the e-mail subject heading.
If you write a RESEARCH PAPER, you may choose any topic on world history from 1920 to1945 that interests you, as long as you first clear it with your professor. Your paper must include title page, thesis statement, text, footnotes or endnotes (not parenthetical notes), and a bibliography of at least 7 sources. You may use up to 2 internet sources, as long as they are either primary source historical documents or scholarly articles that provide their author's names and document their sources. Websites that do not provide the author's name and documentation, as well as textbooks, class notes, and encyclopedias (in print or on line) may be consulted for background information, but they may not be listed as sources. Grading will be based on research, organization, argumentation, documentation, grammar, spelling, punctuation, clarity, and style.
If you write a POLICY MEMO, you must assume that you are an advisor to some key world leader, during the period 1920-1945, shortly before that leader made an important decision. (For example, you might compose a memo from Soviet Foreign Commissar Litvinov to General Secretary Stalin in April of 1935 advising on whether the Soviet Union should form an alliance with France.) Your memo must begin with an Executive Summary, 1or 2 paragraphs in length, setting forth the memo's purpose and its recommendation. The memo itself must outline the various policy options available to your leader, explain the pros and cons of each option, anticipate the likely response of other world leaders, and then advise your leader on a clear course of action. Your memo must include title page, executive summary, text, footnotes or endnotes, and bibliography, and must follow all the guidelines set forth above (and in the Handbook for Historians) for a research paper. The memo must be free of present-mindedness (i.e., if it is set in April of 1935, no knowledge of world events since that date may be expressed or implied.)
If you write a REVIEW ESSAY, you must select TWO BOOKS on world history between 1920 and 1945, read them carefully, and prepare a formal essay which must include:
- a title page giving the title of your review essay, the author, title, place of publication, publisher, date & number of pages of each book reviewed, and your name.
- a discussion of the authors: who they were, what they did, and how they were qualified to write these books.
- a concise summary of each book, including the main issues, events, themes and arguments discussed.
- an analysis of each book, including a discussion of its thesis and how well it is argued, an assessment of the author's perspective and viewpoint, and an evaluation of its organization, style, research, documentation, and overall value. Is it well-organized and easy to follow? Does it read smoothly and hold one's interest? Does it use primary as well as secondary sources? Are citations properly documented? Are claims and conclusions backed up with solid evidence and logic? What is its historical, literary and educational value? To whom would you recommend it, and why?
- a critical comparison of the two books, including their content, approach, perspective, organization and style. In what ways are the books similar, and how do they differ? How do you account for the differences? How have other reviewers evaluated these books? Do you agree or disagree? Which book do you prefer, and why? To locate reviews, you may consult Book Review Digest, Book Review Index, or on-line search engines such as ProQuest. But you must use the full reviews (not just the excerpts given in Book Review Digest or amazon.com) as published in the original journal or website, and you must provide a full citation of each review using footnotes or endnotes.
You must cover all of the points listed here, but not necessarily in the order they are listed. To facilitate comparison, you should choose books on the same general subject, or books that have a similar approach, theme or time frame. You may not choose two books by the same author. You must get your books approved by your professor before you begin work.
V. ATTENDANCE AND GRADES: Students are expected to attend all classes. There are no "excused" absences; if you miss a class, whatever the reason, you must up the material covered. Attendance at exams is mandatory. Make-ups will be given in special cases, but they will be more difficult than the regular exam. Grades will be computed as follows:
Mid-term exam 33% 93-99 = A 83-86 = B 73-76 = C
Attendance and participation may raise or lower your overall course grade by several points.
NOTE: If you have a documented disability that requires special accommodations, please inform the professors. If you have a disability that is not yet documented, please consult the Academic Support Center (1st Floor, Falcone Library).