HIST 4CH: HONORS HISTORY OF WESTERN CIVILIZATION 1789-PRESENT
Foothill College Course Outline of Record
|Effective Term:||Fall 2020|
|Hours:||4 lecture per week (48 total per quarter)|
|Advisory:||Not open to students with credit in HIST 4C.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Foothill GE:||Area IV: Social & Behavioral Sciences|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- The Student will be able to: Using developed research findings on an assigned country or theme, students analyze and synthesize background, challenges, impact, and educated judgments.
- The Student will be able to: Focusing on major analysis areas, students will be able to identify and critically assess the major challenges, themes and new problems in a specified region during a designated time period in writing
- The Student will be able to: Move from seeking answers to creating mature historical questions based on research and analysis in writing.
The student will be able to:
A. Evaluate political and social upheavals of the 19th and 20th centuries and their effect on today's economic, political and cultural institutions.
B. Recognize and assess the impact of the Great Game and other Western involvement with and impact upon other areas of the world such as Central Asia and the Caucasus, Africa, Far East.
C. Analyze the causes, courses, and effects of two World Wars.
D. Sensitize oneself to modern genocides, the final and partial solutions, continuing refugee relocations and ethnic cleansings.
E. Compare countries and forms of government.
F. Comprehend the advantages of powerful nations and the choiceless choices of small and weak nations.
G. More effectively interpret current developments, assess impacts, distinguish among antecedents and sharp departures.
H. Recognize contemporary social and political challenges, including the Cold War, the ramifications of the fall of the Berlin Wall, and the collapse of communist states in Eastern/Central Europe.
I. Value art, literature, and culture as mirrors and catalysts of contemporary society.
J. Effectively communicate in writing and orally the challenges and legacies of modern Europe and its impact on the global community.
A. The French Revolution
1. Causes, progression, early achievements
3. Major figures and sources
4. Impact on the European nations/empires
1. Achievements and Failures
2. Napoleonic Wars
C. Congress of Vienna and the diplomatic models for decision-making
D. The Industrial Revolution: origins and impacts
G. Nationalism and unification
H. The New Imperialism and the drive for power and their impact on other world areas such as central Asia, the Far East, the African takeover
I. The Utopians, Marxism, Socialism
J. The Great War
1. Causes, progress, conditions
2. The collapse of Empires
3. The Peace Treaties
4. Economic and social impact by country
K. Interwar Years
1. Rise of totalitarianism and communism in Europe
2. Depression, inflation, economic deficiencies
3. Minority treaties, challenges and conflicts in new nations
4. Diplomatic challenges and appeasement
L. Discrimination, Anti-Semitism and the other anti-isms throughout the region
M. World War II
1. Causes, developments
2. Major figures
3. Diplomacy and impact
N. The Post-War World
1. The New World
2. New Problems
a. Cold War
b. Minority revolutions
c. The Third World
3. Contemporary Culture
O. Europe since Fall of the Berlin Wall
1. Challenges, threats, reconfigurations
2. Wars and peace
3. Fall of communism in Eastern/Central Europe and tensions, upheavals in resulting reconfigurations
4. Consolidation and disintegration
5. Rise of militant groups, continuing genocide, ethnic cleansing
6. Comprehensive summaries and analysis of major refugee issues throughout the 19th and 20 century and antecedents of immigration within Europe and to the United States
7. Interrelation with and impact upon Africa, Central Asia and the Caucusas, Middle East, Asia
8. Development of global models
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Seminar preparation, participation, contribution
B. Student presentations, student lectures or research paper
C. Final Critical Thinking, Analytical four-essay paper/exam, eighteen pages
D. Assessment of quality of primary sources component
The evaluation process follows the student progress in the following areas:
Each student becomes one European country or the class specialist on one theme from the Professor's list, such as refugees, leaders, interwar years, gypsies, genocide and ethnic cleansing, the development of NATO and the EU, repressions and killings in former USSR, Women and Children, et. al.
At each of the full afternoon seminar meetings once a week, students make brief presentations around the table on their country or theme. In the second half of the course, each student prepares a 30-minute lecture on his/her theme/country with a one-page handout. Or students may choose to write a paper on the country/theme which is electronically sent to all members of the seminar.
Professor meets with students in several 4-person learning communities out-of-class to work together on their research and presentation preparation.
Method(s) of Instruction
Lecture, Discussion, Cooperative learning exercises, Field work, Oral presentations, Independent study, Demonstration. Taught as a seminar with students presenting, challenging, discussing, analyzing with participation required, and student lectures or papers (sent to participants) and 25 pp final exam - paper.
Representative Text(s) and Other Materials
Current texts, for selection of 3 required from a wide range, including:
Macmillian, Margaret. The War that Ended Peace. New York: Random House, 2014.
Anderson, M.S. The Ascendancy of Europe: 1815 - 1914. 3rd ed. New York: Longman, 2003.
Banning, TCW, ed. The Nineteenth Century: Europe 1789-1914. New York: Oxford University, 2000.
Fromkin, David. Europe's Last Summer: Who Started the Great War in 1914. New York: Knopf, 2004.
MacMillan, Margaret. Paris 1919: Six Months That Changed the World. New York: Random, 2003.
Gilbert, Felix. The End of the European Era. 6th ed. New York: W.W. Norton, 2008.
Paxton, Robert. Europe in the Twentieth Century. 4th ed. New York: Thompson/Wadsworth, 2005.
Hopkirk, Peter. The Great Game: The Struggle for Empire in Central Asia. Reprint ed. New York: Kodansha Globe, 1994.
Oliker, Olga and Thomas Szayna, ed. Faultlines of Conflict in Central Asia and the South Caucasus: Implications for the U.S. New York: Rand Corporation, 2003.
Suny, Robert G. A State of Nations: Empire and Nation-Making in the Age of Lenin and Stalin. New York: Oxford University Press, 2001.
Current paperbacks, many articles.
For their Research/Presentation topic, students use the Professor's six-page bibliography of recent/critical books and articles arranged by Country and Theme - and choose the material for reading in consultation with the Professor. They also have a range of professor selected websites to use for countries with limited current book material.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading: range of current works by specialists and experts, range of paperbacks and primary material.
B. Writing: required lecture or paper submitted to course students, comprehensive 20 page essay exam.