| Lane Community College |
Social Science Department |
| 4000 East 30th Avenue |
Winter Term 2002 |
| Eugene OR 97405 |
HISTORY OF WESTERN CIVILIZATION - HST 103
Telecourse Syllabus
| Greg Delf |
747-4501, ext. 2833 |
| Office: CEN 406 |
E-mail: delfg@lanecc.edu |
| Office Hours: MWF 1-2 |
Fax: 744-4160 |
"Historic continuity with the past is not a duty, it is only a necessity."-- Oliver Wendell Holmes, Jr.
"The 'right' that is most frequently denied is the right to continuity; the right to maintain that essential link with the past." -- Ortega y Gasset
History 103 is a study of 19th and 20th century Europe. The brevity of the period under study is deceptive because it is an era of revolutionary change and accomplishment. Since 1815, Western man has largely severed himself from his primitive agricultural roots; he has built an urban civilization based on industrial production. This Industrial/Social Revolution shaped the world in which we live.
During the course of the quarter, we will study the political, economic, and cultural path to the present. Included will be the Revolutions of 1848, the Westernization of Russia, the Creation of Italian and German National States, the Bismarkian Empire, the Communist and Nazi Revolutions, the two World wars, the Rise and Fall of Communism and the Collapse of the Soviet Empire.
I. COURSE GOALS & OBJECTIVES: (What we are trying to accomplish and how we will know if we have been successful)
The purpose of this survey course is to provide students with an overview of the vast drama that is Western Civilization. To cover dozens of peoples and nationalities over a period of several thousand years, we will have to skate rapidly over the surface -- pausing to examine a point of special interest or importance and then push rapidly on. This necessary pell-mell pace may frustrate some students whose interest is sparked by a particular subject or period, but this arrested interest is actually a planned benefit of a survey course. A student fascinated by our brief exposure to Greek mythology or to Tudor England, for example, will be a better informed student consumer. He or she may choose to write a paper on this new-found interest in Writing 123 or might enroll in courses on Greek Mythology or Tudor England as an upperclassman.
Western Civilization in its totality is arguably the most magnificent and resplendent creation in the history of humanity. The Greek axiom "know thyself" is wonderfully good advice that is devilishly difficult to follow, but follow it we must. Before we can understand and empathize with other civilizations and peoples, we must know ourselves. The size, the longevity, and the complexity of Western Civilization ensures that no one really knows and understands it all; but the quest, the pursuit of knowledge about ourselves and our culture is worthy. Welcome to the great adventure.
A. Goal 1. Mastery of course content
Students will demonstrate mastery of subject matter content through testing and a final examination.
B. Goal 2. Increase students' "cultural literacy"
Students will demonstrate through testing and through interaction with the instructor that they know what selected terms mean within the context of our culture. An example of enhanced understanding through cultural literacy is the term "Panglossian," which students will understand more fully after having read and discussed Voltaire.
C. Goal 3. Increase students' vocabulary
One hallmark of an educated person is a larger working vocabulary. Students will demonstrate through testing the mastery of new vocabulary.
D. Goal 4. Provide students with access to a broad array of quality cultural experiences
This course will encourage students to broaden their cultural awareness by rewarding with extra credit those who attend selected plays, operas, ballets, concerts, and film classics and also those students who memorize certain selections from the great works of the English language. Each term about half of those enrolled participate in this option. It is difficult to quantify the benefit of these experiences, but the benefits are real and self-evident. Can one really memorize Hamlet's soliloquy or go to the opera for the first time without growing as a cultured and informed member of society?
II. REQUIRED BOOKS:
Texts available from LCC Bookstore. A copy is also on 2-hr reserve in the LCC Library.
The Western Heritage, by Kagan/Ozment/Turner (Prentice Hall, Seventh Edition)
All Quiet on the Western Front, by Erich Maria ReMarque (Fawcett)
Fathers and Sons, by translated by Richard Freeborn (Oxford Classics)Available online at http://teach.lanecc.edu/delfg and on 1-hr reserve in the LCC Library (NOT available in Bookstore).
Study Guides for Hst103, G. Delf
III. OPTIONAL BOOK: (Available from LCC Bookstore)
Darkness at Noon, by Arthur Koestler (Bantam). This book can be read for Extra Credit (up to 50 points depending on test score).
IV. CLASS WEBSITE: http://teach.lanecc.edu/delfg
The class website is the source for a great deal of vital information about the course. Included on the website are study guides for the textbook and the paperbacks. These study guides are essential in preparing for exams. Also on the website you will find a list of churches, synagogues, and mosques that can be attended for extra credit. If you don't have Internet access, there is a copy of study guides on 1-hour reserve in the LCC Library.
V. REGISTRATION:
It is the student's responsibility to see that he or she is properly registered. Any student not properly registered by the beginning of the third week will not be allowed to take tests.
VI. WITHDRAWING OR DROPPING CLASS:
It is the student's responsibility to go through the required procedure if he/she wishes to drop the class. LCC does not allow a withdrawal after the eighth week of the session. Students who take a quiz and then disappear without formally dropping the course will receive an NC grade. No "Incompletes" will be given.
VII. DISABILITY SERVICES:
If you need support or assistance because of a disability, you may be eligible for academic accommodations through Disability Services. For more information contact Disability Services at 747-4501, ext. 2150, or TTY 741-3079, or stop by Building 1, room 218.
VIII. ENVIRONMENT FOR VIEWING:
Taking a telecourse requires a disciplined and controlled environment. Watching each program will demand your undivided attention.
Two 30-minute lessons will be cablecast on AT&T Cable 12 each week. (See attached viewing schedule.) If you have any technical difficulties viewing cable 12, please call the Distance Learning Department, 747-4501, ext. 2319.
If you miss a lesson at home, any one of them may be viewed in the LCC Library on the main campus. Library hours are Monday through Thursday, 7:30 a.m. to 10 p.m.; Friday, 7:30 a.m. to 5 p.m.; Saturday, 9:30 a.m. to 3:30 p.m. There is a limited number of complete sets of videotapes available for check out from the library. Each tape has four lessons recorded on it and only one tape may be checked out at a time for a 2-day limit. These tapes are provided for those who are unable to receive the cable signal. A photo ID is required to view or check materials out of the library. When requesting to view or check out a tape in the library, please identify this telecourse by the number MV# 2104.
Videotapes of the lessons may also be viewed at the LCC Downtown Center Computer Lab Room #232 (Monday through Thursday, 10 a.m. to 5:45 p.m; Friday, 10 a.m. to 4:45 p.m.; and Saturday, 10 a.m. to 1:45 p.m.); and at the Community Learning Centers located at Churchill, Elmira, Junction City, McKenzie, Thurston, Willamette, and Oakridge High Schools during their regular operating hours.
IX. EXAMINATIONS:
There will be four required tests. All tests are computerized and will be taken online. All four tests will consist of 30 multiple choice questions. There will also be one optional extra credit test over Darkness at Noon.
Tests are to be taken in the Social Science Computer Lab, Room 423, Center Building, LCC Main Campus. Hours: Monday-Thursday, 10 a.m.-7:30 p.m.; Friday, 10 a.m.-4:30 p.m.
Tests can also be taken at a Community Learning Center located at Churchill, Elmira, Junction City, McKenzie, Oakridge, Thurston, and Willamette High Schools during their regular operating hours (see page 14).
Exam Schedule: All exams will be available from Monday of week #2 through Wednesday of finals week. However, as an inducement to apportion the study demands reasonably over the course of the term, a 50 point bonus will be awarded for taking the four required tests in a timely manner as listed in the following Exam Schedule.
|
EXAM SCHEDULE |
||
|
Test # |
Readings and Videos on which the test is based |
All tests must be completed by the following deadlines to earn the 50 bonus points. |
|
1st Test |
Chapters 19, 20, 21, & 22 and The Abolition of Slavery
(pp. 624-777) of Kagan, plus the following videos: 39. The Death of the Old Regime 40. The French Revolution 41. The Industrial Revolution 42. The Industrial World |
Friday of Week #4 |
|
2nd Test |
Chapters 23 & 24 (pp. 778-851)of Kagan plus Fathers and Sons
and the following videos: 43. Revolution and the Romantics 44. The Age of Nation States |
Friday of Week #6 |
|
3rd Test |
Chapters 25, 26, & 27 and Imperialism: Ancient & Modern
(pp. 852-963) of Kagan, plus All Quiet on the Western Front and the following
videos: 45. A New Public 46. Fin De Siecle 47. The First World War and the Rise of Fascism |
Friday of Week #8 |
|
4th Test |
Chapters 28, 29, 30, & 31 and Energy & the Modern World
(pp. 964-1120) of Kagan plus the following videos: 48. The Second World War 49. The Cold War 50. Europe and the Third World 51. The Technological Revolution 52. Toward the Future |
Monday of Finals Week |
|
Extra Credit test over Darkness at Noon |
In addition to the four required tests, students who choose to may read Darkness at Noon, by Arthur Koestler. Students should read the study guide, the foreword and the preface before they read the book. Students who have not read the complete book and have not carefully used the study guide should not take the test. Grading is weighted to discourage guessing by the uninformed. Students who write a perfect test will earn 50 points and students who write a credible test will get proportionate credit. |
This "extra credit" test can be taken anytime from Monday of Week #2 through Monday of Finals Week. |
IMPORTANT - Warning: All tests will be removed from the computers at closing time on Wednesday of Finals Week. Do not wait until the last minute to take your last test. To earn your bonus points, you must have completed all tests by closing time Monday of Finals Week.
X. MAKEUPS & INCOMPLETES:
Because each test will be available in the Social Science Testing lab for the entire term, no "makeups" are necessary and no "incompletes" will be given.
XII. GRADING:
Grades will be based on points earned through testing and extra credit.
Test #1 30 questions 5 pts each = 150 points
Test #2 30 questions 5 pts each = 150 points
Test #3 30 questions 5 pts each = 150 points
Test #4 30 questions 5 pts each = 150 points
Total possible earned points 600 points
PLUS
Test over Darkness at Noon 15 questions - first five correct answers earn zero points. Each correct answer beyond the minimum of 5 earns 5 points each. 50 points possible
PLUS ALL OTHER EXTRA CREDIT OPTIONS.
96% = A+ = 576 points
92% = A = 552 points
88% = A- = 528 points80% = B = 480 points 66% = C = 396 points 50% = D = 300 points F = fewer than 300 points Target an "A" or "B" for yourself and start from day one to build points toward your goal. Take charge of your performance! Choose to earn an "A" and then take all of the small steps that need to be taken to get you to your goal.
Finding out your grade--students can learn what grade they earned in the course by calling the Student Information Line or by using the computer information kiosk in the Center Building.
XII. OFFICE HOURS:
My office is Room 406, Center Building; 1-2 p.m. Monday, Wednesday, and Friday. Telephone is 747-4501, ext. 2833; Fax: 744-4160; e-mail: delfg@lanecc.edu. Please leave a phone message with your phone number clearly and slowly stated and I will get back to you.
XIII. STUDY TIPS:
The time honored rule of thumb is that a student should spend two hours of outside study for each hour spent in the classroom. Students who spend an honest 90 hours studying assigned readings and videos should have no trouble doing well in this course. The secret is to put in the time and genuine effort following these suggestions.
| 1. | Skim through the assigned reading so that you will know what it is you are to study. |
| 2. | Read the text carefully. Do not forget that many important ideas are presented in graphs, diagrams or maps. |
| 3. | As you read, stop now and then and recite to yourself, in your own words, the important ideas in what you have just read. |
| 4. | Make brief notes in the margin. These will serve as cues for subsequent self-recitation. |
| 5. | Mark important or key passages for later review. Use a hi-liter. |
| 6. | Review the material at least once between the first time you study the assignment and study for exams. Make use of your marginal notes as cues for self-recitation. |
| 7. | Remember that a little relearning is necessary each time you wish to use what you have learned for an examination, a related course, or for independent study. If you use the author's headings, marked passages, and brief notes for cues, it will help you relearn easily. |
| 8. | Coordinate what you read with what you learn from the videotapes. Keep well-organized notes. Notes that are legible and accurate will, like your textbook, serve in the years to come as quick and inexpensive keys to the knowledge that you are acquiring. |
| All of the above are important, but the admonition to put in adequate time of real, concentrated effort if probably most important. Applying this traditional rule of thumb to this course, students should study 22-1/2 hours for each test. A few students may be able to do very well studying only 10 or 12 hours per test; some students will need to study 30 or more hours. Try 22 hours on your first test and see how the rule fits you. | |
| WARNING: The biggest challenge in self-paced study
is self-discipline. Set goals for yourself with specific deadlines and then stick
to your plan. Remember you need to complete all four tests to earn a grade and that
all testing must be completed by Monday of Finals Week. |
|
XIV. EXTRA CREDIT:
Last quarter, l/3 of the people in this course raised their grades through participation in the extra credit program. Earning 10, 20, or 30 points of extra credit can raise a borderline grade.
NOTE: There is no upper limit on the number of extra credit points a student can earn per se; however, no student's grade will be raised more than two steps as a result of extra credit. For example, a student who earns a "D" through testing might raise his/her grade to a "C" or "B" with extra credit, but not to an "A" which is three steps from his/her original grade.
The easiest extra credit available is listed under IX. Examinations. This is literally "a free lunch." Students are rewarded with 50 bonus points for doing what they are required to do, but doing it in a timely manner.
Extra Credit Plays, Concerts, Films, Museums, Religions, etc.--Students can earn extra credit points for each of the selected cultural events attended. Hand in a short, typed (one page) review/reaction with the name of the production, your name and section number, and your ticket stub stapled to the review. Selected productions will be announced. Each off-campus play or film is worth 10 points. Visits to churches and synagogues are worth 5 points. To receive full credit, students must hand in review, ticket stubs, etc., within one week of seeing a production or service. No extra credit will be accepted after 8:00 p.m. on Monday of Finals Week. Extra credit films viewed on campus or at home are worth 5 points each or as otherwise noted on the listings.
Students may also earn up to 50 points for reading Darkness at Noon.
Students who choose to participate can also earn 50 or more points of extra credit by going to selected synagogues, churches and mosques. ( 5 points each) (See list on class website)
Films for Extra Credit:
The following films are selected classics from one of Western Civilization's richest areas of achievement--the performing arts.
Rent any of the listed videos, watch the entire film, write a one or two-page review of the film, attach your rental receipt to your review and mail it in or put it in the box on my office door. All reviews should be typewritten and none will be returned. If you want a copy, save it on your hard drive or print one. Inadequate papers will earn half credit or no credit. All videos are worth 10 points.
To receive credit, you must watch the specific movie listed. For instance if Robin Hood (1938) is on the list, you cannot watch Robin Hood: Men in Tights or Robin Hood: Prince of Thieves for credit. A few musicals and other films are included to provide some variety. A few of the listed films are also used for Hst101 or Hst102. Please do not view any videos that you have watched for credit in another history course.
Cultural Events Approved for Extra Credit - (10 points each) After attending an approved cultural event, students must write a short (one or two page) review. All reviews MUST BE TYPEWRITTEN. These reviews will not be returned--if you want a copy, save it on your computer or make a hard copy. To receive full credit, your essay must have support materials attached (i.e., ticket stubs, programs, church bulletins, etc.) and must be sent in within one week of the event. These reviews do not need to be highly polished papers but they must include enough specific information and details from your experience to be credible. Inadequate papers will earn half credit or no credit.
Always ask if there is a student discount and have your ID card ready. Also, look in Entertainment and other coupon books if you have them. A two-for-one coupon can make for a wonderfully cheap date.
| 1. | Lane County Historical Museum (682-4242): |
| Located on the Lane County Fairgrounds (720 West 13th Avenue). To receive credit a student should spend at least one hour in the museum. Take notes on the exhibits, then type up a one-two page paper describing what you learned at the museum. Open 10 a.m.-4 p.m., Wednesday-Friday and 12 noon-4 p.m., Saturday. Admission $2 | |
| 2. |
Hult Center for the Performing Arts (682-5000): Any performance during the term by any of the following
Hult Center Resident Companies qualified for extra credit. Check the Ticket
section of the Friday Register Guard or look on the Internet for performance information.
Eugene Symphony Orchestra |
| 3. | Oregon Shakespeare festival, Ashland, Oregon (541) 482-4331: |
| Any play during the term qualifies for extra credit. |
|
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Students are encouraged to write out short outlines in response to the review
questions found at the end of each textbook chapter.
Students should write short (who, what, when, significance) answers to the identification
questions in the study guide. Some people write these notes out on separate sheets
of paper, but most students just write kind of small and keep it all on the study
guide. Writing out these brief responses and then studying them is a proven effective
study technique. Making short notes and then studying them is a proven study technique—it
works. These notes are important study aids in preparing for the chapter quizzes
and paperback tests. After reading the chapter and writing responses to the study,
many students find it helpful to get together in groups of two or three to discuss
the material. If arranging a common meeting time and place is a problem, try to pair
off with someone for a telephone session. Read all the primary documents included
in the chapters. I will try to have some questions based on primary documents in
each quiz. Pay special attention to picture captions and the "Beige Box"
chronological tables. If you think the textbook gives you too little information
on some of the identification terms. feel free to use an encyclopedia or some other
reference source to round out your knowledge. Although the quiz questions will be
based on the text and videos, you may need to use dictionaries, previous chapters,
encyclopedias, etc. to help you understand the meaning of certain terms and ideas.
Students are responsible for knowing the meaning of terms used in the textbook whether
or not the terms are defined in the text.
PAPERBACKS:
To do well on the paperback quizzes, students should read the ENTIRE book and USE
the study guide. Most, but not all, of the questions over the paperbacks are taken
from the study guide.
USE OF STUDY GUIDE:
A bit of advice about this study guide and how to study: There is a temptation to
use this study guide instead of reading the chapter and that, though tempting, is
a bad idea. First read the chapter, then use the study guide. It might be smart to
read the study guide through a couple of times before you read the chapter – that
would give you some guidance on what to HI-LITE or underline. A student once told
me she read the chapters Fall term but didn’t work on the study guide – she got a
C. Winter term she used the study guide but didn’t read the chapters – she got a
C. Spring term she read the chapters and used the study guide – she earned an A.
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 19 - Study Guide
The French Revolution
Identify, define and explain the significance of the following:
"Citizen Capet"
Abbe Sieyes (1748-1836)
assignats
Committee of Public Safety
Constitution of 1791
Cult of the Supreme Being
Danton (1759-1794)
dechristianization
Edmund Burke (1729-1799)
Estate General
First Estate
Francis II (1768-1835)
Girondists
Jacobins
Jacques Necker (1732-1804)
levee en masse
Louis XV (1715-1774)
Louis XVI (1774-1792)
Marie Antoinette (1755-1793)
Napoleon Bonaparte
National Constituent Assembly
parlements
Pauline Leon
Reflections on the Revolution in France
Robespierre (1758-1794)
Sans-culottes
Second Estate
September Massacres
Seven Years War (1756-1763)
Temple of Reason
the Bastille
the Directory
the Mountain
the Tennis Court Oath
the women of Paris
Thermidorean Reaction
Third Estate
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 20 - Study Guide
The Age of Napoleon
Identify, define and explain the significance of the following:
"romantic" movement
Admiral Viscount Horatio Nelson
Austerlitz (1805)
Battle of Jena (1806)
Battle of Trafalgar (1805)
Battle of Waterloo (1815)
Castlereagh (1759-1822)
Chateaubriand (1768-1848)
Congress of Vienna (1815)
Continental System
Duke of Wellington (1769-1852)
Francisco Goya (1746-1828)
Hegel (1770-1831)
Herder (1744-1803)
Holy Alliance
Immanuel Kant (1724-1804)
Jacque-Louis David
Jean-Jacques Rousseau
Johann Wolfgang von Goethe
John Wesley (1703-1791)
Junkers
Lord Byron (1788-1824)
Methodism
Napoleon Bonaparte
Prince Klemens von Metternich
Samuel Taylor Coleridge
Sir Arthur Wellesley -
Talleyrand (1754-1838)
the brothers Grimm
The Concordant of 1802
The Hundred Days
The Napoleonic Code
Tsar Alexander I (1801-1825)
William Blake (1757-1827)
William Pitt the Younger (1759-1806)
Williams Wordsworth (1770-1850)
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 21 - Study Guide
The Conservative Order and the Challenges of Reform (1815-1832)
and
The Abolition of Slavery in the Transatlantic Economy
1. What were the tenets of 19th century liberalism? Who were the liberals and
how did liberalism affect the political developments of early 19th century Europe?
What relationship did liberalism have to nationalism? Compare and contrast the views
of a classical liberal in 1825 with the views of a typical liberal today.
2. Read the essay The Abolition of Slavery with particular care.
Discuss, Define or Identify (who, what, when, where) and explain the significance
of the following:
"Peterloo" Massacre of 1819 -
"the eastern question" -
Alexander I -
autocracy -
Belgium (Austrian Netherlands) -
Bourbon Restoration -
Brazilian Independence -
Burschenschaften -
Carlsbad Decrees -
Castlereagh -
Cato Street Conspiracy -
Charles X (1824-1830) -
Combination Acts (1799) -
Concert of Europe -
Congress of Vienna -
Creole -
Daniel O'Connell
Decembrist Revolt of 1825 -
Earl Grey (1764-1845) -
economic liberalism - (19th Century)
Edmund Burke -
Eugene Delecroix (1799-1863) -
Frederick William III -
George Canning (1770-1827) -
George IV (1820-1830) -
German Confederation -
John Wesley
July Monarchy -
Junkers -
Liberty Leading the People -
Lord Liverpool (1770-1828) -
Lord Palmerston (1784-1865)
Louis Philippe (1830-1848) -
Louis XVIII (1814-1824) -
Monroe Doctrine (1823) -
Ottoman Empire -
political liberalism -
Prince Clemens von Metternich-
Quakers
Simon Bolivar -
the Charter (France) -
The Congress System -
the Cortes -
the Enlightenment -
The Great Reform Bill (1832)
Thomas Macaulay (1800-1859) -
Tsar Nicholas I (r.1825-1855)
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 22 - Study Guide
Economic Advance and Social Unrest (1830-1850)
1. Discuss population growth and migration in 19th Century Europe.
2. Discuss the family in the early factory system.
3. Discuss the role and impact of women in the Industrial Revolution.
4. Discuss changing expectations in marriage in the first half of the 19th Century.
Children?
5. Describe life in a 19th Century working class slum.
Discuss, Define and/or Identify the following:
Adam Smith -
Alexis de Tocqueville -
anarchism -
Anti-Corn Law League -
British Chartism -
coke
David Ricardo -
Emperor Ferdinand I (1835-1848) -
English Factory Act of 1833 -
Essay on the Principle of Population -
Francis Joseph (1848-1916) -
Francois Guizot -
Frederick William IV (1840-1861) -
Friedrich Engels (1820-1895) -
Friedrich List (1789-1846) -
Gen. Alfred Von Windischgraetz -
General Cavaignac -
General Radetzky -
Giuseppi Mazzini (1805-1872) -
great age of railway building-
Guiseppe Garabaldi (1807-1882)-
Irish famine 1845-1847 -
Jeremy Bentham (1748-1832) -
Karl Marx (1818-) -
laissez-faire -
Lamartine (1790-1869) -
Louis Blanc (1811-1882) -
Louis Kossuth (1802-1894) -
Louis Napoleon Bonaparte (1808-1873) -
Louis Philippe -
Marxism -
Pierre Joseph Proudhon (1809-1865) -
Pius IX (1846-1878) -
policemen -
Poor Law of 1834 -
prison reform -
proletarianization -
Prussian constitution of 1850 -
Robert Owen (1771-1858) -
Saint-Simon (1760-1825) -
Sir Robert Peel -
The Communist Manifesto -
the Frankfurt Parliament -
the Iron Law of Wages -
The Wealth of Nations (1776) -
Thomas Malthus -
Tsar Nicholas I -
Utilitarianism -
Utopian socialism -
Victor Emmanuel II (1849-1878)-
Zollverein -
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 23 - Study Guide
The Age of Nation-States
1. Discuss the historical context leading up to the creation of the nation of
Italy. What role did Austria play? Prussia? France? Sardinia Piedmont? the Church?
2. Trace the creation of the modern German Empire. Discuss the political and economic
consequences of this newly formed superpower.
3. What nationalities were included in the Austro-Hungarian Empire? What problems
did this ethnic pluralism cause? Were there any political benefits?
Discuss, define and/or identify the following:
"russify" -
Adolphe Thiers (1797-1877) -
Alexander Herzen (1812-1870) -
Alexander II (1855-1881) -
Alexander III (1881-1894) -
Alsace-Lorraine -
Ausgleich of 1867 -
Austro-Prussian War (1866) -
Battle of Koniggratz -
Battle of Sedan -
Benjamin Disraeli (1804-1881)-
Burschenschaft -
Charles Stewart Parnell (1846-1891) -
Concert of Europe -
Conservative Party (Great Britain) -
Count Cavour (1810-61) -
emancipation of serfs (1861) -
Emile Zola -
Ems Dispatch -
Florence Nightingale -
Franco-Prussian War (1870) -
Frankfurt Diet of the German Confederation -
Franz Joseph von Hapsburg -
Frederick William IV (1840-1861) -
Gen. Georges Boulanger (1837-1891) -
Giuseppi Mazzini (1805-72) -
Guiseppe Garibaldi (1807-82)
Hall of Mirrors -
Home Rule Bill -
Junker -
Liberal Party (Great Britain)-
Napoleon III -
North German Confederation -
Otto von Bismarck (1815-1898) -
Ottoman Empire -
Prussian Constitution of 1850-
Reichstag -
Schleswig-Holstein problem -
Second Reform Act of 1867 -
Sevastopol -
Seven Weeks War (1866) -
The Crimean War (1854-1856) -
the Danish War (1864) -
The Dreyfus Affair -
The Irish Question -
The Paris Commune -
the Vatican -
the Zollverein -
Victor Emmanuel II (1849-78) -
William Gladstone (1809-1898)-
William I (1861-1888) -
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 24 - Study Guide
The Building of European Supremacy
Society and Politics to World War I
1. Describe the main features of family life in the late 19th Century and how
did it differ from family life today? Why did European families get smaller during
this period?
2. What was the status of women in the second half of the 19th Century? Why did some
women grow discontented with their lot? To what extent had they improved their position
by 1914? What tactics did they use? Was the development of full citizenship rights
for women inevitable?
Discuss, define and/or identify the following:
Beatrice & Sidney Webb
Bloody Sunday
Bolsheviks
Cholera
Edgar Degas (1834-1917)
Eduard Bernstein
Emmeline Pankhurst (1858-1928)
Emperor William II
Fabian Society
First International
George Bernard Shaw (1859-1946)
George Haussman
Gottlieb Daimler
Gregori Rasputin (1872-1916)
Growth of European Cities
H. G. Wells (1866-1946)
Hannibal
Henry Bessemer (1830-1898)
Henry Ford (1863-1947)
Jewish Emancipation
John Stuart Mill (1806-1873)
KarlMarx
Kulaks
Lenin (1870-1924)
Mensheviks
Millicent Fawcett (1847-1929)
Mir
Napoleonic Code
Nicholas II
Otto von Bismarck
P. A. Stolypin
Parliament Act of 1911
Population Trends & Migration
Prostitution
Q. Fabius Maximus
Revolutionary of 1905
Sergi Witte (1849-1915)
SPD (Social Democrats)
Syndicalism
The Duma
The Eiffel Tower
The Rise of Feminism
The Trans-Siberian Railroad
Trade Unionism
Urbanization
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 25 - Study Guide
The Birth of Modern European Thought
1. How and why did Christianity come under attack in the late 19th Century? How
did the churches respond?
2. What were the major changes in science's view of the nature of the universe and
man's place in it between 1850 and 1914?
Discuss, define or identify the following:
Albert Einstein (1879-1955)
Aryans
August Comte (1798-1857)
Carl Jung (1875-1961)
Charles Darwin (1809-1882)
Dreyfus Affair
Emile Zola (1840-1902)
Friedrich Nietzsche (1844-1900)
George Bernard Shaw (1856-1950)
Gregor Mendel (1822-1884)
Gustave Flaubert (1821-1880)
Henrik Ibsen (1828-1906)
Herbert Spencer (1820-1903)
Houston Stewart Chamberlain (1855-1927)
id, ego, superego
James Joyce (1882-1941)
John Maynard Keynes (1883-1946)
Kulturkampf
Marie & Pierre Currie
Max Weber (1864-1920)
Natural Selection
Pius X (r. 1903-1914)
Pope Leo XIII (1878-1903)
Pope Pius IX (1846-1878)
Sigmund Freud (1856-1939)
Social Darwinism
Syllabus of Errors (1864)
The Descent of Man (1871)
The Origin of the Species (1859)
The Protestant Ethic & the Spirit of Capitalism (1905)
Theodor Herzl (1860-1904)
Thomas Henry Huxley (1825-1895)
Thus Spake Zarathustra
Virginia Woolf (1882-1941)
Wilhelm Roentgen (1845-1923)
Zionism
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 26 - Study Guide
Imperialism, Alliances and War
1. What role in the world did Bismarck envisage for the new Germany after 1871?
How successful was he in carrying out his vision? What was Bismarck’s attitude toward
colonies? Was he wise to tie Germany to Austria-Hungary?
2. How did developments in the Balkans lead to the outbreak of the war? What was
the role of Serbia? of Austria? Russia? France? Did Germany want a general war?
3. Why did Germany lose the First World War? Could it have won or was victory never
a possibility?
4. What changes did WWI make on the map of Europe?
5. Read the essay Imperialism: Ancient and Modern (p. 958) with particular care.
Discuss, define and/or identify the following:
"Jingoism"
"New Imperialism"
"Splendid Isolation"
1st Battle of the Marne (1914)
a Carthaginian Peace
Alexander Kerensky
Alsace - Lorraine
Archduke Francis Ferdinand
Balfour Declaration (1917)
Battle of Tannenburg (1914)
Bethmann-Hollweg (1856-1921)
Boer War
Bosnia - Herzegovina
Central Powers
Congress of Berlin (1878)
David Lloyd George (1863-1945)
Economic Consequences of the Peace
Entente Cordiale
Erich Ludendorff
Erich von Falkenhayn
First Moroccan Crisis (1905)
Fourteen Points
Gallipoli
Georges Clemenceau (1841-1929)
Helmuth von Molkte (1848-1916)
John Maynard Keynes (1883-1946)
Kaiser William II (r. 1888-1918)
Lawrence of Arabia
Lenin
Leon Trotsky
Lusitania
Open Door Policy
Paul von Hindenburg
Queen Victoria (1837-1901)
Reinsurance Treaty
Sarajevo
Second Moroccan Crisis (1911)
The Black Hand
The League of Nations
Treaty of Brest - Litovsk
Treaty of Versailles (1919)
Triple Entente
U.S. Tenth Cavalry Regiment
von Schlieffen Plan
Winston Churchill
Woodrow Wilson
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 27 - Study Guide
Political Experiments of the 1920s
1. "There were few or no differences between left-wing and right-wing dictatorships
in the 1920s." Evaluate this statement. Do you agree or disagree?
Discuss, define and/or identify the following:
"Socialism in One Country"
Adolf Hitler (1889-1945)
Benito Mussolini
Cheka
Comintern
Dawes Plan
Ernst Roehm
Fascism
General Ludendorff
Gustav Stresemann (1878-1929)
I.R.A.
John Maynard Keynes
Joseph Stalin (1879-1953)
Kellogg-Briand Pact (1928)
Labour Party
Leon Trotsky
Little Entente
Locarno Agreements
Mein Kampf
Mohandas Gandhi (1869-1948)
NEP
Nikolai Bukharin
Ramsay MacDonald
Raymond Poincare (1860-1934)
Sinn Fein
Stanley Baldwin
The British Commonwealth
The Communist Party
The Easter Uprising
The General Strike of 1926
The German Inflation (1923)
The Putsch (Nov 9, 1923)
The Rhineland
The SA (Sturmabeilung)
The Vatican
The Weimar Republic
Third International
Thomas Masaryk
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 28 - Study Guide
Europe and the Great Depression of the 1930s
1. Explain the causes of the Depression of the 1930s. Why was it so much more
severe and long lasting than previous depressions? Could it have been avoided? What
were the consequences of the Depression?
2. How did the Depression affect Germany? Discuss Hitler's rise to power between
1929 and 1934. Why was he successful? Was his dictatorship inevitable?
3. "Despite its costs, Stalin's economic program was worthwhile." Discuss
this statement with specific reference to Stalin's policies. Do you agree with the
statement or disagree? Why?
Discuss, define and/or identify the following:
"Old Bolsheviks"
"People's Car" Volkswagen
"Strength through Joy" Program
Action Francaise
Adolf Hitler
Benito Mussolini (1883-1945)
Collectivization of agriculture
Dawes Plan
Dr. Josef Goebbels (1897-1945)
Ernst Roehm (1887-1934)
Ethiopia
Five Year Plans
Franz von Papen (1878-1969)
George Orwell
Heinrich Himmler
Herbert Hoover (1874-1964)
Herman Goring (1892-1945)
John Maynard Keynes (1883-1946)
Joseph Stalin
Keynesian Theory
Kulaks
Kurt von Schleicher (1882-1934)
Leon Blum
Machine-Tractor Stations
Nazi Racial Legislation
Neville Chamberlain (1869-1940)
New Economic Policy (NEP)
Nuremberg Laws (1935)
Paul von Hindenburg
Politburo
Popular Front
Purge of June 30, 1934
Ramsay MacDonald
Reichstag Fire
Reparations & War Debts
SA or Stormtroopers
Sergei Kirov (1888-1934)
Sir Oswald Mosley
Stalin's Purges
Women in Nazi Germany
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 29 - Study Guide
World War II
1. Discuss the Munich Agreement of 1938. Outline the positions of the states
directly involved. Does the settlement contain any lessons for the contemporary world.
Can you draw parallels between Munich 1938 and the situation the world faced before
the 1991 Gulf War.
2. Why did Japan attack the United States of America in 1941? Why did the United
States drop the atomic bombs on Japan. Was it the right decision to do so. Why or
why not?
3. Discuss life on the home front of the major countries involved in WWII. How successfully
did the various powers mobilize? How did they motivate their people for the war effort?
Discuss, define and/or identify the following:
"Iron Curtain"
"Vichy" France
Albert Speer
Anschluss
Appeasement
Atlantic Charter
Axis Powers
Battle of the Bulge
Blitzkrieg
Charles de Gaulle (1890-1969)
Clement Attlee (1883-1967)
December 7, 1941
Dunkirk
Dwight D. Eisenhower
El Alamein
Ethiopia
Francisco Franco
Franklin D. Roosevelt (1882-1945)
Guadalcanal
Harry Truman (1884-1972)
Josef Goebbels
June 6, 1944 - D-Day
Kamikaze Attack
Lebensraum
Luftwaffe
Maginot Line
Mein Kampf
Nazi-Soviet Nonaggression Pact (1939)
Neville Chamberlain
Operation Barbarossa
Pétain
Potsdam
RAF
Spanish Civil War
Spitfire
Stalingrad
Sudetenland
Tehran Conference
The Big Three
The Final Solution
The Holocaust
The Rhineland
U. S. S. Missouri
Winston Churchill (1874-1965)
Yalta Conference
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 30 - Study Guide
Faces of the Twentieth Century
Discuss, define and/or identify the following:
20th Century migrations
Albert Camus (1913-1960)
anti-Semitism
Arab Oil Embargo (1973)
Arthur Koestler
Auschwitz
black marketing
C.S. Lewis
Charles de Gaulle
Chernobyl (1986)
Clement Attlee (1883-1967)
collective farms
decolonization
ethnic Germans
Existentialism
fertility rates
Galileo
George Orwell
Green’s (Germany)
Hebrew
Holocaust
Jean-Marie Le Pen
Jean-Paul Sartre (1905-1980)
Jews in Poland
Keynesian economics
kulaks
militarization of Europe
neo-Orthodoxy
Newton
Palestine
Persian Gulf War (1991)
Pope John Paul II
Pope John XXIII (1958 – 1963)
post-war Art
Sabbath
Simone de Beauvoir
Socialist Realism
Soviet urban life
St. Petersburg
Student rebellions
the Beatles
the consumer society
The God that Failed
The Marshall Plan
the Reformation
the Sorbonne
the Soviets and religion
the welfare state
transistor
Treblinka
unemployment insurance
women and the family in Soviet Union
women in Europe today
women in Fascist Italy
women in Nazi Germany
Yiddish
Zionists
HISTORY OF WESTERN CIVILIZATION - HST 103
Chapter 31 - Study Guide
The Cold War and the Emergence of the New Europe
1. To what degree have the nations of Western Europe achieved political, social,
and economic unity since 1945? What and when were the major steps? What obstacles
remain? Will Europe achieve complete unity in the 21st Century?
2. Discuss the civil war in the former Yugoslavia. Who were the participants? What
issues and ideas separate these former countrymen? What role has the U.S. played?
3. Discuss the collapse of the Soviet Empire in Eastern Europe. Discuss the collapse
of communist power within Russia and the disintegration of the Soviet Union.
4. Discuss the birth of modern Israel and its trial since 1948.
Discuss, define or identify the following:
"Containment"
"Iron Curtain"
"Secret speech of 1956"
Adrei Sakharov (1921-1989)
Afghanistan (1979)
Alexander Solzhenitsyn
Berlin Blockade
Berlin Wall (1961-1989)
Boris Yeltsin
Brezhnev Doctrine
Christian Democrats
Clement Attlee (1945-1951)
Cuban Missile Crisis (1962)
Czechoslovakia (1948) (1968) (1993)
Decolonization
Dwight Eisenhower (1953-1960)
Environmental pollution in Communist Europe
Gerald Ford (1974-1977)
German Democratic Republic (1949)
German Federal Republic (1949)
Harry Truman
Helmut Kohl
Helsinki Accords
Ho Chi Minh (1992-1969)
Hungarian Revolt (1956)
Indochina
Jimmy Carter (1977-1981)
John F. Kennedy (1961-1963)
Korean War
Lech Walesa
Lyndon Johnson (1963-1968)
Margaret Thatcher (1979-1991)
Marshall Plan
Marshall Tito (1892-1980)
Mikhail Gorbavchev (1985-1992)
NATO
Nikita Khrushchev (1894-1971)
Richard Nixon (1969-1974)
Ronald Reagan (1981-1989)
Sandinistas
Solidarity
Sputnik (1957)
Stalin
Strategic Defense Initiative
Suez Crisis (1956)
Territorial changes resulting from WWII
The Truman Doctrine
Tiananmen Square (1989)
Vaclav Havel
Vietnam War
Warsaw Pact
Winston Churchill
Yalta
HISTORY OF WESTERN CIVILIZATION - HST 103
Study Guide for Paperbacks
FATHERS AND SONS, by Ivan Turgenev
Read the introduction, appendix, notes, critical essays, etc., as well as the
novel itself.
1. Write a short biography (when he lived, nationality, social class, family, education,
experiences, etc.) of the author. This will help you answer multiple-choice questions
about the author.
2. Turgenev's characters symbolize or caricature elements of Russian society. Compare
and contrast the characters of Bazorov and Pavel. What were their world views, their
self-images, etc.? Think about specific examples from the novel.
3. Compare and contrast the characters in the novel. For example: the "emancipated"
women Kukshina and Madame Odintsova, or Arkaday and his father Nikolai Kirsanov,
Prokofich and Piotr, etc.
4. Define and discuss "nihilism." (Source--the introduction, Fathers and
Sons, your text, and the LCC Library.
5. Describe the physical, social, psychological, and political setting of the novel.
What did rural Russia look like in 1860? What was the relationship between social
classes, generations within the same class, etc? Use specific examples from the novel
to support your answer.
6. Define the following terms. Use context as well as dictionaries. Be able to spell
the words correctly.
Aesop
affable
Cincinnatus
dacha
disheveled
fez
foppishness
ingratiate
Jean-Jacques Rousseau
livery
malevolent
mir
patronymic
pensive
pompous
simper
Slavophile
Teuton
valet
ALL QUIET ON THE WESTERN FRONT by Erich Maria Remarque
1. Write a short biography of Remarque. (Source--LCC Library)
2. Describe the physical environment of World War I trench warfare. What did the
troops eat, where did they live, what did they do when not fighting, etc.?
3. Discuss the differing attitudes toward the "enemy" and the War held
by Paul and the front-line troops, rear-echelon troops, civilians, etc. Use specific
examples and specific characters from the novel to support your essay.
4. How were the wounded treated? What was the level of battlefield medicine? How
would like look through the eyes of a medic or surgeon? Describe the physical and
psychological environment of hospitals for the wounded.
5. Know the names of the novel's characters.
6. Define the following terms or names (take definitions from context and dictionaries
and/or
encyclopedias.)
acrid
canteen
cobbler
cognac
docile
fatigue
Friesland
Goethe
indefatigable
litany
lorry
parapet
Plato
platoon
prodigality
queues
requisition
satchel
sluices
vortex
Warning: Always read the prologue, epilogue, footnotes, etc. If there isn't a short
biography of the author in the books, look the author up in the Lane Community College
Library.
DARKNESS AT NOON, by Arthur Koestler
1. Write a short (one paragraph) biography of the author. (LCC Library)
2. Although this is a work of fiction--Koestler is writing about the real world.
Read the last five paragraphs of the book and answer the following questions:
a. Who is No. 1? (Real Person?)
b. Who is the other? (Real Person?)
c. What country is the fatherland of the Revolution? (Real Country?)
3. Was Rubashov a moral man? Why or why not? Discuss Rubashov's relationship with
Richard, Little Loewy and Arlova, and himself.
4. Compare and contrast Ivanov and Gletkin. What kind of men were they? Where were
their roots? What were their values?
5. What nationality was Richard? Little Loewy? Rubashov?
6. What happened to the Party in Richard's homeland? Hang a date on this. (Real World)
7. Where was Little Loewy? What country owned the 5 black ships? To whom were they
to carry cargos? Why was this resented by the dock workers? (Real World)
8. Bogrov; what role did he play in the Revolution? What was his relationship to
Rubashov?
9. Rip Van Winkle. What's his story? Can you guess his nationality? (Real World)
10. How was Hare-Lip used by the Revolution?
11. Define the following terms or names. (Take definitions from context and from
dictionaries and/or encyclopedias.)
a Don Quixote
aberration
Byzantine
crescendo
dilettantism
dogmatism
emanate
entrails
estranged
Fascist
heretical
infallible
insignia
liquidation
Machiavelli
nocturnal
nom de Plume
odious
Pieta
pince-nez
posterior
Praetorian guards
propagate
rosary
rotund
stigmata
synthesis
truncheon