Overview, Objectives, and Outcomes

The ending of the Cold War seemed to promise a new world order characterized by respect for human rights, principles of democracy, and the rule of law. Instead, we enter the twenty-first century plagued by global conflict and burdened by spasms of terrorism, radical nationalism, ethnic cleansing, a growing gap between rich and poor, and the proliferation of nuclear and biological weapons. Where did these problems arise and why have they not gone away? Furthermore, how have societies gone about managing conflict and sustaining peace over the past two hundred years or so? This preceptorial will assist students in gaining historical perspective on these questions by exploring the underlying causes of war, revolution, terrorism, and genocide in modern world history. We will begin with an analysis of the contemporary scene and then back up to explore the historical evolution of conflict and its resolution since the era of revolutionary France. Utilizing a global perspective, we will then analyze the strengths and weaknesses of various attempts at managing and resolving conflict in the modern world.

Our study of war and peace in the modern world incorporates the essential elements of a liberal education and complements USD’s commitment to global education, cultural diversity, and concern for human values. Specific learning outcomes include:

Students learn to recognize the limits of their knowledge, become engaged in the active and critical evaluation of their beliefs, understand that learning is a collaborative venture, and take responsibility for their own learning.

· Students develop the skill of “high impact” writing—that is, writing with precision, clarity, purpose, and integrity;

Students learn to understand the interconnections among different peoples, cultures, institutions, and ideas over a broad space of time and place.

Students learn to think historically; that is, to demonstrate a capacity to derive information from primary sources and weigh the reliability of these sources; to critically evaluate diverse interpretations of the same historical event; and to identify the major causes of change and continuity.

Students learn to tackle complex and compelling problems that invite them to develop an array of workable and innovative solutions.

Students learn to manage their time effectively and to take personal responsibility for the timely, careful, and thorough preparation of course assignments.

Students demonstrate an awareness of their local and global communities and develop and sense of responsibility for civic life.

Attendance, Grades, Etc.:

Your final grade in this class can be reasonably predictable if you abide by the following guidelines: 1) participation; 2) the careful and timely preparation of reading and writing assignments; and 3) regular attendance. The Latin root for education—educare—variously means to “rear,” to “develop,” as well as to “bring out.” Thus, by definition, education is both didactic and interactive; an educator is not only obliged to instruct and edify but also to elicit ideas from students. Consequently, student participation, based on the timely preparation of reading and writing assignments as well as regular attendance, constitutes an essential component in the success of this course. Feel free to share your ideas at all times, and as a sign of respect for your fellow students, please attend regularly.

In addition, please familiarize yourself with USD's Academic Integrity policy, especially the information on plagiarism, fabrication, and examination behavior. Be advised that intentional cheating will result in an automatic failure for this course, as well as activate a Hearing Committee of administrators, faculty, and student peers. This Committee is empowered to impose a variety of sanctions, including censure, suspension, and even expulsion from the University. Believe me, speaking as the former chair of the Academic Integrity Hearing Committee, you do not want to go there.

Finally, no extra-credit work is required and none will be accepted. Examinations will be administered only on the days and times designated in this syllabus. If for any reason you cannot comply with these guidelines please let me know as soon as possible.

Grades will be calculated according to the following formula:

20% Midterm Examination (Thursday, October 9).

15% Position Paper (Tuesday, October 21): Please write a five-page position paper on the following topic:

Germany bears principal responsibility for the outbreak of WWI.

20% Midterm Examination (Tuesday, November 11)

15% Review Essay and Oral Presentation (essay due December 11)

20% Final Examination (Thursday, December 18, 8:00-10:00 a.m.)

10% Reading Quizzes and Class Participation

Review Essay

During the last two weeks of the semester students will evaluate a book or film that focuses on themes of war and peace and present their findings to the class (examples are listed below). The most important point to remember about your review essay, which is due on December 11, is that it is a commentary, not merely a summary. Therefore, the bulk of the essay should be an evaluation of the way the author or director handled the subject, and a commentary on the book/film’s contribution to your understanding of the issues discussed. Your review should discuss the work’s theme and point of view, as well as your reaction to them; assess the author/director’s values and biases; and draw conclusions as to how well the author/director’s point comes across. The form of your review essay is the same as any book review. You should begin by making a list of points you wish to address. Once your list of central points has been compiled, you should take each one as the focus of a different section of your review. Each section of your review should explain the point, support it with your own arguments and with brief examples from the book/film under review, and then draw conclusions as to the meaning and importance of the idea being discussed. In the end, it should be clear to the instructor not only that you have read/viewed the work and can summarize it but that you have also thought about what you have read or seen.

The oral presentation, which will accompany the review essay, should be limited to twenty minutes. The overall goal of the oral reports is to enlarge students’ understanding of the complexity of conflict and its resolution in the modern world. This presentation should focus on the general themes of your essay rather than a literal reading of it. It may be accompanied by audio-visual materials. The oral presentation will be evaluated on the basis of the student’s depth of understanding, spontaneity, sensitivity to time constraints, and creativity.

Sample Books and Films for Review

Books

Bullock, A. Hitler: A Study in Tyranny

Erickson, E. Gandhi’s Truth: On the Origins of Militant Nonviolence

Greene, G. The Quiet American

Hiro, D. War Without End: The Rise of Islamist Terrorism and the Global Response

Hochschild, A. King Leopold’s Ghost

Kimball, W. Forged in War: Roosevelt, Churchill, and the Second World War

Klare, M. Resource Wars: The New Landscape of Global Conflict

Mandela, N. Long Walk to Freedom

McCullogh, D. Truman

Remnick, D. Lenin’s Tomb: The Last Days of the Soviet Empire

Sampson, A. Mandela: The Authorized Biography

Service, R. Lenin: A Biography

Spence, J. The Gate of Heavenly Peace: The Chinese and Their Revolution

Films

A Dry, White Season

All Quiet on the Western Front

Apocalypse Now

Blackhawk Down

Breaker Morant

Dr. Strangelove

Full Metal Jacket

Gallipoli

Little Big Man

Long Night’s Journey into Day

Lumumba

Patton

Stalingrad

The Killing Fields

The Pianist

The Quiet American

The Thin Red Line

The Year of Living Dangerously

War and Peace

Passport to Success

Our Preceptorial has been selected to participate in Passport to Success, a program at USD that offers approximately thirty workshops designed specifically to assist first-year students with the transition to college. You will be required to attend three workshops of your choosing (you may attend more if you wish) during the fall semester. Workshop topics cover a range of issues that first-year students are likely to encounter, including choosing a major, faculty expectations, test preparation, time management, study skills, life management, and relationships. Workshops typically last no longer than one hour.

Books Recommended for Purchase

J. Bentley and H. Ziegler Traditions and Encounters, 2^nd ed., vol. C

C. Johnson Blowback

J. Gump The Dust Rose Like Smoke

G. Martel The Origins of the First World War, 2^nd ed.

E. Wiesel Night

Electronic Reserve Password: “warandpeace”

Schedule of Topics and Assignments

Sept. 4: Introduction

Sept. 9: War and Peace in Recent Times

Reading: Johnson, Blowback

Sept. 11-18: Revolutions and National States

Reading: Bentley, chs. 30, 31

Palmer and Colton, “The French Revolution”

(electronic reserve)

Sept. 23-Oct. 7: Empires in Formation and Decline

Reading: Bentley, chs. 32-34

Gump, Dust Rose Like Smoke

Oct. 9: Midterm Exam

Oct. 14-23: The Great War and its Antecedants

Reading: Bentley, ch. 35

Martel, Origins of the First World War

Position Paper Due Oct. 21

Oct. 28-Nov. 6: The Age of Anxiety

Reading: Bentley, ch. 36

Kershaw, “Hitler”

(electronic reserve)

Nov. 11: Midterm Exam

Nov. 13-25: Total War and Cold War

Reading: Bentley, chs. 37-38

Wiesel, Night

Nov. 27: Thanksgiving Vacation

Dec. 2-11: Student Presentations

Dec. 18 Final Exam (8:00-10:00 a.m.)