Tag: class

Prep for Orals – Teaching Plans

I will invariably get a few questions about how I would teach modern European history as a professor. To prepare for these types of questions I wrote down (actually, I typed them all in, no pencil or paper used 🙂 ) the three nations I’m looking at and some themes, events, and books I would like to use in a course. I struggled with which people, if any to focus on.

A theoretical question I could be asked is: Say you have to teach a course on (Modern England, Modern France, Modern Germany, Modern Europe, World Wars in Europe, etc). What themes, events, people would you focus on and what books would you include? What would be the layout of the course?

I focus on individual countries below, and for a general European course, I would just draw from each of the countries. The books I pull from are only the ones on my Orals reading list. I would most likely supplement with other books after doing some research if I were really teaching a course.

Another thing to keep in mind, is that I probably would never just go chronologically through a time period to hit big events and “important” people. History is very subjective. We look back on events and information with a certain set of “filters” on. For example we view Germany with political filters, focusing on governments and politicians. Or we may focus on France with cultural filters, looking at food, society, entertainment and arts. It’s impossible to get a full picture or sense of the past. Just as it’s impossible to gain a full sense of the present. There’s just too many people, too many viewpoints, too many sides to the same story, and too many filters to encompass everything. What’s the point, then? The point is to do what we can. Find what interests you and study the past through that filter. There’s nothing wrong with learning about one slice of the pie, as long as we don’t think our slice represents the whole thing. With that said, then, I would probably pick a few themes and have the books, discussions and (unless totally unavoidable) lectures focus on those themes. See the very bottom of this post for a couple of teaching ideas.

Trafalgar Square, London, England. 1915

England

Themes:

Industrial Revolution (political and economic changes), gender issues, education and society (state vs individual), nationalism, modernization, imperialism

Events:

Industrial Revolution

Chartists

Imperialism (changes)

Boer Wars

WWI – inter war – WWII

post-WWII

People:

Books:

Thompson, E. P.: Read sections to show the idea that class was created through Industrialization. Shows argument about quality versus quantity, and averages dilute the results.

Berlanstein: shows importance of Industrial Revolution and the different ways historians view the past based on present circumstances. Shows how historical works are influenced by current situations.

Thompson, Dorothy: Shows the beginnings of political uprisings supported by the common people.

Davidoff & Hall: Shows the beginning of the Victorian ideals, the separation of men and women spheres, and the “traditional” gender roles. Gender and economy seen to influence each other (gender roles determined by occupation, work and public sphere influence gender roles).

Porter: A good look at imperialism/British colonialism, the change from economical to ideological. Shows colonialism as a European power struggle. Addresses the masculinity of imperialism and fears in rise in feminism (Boer Wars)

Mandler: Brings up issue of state control versus individual liberty and accountability.

Eiffel Tower, Paris, France. 1900

France

Themes:

Political revolutions, class changes, colonialism, gender, religion, memory, nationalism, antisemitism

Events:

French Revolution

Political changes through 1870 (republics, monarchies, and empires)

Third Republic

Colonialism

Dreyfus Affair

WWI – interwar – WWII

Fourth Republic

Algeria

Fifth Republic

People:

Napoleon, Dreyfus, de Gaulle, Petain,

Books:

Ford and Weber: compare different ways of looking at nationalism in France. Bottom-up and Top-down show many ways and nationalism was sculptured.

Hazareesingh: Argues that concepts of citizenship and a weaker state government were first established during Second Empire, rather than in Third Republic. Sources based on elite writings, so it shows what they wanted, not necessarily what happened, since there was much restriction of local governments and individual rights.

Nord: Unique way of looking at how Third Republic lasted so long, not how it could end in Vichy. Shows how Third Republic implemented political ideas that Hazareesingh shows the Second Empire wanted to use (decentralized govt., create sense of citizenship, etc). Shows building of “traditional” Victorian ideals about gender, public/private spheres, middle-class bourgeois life shaped by and influenced politics in France.

McManners: to show the decline in religion, the issues of church and state (infalibility of pope)

Forth (or other book on Dreyfus Affair): Discuss why Dreyfus Affair was so influential in France and elsewhere. The issues of antisemitism in places other than Germany, and the masculinity complex in France and Europe.

Prochaska: To show importance of colonies, especially Algeria, to France. Stresses that Algeria was France, so issues there were similar to issues in France. Perhaps also read with Horne about the Algerian wars and end of France occupation to show the story from occupied and occupiers.

Weber: Show the interwar years as decisive in France allowing Nazis so much influence in France.

Paxton and Rousso: Show the involvement of Vichy with Nazis, and the national conundrum that places on French narrative.

Hecht: To address the issue of France dealing with their national image and turning to technology and technocrats as the source of narrative building.

Marktplatz in old town Goslar Germany. 1882

Germany

Themes:

nationalism, colonialism, fascism, religion, memory, antisemitism,

Events:

Napoleon’s unification of Germany

1848 Revolutions

Unification

Imperial Germany

Wilhelmina Germany

WWI – interwar (Weimar, Nazi) – WWII

post-war (Ground zero)

East and West Germany

re-Unification

People:

Bismarck, Wilhelm II, Hitler,

Books:

Kent: Show the unification of Germany and the role Bismarck played in shaping German politics and culture in nineteenth century.

Chickering: Discuss the reasons for WWI and Germany.

Bessel and Gay: Bessel for a traditional account of Weimar, Gay for a look at the social impact.

Allen: Look at the rise of Nazis.

Kershaw: Look at the mythos and sensationalism surrounding Hitler

Koonz: Look at women and their roles in Nazi Germany.

Kaplan: Look at the plight of the Jews in Nazi Germany. Unique look from the bottom up, from the woman and mother’s viewpoint.

Fullbrook: formation and existence of East Germany.

Jarausch & Geyer: How to deal with Germany’s past, and how best to interpret and write history. Also a good book to address methodology, how should historians write, there are too many ways to explain and recount history than just political. OR Koshar for the same reasons, but he focuses on buildings as monuments which provides a tangible reference to the discussion rather than the theoretical discussion by Jarausch & Geyer.

Europe

Themes and events to focus on for European history:

Nationalism is the biggest one. Look at political change, republics, democracies, socialism, and communism.

Decline in religion and the increased reliance in science. Modernization.

Economies of scale. Global markets and capitalism vs socialism vs communism. Role of Industrial Revolution and colonialism, class and gender.

Colonialism/imperialism as economic, political and cultural motivators.

Gender issues. Defining gender in Victorian period, creation of “traditional roles”, affect of industrial revolution and capitalism on changing role of occupations. Changes in legal rights for women and men.

Rise in class consciousness, workers unions, political movements. Failure or success of communist ideals.

Teaching in a classroom.

Teaching Ideas

History Filters

Study of history is always dependent upon the “filter” through which you want to look at it. It would be fun to divide the class into sections, and each group take a specific “filter” (gender, culture, politics, economy, class, race, etc). Each group either gets their own reading list or they have to pull the specific themes from a general list. Then each class period, each group takes a turn discussing history viewed through their filter. Have the other groups not presenting write one question before class and one question after for the presenting group to answer about their “filter.” (Questions could be done on a blog.)

Timelines

Have students make a timeline of the time period the class will be studying. Then in the first lecture share what my points are and argue them. Have the students keep their timeline throughout the semester. They will argue their points, especially if they change them, taking ideas from the texts. Final paper is a well argued timeline.

(PS. All images are from Flickr Commons.)

British History and the Industrial Revolution

In preparation for my Oral Exam on October 28, 2010, I have written down some questions and possible replies about the Industrial Revolution in modern British History.

Bibliography

Some of the important works I’ll draw from are:

  • Berlanstein, Lenard R, ed. The Industrial Revolution and Work in Nineteenth-Century Europe. London, [England]: Routledge, 1992.
  • Hobsbawm, E. J. The Age of Revolution [Europe] 1789-1848. New York: New American Library, 1962.
  • Thompson, Dorothy. The Chartists: Popular Politics in the Industrial Revolution. 1st ed. New York: Pantheon Books, 1984.
  • Thompson, E. P. The Making of the English Working Class. New York: Pantheon Books, 1964.
  • Thompson, F. M. L. The Rise of Respectable Society: A Social History of Victorian Britain, 1830-1900. Cambridge, Mass: Harvard University Press, 1988.
  • Wiener, Martin J. English Culture and the Decline of the Industrial Spirit, 1850-1980. 1st ed. Cambridge [Cambridgeshire]: Cambridge University Press, 1982.

Questions

How did the Industrial Revolution affect British society and politics?

Steam Engine. From the Almanach comique, pittoresque, drolatique, critique et charivarique pour l’année 1887, published in Paris.

Changes in Lower Classes

As E.P. Thompson’s book title suggests, the Industrial Revolution created a new socially aware and politically active group, or class of people. And it created more than one. E.P. focuses on the worker class that was established as people became workers in factories. The Industrial Revolution also created a new middle class of merchants and businessmen.

Industrial Revolution also changed trades. The weavers were the hardest hit. Once a respectable and well paid trade, after industry replaced people with machines, weaver trade was poorly paid and dishonorable. Positions opened up for women and children to work in factories. People moved to more urban areas. F.M.L. Thompson argues though, that these modes of urbanization were already in place and were not affected by industrialization.

This bespeaks a fear seen in all levels of society: the fear of change, the fear of technology, the dominance of machine over man.

Organizations Lead to Political Activism

This working class eventually formed unions to deal with issues in the factories, and such organization and collaboration in factory politics spilled out into the politics of government as they eventually sought redresses with Parliament. Dorothy Thompson writes about such a movement known as Chartism, that happened in the 1830s and 1840s. Chartism was a movement of varying and differing causes, with the intent of a better society, fueled by the long unhappy workingmen throughout the country.

Middle Class Changes in Society

The middle classes created their own sphere in English society. Wanting to emulate the aristocracy, they embraced the idea of the gentleman and created a culture of private and public spheres for women and men, codes of conduct and beliefs. Industry began a continual decent in the late nineteenth century as the middle class (the owners of industrial factories, the merchants and businessmen) abandon capitalist notions and seek the leisurely life of the gentleman. One argument is that the decline in British industrialism was a direct result of the middle class emulating the aristocracy instead of overcoming them (socially and politically) (Wiener).

Rain, Steam, Spead – The Great Western Railway, 1844. Joseph Mallord William Turner.

Historians and the Industrial Revolution

How historians view the Industrial Revolution shows how history telling is affected by modern economic, political and social atmospheres. Four phases of interpretation show that the Industrial Revolution was viewed as a negative consequence of human behavior; a cyclical process of nature tied to war and economic challenges; a process for economic growth; and most recently as nothing more than anticipated economic and technological evolution.

Why does E.P. Thompson hate the standard of living debate?

Thompson looks at the standard of living between 1790-1840. The biggest issue is that historians sympathetic to capitalist entrepreneurship used the data to match their conclusions, rather than to discover what was there. (Like looking for red cars and noticing how many there are, to the exclusion of noticing all the other colors.) This issue leads to three other issues with historical the look at the standard of living.

1. Historians did not take into consideration that quantity can increase and quality can decrease at the same time. Economic historians take the rise in wages and goods and deduce that quality of live increases too. Social historians look at the writings about poor quality of life and deduce that material wealth declined as well. Thompson argues that the Industrial Revolution brought increase in material goods (wages, products, etc) but the “well-being” of workers decreased (decreased leisure time, less independence, longer working hours, etc) (211).

2. Taking an average dilutes the actual findings. Adding the stats for all counties and then dividing by the number of counties to find an “average” ignores the discrepancies within the counties. One county may be very rich, another very poor, but combining their info and dividing by their numbers does not provide an accurate description of how those counties actually were (213-214).

3. Quality is subject to interpretation and dependent upon the group you’re looking at (gentlemen, poor, workers, laborers, etc)