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Goals of
History 461
This course
is thematic in nature in that it explores the concept of power in modern life.
We will examine the nature of power--what it is, how it is gained, used, and
abused. Important to this ongoing discussion are the distinction and
relationship between power and authority. Keeping as its focus issues pertaining
to the United States in the 20th century, this course investigates power as
exercised by the government, the media, and cultural and economic elites, as
well as within human relationships.
Along the way, we hope to develop the
general intellectual skills of:
- reading with understanding, alertness to the writer's
point, and awareness of the author's argument and theoretical framework;
- researching a historical question or problem thoroughly
with attention to balance, detail, and standards of scholarship;
- thinking analytically, creatively, critically,
theoretically, and systematically about ideas and social processes;
- writing thoughtfully conceived, cogently argued, and
clearly presented papers and examinations to convey your own ideas to others;
- listening attentively and inquisitively to those with
whom you share the classroom, realizing your teacher has no monopoly on good ideas; and
- orally articulating your reactions to course materials,
your ideas on controversial topics, and your own knowledge, feelings, and experiences when
appropriate.
Texts and
Course Materials
These texts for the
course--available at the school bookstore--should be purchased by all students
immediately:
- Alan Moore and Dave Gibbons, Watchmen.
Warner Books, 1995. ISBN: 0930289234.
- William Shakespeare, The Tragedy of
King Lear. (Folger Library Edition). Washington Square Press, 1993.
ISBN: 0671722727.
- John G. Stoessinger, Why Nations Go
To War. Wadsworth Publishing Co., 2000. 8th edition. ISBN: 0312256604.
- Susan Estrich, Sex and Power. Riverhead
Books, 2001. ISBN: 1573228931.
- David J. Garrow, Bearing The Cross:
Martin Luther King, Jr. and the Southern Christian Leadership Conference.
William Morrow & Co., 1999. ISBN: 0688166326.
- Thomas L. Friedman, The Lexus and
the Olive Tree: Understanding Globalization. Anchor Books, 2000.
ISBN: 0385499345.
Supplemental materials--in electronic and photocopy
form--will be used on occasion. In addition two films--The Godfather and Gandhi--will
be screened as part of the course.
Program
This course will be orthodox in its
presentation: in general, you'll read something before each class meeting, and in class
we'll discuss what you've read--what I call "Socratic discussion." You'll be
expected to write two short yet demanding papers, take midterm and final examinations, and
participate regularly in class.
Schedule of Meetings and Assignments
What follows is what we'll try
to cover during the term. It may be adjusted from time to time for any number of reasons.
The homework for the next class is always the next assignment unless you are told
differently. You'll find each entry on the schedule below contains some instructive
questions and ideas you should consider in preparing for class; get into the habit reading
the syllabus carefully each night as you begin your homework.
1. Introduction. No assignment. In
class, we'll meet each other, discuss the expectations of the course, distribute materials
you'll need, and begin discussion of some of the central issues before us.
2. Defining Our Terms.
Give some thought to your own definition of
"power" and list three uses of power and three abuses of power.
3. Quis Custodiet Ipsos Custodes
I.
Read Moore and Gibbons, chapters 1 and 2.
Consider the archetypes of the comic book superhero. How do the characters to whom
you are introduced fit the mold? What is different about these characters from
the traditional archetypes? Pay attention to the setting: where and when is this
story taking place? How does the history of this America differ from the reality
we know?
4. Quis Custodiet Ipsos Custodes
II. Read
Moore and Gibbons, chapters 3 and 4. Pay attention to the development of each
major character: what are the sources of his/her motivation? How does each look
at the world? How has each changed in his/her career?
5. Quis Custodiet Ipsos Custodes
III. Read
Moore and Gibbons, chapters 5-7. Look for the parallel story of the deserted
island. What is its significance in the broader story? How does it inform an
understanding of the principle themes at work?
6. Interlude: Adlai Stevenson Lecture.
Friday, December 7, 7:15pm, Paul Mellon Arts
Center. Students in the class are required to attend. The 2001 Stevenson Fellow
is Bill Richardson, former U.S. Congressman, U.S. Ambassador to the United
Nations, and Secretary of Energy.
7. Quis Custodiet Ipsos Custodes
IV. Read
Moore and Gibbons, chapters 8-10.
8. Quis Custodiet Ipsos Custodes
V. Read
Moore and Gibbons, chapters 11 and 12. Do you think Veidt's plan is heroic? What
do you think about the reactions of Nite Owl and the other costumed heroes? Is
the world left in a utopian or dystopian state at the end of the story?
9. The Mad King I. Read
King Lear, Act I. The opening scene is critical to understanding the
characters and the plot; the entire play is set up here. What is your first reaction to each of the major
characters in the play? Which ones do you regard positively? Negatively? What
are the principle traits on display here? What do you think about the king's
behavior?
10. The Mad King II. Read
King Lear, Acts II and III. Consider the transformation of characters in
the course of the action.
11. The Mad King III. Read
King Lear, Act IV and V. How does King Lear fulfill the classical
definition of a tragedy? Is the ending entirely downbeat? Is there a message of
hope or redemption here?
12. Paper #1.
Assignment TBA.
13. Geopolitical Power in the
20th Century I. Read Stoessinger, pp. 1-22.
This reading covers the roots of World War I, but we will broaden our discussion
to incorporate World War II as well. To what extent do the hopes, fears,
desires, feelings of individual leaders make world war possible? Any parallels
with Lear here? What are the lessons of World War I? How did the end of the
"war to end all wars" create the conditions that led to World War II?
What are the lessons of World War II?
14. Geopolitical Power in the
20th Century II. Read Stoessinger, pp. 53-76
(Korean War). In order to understand the
framework for this conflict, you need to know about Wilsonian internationalism
and the history of the League of Nations and the United Nations. What is the
principle of "collective security"? Why did the League fail? How was
it the U.N. decided to take action in Korea? Evaluate General MacArthur's
performance as military commander. Did President Truman handle him well? How do
military might and political wisdom figure in this conflict?
15. Geopolitical Power in the
20th Century III. Read Stoessinger, pp. 111-135
(India/Pakistan).
16. Geopolitical Power in the
20th Century IV. Read Stoessinger, pp. 139-156
(Palestine, part 1).
17. Leave the Gun, Take the
Cannoli I. Viewing of The Godfather,
Sunday, January 13, 7pm, location TBA.
18. Leave
the Gun, Take the Cannoli II. Read Pauline
Kael's review of The Godfather, to
be distributed.
19. Geopolitical Power in the
20th Century V. Read Stoessinger, pp. 156-183.
(Palestine, part 2)
20. Geopolitical Power in the
20th Century VI. Read Stoessinger, pp. 187-213
(the Gulf War).
20a.
Geopolitical Power in the 20th Century VII. [This
assignment is only for those enrolled in the course at the honors level only.] Read
Stoessinger, pp. 217-249
(Kosovo) and accompanying paper.
21.
Sex, Gender, and Power I. Read Marilyn
Frye, "Oppression," handout to be distributed.
22.
Sex, Gender, and Power II. Read Estrich,
pp. 1-47.
23.
Sex, Gender, and Power III. Read Estrich,
pp. 49-89.
24.
Sex, Gender, and Power IV. Read Estrich,
pp. 91-138.
25.
Sex, Gender, and Power V. Read Estrich, pp.
165-214.
26.
Paper #2.
27.
Economic Power: Globalism, The New World Order, and Backlash I. Friedman,
pp. 1-28.
28.
Economic Power: Globalism, The New World Order, and Backlash II. Friedman,
pp. 29-53.
29. Economic
Power: Globalism, The New World Order, and Backlash III. Friedman,
pp. 53-72.
30. Economic
Power: Globalism, The New World Order, and Backlash IV. Friedman,
Backlash. Also bring to class an example of advertising that you think
illustrates the manipulative nature of the medium.
31.
Non-Violence and Social Change I.
Garrow, pp. 11-32.
Consider how one incident on a bus in Montgomery, Alabama became the touchstone
for a civil rights movement that forever changed life in America. How did it
happen? Who is responsible for propelling issues of race and fairness to the top
of the political agenda?
32.
Non-Violence and Social Change I. Garrow,
pp. 32-52 (top of page). What features of the early life of Martin Luther King
Jr. prepared him for leadership in the movement?
33.
Non-Violence and Social Change I. Garrow,
pp. 357-378 (top of page).
34.
Non-Violence and Social Change I. Garrow,
pp. 378-404.
35.
Non-Violence and Social Change I. Garrow,
pp. 404-430.
36. Final Examination.
'Nuff said.
The course is ended; go in peace.
Sadness will begin.
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