HI461: The Use And Abuse Of Power

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 obtained, used, and abused. Important to this ongoing discussion are the distinctions and relationship between power and authority. Keeping as its focus issues pertaining to the United States in the last century, this course investigates power as exercised by the government, the media, and cultural and economic elites, as well as challenges to those bases of power. We also will consider power dynamics in 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.

Course Policies and Grading

A summary of course policies and grading standards can be found online by clicking here.

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. [hereinafter referred to as "Moore and Gibbons"]
William Shakespeare, The Tragedy of King Lear. (Folger Library Edition). Washington Square Press, 1993. ISBN: 0671722727. [hereinafter referred to as "Lear"]
John G. Stoessinger, Why Nations Go To War. Wadsworth Publishing Co., 2000. 8th edition. ISBN: 0312256604. [hereinafter referred to as "Stoessinger"]
Susan Estrich, Sex and Power. Riverhead Books, 2001. ISBN: 1573228931. [hereinafter referred to as "Estrich"]
Thomas L. Friedman, The Lexus and the Olive Tree: Understanding Globalization. Anchor Books, 2000. ISBN: 0385499345. [hereinafter referred to as "Friedman"]
David J. Garrow, Bearing The Cross: Martin Luther King, Jr. and the Southern Christian Leadership Conference. William Morrow & Co., 1999. ISBN: 0688166326. [hereinafter referred to as "Garrow"]

Supplemental materials--in electronic and photocopy form--will be used on occasion. In addition three films--The Godfather (Parts I and II) and Gandhi--will be screened as part of the course.

Program and Workload

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." Every effort has been made to keep the length of daily assignments manageable. Many worthwhile assignments were abbreviated or scrapped from the syllabus altogether. It's important, therefore, that you commit yourself now to keeping up with what is included among the assignments below; you'll be expected to complete the assigned homework before each class.

You'll be expected to write a pair of short but demanding papers, take midterm and final examinations, and participate regularly in class. There will be frequent unannounced reading quizzes.

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.

Schedule of Meetings and Assignments

1. Introduction. No assignment. In class, we'll meet each other and discuss the expectations of the course.

2. Defining Our Terms. Give some thought to your own definition of power and list three uses and three abuses of power. What is the relationship between power and authority? What makes the use of power legitimate? As there is no assigned reading, you may want to get a head start on Watchmen.

3. Quis Custodiet Ipsos Custodes I. Read Moore and Gibbons, chapters 1 and 2. Be ready to define the terms medium, genre, and archetype. Consider the archetypes of the comic book superhero: to what extent do the characters to whom you are introduced fit the mold? What is different about these characters from what you may have expected? 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? In what sense does this work deconstruct a genre?

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 one of them look at the world? How has each changed during 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 ("Tales of the Black Freighter"). What is its significance in the broader story? How does it inform an understanding of the principal themes at work in Watchmen?

6. Quis Custodiet Ipsos Custodes IV. Read Moore and Gibbons, chapters 8-10.

7. Quis Custodiet Ipsos Custodes V. Read Moore and Gibbons, chapters 11 and 12. Is there a "villain" in this work? Do you think his plan can be considered 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?

8. The Mad King I. Read King Lear, Act I. A careful reading of opening scene is absolutely 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 principal traits on display here? What do you think about the king's behavior?

9. The Mad King II. Read King Lear, Acts II and III. Consider the transformation of characters in the course of the action. What do you know about the Elizabethan view of the world and its moral order?

10. 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?

11. Paper #1. Click here for instructions. The ONLY acceptable ways to submit papers in this course are: (a) hand it to me in class; (b) enclose it as an e-mail attachment--Microsoft Word or a text file, please; or (c) leave it with my secretary in the athletic department office. Do NOT put your paper in one of my mailboxes or slip it under the door of my office or my apartment. If you need writing help, I have posted some useful information online here and here.

12. Geopolitical Power in the 20th Century I. Read Stoessinger, pp. 1-22 (World War I). 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? As this is the first "academic" reading of the course, you can get help on reading strategies by clicking here.

13. 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?

14. Leave the Gun, Take the Cannoli I. Viewing of The Godfather, Sunday, September 28, 6:30pm, Hall of Fame Room, WJAC. (No class Monday.)

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. Geopolitical Power in the 20th Century V. Read Stoessinger, pp. 156-183. (Palestine, part 2)

18. Midterm Examination. This exam will cover everything we've studied to date. You may bring an unmarked paperback dictionary into this and all other exams in the course, but you may not share it with anyone else. There is useful advice on preparing for and taking the test here.

19. Geopolitical Power in the 20th Century VI. Read Stoessinger, pp. 187-213 (the Gulf War).

20. Geopolitical Power in the 20th Century VII. Read Stoessinger, pp. 217-249 (Kosovo).

21. Economic Power: Globalism, The New World Order, and Backlash I. Read Friedman, pp. 1-28.

22. Leave the Gun, Take the Cannoli II. Viewing of The Godfather Part II, Sunday, October 12, 6:30pm, Hall of Fame Room, WJAC. (No class on Tuesday.)

23. Leave the Gun, Take the Cannoli III. We'll finish watching The Godfather Part II in class on Monday. No class on Tuesday.

24. Economic Power: Globalism, The New World Order, and Backlash II. Read Friedman, pp. 29-53.

25. Economic Power: Globalism, The New World Order, and Backlash III. Read Friedman, pp. 53-72.

26. Economic Power: Globalism, The New World Order, and Backlash IV. Read Friedman, pp. 248-275.

27. Economic Power: Globalism, The New World Order, and Backlash V. Read Friedman, pp. 327-347.

28. Paper #2. Topics TBA.

29. Sex, Gender, and Power I. Read Marilyn Frye, "Oppression," handout to be distributed.

30. Sex, Gender, and Power II. Read Estrich, pp. 1-47.

31. Sex, Gender, and Power III. Read Estrich, pp. 49-89.

32. Sex, Gender, and Power IV. Read Estrich, pp. 91-138.

33. Sex, Gender, and Power V. Read Estrich, pp. 165-214.

34. Media and Advertising Workshop. Bring to class an example of advertising that you think illustrates the manipulative nature of the medium and something relating either to The Lexus And The Olive Tree or Sex And Power.

35. Non-Violence and Social Change I. Read 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?

36. Non-Violence and Social Change II. Read 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?

37. Non-Violence and Social Change III. Read Garrow, pp. 357-378 (top of page).

38. Non-Violence and Social Change IV. Read Garrow, pp. 378-404.

39. Non-Violence and Social Change V. Read Garrow, pp. 404-430.

40. Non-Violence and Social Change VI. Read Plato (Socrates), "Crito." Pay careful attention to the Greek philosopher's conception of the individual's relationship to the state. Why doesn't Socrates follow Crito's plan? In what sense does Socrates describe a social contract?

41. Non-Violence and Social Change VII. Read Henry David Thoreau, "On Civil Disobedience." Think back to the "Crito" reading; compare and contrast Thoreau's notion of the citizen/state relationship with that articulated by Socrates. Look for the metaphor of the fountainhead toward the end of the reading; what does this tell you about Thoreau's values vis-a-vis those of his fellow citizens?

42. Non-Violence and Social Change VIII. Viewing of Gandhi, Monday, November 17, 3:30pm, Hall of Fame Room, WJAC. (No class Monday or Tuesday.)

43. Final Examination. 'Nuff said.

The course is ended; go in peace.
Sadness begins.