HI461: Power: Its Use and Abuse

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 challenges to those bases of power. We will also consider power 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.
Thomas L. Friedman, The Lexus and the Olive Tree: Understanding Globalization. Anchor Books, 2000. ISBN: 0385499345.
David J. Garrow, Bearing The Cross: Martin Luther King, Jr. and the Southern Christian Leadership Conference. William Morrow & Co., 1999. ISBN: 0688166326.

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

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. There will be frequent, unannounced reading quizzes.

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 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?

3. Quis Custodiet Ipsos Custodes I. Read Moore and Gibbons, chapters 1 and 2. Be ready to define medium and genre. 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? In what sense does this work deconstruct the 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 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 ("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?

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. 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?

8. 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 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?

Holiday Vacation

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?

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, January 12, 6:45pm, 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.

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. 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.

39. 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, pp. 248-275.

31. Economic Power: Globalism, The New World Order, and Backlash V. Friedman, pp. 327-347. Also bring to class an example of advertising that you think illustrates the manipulative nature of the medium.

32. 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?

33. Non-Violence and Social Change II. Viewing of Gandhi, Sunday, February 16, 6:45pm, Hall of Fame Room, WJAC. (No class Monday.)

34. Non-Violence and Social Change III. 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?

35. Non-Violence and Social Change IV. Garrow, pp. 357-378 (top of page).

36. Non-Violence and Social Change V. Garrow, pp. 378-404.

37. Non-Violence and Social Change VI. Garrow, pp. 404-430.

38. Final Examination. 'Nuff said.

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