On the basis of your reading of Tony Judts book A Grand Illusion? An Essay on Europe discuss the authors arguments in regard to European unification, the condition of European democracy, and scenarios for European enlargement in the late 20th century. I WANT A WRITER WHO WILL READ THE WHOLE BOOK or he/she already read the book. My first paper i order it and I got a fake sources because the writer didn’t read the book so now she’s shocked in me because she knew my first paper i didn’t type it and i’m international student I don’t want my paper very professional writing. The Guideline in the syllabus and she want a footnotes.I want 4 sources from the same book
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HISTORY 209 Twentieth Century Europe Spring 2018
SpeakWrite certified by the Eberly College of Arts and Sciences
1:30 pm-2:20 pm
Location: Woodburn Hall 101
Dr. Donata Blobaum Office: 220D Woodburn
Hours: MWF 10:00-11:00 or by appointment
Europe remains one of most fascinating places on earth. During the 20th century Europe witnessed two world
wars, fundamental social, economic, cultural, intellectual and ideological changes, unprecedented challenges,
and unique opportunities for European citizens. During our academic journey over the semester we will search
for answers to questions What was/is Europe? and What did/does it mean to be European? both in the past
and in the present, at the beginning of 21st century.
Instructional methods will consist of a mix of lectures and in-class discussions of the assigned readings and films.
Throughout the course, I shall try to be clear, hopefully interesting and ready to explain anything that seems unclear.
Please feel free to interrupt at any time, or to consult with me in 220D Woodburn.
In line with the Department of Historys guidelines on expected learning outcomes, upon successful completion of
this course, students will be able to 1) demonstrate general knowledge of the facts, concepts and approaches to the
history of 20th-century Europe; 2) critically analyze and assess primary sources and cultural products relevant to this
history; 3) critically analyze and assess secondary sources interpreting this history; 4) develop interpretations of the
modern European experience based on their own investigations and report the results orally and in writing; 5)
produce historical essays that are coherent, grammatically correct, and use proper historical documentation.
Measurement and Evaluation:
1. RESPONSE PAPERS will be based on the following books:
1. Stefan Zweig, The World of Yesterday [partial
[available electronically as course content on
2. Jan T. Gross, Neighbors. The Destruction of
the Jewish Community in Jedwabne, Poland
should be purchased, borrowed or rented
3. Timothy Garton Ash, The File
should be purchased, borrowed or rented
4. Tony Judt, A Grand Illusion
should be purchased, borrowed or rented
a. Completion, comprehension and written analysis of four assigned books will determine 50% of the course
grade, and will be measured through the timely submission of four response papers, 4-5 pages long, based
on guidelines attached to this Syllabus
b. The topical question/questions for each response paper will be provided and explained by the instructor
during class meetings as well as sent electronically via e-mail and made available on ECampus.
c. It is the student’s responsibility to SUBMIT HARD COPIES OF THE PAPERS IN CLASS on the
indicated dates. The response papers must also be submitted before the class as an email attachment to
Donata.Blobaum@mail.wvu.edu. Failure to submit the papers in class and online without a legitimate and
verifiable excuse will result in a half-grade penalty on that particular assignment for the first and
subsequently for each calendar day following the assignments due date.
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d. Late response papers must be submitted as hard copies and electronically within 7 days following the
original date of the assignment. After this period late papers will be not accepted. The exception to this rule
is paper #4 on the basis of Tony Judts A Grand Illusion, which is due on April 27 [this is the final
paper and late papers will not be accepted].
e. Each response paper MUST CONTAIN citations in the form of footnotes, endnotes or page references
[the choice is up to you]. They provide an additional indication of how well you read the book and proof that
the submitted paper is based on the reading of that book. A description of how to provide footnotes, endnotes
or page references will be explained by the Instructor and is additionally described in the guidelines at the end
of this syllabus. Response papers without citations, or with incorrect or inaccurate ones, will receive a
one grade penalty.
f. Each response paper will be returned to students with written feedback from the Instructor. Students who
wish to discuss their grade on a response paper will be welcome to do so during my office hours, but after
careful reading and reflection on my comments.
g. The following scale describes the equivalent number of points received for letter grades on response papers:
99 = A+
95 = A
91 = A-
89 = B+
85 = B
81 = B-
79 = C+
75 = C
71 = C-
69 = D+
65 = D
61 = D-
60 = F
2. ATTENDANCE AND PARTICIPATION
HIST 209 is a certified SPEAK-WRITE COURSE, with the goal to develop students skills in writing, speaking,
and articulating their thoughts as well as through their active participation in the learning process. To pass this
course, students must be able to read, write, think and orally express their ideas in discussion.
Since participation in and contribution to class discussions are absolutely necessary to the success of this
course, this component will constitute 10% of the course grade. Therefore, not only do students need to
come to class, they need to come to class prepared to ask and respond to questions. Late arrivals and early
departures are disruptive and are discouraged. If you know that you will have to leave class early, explain the
situation to me beforehand and sit near the door so that you can exit as quietly as possible.
Students who leave the class without being excused will lose points for that days assignment.
a. The remaining 40 % of the course grade will be determined by student performance on QUIZZES based
on in-class lectures and discussions.
b. These quizzes will be given regularly throughout the semester at the beginning of each class session.
Students must therefore arrive for class on time; late arrivals will not be allowed to take the quiz.
c. Students will be allowed to take a maximum of 2 MAKE-UP QUIZZES for classes that they miss or for late
arrival to the class. Otherwise, except in the event of verifiable emergencies [hospitalization, death in the
family] and officially sanctioned activities [participation in conferences, military duties], absences and late
arrivals will NOT be excused.
4. THE FINAL GRADE will reflect a translated numerical grade according to the following scale:
98-100 = A+
88-89 = B+
78-79 = C+
68-69 = D+
Below 60 = F
92-97 = A
82-87 = B
72-77 = C
62-67 = D
90-91 = A80-81 = B70-71 = C60-61 = DThe Instructor will provide GENERAL FEEDBACK on students progress and performance in this course
at mid-semester, together with advice about what to do to improve the prospective final grade.
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INCLUSIVITY AND DISABILITY STATEMENT:
The West Virginia University community is committed to creating and fostering a positive learning and
working environment based on open communication, mutual respect, and inclusion. If you are a person with a
disability and anticipate needing any type of accommodation in order to participate in this class, please advise
me and make appropriate arrangements with Accessibility Services (304-293-6700). For more information on
West Virginia Universitys Diversity, Equity, and Inclusion initiatives, please see http://diversity.wvu.edu
Cheating in a course like this usually takes the form of plagiarism (that is, the appropriation of ideas, already
available in print or on the internet, which are not ones own) or copying and receiving answers to quizzes from
fellow classmates. It is easy to cheat; it is also easy to get caught cheating. In the case of response papers
students should be aware that internet services are available on ECampus to professors to detect plagiarism.
Cheating in any form will be not tolerated and will be prosecuted according to established university
procedures, including expulsion from the university.
SALE OF COURSE MATERIAL: All course materials, including lectures, class notes, quizzes, exams,
handouts, presentations, and other materials provided to students for this course are protected intellectual
property. As such, the unauthorized purchase or sale of these materials may result in disciplinary sanctions
under the Campus Student Code.
USE OF ELECTRONIC DEVICES:
Smart phones, computers, tablets, google glasses and other electronic devices will not be permitted
during class for two reasons: 1) to prevent the transmission of answers to quiz questions from one party to
another; 2) to create a learning environment for all students that is not disrupted by text messaging, postings to
Facebook or Twitter, and other activities that are unrelated to the learning process. This course will demand
your full attention and participation. Unauthorized use of these electronic devices will result in an automatic
grade of zero for that days quiz or writing assignment.
COURSE CONTRACT: The syllabus constitutes the contract for this course. In order to ensure that students
understand the rules and obligations connected to this course, they will be required to read and sign a statement
to that effect at the beginning of the semester.
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Schedule of Lectures and Reading Assignments:
Lectures are not available on-line; Recording of lectures is prohibited.
INTRODUCTION – Organization of the Course
LECTURE: What is Europe?
Quiz # 1 (based on lecture and discussion of January 10)
LECTURE: La Belle Époque. [PART 1]
Quiz # 2 (based on lecture and discussion of January 12)
LECTURE: La Belle Époque. [PART 2]
Quiz # 3 (based on lecture and discussion of January 17)
LECTURE: World War I. [PART 1]
Quiz # 4 (based on lecture and discussion of January 19)
LECTURE: World War I. [PART 2]
Quiz # 5 (based on lecture and discussion of January 22)
LECTURE: Revolutions in Russia.
Quiz # 6 (based on lecture and discussion of January 24)
LECTURE: Revolution in Germany.
Quiz # 7 (based on lecture and discussion of January 26)
LECTURE: Dissolution of the Austro-Hungarian Empire.
Quiz # 8 (based on lecture and discussion of January 29)
Discussion of Zweig, The World of Yesterday (RESPONSE PAPERS DUE)
LECTURE: Post-WWI order. [PART 1]
Quiz # 9 (based on lecture and discussion of February 2)
LECTURE: Post-WWI order. [PART 2]
Quiz # 10 (based on lecture and discussion of February 5)
LECTURE: The German Weimar Republic.
Quiz # 11 (based on lecture and discussion of February 7)
LECTURE: The Soviet Union: Between Lenin and Stalin.
Quiz # 12 (based on lecture and discussion of February 9)
Lecture: Stalins Communism.
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Quiz # 13 (based on lecture and discussion of February 12)
LECTURE: The Great Depression.
Quiz # 14 (based on lecture and discussion of February 14)
LECTURE: The Crisis of Democracy in Interwar Europe. [PART 1]
Quiz # 15 (based on lecture and discussion of February 16)
LECTURE: The Crisis of Democracy in Interwar Europe. [PART 2]
Quiz # 16 (based on lecture and discussion of February 19)
LECTURE: The Collapse of the Weimar Republic. Hitlers Rise to Power.
Quiz # 17 (based on lecture and discussion of February 21)
LECTURE: Hitlers Germany. The Collapse of Peace.
Quiz # 18 (based on lecture and discussion of February 23)
LECTURE: The Outbreak of WWII.
Quiz # 19 (based on lecture and discussion of February 26)
LECTURE: The German Tide over Europe, 1939-1941.
Quiz # 20 (based on lecture and discussion of February 28)
Discussion of Gross, Neighbors (RESPONSE PAPERS DUE)
LECTURE: Inside Hitlers Europe.
Quiz # 21 (based on lecture and discussion of March 5)
LECTURE: The Holocaust [PART 1]
Quiz # 22 (based on lecture and discussion of March 7)
LECTURE: The Holocaust [PART 2]
Spring Recess: March 10-18
Quiz # 23 (based on lecture and discussion of March 9)
LECTURE: The Collapse of Hitlers Europe.
Quiz # 24 (based on lecture and discussion of March 19)
LECTURE: 1945 in Europe.
Quiz # 25 (based on lecture and discussion of March 21)
LECTURE: Making Postwar Europe.
Quiz # 26 (based on lecture and discussion of March 23)
LECTURE: The Cold War.
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Quiz # 27 (based on lecture and discussion of March 26)
LECTURE: Stalinism in East-Central Europe. [PART 1]
Quiz # 28 (based on lecture and discussion of March 28)
LECTURE: Stalinism in East-Central Europe. [PART 2]
Quiz # 29 (based on lecture and discussion of March 30)
LECTURE: Destalinization in East-Central Europe.
Quiz # 30 (based on lecture and discussion of April 2)
LECTURE: The Failure of Communism with a Human Face.
Quiz # 31 (based on lecture and discussion of April 4)
Discussion of Garton Ash, The File (RESPONSE PAPERS DUE)
LECTURE: Economic and Political Integration in the West.
Quiz # 32 (based on lecture and discussion of April 9)
LECTURE: Evolution of Western Society.
Quiz # 33 (based on lecture and discussion of April 11)
LECTURE: Western Dilemmas: Between Conservatism and Socialism.
Quiz # 34 (based on lecture and discussion of April 13)
LECTURE: Gorbachevs Era and the Collapse of Communism.
Quiz # 35 (based on lecture and discussion of April 16)
LECTURE: 1990s: New Prospects for Europe.
Quiz # 36 (based on lecture and discussion of April 18)
LECTURE: Yugoslav Wars.
Quiz # 37 (based on lecture and discussion of April 20)
LECTURE: European Integration.
Quiz # 38 (based on lecture and discussion of April 23)
LECTURE: Europe Turns to the Right.
Quiz # 39 (based on lecture and discussion of April 25)
Discussion of A Grand Illusion by Tony Judt (RESPONSE PAPERS DUE)
This is the final deadline after April 27 response papers will NOT be accepted.
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Guidelines for how to write response papers for HIST 209
The length of the response paper:
minimum of 4 pages [equivalent of 1300 words] and a maximum of 5 pages
typed in Times New Roman, 12 Font Size and double-spaced
To write good, thorough response papers you need to READ THE WHOLE BOOK
Organization: each RESPONSE PAPER should consist of the following parts:
I. An introduction should be relevant to the topic of the response paper:
It should highlight your central thoughts
It should highlight certain points of the book which caught your attention [crucial meaning, interesting or
shocking thesis, reasons why the book was written, the specific context in which the book was written]
? an introduction to your paper IS NOT a summary of the introduction to the book you are analyzing
? an introduction IS NOT a mere description of an authors biography without relevance to the topic
Construct your paper focusing on the topic of the response paper. Dont overgeneralize or go off on
tangents. Write about things which are relevant to the topic. Present your thoughts and try to be convincing.
Know the biography of the author of the book. This is crucial to evaluate the authors potential bias,
which eventually may result in specific statements and conclusions.
IMPORTANT: reading the short blurb on the cover of a book is not the proper way to check an authors
biography. Please use available internet sources.
Analyze the evidence employed by the author in support of his/her thesis. Is the evidence logical and
consistent? Has other evidence been ignored? Are the author’s arguments adequately documented?
III. Conclusions Finish your response paper with a set of conclusions which is not just a summary of your
arguments but expands upon them. Dont present biographical information here unless it helps expand and
express your final argumentation.
IV. FOOTNOTES / ENDNOTES / PAGE REFERENCES
Footnotes, endnotes, or page references prove how well you know the book, and that you did your work
independently, not just simply took advantage of what was written by other people on the internet or in print.
Papers without proper footnotes, endnotes or page references will receive a one grade penalty.
If you are using a printed book provide footnotes, endnotes, or page references [as in the example below]
If you are using an electronic version of the book – provide the number and title of the chapter [as in the
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FOOTNOTES / ENDNOTES / PAGE REFERENCES – EXAMPLES FOR PRINTED BOOK
Footnotes numerical, under each page.
Endnotes numerical, at the end of the entire paper.
Page numbers inside your paper + title of the book with a year of issue by the end of the paper
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EXAMPLES FOR ELECTRONIC BOOK
Footnotes numerical, under each page with the number of the chapter and its title
Endnotes numerical, by the end of the entire paper: with the number of the chapter and its title
References inside the response paper referring to the number of the chapter and its title
GRADING – Your response papers will be graded according to how well they accomplish the abovementioned tasks:
? how relevant your response is to the assignment
? how your paper is organized (including providing footnotes, endnotes, page references)
? how you present your analysis and articulate yourself using the English language
BEWARE: I strongly discourage you from looking at published reviews of the book you are dealing with, whether in
journals or on the internet, since I am interested in your conclusions and not those of others. Also you should be fully
aware of the following definitions of plagiarism this is an act of cheating; intolerable; to be prosecuted according to
established university procedures.
Common Problems with Response Papers:
1. Improper referencing of a book. Dont refer to scholarly books as novels, which are works of literary fiction.
2. Run-on sentences. If you use more than one conjunction (“ands”, “buts”, etc.), you are probably en route to a
run-on sentence which tries, but fails to connect two or more separate lines of thought.
3. Run-on paragraphs. Paragraphs should be self-contained, organized around an idea or set of related ideas. If a
paragraph is running to over half a page in length, then you probably need to break it up.
4. Use and abuse of quotations. Quotations are useful when they serve to illustrate and support your argument.
However, too many quotations as well as long, extended quotations which go on for half a page negate their
illustrative purpose. Quotations, moreover, can never substitute for an argument.
5. Avoid the use of slang, which is not a style of academic writing.
6. Lack of careful proofreading/editing. Check your spelling and grammar, remember that computer check
programs are easily fooled. When in doubt, refer to a dictionary or a thesaurus.
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