HIST 3054 - Protest & Revolution in Modern Europe

North Terrace Campus - Semester 1 - 2016

This course focuses on the role of protest and revolution in shaping modern Europe. By looking at a number of case studies, from the anti-Nazi uprisings at the end of World War II to street protests and riots in contemporary Europe, the course will explore the causes, the course and the consequences of political protest movements. Under what circumstances do such protest movements emerge? What methods are used by governments to neutralise or suppress mass protest? When, and for what reasons, do protest movements succeed in bringing about lasting change?

  • General Course Information
    Course Details
    Course Code HIST 3054
    Course Protest & Revolution in Modern Europe
    Coordinating Unit History
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II undergraduate study
    Incompatible HIST 2085
    Course Description This course focuses on the role of protest and revolution in shaping modern Europe. By looking at a number of case studies, from the anti-Nazi uprisings at the end of World War II to street protests and riots in contemporary Europe, the course will explore the causes, the course and the consequences of political protest movements. Under what circumstances do such protest movements emerge? What methods are used by governments to neutralise or suppress mass protest? When, and for what reasons, do protest movements succeed in bringing about lasting change?
    Course Staff

    Course Coordinator: Dr Gareth Pritchard

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    In the course we shall look in turn at a wide range of protest episodes in turn, namely:

    1. Anti-Nazi protest and resistance in occupied Europe, 1942-45.
    2. Anti-Soviet insurgencies in Chechnya, Ukraine and the Baltic States, 1943-53.
    3. Communist protest and insurgency in France, Italy and Greece, 1944-49.
    4. Anti-Stalinist protest and revolution in East Germany, Poland and Hungary, 1953-56.
    5. Youth rebellion in the 1950s.
    6. Student protests of the 1960s and early 1970s.
    7. Working-class unrest in France, Italy, Poland and the UK, 1968-1985.
    8. Anti-Communist revolutions in East-Central Europe, 1989-2005.
    9. Nationalist movements in Northern Ireland, Wales, the Basque Lands, Brittany and Chechnya.
    10. Protest in contemporary Europe, 2000 to 2016.

    How much time we spend on each of these topics will depend on students' interests. However, the topic which we shall explore in greatest detail will be protest in contemporary Europe.
  • Learning Outcomes
    Course Learning Outcomes
    By the end of the course, students will be able to demonstrate:

    1 A broad knowledge of the history of protest and revolution in modern Europe from 1942 to the present day.
    2 An understanding of some of the main conceptual approaches to the interpretation of social protest.
    3 The ability to identify, access, contextualise and evaluate a wide variety of relevant primary and secondary sources.
    4 The ability to construct evidence-based arguments about the causes, course and consequences of protest movements.
    5 The ability to communicate effectively both in writing and orally as part of team-based projects.
    6 Proficiency in the use of relevant technologies to accumulate and analyse data and to present findings.
    7 Knowledge of the conventions concerning scholarly debate and the presentation of arguments and the ability to apply them.
    8 An awareness of hte relationship between protest and revolution and underlying issues of social justice.
    9 The ability to conceptualise and execute a subsantial and analytically sophisticated, team-based research project.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 9
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 3, 4, 6, 9
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5, 9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    6, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    7, 8, 9
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    8, 9
  • Learning Resources
    Required Resources
    Tony Judt, Postwar (London: Penguin, 2010)
    Recommended Resources
    The following general histories of modern Europe are very useful because they contain short sections or chapters on most of the protests and revolutions that we cover in this course.

    Buchanan, T., Europe’s Troubled Peace, 1945-2000 (2006) 940.5 B9189e
    Crampton, R.J., Eastern Europe in the Twentieth Century (1994) 947.084 C889e E-Book
    Hitchcock, W.I., The Struggle for Europe (2004) 940.55 H674s
    Horn, G.R. and Kenney, P., Transnational Moments of Change: Europe 1945, 1968, 1989 (2004) 940.55 H8134t
    Larres, K., A Companion to Europe since 1945 (2009) 940.55 L333c
    Swain, G. and Swain, N., Eastern Europe Since 1945 (2009) 335.430947 S971e.4 E-book
    Urwin, D.W., A Dictionary of European History and Politics, 1945-1995 (1996) 940.5503 U83d
    Urwin, D.W., Western Europe since 1945 (1997) 940.55 U83.3
    Wegs, J.R., Europe Since 1945: A Concise History (2006) 940.55 W412e.4
    Online Learning
    This course is fully supported on Myuni, where you will find bibliographies, links, videos, quizzes etc. All lecturs are recorded and made available on Myuni. There are hundreds of relevant websites, many of which are listed in the course bibliography (available on Myuni).

    An important part of the course involves using our knowledge of modern European history, and of theories of protest and revolution, to interpret popular protest in Europe today. Students are strongly advised to try to an eye on news websites. Particularly recommended are:

    Aljazeera (Europe) http://www.aljazeera.com/news/europe/
    BBC New (Europe) http://www.bbc.co.uk/news/world/europe/
    BBC Radio 4 http://www.bbc.co.uk/radio4/
    Spiegel Online http://www.spiegel.de/international/
    The Daily Telegraph http://www.telegraph.co.uk/
    The Guardian http://www.theguardian.com/uk-news

    As part of their research projects, students will have to make use of newspaper data-bases such as Factiva.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Every week, each student will have three hours of formal classes.

    Twice a week the whole class will meet in a lecture theatre.

    Each week we will look at a particular topic, e.g. antifascist resistance and uprisings during World War II, student protest in the 1960s, the anti-Communist revolutions of 1989.

    The first session of each week is designed to give students an overview of the topic. The will NOT consist of a 50-minute monologue. There will be interactive windows for discussion, surveys, quizzes etc.

    The second session each week will be a research workshop. The class as a whole will be broken up into ‘research cells’ and each ‘cell’ will be assigned a theme, e.g. the role of women, youth, workers, police etc. The role of the ‘cell’ will be to research, and report back to the whole class on their theme during the protest movement in question. The students in each ‘cell’ will thus sit together in class and trace their theme though all the protest movements in turn.

    Once a week we will meet in small-group tutorials. The tutorials will focus on specific questions and problems that arise in the plenary sessions.

    In addition to formal class hours, there will also be regular office hours and opportunities to meet with lecture or tutor on a one-to-one basis.

    Myuni (or its replacement system) will be used to facilitate students’ learning. Not only will it make available to students a wide range of tools and resources, but it will also be used as method by which the students can pool information. Myuni will also be used as a venue for the publication of the narrated slideshow presentations (see below).

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    NB The 36 hours of structured learning activities will consist mainly of tutorials and plenary sessions (lectures). But they will also occasionally include tasks that students complete out of formal class hours. For example, student research cells may be asked to meet out of formal class hours to prepare a report on their chosen theme (gender, generation etc.) and how it relates to the various case studies of protest movements that we have studied. 

    Structured learning activities: 36 hours
    Preparatory activities for classes: 12 hours
    Research and writing of assignments: 78 hours
    General reading and private study: 30 hours
    Total: 156 hours

    Learning Activities Summary
    All learning activities are structured around the main assessment, which is a 2,500-word research project. Students will choose to specialise in one of the following five themes: (1) Generation, (2) Gender, (3) Class, (4) Ethnicity, (5) Police and the security forces. Each student will be assigned to a 'cell' with other students who are interested in the same topic. The main purpose of each 'cell' is to search for, synthesize and analyse information on their chosen theme during the protest movement in question. Students will work in their 'cells' both in the small-group tutorials and the lecture theatres. 

    The primary function of the plenary sessions will be (i) to provide an overview of background information and to deal with any questions that arose in tutorials, and (ii) to provide an opportunity for the 'cells' to feed their findings to the class as a whole.

    In tutorials we shall mainly be working on group exercises designed to help students research and write their projects. For example, students will work in groups to help each other devise their research questions. There will be group exercises designed to familiarise students with the use of Factiva and other relevant databases. We shall also use the tutorials to discuss the various theoretical approaches to explaining social protest, and to apply these theories to the case studies that we cover in the course. 
    Specific Course Requirements
    Small Group Discovery Experience
    Small Group Discovery is deeply embedded into this course. In the tutorials and lectures, the students will regularly be divided into small groups (cells) that look at a particular aspect of protest and revolution. Each cell will be expected to research their specific theme with regard to each topic in turn. For example, if the research cell is looking at the role of women, it would research in turn the role of women in antifascist resistance, Communist protest, anti-Stalinist protest etc. The team would divide up the task between individual team members. The team as a whole would report back on their findings in the plenary sessions.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    10-minute presentation Summative

    Week 4

    20% 3, 4, 5, 6, 7, 8
    1,000-word scaffolding exercise Summative Week 8 30% 3, 4, 5, 6, 7, 8
    2, 500-word research project Summative Week 13 50% 1, 2, 3, 4, 5, 6, 7, 8, 9
    Assessment Related Requirements
    Assessment Detail
    The first assessment is a 10-minute oral presentation on a specific contemporary protest in Europe. Students can deliver their presentations in one of THREE formats: (1) a 10-minute narrated power-point presentation; (2) a 10-minute individual presentation to the tutorial group; (3) a 10-minute group presentation to the class as a whole. Students will choose a protest that is directly relevant to the theme they have chosen, i.e. gender, generation, class, ethnicity or the security forces. This assessment is worth 20% of the final grade.

    The second assessment is a 1,000-word scaffolding exercise, the purpose of which is to help students to prepare for the research project. Students can choose between TWO types of scaffolding exercise: (1) a critical review of an article or book that is going to be a major source for their research projects; (2) a research proposal consisting of an explanation of the research question, a review of the sources and an explanation of the methodology of the project. This assessment is worth 30% of the final grade.

    The third assessment is a research project of 2,500-words on a question of the student’s own choice. However, the question must be related to the theme of the 'cell' of which the student is a member (i.e. the research question will be related in some way to generation, gender, ethnicity, class or the security forces). The research project will be an exercise in comparative history. Students will use a range of case studies, drawn from across the course, to study a particular topic over time. Students in the 'cells' will be encouraged (but not compelled) to help each other in the research and writing of their projects, e.g. by pooling knowledge and sharing ideas. This assessment is worth 50% of the final grade.
    Written assessments are submitted online through Turnitin. Presentations are delivered in class. If a student decides to produce a narrated Powerpoint presentation, s/he must submit it to the course convenor as an email attachment.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Marking criteria for each of the assessments will be issued to students during the course.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    In addition to SELTs, students' views will be solicited during the course so that they can help to shape it. How much time we spend on individual case studies will depend on students' wishes. Each tutorial group will elect a 'delegate' who will provide an additional channel of feedback. At the end of the course, the entire class will be issued with a response to the SELTs data. 
  • Student Support
  • Policies & Guidelines
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