Please note that due to the small but significant minority of students who plagiarize, either the first or final draft of your paper must be handed in via Turnitin.com. I will not grade any papers without a Turnit.com report. You must also hand a hard copy of the paper in to me. Students will find a Powerpoint presentation on how to use Turnitin at: http://fdc.fullerton.edu/technology/turnitin/default.htm. I will also discuss Turnitin the first day of class. The class ID number is 2068903 and the password is "Password." Rather than wait to be caught plagiarizing, deliberately or inadvertently, I strongly urge you to submit your drafts and review your reports on them yourselves. If your papers contain more than 24% material from other sources (i.e., yellow or above on your report), even if cited correctly, this constitutes too many quotes or otherwise "borrowed" material, and the paper should be revised to reduce this. If you have quoted from sources and not cited them, you must cite them in the revised version. If I catch you "borrowing" too many quotes from legitimate sources, I will require you to rewrite your paper in your own words. Failure to do so will result in an "F" for the paper. If I find that you’ve purchased the paper from an "essay mill," I will drop you from the course and report you for academic dishonesty.

I wish to focus both on skills and content in this class. On the exams, I will emphasize content over skills. Students must be able to show that they can read and comprehend the assigned readings and follow class discussions sufficiently to answer essays questions. In your essay answers you should expect to answer the questions using evidence from your readings. On the papers, I will emphasize development of writing skills as well as content. I will hand out a separate sheet detailing the requirement for this paper.

Student learning will be assessed primarily on the basis of command of concepts and information presented in the readings, lecture and class discussion. Students will also be expected to demonstrate improvement in communication skills, especially in writing.

"A" level work = In exams, students will be able to articulate clearly and coherently, and in essay format, the answer to the questions asked. By essay format, I mean that their answers will be in the form of an argument, with an introduction, a body of evidence, and a conclusion. They will answer each question completely, and their answers will show evidence of understanding, rather than merely reciting facts or paraphrasing the readings or lectures. In sum, they will be able to demonstrate that they have digested the material rather than merely memorized it. By the same token, in their book reviews, students will discuss the thesis or interpretation of the book, as well as the evidence upon which the thesis is presented, and make a critical judgment about the value of the book. Papers will be well written and well edited for grammar and style. In class discussion students will make thoughtful comments and/or ask thoughtful questions.

"B" level work = In exams students will demonstrate that they have digested the readings and class discussions, similar to that of "A" level work, although their understanding and/or articulation of this will be less complete than that of "A" level work. Their exams are likely to be more "factual" and less thoughtful. Book reviews will demonstrate at least a partial grasp of the thesis of the work, but less understanding of the interpretation than that of "A" level work. Papers will be well edited for grammar but may contain some stylistic errors. Class participation may be less frequent or less thoughtful than that of "A" level work.

"C" level work = Students will demonstrate retention of the gist of readings, lectures and class discussion, but without a grasp of an ability to make connections among the concepts contain in that material. Writing will be edited for grammar but still contain some grammatical and/or stylistic errors. Book reviews will read more like book reports, focusing on the factual information in the book and having little or nothing to say regarding interpretation. Class participation will be infrequent.

"D" level work = Students will complete all of the assignments, but with evidence of minimal effort only. Written work will contain errors in understanding and articulation, including little evidence of editing for grammar and style. Exams will not demonstrate comprehension of concepts, although they may contain fragments of information from readings and class lectures and discussions.

"F" level work = Students will not complete all of the assignments, and their work will be rife with errors of comprehension and articulation, including no evidence of editing for grammar and style. Exams will demonstrate neither comprehension of concepts nor evidence of diligence in completing reading assignments and attending class.

In regard to exams, papers and cheating; cooperation among students in preparing for exams and working on papers is acceptable and encouraged. Exams and papers in their final versions should represent the students' own work however, and the university honor policy will be followed.

Information about students’ right to accommodations for documented special needs via the Disabled Student Service Office, UH 101, (714) 278-3117can be found at www.fullerton.edu/disabledservices/;

CSUF policy on Academic Integrity (see UPS 300.021) will be followed.

Topics and Readings:

Week One {Jan. 23}: Introduction; Urban History and Urban Anthropology. What is a city? What was the role of the city in European society? Why do we study cities separately from national history; i.e., why is there such a thing as urban history, or urban anthropology?

Week Two {Jan. 30}: The city as artifact: urban morphology and urban life. What is urban morphology? What does it teach us about urban development? How is the development of urban culture mirrored in the physical development of cities?

Reading: Hohenberg and Lees, Introduction, Braunfels, Introduction, Chapters 1 and 2.

Week Three {Feb. 6}: The Medieval City: Stadtluft macht frei (city air makes one free). Why did people move to cities in the Middle Ages, and why did medieval cities revive in the High Middle Ages after centuries of stagnation? What were the implications of the urban revival for the development of European culture?

Reading: Hohenberg and Lees, Part One; Nicholas, Part One.

Week Four {Feb. 13}: The Maturing of the Medieval City, The Crisis of the Medieval City. The development of cities as centers of trade and manufacture, demographic growth, the university system, the plague and crisis of the fourteenth century.

Reading: Verhulst, all.

Week Five {Feb. 20}: The Medieval City: Arena of public and private rituals. What was life like in medieval cities? How was power distributed in medieval cities, and how did medieval cities create an urban culture?

Reading: Lynch, chs. 1-2.

Week Six {Feb. 27}: The Early Modern City: The Early Modern City: Urban Morphology. How did cities change physically and demographically from the medieval to the early modern period? In this unit we will look at the transition between the medieval and early modern city.

Reading: Braunfels, chapters 3-6.

Week Seven {March 5}: The Early Modern City: Social stratification and urban authority. As cities grew, and state power also strengthened, how did the nature of municipal government change as urban elites sought to expand their authority over their city? Reading: Hohenberg and Lees, Part 2 and Nicholas, parts 2-4.

Week Eight {March 12}: Midterms are due tonight!

The Early Modern City: Conflict and Crisis. In this unit we examine conflicts in early modern cities. Why were they so often racked by uprisings and popular violence?

Reading: Lynch, chs. 3-4

Friedrichs, "Anti-Jewish Politics in Early Modern Germany: the Uprising in Worms,1613-1700," Central European History 23 (1990), 91-152 on blackboard site, and excerpts from William Beik, Urban Protest in Seventeenth-Century France, also on blackboard site.

WeekNine {March 19}: The relationship between cities and towns in early modern Europe. Reading: Clark, Small Towns, all.

Week Ten {March 26}: The Pre-Modern to the Modern City, morphology and social structures. Reading, Braunfels, chs. 7-8; Lynch, ch. 5-end.

Week Eleven {April 9}: The Pre-Modern to the Modern City: A case study of the 18^th-century. Reading: Garrioch, Neighbourhood and Community, parts 1-2.

Week Twelve {April 16}: The Pre-Modern to the Modern City: Eighteenth-Century Paris cont. Reading: Garrioch to end.

Week Thirteen {April 23}: The Modern City and the Advent of Industry. Reading: Hohenberg and Lees, Part III.

Week Fourteen {April 30}: The Modern City at War. Reading: Capital Cities at War: Paris, London, Berlin, 1914-1919, Parts 1 and 2, on the Blackboard web site.

Week Fifteen {May 7}: Conclusion and Overview. Hand out take home final.

Week Sixteen: Take home final exam is due by Wednesday, May 15, at 7 pm.

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