McMaster University History/Peace Studies 3YY3 (Fall 2009) Britain & the First World War Course Time: Monday, Wednesday & Thursday, 10.30-11.30 am Course Location: Hamilton Hall 104 Instructor: Professor Kristine Alexander Office: Chester New Hall 401 Office Hours: Wednesdays, 1.00-2.00 pm Email: [email protected]

“There are today in England - and in France and Germany and Austria and Italy, one imagines women peacefully married to men whom they respect, for whom they feel deep affection and whose children they have borne, who will yet turn heartsick and lose colour at the sight of a khaki-clad figure, a lean ghost from a lost age, a word, a memory. These are they whose youth was violently severed by war and death; a word on the telephone, a scribbled line on paper, and their future ceased. They have built up their lives again, but their safety is not absolute, their fortress not impregnable.” British author Winifred Holtby in Good Housekeeping magazine, 1935 Course Description The First World War killed and injured over two million British men and changed the lives of millions of civilians. As historian Samuel Hynes has noted, it “was the great military and political event of its time; but it was also the great imaginative event. It altered the ways in which men and women thought not only about the war but about the world.” 1

This course examines the impact of the cataclysm of the First World War on British society. Through lectures, written assignments, assigned readings and tutorial discussions, we will assess a number of issues, including: the causes and consequences of the conflict; trench life and the home front; technology; literature and popular culture; gender relations and personal relationships; children’s experiences of the war; questions of employment and enfranchisement; and the British empire and international relations. History 3YY3 is organized chronologically and thematically. It is not a traditional military history course, and our focus will be more on the social and cultural impact of the war than on questions of battlefield tactics and strategy. Class Format History 3YY3 meets 3 times a week, for lectures on Mondays and Wednesdays and for tutorial discussions of assigned readings on Thursdays. I have divided the class into two tutorial groups (details forthcoming in the first week of classes), each of which will meet with me once every two weeks. Please consult the Course Schedule portion of the syllabus for more information about this. Students are expected to attend all lectures, to have read in advance the assigned material for their tutorial group, and to be prepared to engage in discussions with their peers. Course Readings All readings are in the History 3YY3 Course Pack, which is available in the university bookstore. Course Website http://elm.mcmaster.ca In this course we will be using ELM (E-Learning at Mac). Students should be aware that, when they access the electronic components of this course, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with the course instructor. Grading Structure Detailed descriptions of participation requirements and the course’s primary source and essay assignments are available at the end of the syllabus. Primary Source Assignment (5 pages, due 7 October 2009)

Value: 20%

Essay

Value: 30%

(10 pages, due 4 November 2009)

Final Exam

Value: 30%

Tutorial Participation

Value: 20% Total: 100% 2

Course Outline Thursday September 10: Introduction to the Course Monday September 14: Background Wednesday September 16: On the Verge of a Crisis? Britain in 1914 Thursday September 17: Tutorial Group # 1 Readings: Fletcher, Ian Christopher. “A Star Chamber of the Twentieth Century: Suffragettes, Liberals, and the 1908 ‘Rush the Commons’ Case.” Journal of British Studies 35, no. 4 (October, 1996): 504530. Meacham, Standish. “‘The Sense of an Impending Clash’: English Working-Class Unrest before the First World War.” American Historical Review 1972 77, no. 5 (1977): 1343-1365. Monday September 21: Causes of the Conflict Wednesday September 23: The British Call to Arms Thursday September 24: Tutorial Group # 2 Readings: Fletcher, Ian Christopher. “A Star Chamber of the Twentieth Century: Suffragettes, Liberals, and the 1908 ‘Rush the Commons’ Case.” Journal of British Studies 35, no. 4 (October, 1996): 504530. Meacham, Standish. “‘The Sense of an Impending Clash’: English Working-Class Unrest before the First World War.” American Historical Review. 1972 77(5): 1343-1365. Monday September 28: Trench Life Wednesday September 30: The Home Front Thursday October 1: Tutorial Group # 1 Readings: Robertshaw, Andrew. “‘Irrepressible Chirpy Cockney Chappies’? Humour as an Aid to Survival.” Journal of European Studies xxxi (2001): 277-287. Watson, Alex. “Self-Deception and Survival: Mental Coping Strategies on the Western Front, 1914-18.” Journal of Contemporary History 2006 41(2): 247-268 22p. Reid, Fiona. “‘Playing the Game to the Army’: The Royal Army Medical Corps, Shell Shock and the Great War.” War & Society 2005 23(1): 61-86. 3

Monday October 5: Women & the Great War Wednesday October 7: The Economy & State Intervention *Primary Source Assignment Due* Thursday October 8: Tutorial Group # 2 Readings: Robertshaw, Andrew. “‘Irrepressible Chirpy Cockney Chappies’? Humour as an Aid to Survival.” Journal of European Studies xxxi (2001): 277-287. Watson, Alex. “Self-Deception and Survival: Mental Coping Strategies on the Western Front, 1914-18.” Journal of Contemporary History 2006 41(2): 247-268 22p. Reid, Fiona. “‘Playing the Game to the Army’: The Royal Army Medical Corps, Shell Shock and the Great War.” War & Society 2005 23(1): 61-86. Monday October 12: THANKSGIVING – NO CLASS Wednesday October 14: 1915 Thursday October 15: Tutorial Group # 1 Readings: Veitch, Colin. “‘Play Up! Play Up! And Win the War!” Football, the Nation and the First World War.” Journal of Contemporary History. 1985 20(3): 363-378. Gibson, Craig. “The British Army, French Farmers and the War on the Western Front 19141918.” Past & Present 2003 (180): 175-239. Monday October 19: An Imperial War Wednesday October 21: 'In Defence of the Empire’: The Six Nations of the Grand River and the Great War Thursday October 22: Tutorial Group # 2 Readings: Veitch, Colin. “‘Play Up! Play Up! And Win the War!” Football, the Nation and the First World War.” Journal of Contemporary History. 1985 20(3): 363-378. Gibson, Craig. “The British Army, French Farmers and the War on the Western Front 19141918.” Past & Present 2003 (180): 175-239. 4

Monday October 26: Military, Medical & Communication Technologies Wednesday October 28: 1916 Thursday October 29: Tutorial Group # 1 Readings: Lee, Janet. “A Nurse and a Soldier: Gender, Class and National Identity in the First World War Adventures of Grace McDougall and Flora Sandes.” Women's History Review 2006 15(1): 83103. Smith, Angela K. “The Pankhursts and the War: Suffrage Magazines and First World War Propaganda.” Women's History Review 2003 12(1): 103-118. Ward, Paul. “‘Women of Britain Say Go’: Women’s Patriotism in the First World War.” Twentieth Century British History 2001 12(1): 23-45. Monday November 2: The War and Personal Relationships Wednesday November 4: The War and Literature *Essay Due* Thursday November 5: Tutorial Group # 2 Readings: Lee, Janet. “A Nurse and a Soldier: Gender, Class and National Identity in the First World War Adventures of Grace McDougall and Flora Sandes.” Women's History Review 2006 15(1): 83103. Smith, Angela K. “The Pankhursts and the War: Suffrage Magazines and First World War Propaganda.” Women's History Review 2003 12(1): 103-118. Ward, Paul. “‘Women of Britain Say Go’: Women’s Patriotism in the First World War.” Twentieth Century British History 2001 12(1): 23-45. Monday November 9: 1917 Wednesday November 11: No Class. Please attend a Remembrance Day service, and be prepared to discuss it in your next tutorial. Thursday November 12: Tutorial Group # 1 Readings: Brader, Chris. “‘A World on Wings’: Young Female Workers and Cinema in World War I.” Women's History Review 2005 14(1): 99-117. 5

Levine, Philippa. “‘Walking the Streets in a Way No Decent Woman Should’: Women Police in World War I.” Journal of Modern History 1994 66(1): 34-78. Monday November 16: Young People & the War Wednesday November 18: 1918 Thursday November 19: Tutorial Group # 2 Readings: Brader, Chris. “‘A World on Wings’: Young Female Workers and Cinema in World War I.” Women's History Review 2005 14(1): 99-117. Levine, Philippa. “‘Walking the Streets in a Way No Decent Woman Should’: Women Police in World War I.” Journal of Modern History 1994 66(1): 34-78. Monday November 23: 1919 Wednesday November 25: Personal and Cultural Legacies Thursday November 27: Tutorial Group # 1 Readings: Roper, Michael. “Between Manliness and Masculinity: The ‘War Generation’ and the Psychology of Fear in Britain, 1914-1950.” Journal of British Studies 2005 44(2): 343-362. Holden, Katherine. “Imaginary Widows: Spinsters, Marriage, and the ‘Lost Generation’ in Britain after the Great War.” Journal of Family History 2005 30(4): 388-409. Petter, Martin. “‘Temporary Gentlemen’ in the Aftermath of the Great War: Rank, Status and the Ex-Officer Problem.” Historical Journal 37, no. 1 (1994): 127-152. Monday November 30: Commemoration & Mourning Wednesday December 2: Exam Review Thursday December 3: Tutorial Group # 2 Readings: Roper, Michael. “Between Manliness and Masculinity: The ‘War Generation’ and the Psychology of Fear in Britain, 1914-1950.” Journal of British Studies 2005 44(2): 343-362. Holden, Katherine. “Imaginary Widows: Spinsters, Marriage, and the ‘Lost Generation’ in Britain after the Great War.” Journal of Family History 2005 30(4): 388-409. 6

Petter, Martin. “‘Temporary Gentlemen’ in the Aftermath of the Great War: Rank, Status and the Ex-Officer Problem.” Historical Journal 37, no. 1 (1994): 127-152. December 8-22: Exam Period (Exam Date TBA)

Assignment Descriptions Tutorial Participation I expect attendance at every class and participation in discussions. To facilitate these discussions, I expect each student to hand in (on a piece of paper with their name and student number) two questions based on that week’s readings. Be prepared to raise these questions in class. Your participation grade will be calculated based on attendance, submitted discussion questions, and the quality of participation in the discussion. At the very least, you should be prepared to summarize the main arguments and contributions of the readings assigned. I also expect you to be able to refer to specific passages in the readings, make links between different readings, and respond in a respectful way to your classmates’ ideas. Students who have a legitimate and documented reason for missing a tutorial must submit a three-page response paper based on that week’s readings (in addition to their reading questions) to receive participation credit for the missed class. Primary Source Analysis As our tutorial readings demonstrate, historians of the First World War base their arguments on a range of primary documents, including government records, newspapers, diaries and letters, poetry and photographs. The goal of this assignment is to introduce you to the art of analyzing primary sources. I will post several documents on the course website; choose one on which to base your paper. In 5 double-spaced pages, analyze the document you have chosen: briefly explain its historical context before discussing its origin (when and where it was created), purpose (why it was created, and who the intended audience was), value (what can it tell us about the past?), and limitations. What is the overall significance of the source, and what does it reveal about Britain and the First World War? Although this is not a traditional research paper, students are expected situate their selected source within a historical context that may include the description of a particular event, or the actions of an individual or organization. A small amount of secondary research will help you to appreciate the historical meaning of the document you have chosen to analyze. Secondary Research Essay Students will prepare and write a research essay on a topic of their choice that relates to the themes of the course. The paper is to be 10 double-spaced pages long, and must be based on a bibliography of at least ten appropriate scholarly sources (journal articles and monographs). 7

Essay topics will be posted on the course website.

Additional Information Written Work & Late Submissions Students are expected to hand in all written work in class on the specific due date. If work is late, it will be penalized 3% per day (including Saturdays & Sundays) in order to be fair to those students who hand their work in on time. Extensions will only be granted if the student ensures that the instructor receives the proper documentation from the Office of the Dean of Studies. No papers will be marked after the last day of classes in December, unless the student officially obtains deferred status. Essays will be marked for grammar, clarity of writing, and organization, in addition to content and analysis. The Centre for Student Development runs a Writing Clinic for students needing help: http://csd.mcmaster.ca. The Writing Clinic is in Room B107 at the McMaster University Student Centre. The CSD website also features a number of essay-writing resources. Students are required to keep all research notes and rough drafts for their essays and may be required to hand them in. Failure to do so may result in a zero for the essay. Please be sure to keep the material even after the essay has been graded and returned. Students are strongly advised to retain photocopies of all written work. It is not acceptable to submit any written work via fax or email. Assignments which are not handed in directly to the instructor should be placed in the essay drop-box outside the history office (CNH 619). Do not leave any written work under your instructor’s door. Special Needs Students with disabilities can receive accommodations to assist them in the completion of their assignments and exams. Please contact the Centre for Student Development for advice and for arranging assistance. Any student with special needs regarding the format of the course or assignment deadlines must contact the instructor in writing by the end of the third class. You will require written evidence to support this request. Communications Policy It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from the student's own 8

McMaster University email account. This policy protects confidentiality and confirms the identity of the student. Instructors will delete emails that do not originate from a McMaster email account. Please note that the preferred method of communication with the instructor is in person, either after class or during office hours. If you resort to email, you should not expect an instant reply. The instructor will try to respond to email messages in a timely fashion (within a day or two). Please do not use email to ask your instructor to repeat information that has already been provided in class. Academic Integrity You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at http://mcmaster.ca/academicintegrity The following illustrates only three forms of academic dishonesty: 1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained. 2. Improper collaboration in group work. 3. Copying or using unauthorized aids in tests and examinations. Modifications to Course Content The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and course websites weekly during the term and to note any changes.

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