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History240 Twentieth Century East-Central Europe

Course Number 18699 Section 2
Tuesdays and Thursdays 2:30-3:45 PM Sturges 106

I. Instructor
Todd M. Goehle
goehle@geneseo.edu
Office: Sturges 3B
Office Hours: Tues/Thurs 2-3:45 pm and by appointment in Sturges 3B

II. Purpose of the Syllabus

The syllabus will provide students with an overview of the course, an outline of course expectations, and a
tentative schedule. In other words, the syllabus will serve as a contract for the semester, informing
students of their course responsibilities. Additionally, note that the syllabus employs a variety of hyperlinks.
While I will provide you with a paper copy of the syllabus, in order to more easily access these links, you
may wish to access the syllabus through myCourses. In addition to announcements in class, all updates or
changes will be made to the syllabus located in myCourses.

III. Course Description and Course Learning Objectives:

The course will provide students with an overview of the important issues and developments that have
shaped contemporary East-Central European politics, culture, and society. Initially, the course will examine
the rise of nineteenth century nationalism and its influence on both the outbreak of World War I as well as
the decline and eventual fall of Austro-Hungarian Empire. Next, we will look at the turbulent politics of
interwar East-Central Europe, when new and emerging nation-states collapsed under the pressure of
irredentism, economic depression, and Imperialism. In many ways, these pressures furthered the absolute
carnage seen throughout the region during World War II and, in particular, provides important context for
why East-Central Europe emerged as ground-zero for the Holocaust. Thus, attention will be directed not
only to the plight of Eastern European Jews but also to the motives that drove bystanders, perpetrators, and
rescuers. Occupied by Nazi Germany throughout the war, most of East-Central Europe would continue to
remain in this precarious state after the war with the presence of the Red Army. Indeed, the class will closely
look at the postwar, Soviet domination of the region and the solidification of communist authority
throughout the second half of the 1940s; everyday life in the Iron Curtain; processes of destalinization,
liberalization, and normalization; as well as important moments of dissent and resistance, including 1956,
1968, and 1980-1981. Examining these developments will also allow us to debate the short- and long-term
factors that led to communisms fall in 1989 as well as to identify many of the tensions that continue to
influence post-1989, East-Central European life. While the class will primarily focus on Poland, the Czech
Republic, Slovakia, Hungary, Romania, and Bulgaria, and the current nations of the former Yugoslavia, there
will be times when we also direct our attention to Germany, Austria, and the nations of the former Soviet
Union.
In exploring these topics, the class will closely examine a variety of secondary sources -such as monographs
and peer reviewed articles- as well as primary sources, including speeches, government documents,
autobiographical reflections, posters photographs, and films. Second, to stimulate active engagement with
our materials, the course will mix lectures, class debate, small group discussion, and at times free writes and
film analysis. Since the class will largely be taught in a seminar style, it is imperative that you come to class
prepared with questions and comments about the assigned materials. The class is admittedly reading
intensive for a 200-level course. The assignments take this emphasis into account. So too will the way in
which I teach the course and run each session. Together, I hope to foster a stimulating and thought
provoking semester.
In conclusion, here are the intended learning outcomes for this course:
1. Students will demonstrate knowledge of the cultural, political, and social histories of Twentieth
Century East-Central Europe.
2. Students will consider the cultural, political, and social histories of Twentieth Century EastCentral Europe from an interdisciplinary perspective and through a multimedia approach.
3. Students will demonstrate the ability to reflect critically and to write effectively about the past.

IV. Required Materials

Ghodsee, Kristen. The Red Riviera: Gender, Tourism, and Postsocialism on The Black Sea. Durham: Duke
University Press, 2004. ISBN: 0822336626

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Gross, Jan T. Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland. New York: Penguin Books,
2002. ISBN: 9780142002407
Kenney, Padraic. A Carnival of Revolution Central Europe 1989. Princeton: Princeton University Press, 2003.
ISBN: 9780691116273
Mazower, Mark. Dark Continent: Europes 20th Century. New York: Vintage Books, 2000. ISBN: 067975704X
Zweig, Stefan. The Post-Office Girl. Translated by Joel Rotenberg. New York: New York Review of Books
Classics, 2008. ISBN: 9781590172629
On Course Reserve:
Magocsi, Paul Robert. Historical Atlas of East Central Europe. Toronto: University of Toronto Press. 1993.
Please Note: While Magocsis text is both expensive and out-of-publication, it nonetheless remains the best
text of its sort in the field, and it will help you better understand the complicated geography/history of East
Central Europe. Hence, you will not need to purchase the text, but rather fetch it on course reserve at the
library throughout the semester.
Availability of Required Texts
1. The assigned texts can be purchased locally at the campus bookstore. New and used copies of the
assigned texts -often at discounted prices- can also be found at www.amazon.com; www.half.ebay.com; and
www.alibris.com.
2. Additional materials, including peer reviewed articles and documents are available via myCourses.
3. NOTE: Student is responsible for obtaining the CORRECT versions of a book, when indicated. Failure
to do so could result in confusion (where translations may be a factor) or just plain being lost during
discussions due to pagination differences.

V. Assignments
A. Map Quiz
B. Two Midterm Exams
C. One 1000 to 1250 Word Book Analysis
D. One 1250 to 1500 Word Essay Response
E. One Final Exam
F. Participation and Quizzes

(10 September 2015)

(8 October/12 November 2015)
(27 October 2015)
(3 December 2015)
(See Below)

5%
30%
15%
20%
15%
15%

A. Map Quiz (10 September 2015) (5%)

For this assignment, students will identify 30 locations in 10 minutes. For the map quiz, each geographical
location will be given a number. You will then be asked to place the number in the appropriate location. For
the map quiz, you will be given a blank map of Europe. For a copy of the map used for the exam, please
find the document in myCourses.
Poland
Ukraine
Belarus
Czech Republic
Slovakia

Hungary
Romania
Austria
Slovenia
Croatia

Bosnia-Herzegovina
Serbia
Bulgaria
Russia
Germany

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Warsaw
Krakow
Gdansk
Kiev
Prague

Bratislava
Budapest
Vienna
Sarajevo
Danube River

Berlin
Mediterranean Sea
Black Sea
Baltic Sea
Oder River

B. Two Midterm Examinations (8 October/12 November 2015) (30% Total)

A) First Examination:
(8 October 2015)
(East Central Europe to the End of WWII)
B) Second Examination:
(12 November 2015)
(East Central Europe from WWII to Normalization)

15%
15%

For each exam, students will select and complete 3 of 4 Identifications and 1of 2 Essay Questions within 75
Minutes. Blue books will be provided for you. A quality Identification response should consist of 5-6 quality
sentences, or roughly a full blue book page in length. The response should provide the who, what, where,
why, when, and how of the Identification as well as the significance of the Identification for the course.
Identifications can be ideas, individuals, dates, and/or locations from course readings, discussions, and
student presentations. The Essay Questions will ask you to make an argument citing evidence/examples
from lecture, course films and images, and assigned texts. To receive full credit, your essay must have an
introduction, a strong thesis statement, clear body paragraphs, and a conclusion. Please Note: I will provide
the class with study sheets approximately 1 week before each respective exam.
In each Midterm Examination, a single Identification Response will count for 15% of the Grade
(Altogether: 45% of the Total Grade), and your Essay Response will count for 55% of the Total Grade.

C. One 1000 to 1250 Word Book Analysis (27 October 2015) (15% Total)
For a 200 Level Course, Twentieth Century East Central Europe is relatively reading intensive, focused
primarily on interpretation, class discussion, and debate. Subsequently, rather than require traditional
research papers, students will submit written assignments that critically engage course readings, themes, and
topics.
For the 1000 to 1250 Word Book Analysis, due 27 October 2015, students will analyze one of the following
two assigned texts:
Gross, Jan T. Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland. New York: Penguin Books,
2002. ISBN: 9780142002407
Zweig, Stefan. The Post-Office Girl. Translated by Joel Rotenberg. New York: New York Review of Books
Classics, 2008. ISBN: 9781590172629
You are free to analyze either text in any manner that you see fit. Perhaps you wish to address the language
used by the characters in The Post-Office Girl or the victims and/or perpetrators described in Neighbors. You
may desire to make connections with the present or interwar or World War II pasts. Maybe you would like to
speak about how each of the texts speak to ideas, discourses, and politics popular in East Central Europe at
the time. I could even envision a student using one of the texts to explore broader, more abstract questions
that are historical in nature, ie. what is man in modernity? What is man in the first half of the twentieth
century? These are just some of the many ideas that spring to mind. Bottom line: explore or pursue topics

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that interest you! Be creative! Take risks! You are free to pursue any or all avenues of analysis. The few
guidelines and/or objectives of the assignment are:
1) Your essay must present an effective thesis and support it with ample evidence from the class and the
selected text.
2) Your essay must show a full comprehension of the text selected.
3) Your essay must incoroprate 2 other course-assigned sources and/or texts, at an absolute minimum.
4) Your essay must incorporate, at an absolute minimum, 1 peer-reviewed journal article, monograph, or edited
volume from outside of the course.
5) Your essay must be well-written.
6) Your essay must remain within the word count limit.
For additional information about this writing assignment, see the section Additional Guidelines for Writing
Assignments.

D. One 1250 to 1500 Word Essay Response (3 December 2015) (20%)

For this assignment, due 3 December 2015, students will write a critical essay responding to the following
question: Why did communism fall in East Central Europe? Similar to the previous writing assignment, you can
respond in any manner that you see fit. Perhaps you wish to focus upon a short-term factor or short-term
factors. Maybe you desire to write on a more long-term factor or factors. You may wish to construct an
argument that blends both positions. Bottom line: explore or pursue topics that interest you! Be creative!
Take Risks! You are free to pursue any or all avenues of analysis. Perhaps more so than the previous
assignment, this question is an expansive and difficult one. Words will be at a premium, so it is essential that
you adequately organize and revise your paper. The few guidelines and/or objectives of the assignment are:
1) Your essay must present an effective thesis and support it with ample evidence from the class and
assigned texts.
2) Your essay must show a full comprehension of the text selected.
3) Your essay must incoroprate 4 course-assigned sources and/or texts, at an absolute minimum. For this
assignment, 2 of the 4 course-assigned texts must be Mazowers Dark Continent and Kenneys A Carnival of
Revolution.
4) Your essay must incorporate, at an absolute minimum, 1 peer-reviewed journal article, monograph, or edited
volume from outside of the course.
5) Your essay must be well-written.
6) Your essay must remain within the word count limit.
For additional information about this writing assignment, see the section Additional Guidelines for Writing
Assignments.

Additional Guidelines for Writing Assignments

Composition: A quality paper will have a thesis statement, body paragraphs consisting of your analysis and
evidence, and then your conclusion. Additionally, a quality paper should be well-written. Organization and
style are just as important as content, an idea that we will discuss throughout the semester. Each Response
Paper has a fixed word count/total. Do not exceed these word counts/totals. While the word counts/totals
are very reasonable, do not think that this is an easy task it is NOT that simple. You must focus on a topic
and get into it very quickly. You must think about your words and your wording. You must excise all
unnecessary phrasing. Concision is necessary! Editing is a necessity!

Grading Guidelines/Assessment: In summation, the Grading Guidelines/Assessment for all written

assignments is as follows:
Thesis/Analysis/Originality
Evidence:
Organization/Clarity/Quality of Writing:
Formatting and Following Directions:

30%
30%
30%
10%

For additional insights, please consult the appropriate rubric found in MyCourses.
Formatting: Properly Formatted Papers will have ALL of the following:
1) Times New Roman or Garamond, 12 size font.
2) Doubled-Spaced paragraphs with 1 Inch Margins
3) Page Numbers
4) Titles. Note: Cover pages are not required (save a tree), but titles are required. Titles are particularly
important, since they attract the readers attention and identify the topic of the essay. Make them interesting
and informative! Papers without a title will lose valuable points since we, your readers, will have to try to
figure out what your paper is about.
5) If Necessary, Formal Footnotes or Endnotes. NO PARENTHETICAL CITATIONS. To this Point:
Citations: All sources, published, unpublished, internet, etc., as well as your choice of footnotes or
endnotes must be properly cited according to the Chicago-Turabian Manual of Style. Failure to follow proper
citation guidelines will result in a reduced grade. Once Again, Parenthetical Citations will not be accepted.
Copies of the various manuals are available at the Milne Library reference desk. Simon Fraser University has
also created a useful online website. See: http://www.lib.sfu.ca/help/writing/chicago-turabian
Plagiarism: Do not plagiarize. Plagiarism will result in Automatic Failure of the Assignment and possible
College sanctions. http://www.geneseo.edu/dean_office/dishonesty. The College Catalogue defines
plagiarism as the following:
Plagiarism is the representation of someone else's words or ideas as one's own, or the arrangement of someone else's material(s)
as one's own. Such misrepresentation may be sufficient grounds for a student's receiving a grade of E for the paper or
presentation involved or may result in an E being assigned as the final grade for the course.
If you have any questions regarding the issue of plagiarism, please visit the Colleges policy on plagiarism
and academic dishonesty http://www.geneseo.edu/dean_office/dishonesty, schedule an appointment with
a reference librarian at Milne, raise questions in class, or see me during office hours. Additionally, consult
the UNCCHs handout concerning plagiarism.
Writing Resources and Assistance: Additional writing assistance can be found on campus at the Writing
and Learning Center. Although members of the Center will typically not proofread your papers, they will
help you organize your thoughts, develop your ideas, and construct your thesis statements. Take advantage
of this great resource! The Geneseo writing guide is at: http://writingguide.geneseo.edu for all of your
grammar and writing needs.

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Outlines, thesis statements, and introductory paragraphs can be e-mailed to the instructors as late as 9:00
PM the night before the assigned due date. Feel free to stop by either of our office hours for feedback or
consultation as well.
Additionally, for those of you seeking writing and/or style advice, please use the University of North
Carolina at Chapel Hills (UNCCH) excellent online writing site, http://writingcenter.unc.edu/handouts/.
Specifically, you might find the handouts available via the handout link on the website especially useful.
Throughout the semester as well, we might direct you to specific handouts in order to address writing
issues or concerns.
Other useful Websites and Resources:
Purdue Online Writing Lab (OWL): http://owl.english.purdue.edu/owl/
An excellent resource for college level writers, OWL provides detailed explanations and examples for any
written assignment that you might encounter during your college career. OWL also provides useful websites
for creating effective resumes and cover letters.
SUNY Geneseo myCourses:
This service will serve as our main resource repository for the semester. Here you can find assigned articles,
grade assessments, peer review sheets, etc. There might also be times when we have open class forums and
reviews online through myCourses.
Twitter: @Goe_Course_Info
This twitter handle is an additional course resource for you. Here I will post course updates and provide
links to stories that I think the course might find useful and/or interesting. It also provides you with an
additional medium for contacting me or communicating with other students in the course.
Grades: Late papers will be marked down half a letter grade for each class day it is overdue. Late papers can
be submitted with no penalty provided there is a legitimate excuse. Legitimate excuses, such as medical
treatment, severe illness, and/or a death in the family must be documented. Legitimate excuses do not
include vacations, computer problems, hangovers, or work due for another class.

E. Final Examination (Take-Home Examination or Oral Examination: 18 December

2015) (15%)
For the Final Assignment, you will have two options, EITHER to compose a 1000 to 1250 word TakeHome Response OR to participate in a 15-minute oral examination. In either Final Assignment scenario,
you will be asked to answer 1 of 2 Questions. The Final Assignment will be based on material related to the
fall of communism and, more specifically, life in post-1989 East Central Europe. To successfully answer the
question, you must exhibit a mastery of assigned readings, lectures, and discussions for this last portion of
the semester. The instructor will provide the Final Assignment questions to you on November 24, or before
your November break. If you choose to write an essay, the essay must be submitted to me in my office at
the time of our final exam, December 18, from 800-1100 AM. If you choose the Oral Examination option,
you must select a time to take the Oral Examination in my office on December 18 from 800-1100 AM.
More information about this final assignment will follow as the semester progresses. The Grading
Guidelines for the Written Option will be the same as the previous Written Assignments. The Grading
Guidelines for the Oral Examination are:

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Overall Understanding:
Argument:
Evidence:
Organization/Clarity:
Degree of Prompting Needed:

25%
25%
25%
15%
10%

For additional insights, please consult the appropriate rubric found in MyCourses.

F. Attendance, Participation, and Quizzes (10%)

While the course does not require attendance per say, to ensure the success of the class, it is paramount that
you attend each session and actively participate in our activities and assignments.
Why is active participation important?
Throughout the semester, we will be collectively working through a series of questions related to classassigned materials. Interpreting East Central European Historyand developing the skills needed to analyze
and to write effectively at the college level will be a collaborative effort driven by group discussion, debate,
and reflection. I ask that you attend class, participate in discussions, do short in-class writing assignments,
and be a good audience for others. I believe that you need to attend every class because every person has
something valuable to contribute to any discussion. Discussions take place every day. I expect everyone to
be ready to contribute findings so that we can have conversation about many different ideas.
What does active participation mean?
1. raise questions and concerns related to readings, films, discussions, and lectures.
2. contribute effort and thought to class exercises, which will include reading assignments, brainstorms, brief
free-writes, as well as group and general class discussions.
3. conduct yourself in a professional manner. Professionalism means that you come to class on time, turn
your cell phone off, respect opposing points of view that may contrast with your own, and exhibit general
civility.
What is not active participation?
1. simply attending class. Its that simple. Come to class prepared and ready to contribute!
Active participation will be assessed according to these standards. Assessment will also be based not simply
on quantity but also quality of in-class participation. Course exercises are designed to target, reinforce,
and/or refine student strengths, whether written, oral, or visual. Such an approach promotes a comfortable
and respectful learning environment and allows the student to gain experience and develop confidence in
any number of critical reasoning skills.
Quiz Policy: Quizzes will be given in class if the instructor believes the students have not come prepared to
class.
Bottom Line: There will be times in the semester when you will become frustrated with the readings.
Perhaps you may not understand a passage or a concept. All that I ask is that you try your best to prepare
the days readings, raise questions if you have them, and actively participate in class.

VI. Tentative Schedule

1 September:

First Class

3 September: Nationalism and the Habsburg Empire of the late 19th/early 20th century
Attempts at Solutions and Escalation: Language Conflict and Badeni Crisis. Habsburger.net.
http://ww1.habsburger.net/en/chapters/attempts-solutions-and-escalation-language-conflict-and-badeni-crisis
Mark Twain, Stirring Times in Austria. Cornell University.
https://ecommons.cornell.edu/bitstream/handle/1813/2170/Twain_Austria_1898.pdf ?sequence=1&isAllowed=y
Magocsi, Historical Atlas, 78-82. (ON COURSE RESERVE)
8 September
Nationalism and World War I
Mazower, Dark Continent, 41-75.
Magocsi, Historical Atlas, 83-89. (ON COURSE RESERVE)
Start Zweig, Post-Office Girl, all.
10 September: Independence and Instability in Interwar Eastern Europe
-Mazower, Dark Continent, 1-14.
Continue Zweig, Post-Office Girl, all.
Magocsi, Historical Atlas, 125-137. (ON COURSE RESERVE)
-Map Quiz
15 September: Interwar Cultures of Eastern Europe
-Continue Zweig, Post-Office Girl, all.
-In-Class Screenings: Bezeln prochzka (Aimless Walk), Dir. Alexandr Hackenschmied (1930)
-Jewish Life in Warsaw, Dir. Shaul and Yitzhak Goskind (1939)
-Excerpts from Hortobgy, Georg Hllering (1936)
17 September Interwar Disillusionment
-Finish and Discuss Zweigs The Post Office Girl, all.
22 September The Soviet Threat
-Mazower, Dark Continent, 115-125.
-Fitzpatrick, Sheila. Signals from Below: Soviet Letters of Denunciation of the 1930s. The Journal of Modern History
Vol. 68, No. 4, Practices of Denunciation in Modern European History, 1789-1989 (Dec., 1996), pp. 831-866.
-In-Class Screening: Excerpts from Dziga Vertovs 3 Songs for Lenin (1934)
24 September The Rise of Fascism in Eastern Europe
-Mazower, Dark Continent, 138-182.
-Admiral Miklos Horthy, Chapter 8: Revolution in Hungary: From Michael Krolyi to Bla Kun and Chapter 9:
Counter-Revolution. I am Appointed Minister of War and Commander-in-Chief. Historical Text Archive.
http://historicaltextarchive.com/books.php?action=nextchapter&bid=9&cid=8 and
http://historicaltextarchive.com/books.php?action=nextchapter&bid=9&cid=9
-Start Gross, Neighbors, all.
29 September Nazism and Empire in Eastern Easter Europe
-Continue Gross, Neighbors, all.
1 October
Ghettos, Concentration, and Death Camps
-Terezin Ghetto. Learning about Art through the Holocaust: Art.Holocaust-Education.Net. http://art.holocausteducation.net/explore.asp?langid=1&submenu=201&id=7 and http://art.holocausteducation.net/explore.asp?langid=1&submenu=205&searchtype=simple&searchtopic=5&id=7

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-Borowski, Tadeusz. This Way to the Gas Ladies and Gentlemen. In This Way to the Gas Ladies and Gentlemen, edited
and translated by Barbara Vedder, 29-50. New York: Penguin Books Edition, 1976.
-Continue Gross, Neighbors, all.
6 October:
Polish-Jewish Relations
-Finish Gross, Neighbors, all.
8 October

First Midterm Examination

13 October

Break

15 October
Postwar Eastern Europe
-Mazower, Dark Continent, 212-273.
-Magocsi, Historical Atlas, 160-168. (ON COURSE RESERVE)
20 October
Show Trials and Everyday Life under Stalinist Terror
-The Trial of Rudolf Slnsk, the Events of 1949-1952. In From Stalinism to Pluralism: A Documentary History of
Eastern Europe since 1945. Edited by Gale Stokes, 71-77. New York: Oxford University Press, Second Edition, 1996.
-Kovaly, Heda Margolius. Excerpts from Under a Cruel Star: A Life in Prague 1941-1968. Translated by Helen Epstein,
93-153. New York: Holmes and Meier Publishing, 1997.
22 October
Life in Titos Yugoslavia
-Hadiehovi, Munevera. Excerpts from A Muslim Woman in Titos Yugoslavia. Translated by Thomas Butler and Saba
Risaluddin. Texas A&M University Press, 2003. 109-140.
27 October
Khrushchev and the Hungarian Revolution of 1956
-Mazower, Dark Continent, 273-286.
-Assignment: Book Analysis is Due
-In-Class Screenings: Newsreel Footage of the Soviet Invasion of Hungary, 1956.
29 October
The Absurdity of the System: The New Bureaucratic Class
-Djilas, Milovan. The New Class. In From Stalinism to Pluralism: A Documentary History of Eastern Europe since 1945.
Edited by Gale Stokes, 100-106. New York: Oxford University Press, Second Edition, 1996.
-Havel, Vaclav. Memorandum. In The Garden Party and other Plays. Translated by Vera Blackwell, 3-51. New York:
First Grove Edition, 1994.
3 November The Prague Spring and Charter 77
-Vaculi, Ludvi. Two Thousand Words for Workers, Farmers, Scientists, Artists, and Everyone: 27 June
1968. In The Global Revolutions of 1968: A Norton Casebook in History, edited by Jeremy Suri, 158-166. (New York: W.W.
Norton and Company, 2007).
- Havel, Vaclav. Public Enemy. In Disturbing the Peace: A Conversation with Karel Huizdala. 119-162. New York: Vintage,
1991.
-In-Class Screening: Prague '68: Summer of Tanks: The Lost Film Of The Soviet Invasion Of Czechoslovakia.
(1968).
5 November Solidarity
-Have Completed for Class: Czowiek z elaza (Man of Iron), Director Andrzej Wajda (1981).
10 November Normalization
-Mazower, Dark Continent, 361-395.
-Kenney, A Carnival of Revolution, 1-16, 57-91.

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12 November

Second Midterm Examination

17 November Gorbachev and Dissent

-Kenney, A Carnival of Revolution, 121-211.
19 November 1989
-Kenney, A Carnival of Revolution, 213-289.
24 November 1989
-Kenney, A Carnival of Revolution, 293-306.
1 December
The Dissolution of Yugoslavia
-Naimark, Norman. Wars of Yugoslav Succession. In Fires of Hatred: Ethnic Cleansing in Twentieth-century Europe by
Norman Naimark, 139-184. Cambridge: Harvard University Press, 2002.
-In-Class Screening: ESPN 30 for 30 presents Once Brothers, directed by Michael Tolajian (2010).
3 December
Discussing the Dissolution of Yugoslavia
-Start Ghosee, The Red Riviera, all.
-Assignment: Second Papers are Due
8 December
East/West Relations in Eastern Europe after 1989
-Continue Ghosee, The Red Riviera, all.
10 December Post-Communist Life
-Finish Ghosee, The Red Riviera, all.
18 December

Final Exam 8-1100 AM