Week 18 - Into the Twentieth-First Century

Monday through Friday, May 16-20, 2016. 
Capstone presentations continue, Monday through Thursday,  5/18-21.
Final checks on current event chronicles during long periods. 
Final self-reflections DUE by Thursday, 5/26.
Final capstone revisions DUE by Thursday, 5/26.
Upper School Awards Ceremony on Friday, 5/20 (Special schedule). 

Monday, 5/16: Into the Twentieth-First Century.
In-class: Capstone presentations continue; complete final PERSIA chart on the state of the early twentieth century, and final current event reports and chronicles.  

Homework for Day 2/3: In preparation for discussion time and course wrap-up:
Please review or read Charles Mann, "In Bulalacao: Fractured Celebration," 1493, pp. 491-502, and for final discussion, prepare to discuss the author's last points about globalization and looking ahead to the rest of this century.

Week 17 - The Rise of Contemporary China and the Arab Spring

Monday through Friday, May 9-13, 2016 
Capstone Project Presentations begin - Check Sign-up Sheet and Calendar.

Day 1: The Emergence of the Non-Western World
In-class: Introduce the emergence of Asia and the Middle East. Report and chronicle current events.
Homework for Day 3: Read "China's Great Leap Forward" through "The Chinese-Soviet Split," p. 745, and "East Asia and the Rise of the Pacific Rim," and "The Economic Transformation of China," p. 788 in The West in the World, eds. Sherman/Salisbury, take notes on the follow key terms and persons, and prepare responses to the related questions below.
Key terms and persons: The Great Leap Forward, the Cultural Revolution, Mao Zedong, Deng Xiaoping, the Four Modernizations, the New Economic Zones, and the Tienanmen Square "Incident".
Question #1: How did Mao try to transform China in the 1950s and 60s, and what were the results?
Question #2: How has China been able to modernize so quickly since the early 1980s, and what have been the results of that transformation process?  

Day 2: Long periods.
Meet in classroom if there are presentations; use the remaining time to work on capstone projects.

Day 3: The Emergence of Contemporary China.
In-class:  Discuss the reading and questions on the emergence of contemporary China.
Homework for Day 4: Read "The Challenge of Islam" and "International Terrorism and War," and "Upheavals in North Africa and the Middle East," in The West in the World, eds.Sherman/Salisbury, pp. 788-794, take notes on the follow key terms and persons, and prepare responses to the related questions below.
Key terms and persons: The Iranian Revolution, Ayatollah Khomeini, 9/11, al-Qaeda, Israeli-Palestinian Conflict, War in Afghanistan, War in Iraq, preemptive war, unilateralism, and the Arab Spring.
Question #1: What explains the rise of radical Islamic movements and the use of terrorism in the Middle East, and increasingly around the world, and what have been the consequences?
Question #2: Why did the Arab Spring occur, and what have been the results?

Day 4: The Contemporary Islamic World, Islamic Extremism, and the Arab Spring.
In-class: Discuss the readings and questions on contemporary Islam.
No homework over the weekend; work on capstone projects.

Week 16 - 1989: The End of History?

Monday through Thursday, May 2-5, 2015.
Head's Holiday: Friday, 5/6 (No School).
Quiz 2.6 (the final online quiz!) opens Monday, May 2, at 3:30, and closes on Sunday evening, May 8 at midnight. This quiz covers the legacies of the Second World War, Cold War and Decolonization. 
Quiz 2.7 IN-CLASS matching quiz during long periods on key terms and persons from the legacies of the Second World War, Cold War and Decolonization. This quiz is open-note. 

Day 1: The End of History?
In-class: Review work on oral history interviews, last quizzes, capstone projects, and final exams.
Homework for Day 2/3: Read "The Collapse of Communism," in The West in the World, eds. Sherman/Salisbury, pp. 773-781, take notes on the following key terms and persons, and answer the following questions. 
Key terms and persons: The Berlin Wall, the Brezhnev Doctrine, Gorbachev, perestroika, glasnost, and the Velvet Revolution. 
Question #1: What were the causes of the collapse of communism?
Question #2: What were the effects of the end of communism?

Day 2/3 - Long periods: Capstone Research or Final Exam Prep.
Meet in the classroom for the matching Quiz 2.7, and then work in the library on the capstone projects, or review for the final exam. 
Capstone Due dates to remember:
- Capstone presentations and exhibitions will open Monday, 5/9 and run through the week of 5/26 (Please sign up in class for a presentation date).
- Final revisions to papers for extra credit submission to the Capstone archives are due no later than Friday, 5/13.
- Final revisions to capstone projects are due no later than Thursday, 5/26.

Day 2/3: The End of Communism.
In-class: Discuss the homework on the collapse of communism.
No homework over the weekend, EXCEPT work on the capstones or review for final exams. 

Week 15 - Decolonization, Independence and the Postcolonial World

Monday through Friday, April 25-29, 2016.

Oral History Transcripts DUE on Friday, April 29, by the end of the day.
Step-Up Teaching Day on Friday, 4/29 (Bixby will be teaching!).

Day 1, Monday, April 27: The Cold War.

In-class: Review the Cold War and legacies of the Second World War. Read and discuss primary source handouts on Cold War and Decolonization.

Primary source#1: The Truman Doctrine and Marshall Plan, 1947.
Primary source#2: B. N. Ponomaryov, "The Cold War: A Soviet Perspective," 1960.

Homework for Day 2/3: Read “The Twilight of Colonialism,” in The West in the World, eds. Sherman/Salisbury, pp. 752-757. 

Also read and SOAPSTONE:

Primary source#3: Declaration of Independent of the Democratic. Republic of Vietnam (9/2/1945).

Primary source#4: Kwame Nkrumah, "I Speak of Freedom" (1961).

Primary source#5: Franz Fanon, The Wretched of the Earth.

Key Terms and Persons: Apartheid, decolonization, post-colonialism, Gandhi, Satyagraha, nonviolence, Ho Chi Minh, Dien Bien Phu, Kwame Nkrumah, and proxy wars.  

Homework Question#1: What was decolonization? What were the reasons for the end of European colonial rule, and what were some of the arguments made and the strategies used in the struggle over decolonization? 

Homework question#2: What role did the United Nations and the Cold War, i.e., the US and USSR, play in this struggle? 

Homework question#3: What were the consequences of decolonization and the legacies of colonial rule? 

Day 2/3 - Long periods: Independent research.

Meet in library: Use class time for work on the oral history transcripts and capstone projects.

Day 2/3: Decolonization.

In-class: Discuss the readings on the history of post-1945 decolonization. 

Homework for Day 4: Work on completing oral history transcripts.

Day 4: Step-Up Teaching Day.
In-class: Mark Bixby will teach classes on this day, to provide a sense of what eleventh grade US history will be like - ENJOY!

Week 14 - The Cold War

Monday through Friday, April 18-22, 2016

Tuesday, 4/19: Award Ceremony - Cum laude Induction (Special schedule).

Wednesday, 4/20: The Upper School Talent Show (Special schedule).

Friday, 4/22: The Spring Fling (Special schedule).

Matching quiz on Fascism, Nazism, and the Holocaust on Friday, 4/22 (open note).

Day 1: The Origins of the Cold War. 
In-class: Wrap up discussions of the legacies of the Second World War, the Holocaust and Nuremberg Trials; begin to look at primary source evidence for the causes of the Cold War.  
Homework for Day 2/3: Read “Superpower Struggles and Global Transformation. The Cold War, 1945-1980s,” in The West in the World, eds. Sherman/Salisbury, pp. 737-747 (up until "East and West: Two Paths"), and answer the following questions.

Key Terms and Persons: Iron Curtain, the Cold War, the Berlin Blockade/Airlift, containment, the Truman Doctrine, the Marshall Plan, NATO, the Warsaw Pact, Senator Joseph McCarthy, the Korean War, the Vietnam War, China's Great Leap Forward, Mao's Cultural Revolution, the Cuban Missile Crisis, and détente.

Homework question #1: What was the Cold War? 

Homework question #2: Why did it occur? 

Day 2/3 - Long Periods: Independent research presentations continue; time to work in library on oral history and capstone projects, and consult with instructors, librarians, and tutors.

Day 2/3 - Short Periods: The Cold War Heats Up.

In-class: Discuss the origins of the Cold War.

Homework for Day 4: Read “Superpower Struggles and Global Transformation. The Cold War, 1945-1980s,” in The West in the World, eds. Sherman/Salisbury, pp. 747-752, and answer the following questions.

Key Terms and Persons: The United Nations, the Berlin Wall, the Prague Spring, the welfare state, European integration, and the European Economic Community.

Homework question#1: How and why did Western Europe recover so quickly by the 1960s with such unprecedented prosperity and relative stability?

Homework question #2: How did recovery compare in Eastern Europe and the Soviet Union?

Day 4: Superpower Struggles and Global Transformations.

In-class: Matching quiz on Fascism, Nazism, and the Holocaust (open note). Discuss the effects of the Cold War in Eastern and Western Europe and around the world.

Homework over the weekend: Work on oral history interview transcripts and/or the capstone projects; oral history transcripts are DUE by Friday, April 29 at the end of the day.

Week 13 - The Holocaust

Monday through Friday, April 11-15, 2016
Long periods: Research presentations continue. Independent research and work time for Capstone Proposals and Oral History Interviews.


Day 1, Monday, 4/11: The Origins of the Holocaust.

In-class: Read the primary source handouts on the Nazi eugenics and euthanasia programs, and use the SOAPSTONE rubric to annotate the documents for class discussion.
Key Terms and Persons: Eugenics, Sterilization, the T-4 Program, euthanasia, Poland as the "laboratory of experiment", Operation Barbarossa, and Einsatzgruppen.

Homework for Day 2/3: Read the handout from Rudolf Augstein's interview with Daniel J. Goldhagen, and answer the following questions.

Homework question#1: What is Goldhagen's argument, key points, and evidence about the origins of the Holocaust and why Germans participated.

Homework question #2: Do you buy his argument, or can you also identify any limits or problems with his argument? 

 

Day 2/3 - Long periods: Research presentations continue. Independent research and work time for Capstone Proposals and Oral History Interviews. 

Day 2/3 - Short periods: Ordinary People and the Holocaust.   

In-class: Discuss the arguments and evidence from Rudolf Augstein's interview with Daniel J. Goldhagen on "Hitler's Willing Executioners", and continue lectures and discussions of Nazi genocidal projects. See primary sources listed below.
Document#1: The Barbarossa Decree, by General Keitel.
Document#2: The Commissar Order, by Adolf Hitler.
Document#3: Escape from Treblinka.

Homework for Day 4: Read handout from Christopher Browning, "One Day in Jozefow." Please take notes on the author's argument(s) and evidence, and prepare for graded in-class discussion. ALSO: How do Browning and Goldhagen's arguments compare?  

Day 4: Hitler's Willing Executioners: The Final Solution and the Question of Justice.

In-class: Continue discussion of the Holocaust, especially radicalization and resistance to Nazism, based on the assigned primary sources. Focus discussion on Browning and Goldhagen's arguments.

Week 12 - Into the Fire Again: World War II (1939-1945).

Monday through Friday, April 4-8, 2016
Long periods: In some periods, research presentations continue, and then time to work in the library.
Quiz #4 opens online on Friday, April 1 and closes Thursday evening, April 7 at midnight; covers materials from Weeks 10 and 11, i.e., the legacies of the First World War from before break, and materials on authoritarianism, fascism, Nazism, and Stalinism. 

Day 1, Monday, 4/4: The Nazi Seizure of Power, Part 2.
In-class: Discuss primary and secondary source handouts on the Nazi seizure of power and Stalinism; review for Quiz #4, and chronicle current events.
Homework for Day 2/3: Read “Into the Fire Again: World War II, 1939-1945,” in The West in the World, eds. Sherman/Salisbury, pp. 711-721 (Up to ""Behind the Lines"), and answer the following question.
Key Terms and Persons: The Popular Front, Chiang Kai-shek, Mao Zedong, Nanking, The Spanish Civil War, Guernica, The Axis Powers, The Anschluss, The Munich Conference of 1938, Appeasement, Nazi-Soviet Nonaggression Pact, blitzkrieg, the Battle of France, the Battle of Britain, Operation Barbarossa, and Pearl Harbor.
Homework question: What were the origins of the Second World War? What connections between Hitler, Nazism, and appeasement might have led to the outbreak of war?  

Day 2/3 Long Periods: In some periods, meet in classroom for presentations; time in library to work on capstone projects and oral history interview research.

Day 2/3 Short Periods: The Road to War.
In-class: Discuss the origins and early stages of the Second World War.

Homework#2: Read “Into the Fire Again: World War II, 1939-1945,” in The West in the World, eds.Sherman/Salisbury, pp. 721-733, and answer the following question.
Key Terms: The Holocaust (Shoah), Death camps, Stalingrad, the Battle of Midway, kamikaze, the atomic bomb, and the United Nations.  
Homework question: How did the Allies turn the tide and defeat the Axis powers in the Second World War - what were the key actions and turning points? 

Day 4: The Second World War.
In-class: Discuss the key actions and turning points of the war.

No new homework over the weekend; work on capstones and/or oral history interview projects.