Day 1, Monday, January 7, 2013:
In-class: Discuss the last sections of Lynn Hunt's Inventing Human Rights,
and read Roberts, A Short History of the World, "Restoration after 1815," pp. 330-333.
Homework: Read the following primary and secondary sources from Sherman, Western Civilization:
Read:
The Introduction to Chapter 12, pp.157-158;
Primary sources:
1. Prince Klemens von Metternich, Secret Memorandum, pp. 158-159.
2. The Carlsbad Decrees, pp. 159-160
Secondary source:
1. Hajo Holborn, The Congress of Vienna, p. 168.
Prepare a comprehensive answer to the following question; make sure to make explicit use of both the primary and secondary sources:
Question: How did "conservative" (!) leaders react to the French Revolution and Napoleonic periods, and how effective were these conservative responses to the changes taking place?
Day 2:
In-class: Discuss the "conservative" reaction to the French Revolution and Napoleonic periods.
Homework: Read the following primary and secondary sources from Sherman, Western Civilization:
Primary sources, and prepare the accompanying questions for discussion:
Primary sources:
1. Jeremy Bentham, "English Liberalism," pp. 160-161;
Question: explain what Bentham means by the principle of "utility" and the proper role of government.
2. The Economist, "Liberalism: Progress and Optimism," p. 162;
Question: consider what liberals thought were the greatest improvements of the first half of the nineteenth century.
Secondary source:
1. E. K. Bramstead and K. J. Melhuish, "Western Liberalism," pp. 168-169;
Question: consider how liberal doctrines differed from conservativism of the period; why would liberalism be more appealing to the middle classes than to the aristocracy or the working class.
Day 3:
In-class: Discuss liberalism.
Homework: Read the following primary and secondary sources from Sherman, Western Civilization:
Primary sources; look at the questions to consider and prepare for discussion:
Primary source:
1. The First Chartist Petition: Demand for Change in England," pp. 162-163.
Visual sources:
1. Eugene Delacroix, "Liberty Leading the People: Romanticism and Liberalism," p. 166,
2. Honore Daumier, "Working Class Disappointments: Rue Transnonain, April 15, 1834," p. 167.
Day 4:
In-class: Discuss the Chartist Movement and the "July" Revolution of 1830; review the week's materials for the quiz and then take the quiz.
Homework: Read the handout by Yuval Levin, "Burke, Paine and the Great Law of Change," from The Point, Issue 3 (Fall 2010): 121-127. Prepare for discussion on Monday, January 14;
Questions for discussion: make sure to know the argument of the author, who Edmund Burke and Thomas Paine were, what they thought about nature, human nature, society, politics and justice, and how these early debates about the French Revolution helped shape "a new kind of politics."
"The past is never dead. It's not even past." William Faulkner
Course Description
Welcome! This site is for students, parents, teachers and anyone else interested in the tenth-grade World History 2 Course at Santa Fe Prep.
The overall course covers the history of the world from roughly 1500 to the present. The first quarter opens with the time when Asia was the center of world affairs, then traces European encounters with Asia and the Americas, and the complex interactions and consequences of the so-called "Columbian Exchange" between Europe, Asia, the Americas and Africa. The first quarter ends with a survey of the European Renaissance and Reformation, in both its local and global dimensions. The second quarter will focus on the rise of absolute monarchies and new ideas and practices, especially with the scientific revolution and Enlightenment. The second quarter ends with assessments of the legacies of the French Revolution, Napoleon and the emergence of the British Empire. The third quarter starts with the implications of the French Revolution and Napoleonic Wars in the wake of the Congress of Vienna, i.e., the discourse on rights, reaction, revolution and reform, the rise of new ideologies, in particular, Classical Liberalism, nationalism, and romanticism, and conservative reactions to the changes wrought by the American and French Revolutions. The course then examines the rise of industrialization and social change in 19th-century Europe, and the emergence of middle and working class cultures, followed by new iterations of liberalism and conservatism, the proliferation of more ideologies, e.g., socialism, communism, ultranationalism, social Darwinism, and antisemitism. Then the course examines the unification of the Italian and German nation states, and the creation of the modern welfare state. From there the course traces the rise of a new wave of Western imperialism, followed by the rest of the world's reactions to the rise of European empires and ideas, and in particular, the emergence of industrial Japan and their surprising victory over Russia. The third quarter ends with the outbreak of the First World War. The fourth and final quarter surveys the effects of the First World War, followed by the brief peak of classical liberal nation states and promises for peace, and the rapid rise of authoritarianism, in both communist and fascist variations, with a special focus on the rise of Nazism, the Nazi racial transformation of Germany and the Holocaust and Shoah of modern Europe. The fourth quarter concludes by looking at the causes and effects of the Second World War, the Cold War, the end of European empires in Asia and Africa, the emergence of the Modern Middle East and China, the end of the Cold War, history since 1989, all the way to the present, including current events.
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