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.

Sunday, February 24, 2013

Week 9: The Interwar Years: Democracy, Depression, and Instability

February 25-29
Day 1, Monday, February 25: The Effects of the First World War
In-class: Read the following materials and discuss:
*Primary source: Woodrow Wilson, "The Fourteen Points," Erich Maria Remarque, "The Road Back," Lilo Linke, "Restless Days," Heinrich Hauser, "With Germany's Unemployed," "Program of the Popular Front," Jose Ortega y Gasset, The Revolt of the Masses and Sigmund Freud, Civilization and Its Discontents," in: Sherman, Western Civilization, pp. 211-212 and 222-226.
**Secondary sources: "The Post-War World," in: Roberts, A Short History of the World, pp. 433-436.
***Key Terms and Persons: Woodrow Wilson, Wilson's Fourteen Points, Armistice, the Paris Peace Conference, the Treaty of Versailles, the War Guilt Clause, Reparations, the Stab-In-The-Back Legend, the Balfour Declaration, Zionism, the League of Nations, the Geneva Conventions.
****Projects: IR: reading/research; work on historiography, i.e., overview of scholarship in independent research projects.
*****Question: Using the available sources, prepare an answer to the question: What were the effects of the First World War (Will be collected at the end of the week)?  

Day 2 - The Interwar Years: Democracy, Depression, and Instability
*Leading questions: In what ways was disillusionment particularly strong for the generation that came of age in 1914? What was the nature of the political and economic disorder in Germany during the 1920s? What was the Great Depression and how did it make the future of capitalism uncertain?
**Visual sources: George Grosz, "Decadence in the Weimar Republic," "Unemployment and Politics in the Weimar Republic," Unemployment During the Great Depression," "Unemployment and the Appeal to Women," Sherman, "Democracy, Depression, and Instability: The 1920s and 1930s," 227-229.
***Secondary sources: Robert Wohl, "The Generation of 1914: Disillusionment," R. H. S. Crossman, "Government and the Governed: The Interwar Years," and James M. Laux, "The Great Depression in Europe, in: Sherman, "Democracy, Depression, and Instability: The 1920s and 1930s," 229-232; see also Roberts, "Democratic Difficulties," in A Short History of the World, 439-449.
****Key Terms and Persons: Erich Maria Remarque, Heinrich Hauser, The Great Depression, The Popular Front, Jose Ortega y Gasset, Sigmund Freud, George Grosz, The National Socialist German Workers Party, John Maynard Keynes, and Macroeconomics.


  

Friday, February 15, 2013

Week 8: War and Revolution, Part II

February 19-22

*Leading questions: What were the causes of the war, and who, if anyone, was to blame? How did people experience the war on the home fronts and battle fronts? Was the Peace of Paris a success or failure? Why is the First World War considered a dividing line between the nineteenth and twentieth centuries? Why did the Russian Revolution occur? How and why were the Bolsheviks able to gain and maintain power?
**Readings: Roberts, "The Great War 1914-1918," in A Short History of the World, 427-433, Sherman, "War and Revolution: 1914-1920," in Western Civilization, 203-216

Day 1: The Approach to Disaster: The Origins of the First World War
In-class: Look at the timeline and introduction to "War and Revolution: 1914-1920," in: Sherman, Western Civilization, pp. 207-208
*Secondary sources: Hartmut Pogge von Strandmann "Germany and the Coming of the War,"and Hew Strachan "The Outbreak of the First World War," in: Sherman, Western Civilization, pp. 216-217; review the reading from the weekend, "The Approach to Disaster" and "The Great War 1914-18," in: Roberts, A Short History of the World, pp. 427-433, and discuss the origins of the First World War. 
**Discuss the homework question: What were the origins of the First World War? (Will be collected at the end of the week).
***Key Terms and Persons: Sarajevo, Archduke Franz Ferdinand, Gavrilo Princip, The Black Hand, The Dreadnought, The Triple Entente, The Triple Alliance, The Schlieffen Plan, Belgium Neutrality. 

Homework:
*Primary sources: "Reports from the Front: The Battle for Verdun, 1916," Wilfred Owen, "Dulce et Decorum Est," Evelyn Bluecher, "The Home Front," in: Sherman, Western Civilization, pp. 208-209; see also "The Great War 1914-18," in: Roberts, A Short History of the World, pp.431-433.
**Visual sources: "World War I: The Front Lines," C. R. W. Nevinson, "The Paths of Glory," and "World War I: The Home Front and Women," in: Sherman, Western Civilization, pp. 213-215.
***Using the primary sources, prepare an answer to the question: What was the war like on the front lines and the home fronts (Will be collected at the end of the week)?   

Additional Resources:
The British National Archives: The First World War Sources for History 
PBS Portal to further resources on the Great War 

Day 2: The Experience and Impact of the Great War
In-class: Read Bonnie S. Anderson and Judith P. Zinsser, "Women, Work, and World War I," in Sherman, Western Civilization, pp. 218-219; discuss the exprience and impact of the First World War.  
***Key Terms and Persons: Verdun, The War Poets, Wilfred Owen, Evelyn Bluecher, the "Silent Dictatorship".

Homework:
*Primary sources: "Program of the Provisional Government in Russia," V. I. Lenin, "April Theses: The Bolshevik Opposition," and V. I. Lenin, "Speech to the Petrograd Soviet - November 8, 1917: The Bolsheviks in Power," in: Sherman, Western Civilization, pp. 210-211.
**Secondary source: Robert Service, "The Russian Revolution," in Sherman, Western Civilization, p. 220; see also"Institutionalized Revolution," in; Roberts, A Short History of the World, pp. 436-439.
***Using both the primary and secondary sources, prepare an answer to the question:  Why did Bolsheviks resort to terror in the Russian Revolution?

Day 3: The Russian Revolution 
In-class: Discuss the origins of the Russian Revolution and the Bolshevik resort to terror.
***Key Terms: Nicholas II of Russia, The Russian Revolution, Soviets, V. I. Lenin, the Mensheviks, the Bolsheviks, and the Treaty of Brest-Litovsk.

Homework:
*Primary source: Woodrow Wilson, "The Fourteen Points," in: Sherman, Western Civilization, pp. 211-212.
**Secondary sources: Gordon A. Craig, "The Revolution in War and Diplomacy," and Arthur Walworth, "Peace and Diplomacy," in: Sherman, Western Civilization, pp. 217-218 and 219-220; see also "The Post-War World," in: Roberts, A Short History of the World, pp. 433-436.
***Using the secondary sources, prepare an answer to the question: What were the effects of the First World War?  
****Key Terms and Persons: Woodrow Wilson, Wilson's Fourteen Points, Armistice, the Paris Peace Conference, and the League of Nations.
*****Projects: IR: reading/research; submit formal proposals for capstone projects.

Saturday, February 9, 2013

Week 7 - War and Revolution: 1914-1920

February 11-15
Faculty In-Service Day, 2/15

*Leading questions: What were the causes of the war, and who, if anyone, was to blame? How did people experience the war on the home fronts and battle fronts? Was the Peace of Paris a success or failure? Why is the First World War considered a dividing line between the nineteenth and twentieth centuries? Why did the Russian Revolution occur? How and why were the Bolsheviks able to gain and maintain power?

**Readings: Leila Ahmed, "The Discourse of the Veil," in: Women and Gender in Islam, pp. 144-155, Roberts, "The Great War 1914-1918," in A Short History of the World, 427-433, Sherman, "War and Revolution: 1914-1920," in Western Civilization, 203-216, Carolyn Forche, "The Armenian Genocide," and the war poets, in Against Forgetting. Twentieth-Century Poetry of Witness, 53-93, and Samantha Power, "The Crime without a Name," in "A Problem from Hell: America and the Age of Genocide, 17-29.

***Key Terms and Persons: The Schlieffen Plan, The Triple Entente, The Triple Alliance, Lenin, The Russian Revolution, The Soviet, The Russian Civil War, Wilson's Fourteen Points, Armistice, Paris Peace Conference

****Projects: IR: reading/research; submit formal topic proposal for independent research project.

Day 1: Global Responses to Europe, Part II: The Discourse on the Veil.
In-class:  
Secondary source: Begin to read and discuss Leila Ahmed, "The Discourse of the Veil," in: Women and Gender in Islam, pp. 144-155.
Question: Please prepare a written response to the following question, using Ahmed's piece on the veil (will be collected at the end of the week): How were women at the center of late 19th century debates about western imperialism in the Middle East, and why?
Homework: Finish reading Ahmed, "The Discourse on the Veil"; prepare for independent research during long periods.
***Key Terms and Persons: Edward Said, Orientalism, Qassim Amin, Capitulary system, shari'a law, Hanafi school, anthropology, feminism, Lord Cromer.

Day 2: 
In-class: Discuss the discourse on the veil.
Homework: Work on independent research topic proposal; Due Thursday/Friday, February 14/15 (see Independent Research guide handout or on blog).

Day 3: The Approach to Disaster: The Origins of the First World War
In-class: Read the Secondary source, "The Approach to Disaster" in: Roberts, A Short History of the World, pp. 427-430, and begin to discuss the origins of the First World War.

Additional Resources:
The British National Archives: The First World War Sources for History 
A Multimedia History of World War One
PBS Portal to further resources on the Great War 

Question: Prepare a written answer to and discuss: What were the origins of the First World War?
Homework: Read (for Monday, February 18) "The Great War 1914-18," in: Roberts, A Short History of the World, pp. 431-433.
***Key Terms and Persons: Sarajevo, Archduke Franz Ferdinand, Gavrilo Princip, Belgium Neutrality. 

Friday, February 1, 2013

Week 6: Global Responses to European Empires and Ideas

February 4-8 (5 days)

*Leading questions:  How did different groups of people around the world respond to the rise of a new wave of European imperialism in the late 19th century? How did people in the Egypt respond to Napoleon's efforts to introduce French secularism and republicanism? How did they respond to European attempts to reform their cultures, e.g., the practice of veiling women in the Islamic world? How did China, India, and the Ottoman Empire respond to European imperial and reformist efforts? How did Middle Eastern and Asian intellectuals respond to the Japanese defeat of Russia in 1905?

**Readings: Roberts, "Asia in the European Age," in A Short History of the World, 382-394, and excerpts from Pankaj Mishra, From the Ruins of Empire: The Intellectuals Who Remade Asia (handout).

***Key Terms and Persons: The Russo-Japanese War (1905), Lord Curzon, Mohandas Gandhi, Jawaharlal Nehru, Mustafa Kemal (Ataturk), Sun Yat-sen, Mao Zedong, The Ch'ing (Qing) Dynasty, The Opium Wars, Taiping Rebellion, The "Hundred Day Reforms," The Moghuls, The British Raj, The Indian Mutiny, The Tokugawa Shogunate, Meiji Restoration, "Dutch Learning," The Ottoman Empire, the Young Ottomans & Young Turks, Tanzimat, and Jamal al-Din al-Afghani.

****Projects: IR: ONE-ON-ONE Meetings with instructor during long periods; students should PREPARE to discuss independent research and plan for the work ahead. 

*****Document-based Question (DBQ)#3 WILL BE POSTPONED (TBA).

Day 1:
In-class: Secondary source: Begin reading and discussing the prologue to Mishra, The Intellectuals Who Remade Asia (handout).
***Key Terms and Persons: The Russo-Japanese War (1905), Lord Curzon, Mohandas Gandhi, Jawaharlal, Nehru, Mustafa Kemal (Ataturk), and Sun Yat-sen.
Homework:  
Secondary source: Finish reading the prologue (if necessary) and read "Egypt: 'The Beginning of a Series of Great Misfortunes," in: Mishra, The Intellectuals Who Remade Asia (handout), pp. 15-19.   
Answer: prepare written responses to the accompanying questions as the basis for discussion (may be collected): How did people in the Egypt respond to Napoleon's efforts to introduce French secularism and republicanism? 
***Key Terms and Persons: Napoleon, the Mamluks, ulama (or ulema; look this term up), Muhammad, Dar al-Islam/Daral-Harb.

Day 2: 
In-class: Discuss the impact of Napoleon and French reform efforts and how the ulama, as well as ordinary Egyptians responded in early 19th-century Egypt. 
Homework: Read "Asia in the European Age: China," in Roberts, A Short History of the World, pp. 382-391, and excerpts from "Asia Subordinated: China and India," in:  Mishra, The Intellectuals Who Remade Asia (handout), pp. 31-39.
Answer: prepare written responses to the accompanying questions as the basis for discussion (may be collected):  How did the Chinese and Indians, Hindus and Muslims, respond to European imperialism, and what were the effects?
***Key Terms and Persons: The Ch'ing (Qing) Dynasty, The "Opening of China," The Opium Wars, Taiping Rebellion, The Boxer Rising (or Rebellion), The "Hundred Day Reforms," The Moghuls, The British Raj, Wahhabis, and The Indian Mutiny.

Day 3:
In-class: Discuss Chinese and Indian responses to European imperialism and its effects.

Homework: Read "The 'Sick Man' of Europe and His Dangerous Self-Therapy," in: Mishra, The Intellectuals Who Remade Asia (handout), pp. 60-73.
Answer: prepare written responses to the accompanying questions as the basis for discussion (may be collected): How did the Ottoman Empire respond to European imperialism and what were the effects?
***Key Terms and Persons: The Ottoman Empire, the Millet system, the Capitulations, the Young Ottomans & Young Turks, Tanzimat, and Jamal al-Din al-Afghani.

Day 4:
In-class: Discuss the responses of the Ottoman Empire to European imperialism and their effects; review for Reading quiz #4.
Homework: IR: read for independent projects.