"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.
Tuesday, December 17, 2013
Self Reflections
Wednesday, December 11, 2013
2013 Fall Semester Final Exam Review Guide
When: Thursday, 12/19
Time: 9-11AM
Place: Gymnasium
II. What to bring: Writing implements, rough outlines, and primary and secondary source materials for essays.
* "Blue books" will be provided.
** Laptop use is permitted; please notify instructor; bring a flash drive to save and print offline; make sure laptop batter is fully charged (!).
*** Please let instructor know if a school laptop is needed; please reserve ahead of time.
****Please let instructor know if additional time and/or an alternative testing space is needed.
III. Exam Format (100 points total; 20% of semester grade):
A. Matching (10 points; 1/4 point each).
- See the 2013 World History II Course Dictionary - Fall Semester for review.
C. Chronologies (5 points; 1/4 point each).
- See quizzes and 2013 World History II Course Dictionary - Fall Semester for review.
D. Document-Based Question (60 points).
** Outlines for the essay will be permitted in the exam.
-Example questions:
Europe; in other words, why England first and then on the continent of Europe about 100
years later?
French Revolution?
Notes: make sure to frame your response to the question with an overview of the secondary sources that sets up your argument and explains what you plan to demonstrate in the rest of your response; also make sure to use primary sources to effectively show key points, and anticipate possible counter-arguments and forms of evidence.
* Open book and open note.
** Outlines for the essay will be permitted in the exam.
Sunday, December 8, 2013
Week 16 - Napoleon and the Legacies of the French Revolution
- Final Group Chronicles of Current Events on Monday, 12/9 - One last "Take the Lead".
- Current Events Chronicles will be checked during the long periods this week.
- Final drafts of the independent research projects are DUE by the end of the day, Friday, 12/13.
- NO QUIZ.
- Begin Review on Friday, 12/13.
Day 1 - Monday, December 9: The Causes and Effects of the French Revolution.
- In-class: Discuss the secondary source readings from homework on the causes of the French Revolution, and its radicalization.
- Homework: Read "Napoleon Bonaparte," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 505-515; take notes on the key terms and persons, and prepare notes on the legacies of Napoleon and the French Revolution.
- Key terms: "Whiff of grapeshot," Directory, coup d'etat, plebiscite, the Concordat, Napoleonic Code, Continental System, and Napoleonic Wars and Waterloo.
- Key persons: Napoleon, Abbe Sieyes, Simon Bolivar, Francisco de Goya, the Duke of Wellington, and Tsar Alexander I.
- Key question: What are the legacies of Napoleon and the French Revolution?
Day 2: Napoleon.
- In-class: Discuss the primary source handouts from class and textbook readings on Napoleon from homework.
- Homework: Read the primary and secondary source handouts on the legacies of Napoleon and the French Revolution, take SOAPSTONE notes on the primary sources and notes on the secondary source authors' arguments, forms of evidence, and synthesize their research on the question of the effects of Napoleon and the French Revolution.
- Primary source #1: Memoirs: Madame de Remusat, "Napoleon's Appeal." p. 132.
- Primary source #2: Joseph Fouche, "Memoirs: Napoleon's Secret Police," pp. 132-133.
- Primary source #3: Napoleon, "Diary," pp. 133-134.
- Secondary source #1: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.
- Secondary source #2: Tim Blanning, "Napoleon: The Authoritarian Statesman," pp. 135-137.
- Secondary source #3: Martyn Lyons, "Napoeon Bonaparte and the Legacy of the French Revolution," pp. 137-138.
- Secondary source #4: Bonnie G. Smith, "Women and the Napoleonic Code," pp. 138-139.
Day 3/4: Wrap-up and Review.
Sunday, December 1, 2013
Week 15 - The French Revolution and Napoleon, 1789-1815
Quiz#8 on Friday, 12/6; covers the Ancien Regime and French Revolution
Day 1: Review of the Ancien Regime: The Twilight of Monarchies?
- In-class: Discuss "The Twilight of Monarchies?," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 468-481 (up until the section on the American Revolution).
- Review key terms: The agricultural revolution, enclosures, cottage industry, bourgeoisie, cult of sensibility, Baroque style, classical style, the grand tour and pietism.
*** HOMEWORK from Week 13 & 14, Days 4&5 WILL BE CHECKED on MONDAY, 12/1.
Continue to build a PERSIA table for France, England, Prussia, Austria, Poland, Russia and the Ottoman Empire. P=Politics, E=Economics (and/or Environment), R=Religion, S=Society (and/or Science), I=Ideas, and A=Arts.
- Homework: Read "Overturning the Political and Social Order," from The West in the World, Vol II., eds. Sherman and Salisbury, pp. 487-497 (Up until the section, "Radical Republicans Struggle for Power"). Take notes on key terms and persons, and prepare notes on the accompanying question (see below).
- Key terms: Reform efforts (of Jacques Turgot), the Estates General, The Tennis Court Oath, cahiers, the Bastille, The National Assembly, The Great Fear, Declaration of the Rights of Man and Citizen, Declaration of the Rights of Women, March to Versailles, Civil Constitution of the Clergy, Sans-culottes, The Jacobin Club, and the National Convention.
- Key persons: Arthur Young, Louis XVI, Jacques Turgot, Abbe Emmanuel-Joseph Sieyes, Olympe de Gouges, and Georges-Jacques Danton.
- Key question: What were the underlying causes of the revolution (cites primary sources where possible).
Day 2: The Causes of the French Revolution
- In-class: Discuss the causes of the French Revolution.
- Homework: Read from "Radical Republicans Struggling for Power," in The West in the World, Vol II., eds. Sherman and Salisbury, pp. 497-505 (Up until the section, "Napoleon Bonaparte"). Take notes on key terms and persons, and prepare notes on the accompanying TWO questions (see below).
- Key terms: Girondins and Jacobins,, the terror, committee of public safety, levee en masse, the Haitian Revolution, the Thermidorian reaction, the "White" terror, and the Directory.
- Key persons: Maximilien Robespierre, Manon Roland, Toussaint L'Ouverture, Jean-Paul Marat
- Key questions: How did the revolution become more radical? What were the effects of the revolution?
Day 3: The Radicalization of the French Revolution.
- In-class: Discuss how the French Revolution became more radical and the effects of the revolution.
- Homework: Read the handout from class on secondary sources about the French Revolution, prepare notes on the arguments and evidence of those secondary sources, and try to synthesize those arguments on the effects of the French Revolution.
- Secondary Source #1: Georges Lefebvre, "The Coming of the French Revolution," pp. 125-126.
- Secondary Source #2: Donald M. G. Sutherland, "The Revolution of the Notables," p. 126.
- Secondary Source #3: Ruth Graham, "Loaves and Liberty: Women in the French Revolution," pp. 127-128.
- Secondary Source #4: William Doyle, "An Evaluation of the French Revolution," pp. 128-129.
Day 4: Quiz#7
- In-class: Brief review for the quiz.