Spinney's Modern World History at Santa Fe Prep: April 2014

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.

Friday, April 25, 2014

Week 15 - Decolonization, Independence and the Postcolonial World

Monday through Friday, April 28- May 2, 2014
Long periods: Time to work on oral history research and capstone projects.
Quiz#6 on Friday, 5/2; covers the readings, class discussions and notes on the Holocaust, the legacies of the Second World War, and the Cold War.

Day 1, Monday, April 28: The Cold War

In-class: Read and discuss two primary source handouts in class: 1. US Secretary of War Henry Stimson Appeals for Atomic Talks, 1945, and 2. Diplomat George Kennan Advocates Containment, 1946. Continue discussions of week 14's readings and homework questions on the Cold War (homework will be checked).

Homework#1: Read the primary and secondary source handouts on the Cold War; use the SOAPSTONE rubric to analyze and take notes on the primary sources; for the secondary sources, take notes on the argument, evidence and whether or not you buy the argument.
Primary source#1: The Truman Doctrine and Marshall Plan, 1947.
Primary source#2: B. N. Ponomaryov, "The Cold War: A Soviet Perspective," 1960.
Primary source#3: Jens Reich, "The Berlin Wall," 1990.
Secondary source#1: James L. Gormly, "Origins of the Cold War".

Day 2: Decolonization

In-class: Wrap up discussions of the Cold War, and discuss the related source materials.

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

Key Terms and Persons: Apartheid, decolonization, postcolonialism, Gandhi, Satyagraha, nonviolence, Ho Chi Minh, Dien Bien Phu, and Kwame Nkrumah.

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?

Thursday, April 17, 2014

Week 14 - The Origins of the Cold War

Monday through Friday, April 21-25, 2014
Long periods: work on oral history interviews and capstone projects.
Step-up Teaching Day on Friday, April 25.

Day 1: The Origins of the Cold War.
In-class: Wrap up discussions of the Holocaust and Nuremberg Trials.
Homework#1: 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: The Cold War Heats Up.

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

Homework#2: 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?

Friday, April 11, 2014

Week 13 - The Holocaust

Monday through Thursday, April 14-17
Long periods: independent research and writing.
Independent Research final drafts are DUE by the end of the day, Thursday, 4/17.

Good Friday, 4/18 - no school; no quiz.

Day 1, Monday, 4/14: The Origins of the Holocaust.

In-class: Finish discussions on Browning's "One Day in Jozefow," and read the interview with Goldhagen in order to set up a debate on the origins of the Holocaust.

Homework#1: Read the primary source handouts listed below, and use the SOAPSTONE rubric to annotate the documents for class discussion.
Document#1: The Barbarossa Decree, by General Keitel.
Document#2: The Commissar Order, by Adolf Hitler.
Document#3: Escape from Treblinka.
Key Terms and Persons: Eugenics, Sterilization, the T-4 Program, euthanasia, Poland as the "laboratory of experiment", Operation Barbarossa, and Einsatzgruppen.

Day 2: 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.

Homework#2: Read the handout from the Rudolf Augstein interview with Daniel J. Goldhagen, and answer the following question.

Homework question#1: What is Goldhagen's argument and key points 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?

Monday, April 7, 2014

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

Monday through Friday, April 7-11
Quiz#5 on Monday, 4/7.
Long periods: Independent research.

Day 1, Monday, 4/7: Quiz
In-class: Quiz#5
Homework#1: 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: 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 3: The Second World War.

In-class: Discuss the key actions and turning points of the war.

Homework#3: Read the handout: Christopher Browning, "One Day in Jozefow," and answer the following question.

Homework question: Who were the men in the Order Police, what did they do in Jozefow, and what does this suggest about the Holocaust?

Day 4: The Holocaust.

In-class: Read the handout of the interview with Daniel J. Goldhagen; discuss the debates over the origins of the Holocaust and its legacies in world history.