Monday, March 30 through Thursday, April 2, 2015
Long periods: Independent research presentations continue with time to work in the library; Final drafts are due on Friday, April 10.
Holiday: Good Friday and First Seder of Passover (no class).
Quiz #5 opens online on Monday, April 6, and closes Thursday evening, April 9 at midnight; covers the legacies of the First World War from before break, and materials on authoritarianism, fascism, and Stalinism.
Day 1, Monday, March 30: The Nazi Seizure of Power
In-class: Read primary source handouts from Victor Klemper, Goebbels, et al. and discuss the Nazi seizure of power.
Key persons: The Führer (or Fuehrer), Joseph Goebbels and Heinrich Himmler.
Key terms: The NSDAP, the 25 Points, SA (Brown Shirts/Storm Troopers), Beer Hall Putsch, Reichstag Fire Decree, Wild Camps/Concentration Camps, GESTAPO, Enabling Act, Gleichschaltung (Coordination), and the "Night of the Long Knives" (1934).
Day 2: Long periods: Independent research presentations followed by research time in library.
Day 3: Independent research time.
Meet in library; sign in at front desk.
Wednesday, March 25, 2015
Saturday, March 21, 2015
Oral History Guidelines
This project is meant to connect students to modern world history
through people they know, especially parents, other relatives, friends
and acquaintances.
Students should first find an interview partner or partners, who would be willing to talk about how their lives relate to world history in some way, and who would be willing to share those stories in recorded interviews. Possible partners include, but are not limited to parents, relatives, neighbors and/or acquaintances.
Students should inform their interview partners of their rights beforehand, including the right to stop the interview at any time, ask that certain conversations not be recorded, and review and edit the interview transcript before final approval, and students should ask interview partners to read and sign release form (included in handout packet, shared online).
Students should then do some background research on the history that their interview partner(s) want to share in preparation for the interview, and plan on a 30 minute to one hour interview with potential questions ready to ask.
Initial questions about where the interview partner(s) grew up, what life was like at home, in their neighborhoods, schools, and communities, education, work and how things have changed are a good way to break the ice of the interview, learn more about the interview partners, and help set up additional questions that explore important events and experiences related to world history.
Open-ended questions (instead of YES/NO questions) usually allow the interview subject to offer more interesting answers. Interview subjects should also keep follow up questions in mind and note questions to come back to later if possible.
Students are encouraged to share their questions with instructor beforehand for feedback and revisions before actually conducting the interview.
Students are encouraged to record the interviews, but should make sure that they have their interview partner(s)' permission recorded before proceeding, and interview partners maintain the right to review final recordings and transcripts and rescind their offer to share their stories.
Students should first find an interview partner or partners, who would be willing to talk about how their lives relate to world history in some way, and who would be willing to share those stories in recorded interviews. Possible partners include, but are not limited to parents, relatives, neighbors and/or acquaintances.
Students should inform their interview partners of their rights beforehand, including the right to stop the interview at any time, ask that certain conversations not be recorded, and review and edit the interview transcript before final approval, and students should ask interview partners to read and sign release form (included in handout packet, shared online).
Students should then do some background research on the history that their interview partner(s) want to share in preparation for the interview, and plan on a 30 minute to one hour interview with potential questions ready to ask.
Initial questions about where the interview partner(s) grew up, what life was like at home, in their neighborhoods, schools, and communities, education, work and how things have changed are a good way to break the ice of the interview, learn more about the interview partners, and help set up additional questions that explore important events and experiences related to world history.
Open-ended questions (instead of YES/NO questions) usually allow the interview subject to offer more interesting answers. Interview subjects should also keep follow up questions in mind and note questions to come back to later if possible.
Students are encouraged to share their questions with instructor beforehand for feedback and revisions before actually conducting the interview.
Students are encouraged to record the interviews, but should make sure that they have their interview partner(s)' permission recorded before proceeding, and interview partners maintain the right to review final recordings and transcripts and rescind their offer to share their stories.
Make sure to have the interview subject(s) read and sign the interview release form. If conducting the interview by phone or internet, please try to send the interviewee a copy of the release form to review beforehand, make sure the interviewee reads, understands their rights, and accepts the terms of the class oral history project and publication. Make a record of that exchange in the actual transcript. See the handout shared by Google Docs for a copy of the release form.
Final products MUST include a typed interview transcript that includes a title for the interview, the names of the interviewer and interview partners, the date and place of the interview, the questions asked, and the responses of the interview subject. Audio/Visual recordings and their addition to the online Haiku archives will be considered for extra credit.
Format:
1. Title of the interview:
2. Interviewee:
3. Interviewer:
4. Date and place of the interview:
5. Abstract/Introduction: A brief 1-3 sentence introduction to the interviewee and key topics (for examples of abstracts, please see the handout for examples.
6. Each individual question asked by the interviewer, followed by interviewee responses:
Final products are DUE Friday, May 1, 2015 by the end of the day. Please see instructor about extenuating circumstances. Final revisions may be suggested.
Email or share copies of the final transcripts (with any revisions) to the instructor and the student oral history collection editor for the oral history archival project.
For more information, please check out one or more of the following links below:
This is one of the standard and most comprehensive guides for conducting oral history interviews in the US.
This is a good compact set of tips for conducting oral history interviews.
This is a good guide for those who might conduct interviews with Holocaust survivors, or the survivors of other forms of trauma.Capstone Project Guidelines
In lieu of a final exam,
students may propose individual or group-based "capstone" projects.
Capstone projects are designed to put the final touch on student work in tenth grade world history, and thereby leave behind "legacy" work for future student and instructor use.
***ALL CAPSTONE PROJECTS must demonstrate a command of historiography and archival resources related to the study of some aspect of world history.
****Group proposals must demonstrate each participant's planned contribution, and each participant's contribution must show that command of the historiography.
The final look of these capstone projects will be determined by the students themselves in close coordination with the instructor, over a series of discussions starting at the beginning of the spring semester, and followed by a series of proposal drafts and final approval.
Examples of individual student-based capstone projects could include a digital collection of independent research, archival collections of primary and secondary source materials, research papers, presentations and bibliographies related to the student's independent research project over the course of the year. See in-class and online Haiku pages and Google Folders for examples of the legacy projects.
Examples of group-based capstone projects could include the editing of an online primary and secondary source collection for future student use, the Oral History Reader, the Book Review Magazine, the Art History Companion Guide, the Audio Textbook, the Google Earth Mapping Projects, a performance based on student research, artwork, photography, film, podcast, etc., a game, or the technological infrastructure for the archiving of all student-based research products for future students' research. See in-class and online Haiku pages and Google Folders for examples of the legacy projects.
Students may also opt to take a final exam instead, which would follow the same format as the final exam in the fall, i.e., covering all materials from the spring semester with objective, identification, short answer and essay sections. Worth twenty percent of the final grade.
Questions to help guide proposal format:
1. What is the topic or focus of this capstone proposal?
2. How does it demonstrate individual or group command of the historiography, i.e., primary and secondary sources related to this topic? *NOTE: In group proposals, each individual must answer this question separately.
3. How will this capstone project be useful for future student research?
4. How will the actual capstone project be organized?
5. What will be included in the project?
6. How will it be made accessible for future use? Example: Haiku archive and related web pages, with links to primary and secondary source collections, additional online resources, existing student research projects, papers, and presentations, etc.
7. Why is this important for future studies?
***First proposal drafts will be accepted from now until Friday, April 17, 2015.
****Final approval by May 1, 2015 at the latest!
Capstone projects are designed to put the final touch on student work in tenth grade world history, and thereby leave behind "legacy" work for future student and instructor use.
***ALL CAPSTONE PROJECTS must demonstrate a command of historiography and archival resources related to the study of some aspect of world history.
****Group proposals must demonstrate each participant's planned contribution, and each participant's contribution must show that command of the historiography.
The final look of these capstone projects will be determined by the students themselves in close coordination with the instructor, over a series of discussions starting at the beginning of the spring semester, and followed by a series of proposal drafts and final approval.
Examples of individual student-based capstone projects could include a digital collection of independent research, archival collections of primary and secondary source materials, research papers, presentations and bibliographies related to the student's independent research project over the course of the year. See in-class and online Haiku pages and Google Folders for examples of the legacy projects.
Examples of group-based capstone projects could include the editing of an online primary and secondary source collection for future student use, the Oral History Reader, the Book Review Magazine, the Art History Companion Guide, the Audio Textbook, the Google Earth Mapping Projects, a performance based on student research, artwork, photography, film, podcast, etc., a game, or the technological infrastructure for the archiving of all student-based research products for future students' research. See in-class and online Haiku pages and Google Folders for examples of the legacy projects.
Students may also opt to take a final exam instead, which would follow the same format as the final exam in the fall, i.e., covering all materials from the spring semester with objective, identification, short answer and essay sections. Worth twenty percent of the final grade.
Questions to help guide proposal format:
1. What is the topic or focus of this capstone proposal?
2. How does it demonstrate individual or group command of the historiography, i.e., primary and secondary sources related to this topic? *NOTE: In group proposals, each individual must answer this question separately.
3. How will this capstone project be useful for future student research?
4. How will the actual capstone project be organized?
5. What will be included in the project?
6. How will it be made accessible for future use? Example: Haiku archive and related web pages, with links to primary and secondary source collections, additional online resources, existing student research projects, papers, and presentations, etc.
7. Why is this important for future studies?
***First proposal drafts will be accepted from now until Friday, April 17, 2015.
****Final approval by May 1, 2015 at the latest!
Tuesday, March 17, 2015
Week 10 – Darkening Decades: Recovery, Dictators, and Depression, 1920-1939
Monday through Friday, March 23-27, 2015.
Long periods: Guest Lectures in 20th-Century Interwar Art History (1914-1945) with Ellen Zieselman.
Research presentations continue; check the calendar!
ISAS Arts Festival
Be prepared for in-class pop quizzes on key terms and notes.
Final research paper drafts DUE by Friday, APRIL 10, 2015.
Final research paper drafts DUE by Friday, APRIL 10, 2015.
Day 1, Monday, 3/27: Darkening Decades.
In-class: Review the legacies of the First World War; discuss related primary and secondary source handouts; begin reading homework in class.
Homework for Day 3: Please read, “Darkening Decades: Recovery, Dictators, and Depression, 1920-1939,” in The West in the World, eds. Sherman/Salisbury, pp. 685-697(up until the section on Nazism), and answer the following question. Also check out the current events article links below.
Key Terms and Persons: Erich Maria Remarque, the
Weimar Republic, Maginot Line, inflation, the Dawes Plan, the Roaring Twenties,
the Bauhaus school, Dada, Admiral Miklos Horthy, fascism, Ataturk, and Mussolini.
Key Question: In what ways were the forces unleashed by the First World War responsible for the rise of authoritarian governments in Europe?Day 2: Guest Lectures in 20th-Century Interwar Art History (1914-1945) with Ellen Zieselman.
Meet in the classroom.
Day 3: The Rise of Authoritarianism in Europe.
In-class: Discuss the homework and related primary and secondary source handouts.
Homework for Day 4: Please read, “Darkening Decades: Recovery, Dictators, and Depression, 1920-1939,” in The West in the World, eds. Sherman/Salisbury, pp. 697-707, and answer the following two questions.
Key Terms and Persons: Adolf Hitler, Nazism, Lebensraum, SS, Nuremberg Laws, the Nazi Seizure of Power, concentration camps, New Economic Policy (NEP), Five-Year Plan, Stalin, collectivization, the Great Purges, and the Great Depression.
Key Question#1: How do you explain the rise of Nazism?
Key Question#2: How did Stalin transform the Soviet Union - what were the effects?
Day 4: Nazism and Stalinism.
In-class: Discuss the homework and related primary and secondary sources.
Homework: No homework over the weekend, other than independent research and writing.
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