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!
"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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