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, September 25, 2015

Week 6 - Africa in the World: The Bitter Sweetness of Power

Monday through Friday, Sept 28-Oct 2, 2015
*Leading questions: What does recent research tell us about the history of the Transatlantic slave trade? Why did Europeans turn to Africans for slave labor? How did "chattel slavery" differ from earlier forms of slavery? How did the rise in the use of slave labor impact Africa, and how did the arrival of Africans impact the Americas? What was society supposed to look like in New Spain and what did it actually look like?
**Online Quiz#1 closes on Friday evening at midnight, 10/2.
***Prepare for first Document-Based Question (DBQ#1); in-class writing during long periods.

Day 1: The DBQ Review.
- In-class: Come prepared to discuss the primary and secondary source sets from the first six weeks of class, and outline the 2 document-based question options; please see the handout from class or the related post on this blog for further guidelines.
- In-class: Chronicle and Reports on current events. 
- Homework for Day 2/3 (long periods): Prepare for the in-class Document-Based Question.
- Homework for Day 2/3 (short periods): Review Charles Mann, "Bad Beginnings," in 1493, pp. 369-382.
Prepare comprehensive answers to the following questions for discussion (BE PREPARED TO SHOW NOTES and to DISCUSS IN CLASS as part of homework and participation grades):
- Reading questions:
1. What is the history of sugar?
2. How does the history of sugar influence the history of slavery and what were the results?
- Key terms: al-zucar, Saccharum, plantations, Madeira, Iberian(and African) slavery vs. chattel slavery.

Please also review Charles Mann, "Forest of Fugitives," in 1493, pp. 421-442, and prepare comprehensive answers to the following questions for discussion (BE PREPARED TO SHOW NOTES and to DISCUSS IN CLASS as part of homework and participation grades):
1. What are quilombos and what do they tell us about the early modern history of Africans in the Americas?
2. In other words, what are the myths about Africans, particularly African slaves in the Americas, and what does the latest research tell us?
- Key terms: The "Transatlantic" world, quilombos, maroon communities (mocambos, palenques, cumbes), Jolof Empire, Palmares, and bandeirantes.
- Key persons: Aqualtune, Ganga Zumba, and Zumbi.
- Key historiographical debates: The origins and effects of the African slave trade. 

Day 2/3: Long Periods: Document-Based Question#1.
- In-class: Write or word process your responses to the Document-Based Question.

Day 2/3: Short Periods: Sugar and Slavery.
- In-class: Review the historiography on the causes and effects of European colonization (1500-1600).
- In-class: Discuss the history of sugar, its role in the rise of chattel slavery, and some of the more recent research on ex-slave communities, quilombos, in the Americas.

Day 4: Independent Research and Reading Time.
- In-library: Sign in at the front desk in the library for attendance; use class time to research, read, and compose material for the book review project (if needed, please review book review guidelines.
- Homework: Continue to work on independent research and building book review draft.
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