Week 18 - Into the Twentieth-First Century

Monday through Friday, May 16-20, 2016. 
Capstone presentations continue, Monday through Thursday,  5/18-21.
Final checks on current event chronicles during long periods. 
Final self-reflections DUE by Thursday, 5/26.
Final capstone revisions DUE by Thursday, 5/26.
Upper School Awards Ceremony on Friday, 5/20 (Special schedule). 

Monday, 5/16: Into the Twentieth-First Century.
In-class: Capstone presentations continue; complete final PERSIA chart on the state of the early twentieth century, and final current event reports and chronicles.  

Homework for Day 2/3: In preparation for discussion time and course wrap-up:
Please review or read Charles Mann, "In Bulalacao: Fractured Celebration," 1493, pp. 491-502, and for final discussion, prepare to discuss the author's last points about globalization and looking ahead to the rest of this century.

Week 17 - The Rise of Contemporary China and the Arab Spring

Monday through Friday, May 9-13, 2016 
Capstone Project Presentations begin - Check Sign-up Sheet and Calendar.

Day 1: The Emergence of the Non-Western World
In-class: Introduce the emergence of Asia and the Middle East. Report and chronicle current events.
Homework for Day 3: Read "China's Great Leap Forward" through "The Chinese-Soviet Split," p. 745, and "East Asia and the Rise of the Pacific Rim," and "The Economic Transformation of China," p. 788 in The West in the World, eds. Sherman/Salisbury, take notes on the follow key terms and persons, and prepare responses to the related questions below.
Key terms and persons: The Great Leap Forward, the Cultural Revolution, Mao Zedong, Deng Xiaoping, the Four Modernizations, the New Economic Zones, and the Tienanmen Square "Incident".
Question #1: How did Mao try to transform China in the 1950s and 60s, and what were the results?
Question #2: How has China been able to modernize so quickly since the early 1980s, and what have been the results of that transformation process?  

Day 2: Long periods.
Meet in classroom if there are presentations; use the remaining time to work on capstone projects.

Day 3: The Emergence of Contemporary China.
In-class:  Discuss the reading and questions on the emergence of contemporary China.
Homework for Day 4: Read "The Challenge of Islam" and "International Terrorism and War," and "Upheavals in North Africa and the Middle East," in The West in the World, eds.Sherman/Salisbury, pp. 788-794, take notes on the follow key terms and persons, and prepare responses to the related questions below.
Key terms and persons: The Iranian Revolution, Ayatollah Khomeini, 9/11, al-Qaeda, Israeli-Palestinian Conflict, War in Afghanistan, War in Iraq, preemptive war, unilateralism, and the Arab Spring.
Question #1: What explains the rise of radical Islamic movements and the use of terrorism in the Middle East, and increasingly around the world, and what have been the consequences?
Question #2: Why did the Arab Spring occur, and what have been the results?

Day 4: The Contemporary Islamic World, Islamic Extremism, and the Arab Spring.
In-class: Discuss the readings and questions on contemporary Islam.
No homework over the weekend; work on capstone projects.

Week 16 - 1989: The End of History?

Monday through Thursday, May 2-5, 2015.
Head's Holiday: Friday, 5/6 (No School).
Quiz 2.6 (the final online quiz!) opens Monday, May 2, at 3:30, and closes on Sunday evening, May 8 at midnight. This quiz covers the legacies of the Second World War, Cold War and Decolonization. 
Quiz 2.7 IN-CLASS matching quiz during long periods on key terms and persons from the legacies of the Second World War, Cold War and Decolonization. This quiz is open-note. 

Day 1: The End of History?
In-class: Review work on oral history interviews, last quizzes, capstone projects, and final exams.
Homework for Day 2/3: Read "The Collapse of Communism," in The West in the World, eds. Sherman/Salisbury, pp. 773-781, take notes on the following key terms and persons, and answer the following questions. 
Key terms and persons: The Berlin Wall, the Brezhnev Doctrine, Gorbachev, perestroika, glasnost, and the Velvet Revolution. 
Question #1: What were the causes of the collapse of communism?
Question #2: What were the effects of the end of communism?

Day 2/3 - Long periods: Capstone Research or Final Exam Prep.
Meet in the classroom for the matching Quiz 2.7, and then work in the library on the capstone projects, or review for the final exam. 
Capstone Due dates to remember:
- Capstone presentations and exhibitions will open Monday, 5/9 and run through the week of 5/26 (Please sign up in class for a presentation date).
- Final revisions to papers for extra credit submission to the Capstone archives are due no later than Friday, 5/13.
- Final revisions to capstone projects are due no later than Thursday, 5/26.

Day 2/3: The End of Communism.
In-class: Discuss the homework on the collapse of communism.
No homework over the weekend, EXCEPT work on the capstones or review for final exams. 

Week 15 - Decolonization, Independence and the Postcolonial World

Monday through Friday, April 25-29, 2016.

Oral History Transcripts DUE on Friday, April 29, by the end of the day.
Step-Up Teaching Day on Friday, 4/29 (Bixby will be teaching!).

Day 1, Monday, April 27: The Cold War.

In-class: Review the Cold War and legacies of the Second World War. Read and discuss primary source handouts on Cold War and Decolonization.

Primary source#1: The Truman Doctrine and Marshall Plan, 1947.
Primary source#2: B. N. Ponomaryov, "The Cold War: A Soviet Perspective," 1960.

Homework for Day 2/3: Read “The Twilight of Colonialism,” in The West in the World, eds. Sherman/Salisbury, pp. 752-757. 

Also read and SOAPSTONE:

Primary source#3: Declaration of Independent of the Democratic. Republic of Vietnam (9/2/1945).

Primary source#4: Kwame Nkrumah, "I Speak of Freedom" (1961).

Primary source#5: Franz Fanon, The Wretched of the Earth.

Key Terms and Persons: Apartheid, decolonization, post-colonialism, Gandhi, Satyagraha, nonviolence, Ho Chi Minh, Dien Bien Phu, Kwame Nkrumah, and proxy wars.  

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? 

Day 2/3 - Long periods: Independent research.

Meet in library: Use class time for work on the oral history transcripts and capstone projects.

Day 2/3: Decolonization.

In-class: Discuss the readings on the history of post-1945 decolonization. 

Homework for Day 4: Work on completing oral history transcripts.

Day 4: Step-Up Teaching Day.
In-class: Mark Bixby will teach classes on this day, to provide a sense of what eleventh grade US history will be like - ENJOY!

Week 14 - The Cold War

Monday through Friday, April 18-22, 2016

Tuesday, 4/19: Award Ceremony - Cum laude Induction (Special schedule).

Wednesday, 4/20: The Upper School Talent Show (Special schedule).

Friday, 4/22: The Spring Fling (Special schedule).

Matching quiz on Fascism, Nazism, and the Holocaust on Friday, 4/22 (open note).

Day 1: The Origins of the Cold War. 
In-class: Wrap up discussions of the legacies of the Second World War, the Holocaust and Nuremberg Trials; begin to look at primary source evidence for the causes of the Cold War.  
Homework for Day 2/3: 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 2/3 - Long Periods: Independent research presentations continue; time to work in library on oral history and capstone projects, and consult with instructors, librarians, and tutors.

Day 2/3 - Short Periods: The Cold War Heats Up.

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

Homework for Day 4: 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?

Day 4: Superpower Struggles and Global Transformations.

In-class: Matching quiz on Fascism, Nazism, and the Holocaust (open note). Discuss the effects of the Cold War in Eastern and Western Europe and around the world.

Homework over the weekend: Work on oral history interview transcripts and/or the capstone projects; oral history transcripts are DUE by Friday, April 29 at the end of the day.

Week 13 - The Holocaust

Monday through Friday, April 11-15, 2016
Long periods: Research presentations continue. Independent research and work time for Capstone Proposals and Oral History Interviews.


Day 1, Monday, 4/11: The Origins of the Holocaust.

In-class: Read the primary source handouts on the Nazi eugenics and euthanasia programs, and use the SOAPSTONE rubric to annotate the documents for class discussion.
Key Terms and Persons: Eugenics, Sterilization, the T-4 Program, euthanasia, Poland as the "laboratory of experiment", Operation Barbarossa, and Einsatzgruppen.

Homework for Day 2/3: Read the handout from Rudolf Augstein's interview with Daniel J. Goldhagen, and answer the following questions.

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

 

Day 2/3 - Long periods: Research presentations continue. Independent research and work time for Capstone Proposals and Oral History Interviews. 

Day 2/3 - Short periods: Ordinary People and the Holocaust.   

In-class: Discuss the arguments and evidence from Rudolf Augstein's interview with Daniel J. Goldhagen on "Hitler's Willing Executioners", and continue lectures and discussions of Nazi genocidal projects. See primary sources listed below.
Document#1: The Barbarossa Decree, by General Keitel.
Document#2: The Commissar Order, by Adolf Hitler.
Document#3: Escape from Treblinka.

Homework for Day 4: Read handout from Christopher Browning, "One Day in Jozefow." Please take notes on the author's argument(s) and evidence, and prepare for graded in-class discussion. ALSO: How do Browning and Goldhagen's arguments compare?  

Day 4: Hitler's Willing Executioners: 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. Focus discussion on Browning and Goldhagen's arguments.

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

Monday through Friday, April 4-8, 2016
Long periods: In some periods, research presentations continue, and then time to work in the library.
Quiz #4 opens online on Friday, April 1 and closes Thursday evening, April 7 at midnight; covers materials from Weeks 10 and 11, i.e., the legacies of the First World War from before break, and materials on authoritarianism, fascism, Nazism, and Stalinism. 

Day 1, Monday, 4/4: The Nazi Seizure of Power, Part 2.
In-class: Discuss primary and secondary source handouts on the Nazi seizure of power and Stalinism; review for Quiz #4, and chronicle current events.
Homework for Day 2/3: 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 2/3 Long Periods: In some periods, meet in classroom for presentations; time in library to work on capstone projects and oral history interview research.

Day 2/3 Short Periods: 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 4: The Second World War.
In-class: Discuss the key actions and turning points of the war.

No new homework over the weekend; work on capstones and/or oral history interview projects.

Week 11 - Totalitarianism: Stalinism and the Nazi Seizure of Power

Monday, March 28 through Friday, April 1, 2016
Independent research presentations continue.
Guest lecture with Ellen Zieselmann on art during the Interwar period.
Quiz #4 opens online on Friday, April 1 at 3:30, and closes Thursday evening, April 7 at midnight; covers the legacies of the First World War from before break, and materials on authoritarianism, fascism, and Stalinism.

Day 1: The Rise of Authoritarianism in Europe: Stalinism.
In-class: Discuss the missed homework and related primary and secondary source handouts on the rise of Stalinism.
In-class: Chronicle current events.
Make-up Homework for review (from Week 10): Review, “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. 
Review Key Terms and Persons: New Economic Policy (NEP), Five-Year Plan, Stalin, collectivization, the Great Purges, and the Great Depression.
Review Key Question#1: How did Stalin transform the Soviet Union - what were the effects?

Homework for Day 2: Read the primary and secondary source sets on the rise of Nazism.

Review Key Terms and Persons: Adolf Hitler, Nazism, The NSDAP, the 25 Points, SA (Brown Shirts/Storm Troopers), SS, and Beer Hall Putsch.
Review Key Question#2: How do you explain the rise of Nazism?

Day 2: The Rise of Nazism.
In-class: Discuss the homework and related primary and secondary sources.

In-class: Introduce the oral history interview projects. During long periods, some time set aside to research, develop questions, and discuss with the instructor in the library.

Homework for Day 3: Read primary and secondary source sets on the Nazi seizure of power; create SOAPSTONE and AEB notes for discussion in class.

Day 3: 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 Nazi Seizure of Power, the Reichstag Fire Decree, Wild Camps/Concentration Camps, GESTAPO, Enabling Act, Gleichschaltung (Coordination), and the "Night of the Long Knives" (1934). 
Homework for Day 4: Read the secondary source sets provided in class; take notes on authors' arguments, evidence, and whether or not you buy it.

Day 4: Interwar Art History.
In-class: Guest lecture in class with Ellen Zieselmann.

Week 10 – Darkening Decades: Recovery, Dictators, and Depression, 1919-1939

Monday through Friday, March 7-11, 2016.

FIRST week of the Fourth quarter(!).

Independent research presentations continue. 

Long periods: In-library independent research paper revisions, capstone proposals, and/or in-class student research presentations. 

Second deadline for capstone proposals DUE on Friday, 3/11. 

Day 1, Monday, 3/27: The Bolshevik Revolution.

In-class: Discuss the homework from over the long weekend: “Revolutions in Russia,” in The West in the World, eds.Sherman/Salisbury, pp. 674-683, and review answers to the key questions. Make sure to read the two primary sources by Lenin in the source packet, "The April Theses" and "Speech to the Petrograd Soviet". 

Key Terms and Persons: Tsar Nicholas II, 1905 Revolution: Bloody Sunday, the Battleship Potemkin, and Duma; the March Revolution, the Provisional Government, Alexander Kerensky, the soviets, Lenin, the Bolsheviks, Lenin's principles, Leon Trotsky, the November Revolution, the Treaty of Brest-Litovsk, and the Russian Civil War.  

Key question#1: How did the Bolsheviks come to power?
Key question#2 (just added and to be discussed in class): What are the legacies of the Russian Communist Revolution and Bolshevik power?

Homework for Day 2/3: 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 2/3: Long periods: In-library independent research paper revisions, capstone proposals, and/or in-class student research presentations. 

Day 2/3: 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 Spring Break. Safe travels, rest up, and enjoy!!!

Week 9 - Darkening Decades: World War and Revolution.

Monday through Thursday, February 29-March 3, 2016

Independent research presentations continue. 

Long periods: In-library independent research paper revisions, capstone proposals, and/or in-class student research presentations. 

Current events chronicles will be checked during long periods.
Second deadline for capstone proposals DUE on Friday, 3/11. 

Quiz #3 on Week 6, 7, and 8 materials, i.e., mass politics, the new wave of imperialism and modern intellectual history (opens on Wednesday afternoon, 2/24 at 3:30, and closes Tuesday evening, 3/1). 

Final drafts of the independent student research papers DUE by Thursday, March 3 at 5PM.

Self-reflections (optional but strongly encouraged) DUE by Friday, March 4. 

Day 1: The Experience of the Great War.

In-class:  Current event chronicles.

In-class: Begin mapping out capstone projects for closer coordination.

In-class: Research Presentations continue.

In-class: Read primary sources on the experiences of the war.

Homework for Day 2/3: Please read “Descending into the Twentieth Century: World War and Revolution, 1914-1920,” in The West in the World, eds. Sherman/Salisbury, pp. 665-673, and prepare answers to the key questions. 

Key Terms and Persons: Propaganda, Kaethe Kollwitz, the Versailles Treaty, Georges Clemenceau, David Lloyd George, Woodrow Wilson, Wilson's Fourteen Points, The League of Nations, Mustafa Kemal, and John Maynard Keynes.  

Key question#1: How did people experience the war on the home fronts and battle fronts as the war dragged on?  

Key question#2: What are the legacies of the First World War?    

Day 2/3(Long periods): Independent Research.

In-class: Meet in the library to read, write, and discuss projects with instructor. 

Day 2/3(Short periods): The Peace Settlement and the Legacies of the Great War. 

In-class: Read the primary and secondary source handouts on the Treaty of Versailles, and discuss the legacies of the First World War. 

Homework for Monday, March 7: Please read “Revolutions in Russia,” in The West in the World, eds.Sherman/Salisbury, pp. 674-683, and prepare answers to the key questions.  

Key Terms and Persons: Tsar Nicholas II, 1905 Revolution: Bloody Sunday, the Battleship Potemkin, and Duma; the March Revolution, the Provisional Government, Alexander Kerensky, the soviets, Lenin, the Bolsheviks, Lenin's principles, Leon Trotsky, the November Revolution, the Treaty of Brest-Litovsk, and the Russian Civil War.  

Key question#1: How did the Bolsheviks come to power?  

Week 8 – Descending into the Twentieth Century: World War and Revolution: 1914-1920

Monday through Friday, February 22-26, 2016

Independent research presentations continue. 

Long periods: In-library independent research paper revisions, capstone proposals, and/or in-class student research presentations. 
First deadline for capstone proposals DUE on Friday, 2/26. 

Quiz #3 on Week 6, 7, and 8 materials, i.e., mass politics, the new wave of imperialism and modern intellectual history (opens on Wednesday afternoon, 2/24 at 3:30, and closes Tuesday evening, 3/1). 

Final drafts of the independent student research papers DUE by Thursday, March 3 at 5PM.Self-reflections (optional but strongly encouraged) DUE by Friday, March 4. 

Day 1: Monday, 2/24: Modern European Intellectual History, Part 1.  

In-class: Read and discuss primary source handouts on Darwinism and Social Darwinism.

Homework for Day 2/3: Read "Science in an Age of Optimism,” in The West in the World, eds.Sherman/Salisbury, pp. 639-651, and answer the key question. 

Key Persons and Terms: Charles Darwin, Darwinism, Herbert Spencer, Social Darwinism, Louis Pasteur, positivism, realism, impressionism, Einstein, relativity, Freud, psychoanalysis, Durkheim, Nietzsche, and expressionism.

Key Question: Why do you think so much of the culture – especially the ideas, art and literature – of this period 1850-1914 remains influential and popular in today’s world?

Day 2/3 (Long periods): Independent Research.

Meet in library to work or meet in classroom for research presentations (double check with instructor).

Day 2/3 9short periods): Modern European Intellectual History, Part 2.

In-Class: Discuss the readings and homework question on European intellectual history. 
Homework for Day 4: Read “Descending into the Twentieth Century: World War and Revolution, 1914-1920,” in The West in the World, eds. Sherman/Salisbury, pp. 655-665 (up until "The War Spreads Across the Globe"), and prepare answers to the key questions.
Key Terms and Persons: The Schlieffen Plan, The Alliance System, The Triple Entente, The Triple Alliance, Crisis in the Balkans, Archduke Franz Ferdinand of Austria, Germany’s Blank Check, Trench warfare, and total war. 
Key question#1: What were the causes of the war, and who, if anyone, was to blame? 
Key question#2: How did people experience the war on the home fronts and battle fronts?  

Day 4: World War.
In-class: Discuss the homework readings and questions on the First World War.

Week 7 - The New Imperialism

Tuesday through Friday, February 16-19, 2016

Day 1/2: Capstone Research in Library

Period 7, Tuesday, 2/16

Period 4&5, Wednesday, 2/17

Period 3, Thursday, 2/18

Day 1/2: The New Imperialism

Period 3, Tuesday, 2/16,

Period 7, Wednesday, 2/17,

and Periods 4&5, Thursday, 2/18: 

In-class: Discuss the primary source handouts:

Primary source #1: Friedrich Fabri, "Does Germany Need Colonies?".

Primary source #2: Rudyard Kipling, "The White Man's Burden".
Primary source #4: Gandhi, "Facing the British in India".

Review the homework textbook reading, “Mass Politics and Imperial Domination: Democracy and the New Imperialism, 1870-1914,” in The West in the World, eds. Sherman/Salisbury, pp. 609-623, take notes on the following key terms, and develop an answer to the related questions. 

Key Terms: the new imperialism, the scramble for Africa, the Boer War, the Opium Wars, the Taiping Rebellion, the Meiji Restoration and the Russo-Japanese War. 

Key question#1: What are the causes for the rise of imperialism during this period? 

Key question#2: What are the legacies of 19th-century European imperialism for both Western and non-Western peoples? 

Key question#3: How did peoples in Africa, the Middle East and Asia respond to the rise of a new wave of European imperialism in the late 19th century?  

  

Homework for Day 3: Read the secondary source handouts (see the selected documents below), identify the arguments and evidence of the secondary sources, and use these sources to build your notes on the leading questions, i.e., the causes and effects of the new imperialism and how the non-Western world responded to it.
Secondary source#1: Eric J. Hobsbawm, "The Age of Empire".
Secondary source #2: Carlton J. H. Hayes, "Imperialism as a Nationalistic Phenomenon".
Secondary source #4: Margaret Strobel, "Gender and Empire.
Secondary source #5: Pankaj Mishra, "From the Ruins of Empire", Prologue.

Day 3: The Responses of the Non-Western World to Imperialism.

In-class: Discuss the secondary source arguments and evidence on European imperialism and non-western responses to imperialism.
Homework over the weekend: Work on capstone proposals, or decide on final exam; work on revising final drafts of the independent research papers.

Week 6 - Mass Politics and Democracy

Monday through Thursday, February 8-11.

Independent research paper rough drafts DUE by the end of the day, Thursday, 2/11.

Friday, 2/12: Faculty Professional Development Day (no school).

Monday, 2/15: Presidents' Day (no school).

Day 1, Monday, February 8, 2015: The Welfare State.

In-class: Continue discussion of the capstone project guidelines and legacy projects.

In-class: Chronicle current events.

Homework for Day 2/3 (Short periods): Please read “Mass Politics and Imperial Domination: Democracy and the New Imperialism, 1870-1914,” in The West in the World, eds. Sherman/Salisbury, pp. 597-609 (up until the section on "The New Imperialism"), take notes on the following key terms and persons, and develop an answer to the related questions.

Key Terms: Reform Bills of 1867 and 1884, France’s Third Republic, The Paris Commune, strikes, the First International, Kulturkampf, the Fabians, Britain’s Labour Party, German Social Democrats, Anarchism, Anti-Semitism, Ultranationalism, the Dreyfus Affair, Zionism, and suffrage movements.

Key Persons: Bakunin and Theodor Herzl  

Key question#1: In what ways were large numbers of people incorporated into politics during this period?

Key question#2: Why were some areas and groups still left out of the political arena in 1914?

Day 2/3 (Long periods): Independent Research.

In-class: Meet in library to research, develop topic proposal drafts, and discuss with instructor. 

Day 2/3 (Short periods): Mass Politics and Democracy.

In-class: Discuss the reading, key terms, persons and questions from homework.

Homework for WEEK 7,

Period 3, Tuesday, 2/16,

Period 7, Wednesday, 2/17,

and Periods 4&5, Thursday, 2/18: 

Please read “Mass Politics and Imperial Domination: Democracy and the New Imperialism, 1870-1914,” in The West in the World, eds. Sherman/Salisbury, pp. 609-623, take notes on the following key terms, and develop an answer to the related questions. 

Key Terms: the new imperialism, the scramble for Africa, the Boer War, the Opium Wars, the Taiping Rebellion, the Meiji Restoration and the Russo-Japanese War. 

Key question#1: What are the causes for the rise of imperialism during this period? 

Key question#2: What are the legacies of 19th-century European imperialism for both Western and non-Western peoples? 

Key question#3: How did peoples in Africa, the Middle East and Asia respond to the rise of a new wave of European imperialism in the late 19th century?