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.

Thursday, April 28, 2016

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. 
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Saturday, April 23, 2016

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!
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Friday, April 15, 2016

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.
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Friday, April 8, 2016

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.
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