Twentieth+Century

__**The Age of Anxiety, 1900-1940**__ Essential questions: Possible assessments: Possible classroom activity: Readings:
 * What is meant by modernism and how did modernism influence European literature, the arts, music, psychology and philosophy?
 * What caused the Great Depression, and how did European governments respond to the challenges of the Depression?
 * Analyze documents for homework: either use the form on the wiki or have students answer some/all of the questions listed in Perry.
 * Start the research paper assignment (maybe give them this over March for those who want to start it??).
 * Stalin and the industrialization of the Soviet Union [|http://www.learningcurve.gov.uk/heroesvillains/g4]
 * Have student teams decide on paintings that best express modern characteristics and anxieties. Have them show reproductions of the paintings in class and explain why they feel these particular paintings best represent modern characteristics and anxieties. (from McKay) This could also be a written assignment.
 * Beth's art powerpoint (I couldn't load it)
 * [|Discussion on Freud (ignore experiment)]
 * [|Igor Stravinsky conducts Firebird]
 * [|Arnold Schoenberg's Twelve-Tone Method (English)]
 * McKay, chapter 28 (pages 912-943)
 * Perry documents **(select a few or jigsaw these)**
 * Fyodor Dostoyevsky, Notes from Underground (pages 273-276)
 * Friedrich Nietzsche, The Will to Power and the Antichrist (pages 277-280)
 * Sigmund Freud, The Unconscious and Civilization and its Discontents (pages 281-284)
 * Gusatve Le Bon, Mass Psychology (pages 285-287)
 * Joseph Conrand, Heart of Darkness (pages 289-293)
 * Filippo Tommaso Marinetti, Manifesto of Futurism (pages 293-296)
 * James Joyce?
 * [|T.S. Elliot: The Love Song of J. Alfred Prufrock]

__**Dictatorships and the Second World War, 1919-1945**__ Essential questions: Possible assessments: Possible activities: Readings: **__Cold War, Conflicts, and Social Transformations, 1945-1985__ Essential questions: ** Possible activities: Possible assessments: Readings: Readings for us: Essential questions: ** Possible Assessments: Possible classroom activities: Readings: Readings for us:
 * What relationship did Depression and political extremism play in the 1930s? What might have been other factors that contributed to the rise of political extremism in Europe?
 * Why did political extremism occur in some European countries but not in others?
 * Why did popularly elected governments and basic civil liberties decline drastically after World War One? (McKay 945)
 * How and why did authoritarian states evolve in the Soviet Union, Germany, Italy (and Japan)? What were the similarities and differences between the conservative and radical regimes of the 1920s and 1930s?
 * Why did the British and the French adopt a policy of appeasement when Hitler re-armed Germany and invaded neighboring countries? Why did England and France finally declare war when Hitler invaded Poland?
 * How can historians account for the Holocaust?
 * How did the World War Two affect European society, culture, politics, economy, and international relations? To what extent are we living with the legacy of World War Two today?
 * Analyze primary documents
 * Map work. Have students fill out a map of Europe before World War Two and after World War Two. Can quiz this or make it part of a test.
 * [|The Conferences]
 * [|Stalin on Trial]
 * McKay, chapter 29 (pages 944-979)
 * Perry documents **(select a few or jigsaw these)**
 * Joseph Stalin, The Hard Line (pages 337-339)
 * Joseph Stalin, Liquidation of the Kulaks (pages 339-340)
 * Lev Kopelev, Terror in the Countryside (pages 340-343)
 * Miron Dolot, Execution by Hunger (pages 343-347)
 * A.O. Avdienko, The Cult of Stalin (pages 348-349)
 * Yevgeny Yevtushenko, Literature as Propaganda (pages 349-351)
 * Nikita S. Khrushchev, Khrushchev's Secret Speech, (pages 351-353)
 * Lev Razgon, True Stories, (pages 353-358)
 * Benito Mussolini, Fascist Doctrines (pages 359-361)
 * Adold Hitler, Mein Kampf (pages 361-366)
 * Kurt G. Ludecke, The Demagogic Orator (pages 336-367)
 * Thomas Mann, An Appeal to Reason (pages 367-369)
 * Ernst Rudolf Huber, "The Authority of the Fuhrer Is..." (pages 369-370)
 * Johannes Stark, "Jewish Science" Versus "German Science" (pages 371-372)
 * Kakob Graf, Hereditary and Racial Biology for Students (pages 372-373)
 * Louis P. Lochner, Book Burning (pages 373-374)
 * Joseph Roth, "THe Auto-Da-Fe of the Mind" (pages 374-376)
 * Hertha Nathorff, A German Jewish Doctor's Diary (pages 377-379)
 * Marta Appel, Memoirs of a German Jewish Woman (pages 379-381)
 * David H. Buffum, Night of the Broken Glass (Kristallnacht) (pages 382-383)
 * Johan Huizinga, In the Shadow of Tomorrow (pages 384-385)
 * Nicolas Berdyaev, Modern Ideologies at Variance with Christianity (pages 386-387)
 * Horace Rumbold, “Pacifism is the Deadliest of Sins” (pages 389-391)
 * and the rest of the readings to page 448
 * What were the causes of the Cold War?
 * Why did the post war recovery differ from Western Europe and Eastern Europe?
 * What happened to the colonies held by European countries?
 * How did changing patterns in technology, class relations, women's work, and youth culture bring major social transformations in European society? (McKay 981)
 * What factors contributed to the women's movement in Europe?
 * Films: Chocolate (about French colonialism, set in 1955), The Battle of Algeirs
 * [|The Role of NATO]
 * [|Boris Yeltsin]
 * [|The Race for the Superbomb]
 * [|Cold War International History Project]
 * [|Soviet Archives, 1917-1991]
 * Analyze primary sources
 * McKay chapter 30 (pages 980-1017)
 * Perry documents (pages 451-473)
 * Stephen Spender, European Witness (pages 451-452)
 * Bruno Foa, Europe in Ruins (pages 452-455)
 * Churchill, The Iron Curtain (pages 455-456)
 * Nikita S. Khurschchev, Report (pages 457-459)
 * Milovian Dijlas, The New Class (pages 460-462)
 * Andor Heller, The Hungarian Revolt, 1956 (pages 463-466)
 * Hannah Vogt, THe Burden of Guilt (pages 466-469)
 * Richard von Weizsacher, "We Seek Reconciliation" (pages 469-470)
 * Margaret Thacher, The Free Market Versus State Intervention (pages 471-473)
 * The Human Tradition, chapters 11-13
 * __Revolution, Rebuilding, and New Challenges: 1985-to the Present and the Fate of the European Union__
 * How and why did anti-communism sweep through eastern Europe and the Soviet Union, and what were the consequences?
 * What were the pressing political, social, economic, cultural, and international issues in Europe after the end of the Cold War?
 * What is the goal of the European Union? Why has it been so difficult/controversial for Turkey to join the EU?
 * How and why did the relations between the West and the Islamic world deteriorate dramatically in the early twenty-first century? (McKay 1019)
 * Analyze primary sources
 * Map exercise. Fill out a map after 1991 and compare to earlier maps. Can quiz/test this.
 * Films: No Man's Land (conflict in Bosnia and Serbia), Fast Forward (challenges facing the world at the end of the 20th century)
 * [|The Changing Face of Europe]
 * [|The History of The European Union]
 * McKay chapter 31 (pages 1018-1055)
 * Perry documents (select a few or jigsaw these)
 * Vaclav Havel, The Failure of Communism (pages 477-479)
 * Fareed Zakaria, "Democracy Has Its Dark Sides" (pages 481-483)
 * Amy Chau, "Free Market Democracy Breeds Ethnic Hatred..." (pages 484-487)
 * UN, Ending Violence Against Women (pages 488-493)
 * Abbas Amanat, "Empowered Through Violence" (pages 494-501)
 * Mary Habeck, Jihadist Ideology (pages 501-503)
 * Human Tradtion chapter 14, Why Not All Germans Celebrated the Fall of the Berlin Wall
 * Guerrina, chapter 5 "Political Europe"
 * Guerrina, chapter 6 "Economic Europe"
 * Guerrina, chapter 7 "Social Europe, Cultural Europe"