Winter+term

Winter term--ends with museum

Unit 1 Industrialism

Unit 2 Political and social movements Ideologies, chp. 23 Mackay Imperialism and

__**Unit 3 Nationalism and Imperialism: The Age of Nationalism, 1850-1914**__ McKay outline Essential questions: Possible assessments: Possible classroom activities:
 * What is nationalism? How can it be expressed? How did it evolve from 1850-1914?
 * Why, when nationalism failed in the revolutions of 1848 did it "become in one way or another an almost universal faith in Europe?" (McKay 815)
 * From 1850-1914, what is meant by:
 * conservative
 * liberal
 * revolutionary
 * socialism
 * How and why did the rise of the modern nation state differ in different European countries?
 * By 1914 who were the dominant players in Europe and why?
 * Map work for homework: have students fill in a map of Europe prior to 1914. Can then quiz this or have it as part of a test.
 * Exercise from McKay (modified) Have students research the following information for the nations listed (1900): a) estimated national income b) population c) square mileage d) size of army e) natural resources f) colonial possessions g) who votes/when suffrage achieved
 * United States (if we want), Germany, Britain, France, Italy, Russia, Spain, Austria, Netherlands, Belgium
 * Analyze documents for homework: either use the form on the wiki or have students answer some/all of the questions listed in Perry.
 * Using a piece of artwork/photograph in McKay (pages 814, 816, 820, 824, 828, 830, 832, 834, 836, 837, 840) do some research (three sources is a minimum) and write a page (or more??) on the historical importance/context of the work. Include appropriate citations and include a works consulted page.
 * [|Interactive Map: Unification of Germany]
 * Reading quiz (multiple choice) [[file:readingquiz.25.doc]]

Readings:
 * McKay, chapter 25 (pages 814-845)
 * Perry selected documents, political (end of chapter 7):
 * Marx and Engels,Communist Manifesto (pages 185-192)
 * L.T. Hobhouse, Justification for State Intervention (pages 192-193)
 * Herbert Spencer, The Man Versus the State (pages 193-195)
 * Perry, documents, social/cultural (chapter 8) **(select a few or jigsaw these):**
 * Poulett Scrope, Evictions (pages 199-200)
 * Nicholas Cummins, The Famine in Skibbereen (pages 200-201)
 * Jeanne Bouvier, The Pains of Poverty (pages 202-204)
 * Nikolaus Osterroth, The Yearning for Social Justice (pages 204-207)
 * William Booth, In the Darkest England (pages 207-209)
 * Henry Mayhew, Prostitution in Victorian London (pages 210-213)
 * Willaim W. Sanger, Prostitution in Hamburg (pages 213-215)
 * John Stuart Mill, The Subjection of Women (pages 217-219)
 * Emmeline Pankhurst, Why We Are Militant (pages 219-222)
 * Hubertine Auclert, La Citoyenne (pages 222-223)
 * The Goncourt Brothers, On Female Inferiority (pages 223-224)
 * Almroth E. Wright, The Unexpected Case Against Woman Suffrage (pages 224-227)
 * Houston Stewart Chamberlain, The Importance of Race (pages 228-229)
 * Pan-German League, There Are Dominant Races and Subordinate Races (pages 229-230)
 * Hermann Ahlwardt, The Semitic Versus the Teutonic Race (pages 231-234)
 * Edouard Drumont, Jewish France (pages 234-235)
 * Theodor Herzl, The Jewish State, (pages 236-238)
 * [|Documents from McKay's website]
 * Poetry and imperialism
 * Rudyard Kipling [|The White Man's Burden]
 * excerpts from H.R. Haggert and Joseph Conrad?
 * Readings for us
 * Modern Tradition, chap. 6, social/cultural: "Colette. The New Woman Takes the Stage..."
 * Resources
 * [|British Empire, secondary school teacher]

__**The West and the World, 1815-1914**__ McKay outline Essential questions: Possible assessments: Readings:
 * How did economic, political, and technological advances contribute to the "new imperialism" or the European political annexation of territory in the 1880s? What impact did this imperialism have on European society and those who peoples/nations that were colonized? (McKay 847)
 * What were some of the global consequences of European industrialization between 1815-1914? (McKay 847)
 * Map work: have students fill in a map of Europe in 1919. Contrast to map of 1914. Can then quiz this or have it as part of a test.
 * Analyze documents for homework: either use the form on the wiki or have students answer some/all of the questions listed in Perry.
 * Using a piece of artwork (or two) from McKay (pages 846, 850, 851, 854, 857, 858, 862, 866, 869, 871, 873) how does the piece fit into the essential questions posed in the readings?
 * DBQ from the AP--could do this as a take home.[[file:ap09_frq_european_Europe:Africa.pdf]]
 * Reading quiz chapter 26 [[file:readingquiz.26.doc]]
 * McKay, chapter 26 (pages 846-877)
 * Perry documents **(select a few or jigsaw these)**
 * Cecil Rhodes, Confessions of Faith (pages 242-244)
 * Joseph Chamberlain, The British Empire (pages 244-246)
 * Karl Pearson, Social Darwinism (pages 246-248)
 * Friedrich Fabri, Does Germany Need Colonies? (pages 249-250)
 * Cecil Rhodes and Lo Bengula, I Had Signed Away... (pages 251-252)
 * Winston S. Churchill, The Battle of Omdurman (pages 253-257)
 * The Casement Report, We Are Killed by the Work You Make Us Do (pages 257-259)
 * Richard Meinertzhagen, An Embattled Colonial Officer In East Africa (pages 260-263)
 * German Brutality in Southwest Africa (pages 263-265)
 * The Edinburgh Review, We...Can Restore Order... (pages 266-270)
 * [|Primary Source from McKay's website]

McKay outline Essential questions: Possible assessments: Readings:
 * __Unit 4 World War I__** __**The Great Break: War and Revolution, 1914-1919**__
 * What factors led to the Great War, and how did the war affect European society, culture, politics, economy, and international relations?
 * How did the Great War break from the "course of historical development since the French and Industrial Revolution?" (McKay 879)
 * To what extent was the Great War a revolutionary conflict, especially in Russia?
 * Why was the Peace at Versailles unable to keep peace in Europe and the world?
 * Map work for homework: have students fill in a map of Europe prior to 1914. Can then quiz this or have it as part of a test.
 * Analyze documents for homework: either use the form on the wiki or have students answer some/all of the questions listed in Perry.
 * McKay, chapter 27 (pages 878-911)
 * Perry documents **(select a few or jigsaw these)**
 * Heinrich vo Treitschke, The Greatness of War (pages 299-301)
 * Friedrich von Bernhardi, Germany and the Next War (pages 300-301)
 * Pan-Serbism, Nationalism and Terrorism (pages 302-303)
 * Baron von Gisel, Austrian Response to the Assassination (pages 304-305)
 * Eyre Crowe, Germany's Yearning for Expansion and Power (pages 306-307)
 * Roland Doregeles, Paris: That Fabulous Day (pages 308-309
 * Stefan Zweig, Vienna: The Rushing Feeling of Fraternity (pages 209-311)
 * Philipp Scheidemann, Berlin: The Hour We Yearned For (pages 311-312)
 * Bertrand Russell, London" Average Men and Women Were Delighted at the Prospect of War (pages 312-313)
 * Erich Maria Remarque, All Quiet on the Western Front (pages 313-316)
 * Siegfried Sassoon, Base Details (316--poem)
 * Wilfred Owen, Diabled (317--poem)
 * Woodrow Wilson, The Fourteen Points (pages 318-320)
 * George Clemenceau, French Demands for Security and Revenge (pages 320-322)
 * Army Intelligence Report, The Breakdown of Military Discipline (pages 323-324)
 * N.N. Sukhanov, Trotsky Arouses the People (325-236)
 * V.I. Lenin, The Call to Power (pages 326-327)
 * Paul Valery, Disillusionment (pages 327-328)
 * Erich Maria Remarque, The Lost Generation (329)
 * Ernst von Salomon, Brutalization of the Individual (pages 330-331)
 * Sigmund Freud, A Legacy of Embitterment (pages 331-333)
 * Resources
 * Music: [|"Pack Up Your Troubles and Smile"]
 * Readings for us:
 * Human Tradition, chap. 7, "All Quiet..." Karen Petrone