Post+French+Rev+syllabi

More syllabi, post French Revolution...


 * The Industrial Revolution**

Before we examine what Europe looked like after Napoleon’s expansionistic wars, we will first examine how she was adjusting to the new technologies in the world. While the scientific revolution had little impact on every day lives, the Industrial Revolution had profound impacts on the way society was structured, the definition of work, who should work, the role of government in regulating industry, urban growth woes, the trials of life in the city, and urban strife.

Along with reading in McKay, we will incorporate readings from Sherman and others to critically examine this crucial time period in history.

Key questions:

1. Why did the Industrial Revolution begin in England? 2. To what extent did the Industrial Revolution improve the quality of life for the British people? 3. How did the Industrial Revolution spread to other countries? 4. Compare the first Industrial Revolution of 1780-1815 to the second revolution of 181501850. 5. How did expectations of women’s roles change in this rime period? 6. What role should the government play in regulating these new working conditions? 7. How do we define revolution? Was the Industrial Revolution more like an evolution?

Schedule of events…

Monday, January 4 • Welcome back! • December Test Review. Intro to the Industrial Revolution.

Tuesday, January 5 • Read McKay, 727-734 and Wheeler, p. 139 and p. 141, “The Old Labor” (Handout) • We will discuss what it was like to live before the Industrial Revolution, working on the farms

Wednesday, January 6 • Read McKay, 734-737 and Sherman, p. 243 and 246 • We will watch a video by Sister Wendy about art in the 19th century.

Thursday, January 7 • Write a one-page paper, based on the video we watched! • Topic: To what extent does art reflect the political, economic, or cultural climate? Is it merely a reflection of the times or does it help shape the times? Be sure to include specific evidence and reference to painting.

Friday, January 8 • Read McKay 737-743 and Sherman, p. 237 and 241

Monday, January 11 • Read McKay, 743-752 and Wheeler, p. 149, p. 160, p. 162 (Handout)


 * Survival of the Fittest…**

In this section of the course, we will take on a little competition in the dead of winter! Our task is to examine the different -isms of the 19th century and to conclude which at the most lasting influence on the 19th century. Which impacted how governments ran, economies ran, societies ran, religion saw itself, education should run, the role of science and technology, ETC. There can only be ONE winner: which is it?

As a class, we will briefly review each ism, the fundamentals, specifics, and see which events they influenced. You will then need to decide for yourself which ism has the biggest impact on the era.

Once YOU have decided, we will gather as a class and share our winners.

Possible isms to analyze/ select:

Liberalism Marxism Socialism/ Marxism Conservatism Nationalism Romanticism Industrialism Anti-feminism Feminism anti-Semitism Darwinism

Bring PERRY each day! Monday, Jan. 28 • Industrial pamphlets due. • Introduction to the ism: what do we know about each one? Want to know? Which still matter to us today?

Tuesday, Jan 29: Liberalism and Conservatism • Read McKay, 758-762 and Perry 143-148 and 180-183 think about: What are the major differences between liberalism and conservatism? How does it change over the century? • We will unpack these isms and speculate the impact it may have on the century. • Overview of the artistic movements of the 19th century.

Monday, Feb. 4: Nationalism • Read McKay 825-830 and Perry, 152-154. • We will discuss the pros and cons of Italian unification.

Tuesday, Feb. 5: Nationalism • Read McKay 830-834 and 841-844 and Perry, 148-152 • Consider: what are the pros and cons of German unification? Who would want it? Who would fight it? How strong is nationalism as a force?

Thursday, Feb.7: Darwinism • Read Perry, 165-173 and McKay, 814-5 • Consider: why were the religious people so threatened by Darwin? What is organized religion afraid of today? How would Darwin’s thoughts impact greater society?

Friday, Feb. 8: Marxism • Read Perry, 173-179. The Communist Manifesto and Sophie’s World on Marx, McKay, 764-6. Read Sophie’s World first! • Consider his critique intellectually and investigate if it is sound.

Monday, Feb.11: Marxism • WRITE a letter to Marx, discussing how his theories were practiced in history OR or other choices… to be announced.

Tuesday, Feb. 12: Industrialism • Read Perry, 192-201 and McKay, 797-805 on the impact of industrialism. • Consider: what impact would Marxism or socialism have on this?

Thursday, Feb 14: Feminism and Anti and Anti-Semitism • 1\2 read Read Perry, 202-212 on Feminism and Anti-feminism. Other half read, Perry, 212-222 on Anti-Semitism. • Each side will teach the other the basics of the isms…

Friday, Feb. 15: Paper due • Papers due! Who wins? Which ism had the biggest impact? • We will then turn our attention to perhaps the biggest ism… Imperialism. We will begin playing a dynamic boardgame that will show us the dynamics of this ism…

Monday, Feb. 18-Feb. 22: Diplomacy during class, prep for the “Dinner Party” for homework… more details to follow.


 * The Dinner Party**

The Premise

If you could bring together a number of figures from five centuries of Europe to meet and talk with one another, who would they be? Let’s say 1400-1900…

After thoughtfully considering all the possibilities, select eight people to attend an imaginary dinner party.

The Parameters

1. Selected eight (no more, no fewer) persons to attend your dinner party.

2. At least one, but no more than three, must be artists, writers, or musicians.

3. At least two, but no more than three, must be politicians.

4. Your group must demonstrate an awareness of contributions made to European civilization…consider intellectual, scientific, artistic, economic, philosophical, political… draw from all possible areas of society.

Don’t forget the role of religion in this time period… even though we are now onto the secular 19th century, one cannot discount how people from the Reformation played in shaping European civilization.

5. You must include one person from each of the following centuries: 16th, 17th, 18th and 19th. Example: Luther, Louis XIV, Voltiare, and Monet.

6. Write one paragraph on each of the eight people you selected justifying or explaining why you selected him or her to your party—what contributions did they make to European society. (see sample attached)

7. Design a seating plan for your table, carefully deciding who sits next to whom and considering the ideas and issues about with your guests would want to converse. Visuals will add interest to your plan!

8. Explain the rationale behind two threesomes of your seating plan. For example, why did you seat Elizabeth next to Louis XIV and Mozart? Explain two. And articulate what the dialogue is between the three of them. (see sample attached)

Sharing your Dinner Party Guests

1. Turn in the written components (#1, #6, #7, and #8) on March 1

2. Prepare by planning to arrive at our dinner party as one of your guests (we will figure out who is who soon)…you will need to prepare a 2 minute (maximum) statement about one of your points of view on human nature, race, gender, role of government, religion, art, music, economics, whatever you want—but make it controversial and unique. You will stand up and make your point and then sit back down. The remainder of the period is mingling…as your person…where you need to interview/ discuss/ debate with the other members of the party.

3. Synthesizing journal entry in your own voice to process your thoughts from the party and presentations.

Your grade

• The list of eight persons, following criteria 8 points • Paragraph on each individual 40 points • Discussions of two dialogues 20 points • The oral presentation 10 points • Journal entry 8 points

Assignment calendar:

What is listed below is a suggested outline for your work….we will be playing Diplomacy in class so there is no class time to prepare this work.

Monday, Feb. 18 • 19th century paper due • List of 8 people • Rough draft of seating chart

Tuesday, Feb. 19 • Paragraphs on four of your people

Thursday, Feb. 21 • Paragraphs on four of your people.

Friday, Feb. 22 • The write-up of two threesomes….

Take other exams…

Friday, March 1 • Prepare your oral presentation. Meet in Room 26 to present your dinner parties.


 * 19th century Revolutions**

Now we will take a look at Europe after the devastating Napoleonic Wars. We will begin by investigating the peace treaty in 1815, one of the watersheds of European history. We will look at the goals and outcomes according to each of the world powers. The important concept of ‘balance of power’ emerges from this conference. We will then turn to unrest across the Continent with revolutions in 1830 and 1848 and the spreading of Romanticism. We will see how many of these revolutions are a delayed reaction to the actions of the French Revolution and the effects of industrialization.

This chapter is key to understanding the course of modern European History. (defined by 1815 and beyond) Hence you will need to take careful notes of your reading and complete every facet of your study guide. To insure you are keeping up on your work, there will be short, identification quizzes to check your comprehension of the day’s reading. This is an exciting period of history to study! But you need to keep track of the details to really understand and relish its importance.

Schedule of events…

Tuesday, January 12 • Turn in Study Guide for chapter 22 • Read Sherman, p. 211-213 and p. 229, “The Congress of Vienna.” We will discuss some of the coming ‘isms’ of the 19th century.

Thursday, January 14 • Read McKay, 757-763 and Sherman, p.213, 215. • While reading, note how each of your country deals with the Peace Settlement in 1815. What did each country want and why? • We will discuss the concept of balance of power and the theory of conservatism. Key terms: Balance of Power, Metternich, Robert Castelereach, Charles Talleyrand, Alexander I, Holy Alliance, Monroe Doctrine, Carslbad Decrees.

Friday, January 15 • Read McKay, 763-770 and Sherman, p. 217 and 219. Short QUIZ. • We will discuss the budding concepts of liberalism, socialism, nationalism, and Marxism. While reading, note the defining characteristics of each “ism.” Consider differences between liberalism today and then and socialism in theory and in practice.

Monday, January 18 • Read the Communist Manifesto, excerpts. • This is possibly one of the most important documents of the 19th century. (and Darwin’s theory of evolution) It is a difficult document but the work will be worth it. Read it and consider Marx’s theory of history, the competition between classes, his vision for society, etc.

Tuesday, January 19 • Read McKay, 770-776 and Sherman, p. 223 and 225. • We will discuss the Romantic Movement, by looking at the literature and art, and listening to music. Be sure to bring both Sherman and McKay and I will bring art books to examine the Romantic Movement.

Wednesday, January 20 • Read McKay, 776-782 and Sherman, p. 221. Short QUIZ. • WE will look at Europe after the agreement of 1815 to see how these “isms” had a practical impact on society. Revolutions in 1830 spread throughout Europe, in reaction to conservatism and other reforms.

Thursday, January 21 • Read McKay, 782-790 and Sherman, p. 222 and p. 231 • We will discuss the momentous events of 1848 and discuss the long and short term causes and effects.

Friday, January 22 • Study guide due, Chapter 23. Read Sherman, p. 230 and 232. • Bring in any review questions you have. We will discuss the long term consequences of the revolutions in this period. • We will also discuss strategies for possible essay questions.

Monday, January 25 • WRITE two take-home essays. I will offer your FOUR choices. You must write TWO of them. • Mulitiple Choice test in-class on chapters 22 and 23.

Tuesday, January 26 • Read McKay,795-804 • We will discuss the changing times in the cities across Europe. Consider the impact the movement of thousands of people into cities at one time have on the infrastructure of cities.


 * The Victorian Age**

In this short chapter, we will investigate the rise of industrialization and how it affected urban life and family. A number of scientific and technological ideas appeared, changing the social sciences and the arts. Attitudes towards gender and class change as more and more people move to the cities. We will look at the work of Darwin and other social scientists and examine how that influenced the perceptions of people. A new art form, Realism, replaces Romanticism and we will examine the major differences between them.

Similar to our approach with life in the 18th century, you will take ownership of a particular section of the chapter and be responsible for teaching it to the class, in whichever way you wish. I have included certain days where there will be short quizzes but then you can teach afterwards. We will also do another DBQ as we look towards that type of evaluation.

The day you teach, you will be graded on the effectiveness of the discussion you raise, the variety of activities, and planning. You will hand in a lesson plan and receive a grade both on your plan and execution of the lesson.

Key questions: 1. How did the rise of industrialization affect urban life and the family? 2. How did scientific/ technological thinking influence the social sciences and the arts? 3. How different are our attitudes toward gender and class issues from those of the Victorian Age? 4. How did families change as they coped with the challenges and the opportunities of the developing urban civilization?

Order of Assignments...

Thursday, January 28: The New City. Liz, Sheng, Vivienne • Read McKay, 795-804 and Sherman p. 292 and 294 • We will discuss the changing scene of life in the city and examine some of the intellectual and artistic reactions to it.

Friday, January 29: The Rich and Poor. Nicole and Toni • Read McKay, 804-813 and Sherman, p. 302 and 303 • QUIZ. Can bring in notes on ONE index card. • We then will discuss the divergence of class: who got rich and who got poor as a result of the Industrial Revolution.

Monday, February 1: The Changing Family. Ashley, Lauren • Read McKay, 813-820 and Sherman, p. 314 • We will discuss the changing theories of raising children, from the 16th-18th century.

Tuesday, February 2: Science and Thought. Molly, Emily, Sarah • Read McKay, 821-825 and Sherman, p. 289, 291 and 296. • QUIZ. Can bring in notes on ONE index card. • We will discuss the theory of Darwin and what his impact was on society and science.

Wednesday, February 3: DBQ day. • Take-home DBQ on this chapter. I will dig up a DBQ on middle-class attitudes toward work. (or something along those lines…) This is in place of a test. • After we discuss the DBQ, we will take a look at the music of Wagner and the art of Realism.

Thursday, February 4 • Read McKay, pages to be announced.

New and improved syllabus!
 * Nationalism and Unification: Rise of Socialism**

In this important chapter, we will look in particular at the turning points in Italian and German history. Up until this point, both of these ‘countries’ were simply separate, distinct kingdoms or states. Language united all of these peoples but they have lived under various different rule, either under the Austria-Hungarian Empire, the French Empire, or the Prussian. In this chapter, we will look at how these two countries evolved into their own state.

Along the way, we will look at the individuals who helped shape European history in this time period. In particular we will look at the man Bismark. We will put him on trial, similar to what we did with Louis XIV. (The charge being crimes against humanity and crimes against the state) We will also look at the character of Napoleon III in France and Garibaldi of Italy. We will see how Russia accepted the premises of Marxism in the Revolution of 1905. Perhaps the best way to capture the mood and feeling of the times is to watch a movie… The Life of Emile Zola. It will reveal many currents of thought in the late 19th century.

Essential questions to consider while you read… • Who was greater—Napoleon I or Napoleon III? • Why was unification of Italy and Germany made possible only after conservatives limited the power of the liberals? • Why was socialism both so attractive and repulsive to many Europeans? • How did Disraeli and Gladstone help to shape modern Great Britain? • What role did Bismarck play in forging the new German State? Would it have been formed with him? • What role did the ‘isms’ play in creating these new states? • What impact did the formation of these new states have on the European Balance of Power?

Schedule of events…

Thursday, February 4 • Write the DBQ! Draw from our discussion in class and write it out yourself • In class, we will begin watching the movie, the Life of Emile Zola.

Friday, February 5 • Write a response to the film thus far. What characters or events grab your attention? • We will spend the class time (and H block!) watching the film, “The Life of Emile Zola.”

Monday, February 8 • Read McKay 831-837 (through Germany Before Bismark) • Consider in what ways Napoleon I and III differed and were the same. Also consider the unification process in Italy. What barriers to unification had to be hurdled before it happened? • We will discuss the film as well!

Tuesday, February 9 • Read McKay, 838-842. • Write your own interpretation of the formation of the German State. What were the major forces? What role did Bismark play in the process? Use a short essay in Sherman as your model. Pick 2 or 3 compelling reasons that allowed the formation of the state and expand upon those. This is a very short and focused writing exercise. • We will discuss the major events that led up to Germany’s formation.

Monday, February 15 • Read McKay, 842-850 • While quickly reviewing the parallel events in the United States, we will focus on the Revolution of 1905 in Russia. Question how Russia took such a radically different path from the rest of Europe.

Tuesday, February 16 • Read Mckay, 850-857 and short QUIZ. • We will review how the nation state came into being a force all of its own in the period before the world wars.

Wednesday, Februrary 17 • Read McKay, 857-860 • Prepare arguments for and against Bismark. We will put him on trial today, after we review the major events the day before. Ashley, Molly, Vivienne, Nicole and Liz: prepare arguments prosecuting the man, and Sheng, Emily, Sarah, Lauren, and Toni prepare arguments to defend the man. You will have class time to select witnesses, figure out testimonies and present the case. • We will then discuss the Marxist movement in Europe.

Thursday, February 18 • Some kind of assessment activity (that is not multiple choice!) It will involve identifications, sequencing of events (ie chronology), or cause and effect statements. I will hand out the format when the time comes

We will test this chapter and next in another together with a multiple choice test and essay section.

New and improved syllabus!
 * Nationalism and Unification: Rise of Socialism**

In this important chapter, we will look in particular at the turning points in Italian and German history. Up until this point, both of these ‘countries’ were simply separate, distinct kingdoms or states. Language united all of these peoples but they have lived under various different rule, either under the Austria-Hungarian Empire, the French Empire, or the Prussian. In this chapter, we will look at how these two countries evolved into their own state.

Along the way, we will look at the individuals who helped shape European history in this time period. In particular we will look at the man Bismark. We will put him on trial, similar to what we did with Louis XIV. (The charge being crimes against humanity and crimes against the state) We will also look at the character of Napoleon III in France and Garibaldi of Italy. We will see how Russia accepted the premises of Marxism in the Revolution of 1905. Perhaps the best way to capture the mood and feeling of the times is to watch a movie… The Life of Emile Zola. It will reveal many currents of thought in the late 19th century.

Essential questions to consider while you read… • Who was greater—Napoleon I or Napoleon III? • Why was unification of Italy and Germany made possible only after conservatives limited the power of the liberals? • Why was socialism both so attractive and repulsive to many Europeans? • How did Disraeli and Gladstone help to shape modern Great Britain? • What role did Bismarck play in forging the new German State? Would it have been formed with him? • What role did the ‘isms’ play in creating these new states? • What impact did the formation of these new states have on the European Balance of Power?

Schedule of events…

Thursday, February 4 • Write the DBQ! Draw from our discussion in class and write it out yourself • In class, we will begin watching the movie, the Life of Emile Zola.

Friday, February 5 • Write a response to the film thus far. What characters or events grab your attention? • We will spend the class time (and H block!) watching the film, “The Life of Emile Zola.”

Monday, February 8 • Read McKay 831-837 (through Germany Before Bismark) • Consider in what ways Napoleon I and III differed and were the same. Also consider the unification process in Italy. What barriers to unification had to be hurdled before it happened? • We will discuss the film as well!

Tuesday, February 9 • Read McKay, 838-842. • Write your own interpretation of the formation of the German State. What were the major forces? What role did Bismark play in the process? Use a short essay in Sherman as your model. Pick 2 or 3 compelling reasons that allowed the formation of the state and expand upon those. This is a very short and focused writing exercise. • We will discuss the major events that led up to Germany’s formation.

Monday, February 15 • Read McKay, 842-850 • While quickly reviewing the parallel events in the United States, we will focus on the Revolution of 1905 in Russia. Question how Russia took such a radically different path from the rest of Europe.

Tuesday, February 16 • Read Mckay, 850-857 and short QUIZ. • We will review how the nation state came into being a force all of its own in the period before the world wars.

Wednesday, Februrary 17 • Read McKay, 857-860 • Prepare arguments for and against Bismark. We will put him on trial today, after we review the major events the day before. Ashley, Molly, Vivienne, Nicole and Liz: prepare arguments prosecuting the man, and Sheng, Emily, Sarah, Lauren, and Toni prepare arguments to defend the man. You will have class time to select witnesses, figure out testimonies and present the case. • We will then discuss the Marxist movement in Europe.

Thursday, February 18 • Some kind of assessment activity (that is not multiple choice!) It will involve identifications, sequencing of events (ie chronology), or cause and effect statements. I will hand out the format when the time comes

We will test this chapter and next in another together with a multiple choice test and essay section.


 * The Age of Imperialism…**

In this short chapter, but a turning point in European history, we will examine how the Europeans expanded abroad. We will examine the relationships between racism, nationalism, and imperialism. We will question whether imperialism is driven more by economic greed, racism, or the fervent nationalist movement.

Key questions to consider: 1. What drove the Europeans to extend beyond their borders? 2. How did the era of imperialism contribute to rise of World War I? 3. How different are our attitudes toward Third World peoples today from those of the middle and upper classes of Western Europe at the turn of the century? 4. Is imperialism a higher stage of capitalism, according to Lenin? 5. Which countries went where and why? Why did certain countries have greater success than others did in conquering the world?

Schedule of assignments…

Monday, February 22 • Read McKay, 865-874 • We will discuss world markets and capitalism and revisit the concept of mercantilism. We may read some of Lenin’s theories about imperialism, too.

Tuesday, February 23 • Read McKay, 874-880 and Sherman, p. 271, “The White Man’s Burden” • We will discuss where migrants went from Europe and also why Europeans feel they must ‘enlighten’ the peoples of Africa and Asia.

Thursday, February 25 • Read McKay, 880-888 and Sherman, p. 268, “Imperialism” and p. 269, “Rise of our E. African Empire” • Be sure to bring your Sherman books to class, as we will examine the documents you read and look at some maps in Sherman.

Friday, February 26 • Read McKay, 888-894 and Sherman, 284 and 283. • We will debate whether the primary reasons for imperialism lie in economic or nationalistic reasons. Bring in arguments for either side as I will assign you once you walk into class!

Monday, March 1 • Multiple choice and short answer question TEST. Terms taken from the study guide for chapter 26.


 * The Great War**

We now enter upon studying a critical era in European history… for almost 100 years, relative peace had reigned over Europe. The men at the Congress of Vienna in 1815 crafted a compelling and nearly successful peace and alliance system. But in 1914, the system broke down, very badly. We will examine the long and short-term causes of World War I and see how revolution impacted Russia in 1917. This period of study demands attention to detail so that one can understand the profound impact and reasons for the war all of Europe that was the worst ever and never would happen again. This chapter will emphasize critical thinking skills, e.g. we will end write essays.

Key questions to consider: 1. Which country was the most to blame for WWI? 2. What role did nationality play in beginning WWI? What about other isms, like liberalism, conservatism, and others? 3. What role did non-Europeans play in the war? 4. What drove Russia to revolution in 1917? 5. What was ‘great’ about the Great War?

Outline of assignments:

Tuesday, March 2 • Read McKay, 899-907 through “First Battle of the Marne” and Sherman, p. 337, “The Origins of World War I” • Consider the breaking down of the alliance system. We will discuss as a class who was most to blame for the eruption of war. How did the pressures of imperialism contribute to the tension leading to WWI?

Wednesday, March 3 • Read McKay, 907-911 and Sherman, p. 323, “Reports from the Front” • Be sure to bring Sherman to class as we will analyze and discuss the article for today and look at statistics about women in the war. • Perhaps I will show a power point today or on Friday about the parallel art movements…

Thursday, March 4 • Read McKay, 911-917 and Sherman, p. 324, “Dulce et Decorum Est” • We will discuss the Home Front and how Europeans were able to shift from a newly created industrialized nation to a nation at war. Imagine what our economy was like during WWII.

Friday, March 5 • IN-CLASS WRITING. I will ask you to synthesize the material from the week and craft a compelling essay in 45 minutes, the exact time you will have on the AP. I will assign the topic: the origins of World War I but that is it… you need to practice writing under time pressures.

Monday, March 8 • Read McKay, 917-921 to “Trotsky and the Seizure of Power” and Sherman, p. 325, “Minutes of the Tsar’s Council of Minister” and p. 326, “Program of the Provisional Government” • We will discuss the beginnings of the Russian Revolution. Consider any parallels to the French Revolution. Tuesday, March 9 • Read McKay, 921-924 and Sherman, p. 327, “April Theses” and p. 329, “Speech to the Petrograde Soviet” • We will discuss how the revolution continued. Be sure to bring Sherman.

Thursday, March 11 • Read McKay, 924-930 and Sherman, p. 330, “The 14 Points” • We will discuss the peace treaty of Versailles, analyzing the parallels to the Congress of Vienna. • Bring your Sherman to class, as we will look at Wilson’s 14 Points speech.

Friday, March 12 • Read Sherman essays, p. 340, “Women, Work, and WWI” and p. 342, “Peace and Diplomacy” and “Red October: the Bolshevik Revolution of 1917” • We will discuss the long-term effects of the war and brainstorm connections/ meanings it has for the rest of 20th century Europe and the world. • IN-CLASS writing analyzing the outcomes of the war…. You will draw heavily from the readings from the past week. We will discuss themes throughout the time period then you will write an essay for 30 minutes only.

Just a footnote… I found a great site on the Internet where a teacher has offered key term definitions… you could check it out at the following address. www.angelfire.com/tx/sandersonAP


 * 1920s: The Age of Anxiety**

The First World War and the revolutions in Russia and elsewhere shattered many traditional ideas, beliefs, and institutions. As a result, many people of the postwar era found themselves living in an age of anxiety and continuous crises. Many developments in thought, science, and the arts after the war encouraged this crisis even further. The first half of this chapter deals with major changes in ideas and in culture that were connected to this age of anxiety. Some of these changes began before 1900, but they became widespread only after the great upheaval of the First World War affected millions of ordinary people and opened an era of uncertainty and searching. People generally became less optimistic and had less faith in rational thinking. Radically new theories in physics associated with Albert Einstein and Werner Heisenberg took form, while Sigmund Freud's psychology gave a new and disturbing interpretation of human behavior. Philosophy and literature developed in new ways, and Christianity took on renewed meaning for thinking people. There was also great searching and experimentation in architecture, painting, and music, all of which went in new directions. Much painting became abstract, as did some music. Movies and radio programs, which offered entertainment and escape, gained enormous popularity among the general public. In short, there were revolutionary changes in thought, art, and popular culture.

While this happens, the Great Depression is triggered at the end of the 1920s due to the stock market crash in America. Before the crash, Europeans were looking for stability and meaning in their lives. Consider how the Great Depression made it easy for demagogues like Hitler and Stalin to rally the masses.

(excerpt taken from a fellow AP teacher’s home page)

Key Questions: 1. Why did Europe recover so slowly from the Great War? 2. What elements gave rise to Hitler and Stalin? Why did the world community not stop it? 3. How were social classes organized? 4. How was 20th century culture blended the irrational and the rational? 5. To what extent did the experience of WWI create a new uncertainty or anxiety about life? 6. What social and economic trends contributed most to the rise of absolutism in Europe in the 1920s and 1930s? 7. What role did religion play in society? 8. How did art and culture reflect the general mood?

Order of events…

Monday, March 29 • Review current events like Kosovo! • We will review the major flaws of the peace Treaty of Versailles and perhaps take a peak at a DBQ on Bismarck as we start to tackle how to answer the DBQ question on the exam.

Tuesday, March 30 • Read McKay, 935-942 and articles on Nietzsche and Freud. ( 5 read one, five read the other) • We will discuss the origins of the anxiety culture and each group will pick out key quotes that capture either Freud or Nietzsche.

Wednesday, March 31 • Read McKay, 942-948 and Sherman, p. 359 and short handout on Expressionism. • We will discuss the major musical, literary, and artistic trends of the 1920s. • We will use H block so that I can show you a power point on Expressionism and surrealism!

Thursday, April 1 • Read McKay, 948-955 and document to be determined… • We will discuss how the Europeans sought some type of stability and security in these troubled times.

Friday, April 2 • Read McKay, 955-962 and Sherman, p. 349, 351, and p. 362. • We will see what impact the Depression had on the peoples in Europe and compare it with what we know of the Depression in America. • In class, I will assign you a particular interest group or class in Europe and you will have time to formulate a list of grievances you have and what you want to see changed. Be sure to do the reading as you will need to for the role-play!

Monday, April 5 • Turn in review sheet that I devise… ( not ALL the terms from the study guide…) • We will review the main themes of the chapter…and discuss how to write a DBQ question in greater depth.

Tuesday, April 6 • Take-home DBQ on the 1920s era/ post WWII era. You will need to give yourself exactly 45 minutes to write it! • In-class, we will discuss what you wrote and then discuss the coming WWII and see what we know and don’t know about it and want to know.

Thursday, April 8 • Read McKay, TBD.


 * World War II**

The anxiety and crisis that followed the First World War contributed to the rise of powerful dictatorships in parts of Europe, and, unfortunately, an even more horrible Second World War. Some of these dictatorships were old-fashioned and conservative, but there were new totalitarian dictatorships as well, notably in Soviet Russia and Nazi Germany. This section examines the different kinds of dictatorship in a general way and then looks at Stalin's Russia and Hitler's Germany in detail. It goes on the describe the Second World War and why and how the great coalition of the Soviet Union, Britain, and the United States defeated Germany and its allies. In Soviet Russia, Lenin relaxed rigid state controls in 1921 after the civil war in order to revive the economy. After defeating Trotsky in a struggle for power, Stalin established a harsh totalitarian dictatorship, which demanded great sacrifices from the people. Soviet Russia built up its industry while peasants lost their land and a radically new socialist society came into being. Mussolini's government in Italy was much less radical and totalitarian.

This section then examines Adolf Hitler and the totalitarian government of the Nazis in Germany. The roots of Nazism are found in racism, extreme nationalism, and violent irrationality, all of which drove Hitler relentlessly. Hitler was also a master politician, and this helped him gain power legally. His government was popular, especially because it appeared to solve the economic problems of the Great Depression. Hitler also had the support of many of the German people because of his success in foreign affairs. He used bullying and fears of communism in Britain and France to rearm and expand, until finally war broke out over Poland in 1939. By 1942, Hitler and the Nazis had temporarily forged a great empire and were putting their anti-Jewish racism into operation. The Grand Alliance, consisting of the Soviet Union, Britain, and the United States, was able to wage a successful war against Hitler partly because it postponed political questions and adopted the principle of unconditional surrender of Germany and Japan, and partly because of the great and heroic contributions of the British and soviet peoples and American resources. The beginning of the end for Germany came in 1942, when its offensive into the Soviet Union was turned into a retreat, and the end became certain in 1944, when the American and British forces began to push into Hitler's empire form the west.

(taken from a fellow AP teacher’s home page!)

Essential questions: 1. What conditions give rise to dictators? 2. What makes people go to war? 3. Why do people hate and discriminate against others? 4. What is the relationship between racism and nationalism and discrimination?

List of assignments: Thursday, April 8 • Read McKay, 971-978 and Sherman 379 and 393 • We will discuss Stalin and his infamous 5 year Plans and Purges.

Friday, April 9 • Read Assignment on the Spanish Civil War. This is a stark omission in our book about what some say is the origins of the Second World War. • We will discuss the causes and consequences of the War. • Senor Enrique will join us for H block to discuss the missing information on the Spanish Civil War.

Monday, April 12 • Read McKay, 978-985 and Sherman 369 and 371 (Mein Kampf!) • We will discuss Fascism in Italy and the rise of Hitler in Germany. Look at any parallels or share ideologies between the two countries and their leaders. • We will also take a look at Sherman document on Nazi propaganda.

Tuesday, April 13 • Read McKay 985-991 and Sherman, p. 391 and p. 413. • We will discuss the origins of the Second World War and see if we find parallels to the start of the First War and the current Kosovo Crisis. • We will look further at the Nazi propaganda. Bring Sherman to class.

Wednesday, April 14 • Read McKay, 992-999 and Sherman, 378 on the concentration camps • We will look at the end of the war and see a moving and explicit power point on the Holocaust…

Thursday, April 15 • Turn in study guide, one that I devise or out of the study guide you have. And read Sherman, p. 399 and 403 • We will catch up on any missed materials and discuss the major themes and tragedies of the Second World War.

Friday, April 16 • TEST: multiple choice and a DBQ. Plan to spend most of H block here! This is good practice in writing under time pressures.


 * The Post WWII World…**

These next two chapters discuss the main political and economic trends in the Western world since the dark day of the Second World War. It shows how Europe, especially western Europe, recovered from the destruction of 1945, how the cold war split the Continent into communist and non-communist blocs, how European empires came to an end as the peoples of Africa and Asia achieved national independence. The section begins by examining why the Grand Alliance of Britain, the Soviet Union, and the United States failed to hold together after they succeeded in defeating Nazi Germany. Military decision, ideological differences, and disputes over Eastern Europe were key factors in the origins of the cold war. By 1950, the Iron Curtain was in place, and western and eastern Europe were going their separate ways. Battered western Europe rebuilt quickly and successfully, helped by new leaders and attitudes, American aid, and the creation of the Common Market. Developments in East European countries closely followed those in Soviet Russia. Stalin reimposed a harsh dictatorship after the war, which Khrushchev relaxed but which Brezhnev tightened once again. An anticommunist popular revolt in Hungary failed, while material conditions in communist countries gradually improved and communist governments remained firmly in control. European empires in Asia and Africa went out of business after the Second World War. India led the way to national independence right after the war, and other British, French, and Dutch territories followed. Most countries gained independence peacefully, but there were bitter colonial wars in Vietnam and Algeria. Western influence lives on in Asia and Africa, since most of the newly independent countries have retained Westernnationalism and either communism or democracy as guiding ideas.

The next chapter reviews the European world since 1968, from the warming of relations with the Soviet Union, the rise of Margaret Thatcher in England, the fall of Communism, and the formation of the EU.

We will run through these chapters so that we have enough time to review… be sure to keep on the readings as there will be no test nor review sessions for this information!

Schedule of events:

Monday, April 19 • Even though there is no class, you need to read…. • Read McKay, 1005-1009 and Sherman, p. 414

Tuesday, April 20 • Read McKay, 1001-1019 and Sherman, p. 399 and 404 • We will discuss the origins of the Cold War and discuss the recovery of Western Europe after the disastrous war and the realignment of the colonial world. Bring Sherman to class!

Thursday, April 22 • Read McKay 1021-1028 and Sherman, p. 403 • We will discuss the end of Stalin and the post-nuclear age world.

Friday, April 23 • Read McKay, 1028-1038 • We will finish talking about Europe in the 1960s, looking at the revolts against the social and political norms. • We will spend H block to look towards the test in three weeks!

Monday, April 26 • Read McKay, 1043-1051. • We will discuss the troubles Europe has with the rest of the world and within.

Tuesday, April 27 • Read Mckay, 1051-1056 and Sherman, p. 429. (important!) • Also consider another look at a different DBQ. Read the DBQ and the sample essays. • We will discuss the growing feminist movement and contrast with out knowledge of women’s rights in this country.

Wednesday, April 26 • Read McKay, 1056-1065. • We will look at the Soviet Union and Cold War relations in the 1970s. • We will also discuss the DBQ I gave you and see which essays were the best.

Thursday, April 27 • Read Mckay 1065-1074 and Sherman, p. 424 • We will rush through the tumultuous 1980s and discuss the fall of communism in 1989 and the new movement towards the European Union.

Friday, April 28 • We begin review! We will review the structure of the exam and discuss strategies for multiple choice, essays, and the DBQ. • Presenters of Medieval and Renaissance need to be ready to present their points of view.