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WESTERN CIVILIZATION 102 SYLLABUS - 3 CREDIT HOURS Spring 2008 Dr. Jim Gentry 732-6864 [email protected] "Not to know what happened before we were born is to remain perpetually a child." Cicero Aspen 119 Class Schedule: 8:00 M W F-Evergreen C74 11:00 M W F – Aspen 108 Office Hours: 9:00 - 9:50 M W F 8:00 - 11:50 T Th 2:00 – 2:50 M F - Library 3:00 - 3:50 M CSI Mission Statement The College of Southern Idaho, a comprehensive community college, provides educational, social and cultural opportunities for a diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our students to lead enriched, productive and responsible lives. General Education Criteria: This course satisfies all eight criteria for general education. It is designed to: 1. 2. 3. 4. 5. 6. 7. 8. provide a broad-based survey of a discipline and show the interconnectedness of knowledge. develop a discerning individual. practice critical thinking and problem-solving skills. promote awareness of social and cultural diversity in order to appreciate the commonality of mankind. foster the balance between individual needs and the demands of society. reinforce reading, writing, speaking, and/or quantitative skills. encourage and inspire life-long learning. encourage creativity. Social Science Department Mission Statement The mission of the Social Science Department is to provide educational, social and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework. Social Science Department Goals: This course also addresses the following Social Science Department goals: 1. 2. 3. 4. 5. 6. 7. help students understand important facts, concepts and theories of Social Science subjects. help students acquire techniques and methods used to gain new knowledge in the disciplines. help students learn to distinguish between fact and opinion. teach students to use evaluation, analysis and synthesis to interpret and solve problems. teach students to use different perspectives from the social sciences to make better-informed decisions help students acquire an informed understanding of various cultures. prepare students to transfer to a university. History Program Mission Statement In order to prepare learners to lead enriched, productive and responsible lives, the History Program prepares students to understand and interpret a variety of historical areas and perspectives with the intention of encouraging a lifelong love of the subject. History Program Objectives: The student will: 1. 2. 3. 4. 5. examine central themes of United States History and various cultures in Western Civilization and Latin America. use reading, lecture-discussion, and supplementary material to understand and interpret the past. demonstrate an understanding of the past by writing interpretive essays. explore different perspectives about the past. acquire an appreciation of the historical process which will encourage a lifelong study of the past. History 102 Catalog Course Description Examines crucial developments in the West between 1648 and the present, including the rise of the nation state, the Enlightenment, and French Revolution, the Industrial Revolution, and the consequences of World War I and World War II Text Jackson J. Spielvogel, Western Civilization 6th Edition, Volume 2: History 102 Course Outcomes aligned with GE Criteria, Social Science Goals and History Program Objectives: Students will: 1. demonstrate an understanding of important developments 2. write essay exams 3. write an analytical paper 4. participate in class 5. develop self assessment skills G E Criteria 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8 1,2,3,4,5,6,7,8 2,3,6,8 2,5,7,8 SS Goals 1,3,4,6,7 1,2,3,4,5,6,7 2,3,4,5,7 1,3,4,6,7 1,4,6,7 History Program Objectives 1,2,4,5 1,2,3,4,5 1,2,3,4,5 1,2,4,5 1,2,4,5 Assessment Methods: Alignment of course outcomes with course assessment methods. 1 2 3 4 5 Multiple Choice Exam Essay Questions Book Critique Points for Attendance and for Peer Group Participation Practice Questions and grade estimates 1. Four Unit Tests Grading 400 points Each of the four units has eight goals. The first seven goals have objectives; book objectives have asterisks, lecture objectives do not. These objectives are assessed with 35 multiple choice questions (two points each). The eighth goal has six essays. Students answer in class the two essays selected by dice (15 points each) for a total of 100 points. Writing Essays Historians use evaluation (determining the value), analysis (separating material into its constituent parts and examining it critically), synthesis (uniting parts so as to form a whole), and insight (intuitively apprehending the true nature of a thing) in essays to explain meaning. Five types of analysis are frequently used: 1. Classification (creates categories such as the Middle Ages, the Renaissance, the 17th Century, or the 1960s) 2. Cause and effect (explains reasons for changes and the effects of those changes) 3. Example (detailed knowledge not required. For example, Abraham Lincoln was a great president.) 4. Comparison and contrast (can move from a better known to a lesser known subject) 5. Analogy (compare a simply idea such as a rose to a complicated idea such as love) 2. Book Critique (due 4/14/08) 100 points (late papers lose 20 points)- Select one book from my CSI Library Booklist or from my webpage, which also has two example book critiques, a Peer Book Critique Check Sheet and a Book Critique Evaluation Sheet which I use to grade the critique. How to write an excellent book critique Provide a good thesis –email thesis statement to me by 3/3/08 for 10 points The thesis is your interpretations of the author’s central argument or thesis. The thesis is always an opinion, not a fact. Authors, not books, make arguments. Place the thesis in the first paragraph and underline it Use the verb “argues” to present the thesis. For example-“In The Bomber War. The Allied Air Offensive Against Nazi Germany, Robin Neillands argues that …” Develop four supportive arguments in no more than 1 ½ pages Have one paragraph of three or four sentences for each supportive argument. The supportive argument is your interpretation of how the author convinces you of the thesis. Present the author’s arguments, not your idea of what they should be! Remember that supportive arguments provide evidence for the central argument or thesis. ii Develop three strengths and three weaknesses in no more than 2 ½ pages You can evaluate the author’s arguments. Was the thesis achieved? What worked or did not work in the thesis? Was the evidence convincing? You can evaluate the author’s wording or structure in the book. Did the ideas flow? Was the wording effective? Were the maps, pictures, and illustrations effective? How was the style, organization or structure? What would you have liked the author to do to help you understand the material better? Use effective grammar Type, double space, and staple with no folder, Has a title page with student name, class time, grade estimate, book author name, title, publication date. Avoid “I think” or “I feel” statements along with choppy one or two sentence paragraphs. Use “explains” or “discusses.” instead of “tells about” or “talks about” Instructions for Peer Assessment of Book Critiques: By 3/31/08 give a copy of your book critique to two peers. Each peer provides feedback on the Peer Book Critique Evaluation Sheet. Return the book critique and the Peer Book Critique Evaluation sheet to the author by 4/7/08. As the author, make required changes and give the book critique to me by 4/14/08. Staple the two Peer Book Critique Check Sheets to my copy for 10 points, 3. Good Attendance rewarded-Students missing no more than one time per unit may retake any of goals A-G for that unit. Students missing no classes receive 12 bonus pts, one absence, 8 pts, two absences, 6 pts. 4. TOTAL POINTS 500 points A - 90% of 500 = 450 B - 80% of 500 = 400 C - 70% of 500 = 350 D - 60% of 500 = 300 F - less than = 300 Policies Honesty: A student cheating on an exam or plagiarizing on the book critique receives a zero on that assignment. On-line Course Evaluation : Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: http://evaluation.csi.edu. Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest feedback is greatly appreciated! Student Disabilities : Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor Building on the Twin Falls Campus. 208.732.6260 (voice) or 208.734.9929 (TTY), or e-mail [email protected]. iii CSI E-mail: E-mail is the primary source of written communication with all CSI students. Students automatically get a CSI e-mail account when they register for courses. Messages from instructors and various offices such as Admission and Records, Advising, Financial Aid, Scholarships, etc. will be sent to the students’ CSI accounts (NOT their personal e-mail accounts). It is the students’ responsibility to check their CSI e-mail accounts regularly. Failing to do so will result in missing important messages and deadlines. Students can check their CSI e-mail online at http://students.csi.edu. Student e-mail addresses have the following format: [email protected]. At the beginning of each semester free training sessions will be offered to students who need help using their CSI e-mail accounts. Reading and Testing Schedule: Unit 1 – THE OLD REGIMES AND THE ENLIGHTENMENT 1648-1776. . . . . . .. . . . . . . . . . . . .1 1/14 - Introduction 1/28 - Goal E 1/16 - Goal A 1/30 - Goal F – Organize into peer groups of three 1/18 - Goal B 2/1 1/21 – Martin Luther King Jr. Day 2/4 1/23 - Goal C 2/6 1/25 - Goal D 2/8 - Test 1 Unit 2 - REVOLUTIONS, IDEOLOGIES AND NATION BUILDING . . . . . . . . . . . . .. . . . . . . . . .4 2/11 2/25 - Goal E 2/13 - Goal A 2/27 - Goal F 2/15 - Goal B 2/29 - Goal G 2/18 - President’s Day 3/3 -email thesis statement to [email protected] 2/20 - Goal C 3/5 2/22 - Goal D 3/7 - Test 2 Unit 3 - . QUESTIONING, WARS, AND AUTHORITARIANISM 1871-1939 . . . . .7 3/10 3/28 - Goal E 3/12 - Goal A 3/31 - Goal F, Book Critique to two peers 3/14 - Goal B 4/2 - Goal G 3/17-3/21 Spring Break 4/4 3/24 - Goal C 4/7 - return Book Critiques to author 3/26 - Goal D 4/9 - Test 3 Unit 4 – . . UNCERTAINTY, WORLD II AND AFTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 4/11 4/25 - Goal F 4/14 - Goal A – Book Critiques due to me 4/28 - Goal G 4/16 - Goal B 4/30 4/18 - Goal C 5/2 - Return Book Critiques to students 4/21 - Goal D Finals Week - Test 4 8:00 Section 5/6 /08(8:00-10:00) 11:00 Section 5/7/08 (12:00-2:00) 4/23 - Goal E iv HISTORY 102 GOALS AND OBJECTIVES UNIT 1 - THE OLD REGIMES AND THE ENLIGHTENMENT 1648-1776: Spielvogel pp. 390-408, 417440,457-531 Goal A. TO UNDERSTAND ABSOLUTIST SOLUTIONS TO THE SEARCH FOR ORDER: Spielvogel pp. 417-432 Prepare to answer multiple-choice questions from these objectives: 1. 2. 3. *4. *5. *6. *7. 8. 9. threats to European stability between 1640 and 1660 techniques European leaders used to gain control between 1660 and 1715 ways Colbert strengthened the economy, and ways Louvois strengthened the army provisions of the Treaty of Utrecht which strengthened England major focus of Frederick William the Great Elector reason the head of Brandenburg became the King of Prussia areas Austria gained by the Treaty of Karlowitz in 1699 changes made by Peter the Great consequence of the Great Northern War Goal B. TO UNDERSTAND THE SOLUTIONS OF LIMITED MONARCHIES AND REPUBLICS IN THE SEARCH FOR ORDER: Spielvogel pp. 432-440 Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. *6. 7. *8. 9. real aim of most members of the Polish Sejm reason for Dutch prominence in the seventeenth century reason the Rump Parliament was able to try and execute Charles I in 1649 ultimate political solution of Oliver Cromwell when he was unable to establish a constitutional basis for a working government provision of the Test Act of 1673 beliefs of the Whigs and of the Tories causes of the Glorious Revolution provision of the Bill of Rights political ideas of Thomas Hobbes, and of John Locke Goal C. TO UNDERSTAND SCIENTIFIC DEVELOPMENTS DURING THIS ERA: Spielvogel pp. 457-472 (See Essay 2) Prepare to answer multiple-choice questions from these objectives: 1. 2. 3. *4. *5. *6. *7. *8. *9. intellectual solutions developed during the “century of crisis” developments encouraging new scientific ideas discoveries of Isaac Newton reason Margaret Cavendish believed that humans could not master nature arguments from eighteenth century anatomy and physiology used to “prove” the “inferiority” of women social factors explaining why new science was so rapidly accepted impact of the church’s commitment to Ptolemaic-Aristotelian cosmology religious assumptions of Benedict de Spinoza religious assumptions of Blaise Pascal 1 Goal D. TO UNDERSTAND PHILOSOPHICAL AND RELIGIOUS TRENDS DURING THE ENLIGHTENMENT: Spielvogel pp. 473-501 (See Essays 3, 4) Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. *4. *5. *6. *7. *8. *9. attitudes of the Enlightenment characterization of King David provided by Pierre Bayle argument of John Locke in his Essay Concerning Human Understanding (1690) most far-reaching contribution of the Baron de Montesquieu to political thought purpose of Diderot's Encyclopedia three principles of economics according to Adam Smith reason laws and governors were established according to Jean-Jacques Rousseau argument of Mary Wollstonecroft religious emphasis of Count Nikolaus von Zinzendorf and John Wesley Goal E. TO UNDERSTAND THE RESPONSE OF EUROPEAN STATES TO THE ENLIGHTENMENT: Spielvogel pp. 502-517 Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. *4. *5. *6 *7. *8. *9. characteristics of Europe between 1715 and 1789 reasons for disgust with Louis XV’s monarchy after the death of Cardinal Fleury prime minister of George I and George II action of John Wilkes which caused him to be arrested policies of Frederick the Great which seemed to follow the philosophers’ recommendations reforms of Joseph II event which caused Catherine the Great to become even more repressive of the peasants event which started the War of Austrian Succession provisions of the Treaty of Paris ending the Seven Years War Goal F. TO UNDERSTAND THE ENCOUNTER BETWEEN EUROPE AND THE OUTSIDE WORLD: Spielvogel pp 390-408 (See Essay 5) Prepare to answer multiple-choice questions from the objectives: *1. *2. *3. *4. *5. *6. *7. *8. *9. *10. possible number of African slaves transported to America between the 16th and the 19th centuries effects of the slave trade Southeast Asian area brought under Dutch control by the end of the 18th century why the Europeans had less impact on the Southeast Asian mainland military genius who helped the British consolidate their empire in India dynasty established in China in 1644 location of the first British trading post in China in 1699 significance of Tokugawa Ieyasu in Japan assumptions of mercantilism impact of European expansion 2 Goal G. TO UNDERSTAND ECONOMIC AND SOCIAL DEVELOPMENTS DURING THE ENLIGHTENMENT: Spielvogel pp.517-531 (See Essay 6) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. *6. *7. *8. *9. reason for the decline of Europe’s death rate purpose of foundling homes or hospitals average age of marriage for northwestern European men and for women new crops which restored fertility to the soil significance of Jethro Tull method of the “putting out” or “domestic” system invention of Richard Arkwright new major desire which the country houses provided percentage of Mainz population which were prostitutes or beggars Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT ONE ESSAY QUESTIONS: Write in class a one to two page essay on each of the two essays selected by the dice. 1 Use evaluation, analysis, synthesis and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has personally influenced your life. 1. Examine three solutions which the Europeans developed to cope with the political, scientific and intellectual challenges of the late seventeenth century. 2. Describe three major beliefs of the Enlightenment. 3. Discuss three innovations in art, music, literature or religion in the Enlightenment. (See pages 485-498) 4. Discuss three insights which you gathered as a result of examining Europe’s encounter with the outside world. (See pages 390-408) 5. Examine three economic and social developments in the eighteenth century. (See pages 517-531) Unit 1 Related Videos Video DA16.H57 2001v.5 A History of Britain II. Wars of Britain 1603 – 1776, vol 5 Video DA16.H57 2001v.6 A History of Britain II. Wars of Britain 1603 – 1776, vol 6 Video QC16.N7S57 1996 Isaac Newton Videos DA28.1 K56 2000 Kings and Queens of England, 2 vols Video DA426.C757 1987 Cromwell (movie) 3 UNIT 2 – REVOLUTIONS, IDEOLOGIES AND NATION BUILDING 1776-1871: Spielvogel pp. 532650 Goal A. TO UNDERSTAND AMERICAN AND FRENCH REVOLUTIONARY DEVELOPMENTS TO 1792: Spielvogel pp. 532-544 Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. 6. 7. *8. 9. impact of the American Revolution in Europe immediate cause of the French Revolution ideas in the Declaration of the Rights of Man and the Citizen significance of Olympe de Gouges consequence of the women’s march on Versailles changes during the First Stage of the French Revolution reasons the Civil Constitution of the Clergy (1790) hurt the revolution way the composition of the Legislative Assembly differed from the National Assembly differences between the American Revolution and the French Revolution Goal B. TO UNDERSTAND THE RADICAL FRENCH REVOLUTION THROUGH NAPOLEON: Spielvogel pp. 544-561(See Essay 2) Prepare to answer multiple-choice questions from these objectives: 1. 2. 3. 4. 5. 6. *7. *8. 9. questions faced during the Radical Stage of the French Revolution justifications of the terror used by the Jacobins as seen by Crane Brinton on pages 159-161 of A Decade of Revolution 1789-1799 changes made during the Reign of Terror developments from the death of Robespiere to Napoleon's coup ideas of Gracchus Babeuf's Manifesto of the Equals internal achievements of Napoleon revolutionary principles preserved in the Code Napoleon reasons Napoleon’s empire fell so quickly changes Napoleon stimulated outside of France Goal C. TO UNDERSTAND THE INDUSTRIAL REVOLUTION AND ITS IMPACT: Spielvogel pp. 562-588 (See Essay 3) Prepare to answer multiple-choice questions from these objectives: *1. *2. 3. *4. *5. 6. *7. 8. *9. factors causing Britain to produce the first Industrial Revolution contribution of Edmund Cartwright, of James Watt, of Henry Cort, and of George Stephenson reasons for the development of the factory system number of skilled British mechanics in Europe in 1825 differences between British and continental industrialization advantages of corporations for businesses significance of Frederick List and of Samuel Slater results of the rapid urbanization demands of Chartism 4 Goal D. TO UNDERSTAND CONSERVATIVE DOMINATION AND CALLS FOR CHANGE 1815-1830: Spielvogel pp. 589-603 Prepare to answer multiple-choice questions from these objectives: 1. 2. *3 *4. 5. *6. 7. 8. *9. provisions of the Congress of Vienna assumptions of conservatives provision of the Troppau Protocol development during the “Peterloo Massacre” and the actions taken in the Karlsbad Decrees assumptions of liberals chief ideas of Thomas Malthus, of David Ricardo, and of John Stuart Mill traits of modern nationalism originating with the Greeks and Hebrews beliefs of the Utopian Socialists proposal of Louis Blanc Goal E. TO UNDERSTAND REVOLUTIONS AND REFORMS 1830- 1850: Spielvogel pp. 603-619 (See Essay 4) Prepare to answer multiple-choice questions from these objectives: 1. *2. 3. *4. 5. 6. 7. *8. *9. reasons the effectiveness of the Quintuple Alliance declined after 1821 technique used in the Poor Law of 1834 to encourage paupers to work reasons for the Revolutions of 1848 action in France which brought the worker uprising in June 1848 common characteristics of the 1848 revolutions in Italy, Austria, and Germany consequences of the revolutions of 1848 characteristics of Romanticism period of history attracting the Romantics significance of Chateaubriand’s Genius of Christianity Goal F. TO UNDERSTAND NATION BUILDING AND MARXISM BETWEEN 1850-1871: Spielvogel pp. 620-641 Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. *6. *7. *8. 9. 10. lesson Napoleon III taught his contemporaries policies of Napoleon III during the first five years results of the Treaty of Paris ending the Crimean War significance of Count Camillo di Cavour, of Giuseppe Garibaldi and of Otto von Bismarck development at Sedan during the Franco-Prussian War reasons the benefits of emancipation were limited for Russian peasants reforms made by William Gladstone’s government between 1868 and 1874 decision of Parliament in 1867 with regard to Canada belief of Georg Hegel ideas of Karl Marx 5 Goal G. TO UNDERSTAND SCIENTIFIC AND CULTURAL DEVELOPMENTS 1850-1871: Spielvogel pp. 641-650 (See Essay 5) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. 4. *5. *6. *7. *8. *9. two major intellectual developments between 1850 and 1870 contribution of Louis Pasteur and of Dmitri Mendeleyev impact of scientific and technological achievement on attitudes toward religious faith explanation of evolution given by Jean Lamarck, and by Charles Darwin preventive measures which followed bacterial discoveries task of sociology according to Auguste Comte important characteristics of literary Realists significance of Gustave Flaubert’s Madame Bovary way Richard Wagner transformed opera Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT 2 ESSAY QUESTIONS: Write in class a one to two page essay on each of the two essays selected by the dice. 1. Use evaluation, analysis, synthesis and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has personally influenced your life. 2. Discuss three insights gained from your study of the French Revolutions and Napoleon. 3. Discuss three social impacts of the Industrial Revolution. (See pages 576-586) 4. Examine three reasons Conservatives failed to prevent the 1848 Revolutions. 5. Comment on three Romantic artistic or musical developments. (See pages 613-617) 6. Discuss three insights you have learned from studying this unit. Unit 2 Related Videos Video QH31.D2C48 1996 Charles Darwin: Evolution’s Voice DVD DC148.F74 2005 The French Revolution: Liberté,Egalité,Fraternité, a New Republic is Born in Blood Video RT37.N5H65 1983 Holy Terror (movie dramatizing life of Florence Nightingale) Video DC137.1.M37 1996 Marie Antoinette Video HX39.5M37 1970 Marxism: the Theory that Split a World Video DC203 N378 1997 Napoleon Bonaparte: the Glory of France Video DC203 N3767 2000 Napoleon pts 1-2 Video DC203.N36 1980z Napoleon (movie) Video PG3366.V6 1989 War and Peace (movie) Video HB501.W48 1986 What is Capitalism? Video HX83.W48 1986 What is Socialism? 6 UNIT 3 – ANXIETIES, WARS, AND AUTHORITARIANISM 1871-1939: Spielvogel pp. 651-773 Goal A. TO UNDERSTAND THE DEVELOPMENT OF MASS SOCIETY: Spielvogel pp. 651-673 (See Essay 2) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. *6. *7. *8. *9. technologies leading the way to new industrial frontiers inventions associated with Thomas Edison, Alexander Graham Bell, Guglielmo Marconi, and Gottlieb Daimler ideas of Eduard Bernstein’s Evolutionary Socialism which disagreed with Marx assumption of Michael Bakunin desire of Ebenezer Howard percentage of European society within the lower classes significance of Dr. Aletta Jacob reasons the state began to offer at least primary education for boys and girls characteristics of the “yellow press” Goal B. TO UNDERSTAND POLITICAL AND INTELLECTURAL DEVELOPMENTS: Spielvogel pp. 673692 (See Essay 3) Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. 4. *5. 6. 7. 8. *9. techniques of European stability between 1870 and 1890 way Bismarck tried to woo workers away from socialism key ideas of Friedrich Nietzsche and of Georges Sorel beliefs of Sigmund Freud ideas of Herbert Spencer and of Houston Stewart Chamberlin concepts of Thomas Henry Huxley’s Evolution and Ethics conclusions of Pope Leo XIII's De Rerum Novarum ideas of Soren Kierkegaard and of Fyodor Dostoevsky perspective of Jesus presented by Ernst Renan Goal C. TO UNDERSTAND ANXIETIES, IMPERIALISM, AND INTERNATIONAL RIVALRY 18901914: Spielvogel pp. 692-716 (See Essay 4) Prepare to answer multiple-choice questions from these objectives: 1. 2. *3. 4. 5. *6. *7. *8. *9. 10. characteristics of Europe between 1890 and 1914 problems in the Third Republic social reforms provided by British liberals between 1906 and 1914 problems in Italy problems in Germany major policy of Sergei Witte, and of Peter Stolypin provisions of the October Manifesto result of the Sepoy Rebellion of 1858 technique used in Japan in the Meiji Restoration reasons after 1890 France, Britain, and Russia formed the Triple Entente 7 Goal D. TO UNDERSTAND WORLD WAR I THROUGH 1917: Spielvogel pp. 717-736 Prepare to answer multiple-choice objectives from these objectives: *1. 2. 3. *4. 5. *6. *7. *8. *9. war which was the “prototype” for World War I reasons the Schlieffen plan failed developments during the war through 1916 objective of Lawrence of Arabia changes in 1917 decision causing the United States to declare war on Germany estimated number of German civilians who died from hunger in World War I sources of internal opposition to the war in 1916 and 1917 gains for women as a result of the war Goal E. TO UNDERSTAND REVOLUTIONS AND THE CONCLUSION OF WORLD WAR I: Spielvogel pp 736-749 (See Essay 5) Prepare to answer multiple-choice questions from these objectives: 1. 2. 3. 4. 5. *6. *7. *8. *9. reasons the March 1917 revolution was successful demands of Lenin's April Theses causes of the Provisional Government crisis reasons the Bolsheviks succeeded with their coup reasons Germany lost the 1918 offensive proposals of Woodrow Wilson for a lasting peace provision of Article 231 of the Versailles Treaty territorial losses of German in the Versailles Treaty Ottoman territories coming under French control and under British control Goal F. TO UNDERSTAND THE STUGGLE FOR STABLITY AMONG WESTERN DEMOCRACIES AFTER WORLD WAR I TO 1939: Spielvogel pp. 750-758 Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. *4. 5. *6. 7. *8. *9. post-war changes to 1924 French action in 1923 when Germans did not pay reparations provisions of the Dawes Plan guarantee of the Locarno Treaty, and the pledge in the Kellogg-Briand Pact causes of the 1929 depression social repercussions of the depression influences of the depression on western democracies between 1929 and 1939 policies of Leon Blum's government techniques which Scandinavian states used to cope with the depression 8 Goal G. TO UNDERSTAND TOTALITARIAN AND AUTHORITARIAN DEVELOPMENTS: Spielvogel pp. 758-773 (See Essay 6) Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. *4. *5. 6. 7. *8. *9. conditions encouraging totalitarian movements provision of the Lateran Accords provision of the Enabling Act percentage of Germans approving of the new order in the August 19, 1934 plebiscite policies used by the Nazis developments in Russia between 1919 and 1924 objectives of Stalin problems which made authoritarian states possible in eastern Europe dictators associated with Spain and Portugal Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT 3 ESSAY QUESTIONS: Write in class a one to two page essay on each of the two essays selected by the dice. 1. Use evaluation, analysis, synthesis, and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has influenced your life. 2. Examine three aspects of mass societies’ social structure, family life, education and/or leisure. (See pages 665673) 3. Discuss three developments of modernism in literature, art, and/or music before 1914. (See pages 687-692) 4. Discuss three of the most important reasons for the growth of imperialism between 1820 and 1910. (See pages 701-710) 5. Examine three reasons it may be said that World War I was the “defining event” in the twentieth century. 6. Evaluate three reasons totalitarian/authoritarian regimes developed between 1918 and 1939. Unit 3 Related Videos Video D5195.5.A76 1989 Armenian Journey Video DK264.2.034B38 1988 Battleship Potemkin Video PR4581.C47 1995 Charles Dickins: A Tale of Ambition and Genius Video DK246.F76 1987 From Czar to Stalin Video DS481.G3G36 1983 Gandhi Video D521.G74 1956 Great War 1914-1918 Video DA16.H57 2002v.7 A History of Britain III, vol 7 Video DA564.B3I58 1983 Invincible Mr. Disraeli Video DS568.4.L45L49 1985 Lawrence of Arabia Video DK254.L4L46 1990 Lenin Video PN1997.N53 1983 Nicholas and Alexandra Video ND553.P5 P33 1999 Pablo Picasso Video PR6011.058P3 1985 Passage to India (movie) Video ND553.P5P53 1986 Picasso: the Man and His Work Video DK254.R3 R37 1997 Rasputin Video HX84.R4R43 1981 Reds (movie) Video PN1997.S47 1986 Sargeant York (movie) Video BF109.F74 S54 1997 Sigmund Freud: Analysis of a Mind Video DP269.S63 1987 Spanish Civil War Video DK265.T46 1987 Ten Days that Shook the World Video ND653.G7 V55 1999 Vincent Van Gough Video DK254.L4 V55 1996 Vladimir Ilyich Lenin: Voice of the Revolution Video D521.W67 1987 World War I Video DA566.9.C5A3 1986 Young Winston 9 UNIT 4 - UNCERTAINTY, WORLD WAR II AND AFTER: Spielvogel pp. 774-885 Goal A. TO UNDERSTAND INTERWAR CULTURAL TRENDS: Spielvogel pp. 774-781 (See Essay 2) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. 6. 7. 8. 9. *10. significance of Marie Stopes way that Surrealism portrayed the unconscience world aim of functionalism in architecture significance of Arnold Schönberg technique used by James Joyce in Ulysses assertion in Freud's Civilization and Its Discontents focus of Alfred Adler focus of William Butler Yeats' The Second Coming ideas portrayed in T.S. Eliot's The Wasteland principle associated with Werner Heisenberg Goal B. TO UNDERSTAND WORLD WAR II TO 1943: Spielvogel pp. 782-794 Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. 6. 7. 8. 9. 10. area where the second volume of Mein Kampf would find land to expand actions of Hitler in 1935 and 1936 which brought a “diplomatic revolution” significance of the Munich Conference two countries basically annexed to Germany in 1938-1939 larger plan of the Japanese strategies of Hitler in invading the Soviet Union strategies of Japan in 1941 significance of the Battle of Midway importance of the Battle of El Alamein consequence of the Battle of Stalingrad Goal C. TO UNDERSTAND WORLD WAR II AFTER 1943, THE HOME FRONT, AND THE EMERGENCE OF THE COLD WAR: Spielvogel pp. 794-813 (See Essay 3) Prepare to answer multiple-choice questions from these objectives: 1. 2. 3. *4. *5. *6. *7. *8. 9. methods for winning in Europe from 1943 to May 1945 methods for defeating Japan from1943 to September 1945 policies of the "New Order" strategy of the “Dig for Victory” campaign amount of increase of British aircraft production from 1940 to 1943-44 way Germans initially differed from most others in their home front policies possible numbers of German civilians killed in air raids during World War II consequence of the Teharan Conference decision to attack in France rather than through the Balkans decisions at Yalta and Potsdam 10 Goal D. TO UNDERSTAND THE COLD WAR: Spielvogel pp. 814-821 (See Essay 4) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. 4. 5. 6. 7. *8. *9. *10. events between 1945 and 1949 which embroiled the Soviet Union and the United States in continual conflict significance of George Kennan achievement of the Berlin Air Lift ways the Soviet Union furthered the "Cold War" techniques of pacification in Japan after 1945 Euro-American responses to Soviet actions consequences of the Korean War in the United States demand of Khrushchev in 1958 agreement between Kennedy and Khrushchev which ended the Cuban Missile Crisis assumption of the domino theory Goal E. TO UNDERSTAND DECOLONIZATION AND EASTERN EUROPE DEVELOPMENTS TO 1964: Spielvogel pp. 821-831 Prepare to answer multiple-choice questions from these objectives: 1. 2. *3. *4. *5. *6. *7. *8. *9. *10. developments as imperialism ended characteristics of Third World nations colonies which became independent from Portugal in the 1970s significance of Gamal Abdel Nasser and of Yasir Arafat actions of the Red Guards during the Great Proletarian Revolution in China policy of Jawaharlal Nehru during the Cold War changes made by Khrushchev in destalinization in the Soviet Union ways Tito’s Yugoslav communist system differed from that of the Soviet Union concession to Wladyslaw Gomulka in Poland Soviet response to Alexander Dubček “communism with a human face.” Goal F. TO UNDERSTAND THE REVIVAL OF DEMOCRACY IN THE WEST FROM 1945 TO 1973: Spielvogel pp. 831-849 (See Essay 5) Prepare to answer multiple-choice questions from these objectives: *1. *2. *3. *4. *5. *6. *7. 8. 9. 10. countries where Communist parties did well in 1946 and 1947 elections new powers given the president in the Fifth French Republic significance of Konrad Adenauer changes made by the Labour party in England under Clement Attlee policies of the European Economic Community significance of the Civil Right Act of 1964 argument of Simone de Beauvoir’s The Second Sex beliefs of Existentialism ideas of Jean Paul Sartre, and of Albert Camus ideas of Neo-Orthodoxy 11 Goal G. TO UNDERSTAND THE CONTEMPORARY WESTERN WORLD SINCE 1970: Spielvogel pp. 850-885 (See Essay 6) Prepare to answer multiple-choice questions from these objectives: 1. *2. *3. *4. *5. *6. *7. 8 9. 10. reasons for Soviet instability between 1964 and 1985 changes made by Mikhail Gorbachev consequence of the failed coup against Gorbachev on August 19, 1991 poverty rate in Russia today significance of Lech Walesa and Vaclav Havel outcome of the defeat of Nicolae and Elena Ceausescu significance of Slobodan Milošević Western developments between 1979 and 1989 intellectual changes since 1969 social changes since 1969 Goal H. USE EVALUATION, ANALYSIS, SYNTHESIS, AND INSIGHT TO INTERPRET THE DEVELOPMENTS IN UNIT 4 ESSAY QUESTIONS: Write in class a one to two page essay on each of the two essays selected by the dice. 1. Use evaluation, analysis, synthesis, and insight to select four of the most important developments in this unit; in four paragraphs argue why each development was so significant. Then explain in a paragraph how one of those four has personally influenced your life. 2. Discuss three of the most interesting social and intellectual developments between 1919 and 1939. (See pages 774-779) 3. Examine three techniques the Allies used between 1943 and 1945 to win World War II. 4. Discuss three of the most important reasons for the Cold War. 5. Examine three important social and cultural developments after 1945. (See pages 837-847) 6. Develop three reasons why European Communism collapsed by the early 1990s. Unit 4 Related Videos Video DD247.H5A635 1971 Adolph Hitler Video D805.J3 B38 2000 The Bataan Death March Video D756.5B7B379 1989 Battle of Britain Video D756.5B7B38 1984 Battle of Britain: The Finest Hour Video D756.5.A7B38 1988 Battle of the Bulge Video D764.3.S7B38 19802 The Battle of Russia Video DG575.M8B46 1971 Benito Mussolini Video Da566.0.C5C48 1985 Churchill and the Generals: The War Years Video D756.5.N6D32 1994 D Day + 50 Video D766.82.D47 1989 Desert Victory Video PS3513.053515D5 1984 Diary of Anne Frank (movie) Video DD247.H5E27 1991 The Early Years Video QC16.E5A15 1988 Einstein: the Private Thoughts of a Public Genius Video QC16.E5E35 1996 Einstein Revealed Video E836.I357 1996 Eisenhower: Supreme Commander in Chief 12 Video DS888.5.E47 1987 Empire of the Rising Sun Video D767.25.H6 E56 1995 Enola Gay and the Atomic Bombing of Japan Video E183.8.S65F57 1984 First Fifty Years: Reflections on U.S. - Soviet Relations Video D743.22.F76 1985 From D-Day to Victory in Europe Video DD247.H5F87 1985 Fuhrer! Rise of a Madman Video DA566.9C5C38 1985 The Gathering Storm (Churchill) Video E745.M3 D68 1996 General Douglas MacArthur Video E745.M37 G46 1996 General George C. Marshall Video DA16.H57 2002V.8 A History of Britain III, vol 8 Video DS135.G3315 C453 2001 Into the Arms of Strangers: Stories of the Kindertransport Video DS889.8.H57 1994 Hirohito Video JK268.S8J67 1971 Joseph Stalin Video DK268.S8J67 1998 Joseph Stalin: Red Terror Video DS918.k52 1987 Korea: the Forgotten War Video DD290.5.054 1990 One Nation, Undivided: Impressions of a New Germany Video PN1998.3.R54W66 1995 The Wonderful, Horrible Life of Leni Riefenstahl Video DS778.M3M36 1998 Mao Tse-tung: China’s Peasant Emperor Video P743.23.L66 1984 The Longest Day (D Day re-enactment) Video D810.J4M46 1989 Memory of the Camps Video DS918.M68 1984 Motion Picture History of the Korean War Video DG575.M8M875 1997 Mussolini: Italy’s Nightmare Video DG575.M8M87 1986 Mussolini: Rise and Fall of a Dictator Video D805.A2N39 1985 Nazi Concentration Camps Video 2306 Nightmare in Manchuria Video D776.82.N67 1988 North Africa: the Desert War Video E745.P3 P384 1995 Patton: a Genius for War Video D757.P87 1988 Pursuit to the Rhine Video DD247.H5R57 1991 The Rise of the Reich Video DK275.S25 S2 1984 Sakharov Video PR9619.3.K46 S3 1994 Schindler’s List (movie) Video 597 The Soviet Union Video DS796.N2 R36 1999 The Rape of Nanking Video DD256.5.R5 1980z Rise and Fall of the Third Reich Video DD253.28 1934.T75 1984 Triumph Des Willens (Triumph of the Will) Video DS557.7.V54 1984 Vietnam: Chronicle of a War Video DD247.H5W37 1991 The War Years Video HX40.W48 1986 What is Communism Video JC481.W48 1989 What is Fascism 13