Download HIST 102 - Social Science - College of Southern Idaho

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:
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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:
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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:
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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.
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5
Multiple Choice
Exam

Essay
Questions
Book
Critique
Points for Attendance and for Peer Group
Participation
Practice Questions and grade
estimates
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

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.
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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].
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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
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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
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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
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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.
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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)
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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
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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
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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?
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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
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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
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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