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World War II
  时间:2014-01-09 10:04:41  作者:

 

Syllabus of World War II
 
Course Title:World War II  第二次世界大战
 
Course group applied to:(2.2 World Civilizations) 
 
Course code:CIS1203  recommended
 
credits:2
 
hours:2
 
eligble students:None: ELC 2
 
Course objectives.  This course aims to help students understand the range of historical factors shaping the world today from 1914 to the present.  It includes a survey of international political, social, economic, and cultural trends.
 
Knowledge:
1. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
2. A general understanding of global history from 1898 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.
Skills:
1. Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
2. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice, etc.
 
Pedagogical methods:Discussion of course readings, seminar format.
 
examination:Two examinations, student presentations, in-class discussion, and one paper.  
 
textbooks and references:
1. 第二次世界大战与战后欧洲一体化起源研究(武汉大学学术丛书)  作者:严双伍
2. 战时美国大战略与中国抗日战场(1941-1945年)(武汉大学学术丛书)  作者: 韩永利
 
 
other resources: Poetry and pictures online, music on www.youku.com, and other sources.  Students will read poetry, evaluate pictures, and compare a person’s and a nation’s experience in the war with the global trends that developed during the war.  Consistent with the objective the policy of developing oral argumentative skills, students will be assigned to deliver presentations on topics related to the theme.  For example, students will explain how one region of the world was affected by the war.  Then they will discuss how the war affected the life of someone who was not a decision-maker.  Finally, they will write a paper about how the war affected a person who was not a decision-maker.
 
As part of Shantou University’s commitment to Student Centered Teaching, students may choose a subject that interests them.  Then students are offered a list of topics related to the class theme.  Since the course focuses on the interests of the students, the exercise functions as a gateway to learning about other world civilizations and issues. 
 
Course contents and class schedule: (please break down the class into a detailed schedule, including course contents for each week, topics for discussion and student assignments)
 
According to our Center for International Studies Assessment data, Shantou University students lack an understanding of the world outside of America and China.  Many students frankly state that they have never heard of the many countries of the world, let alone place those countries on a map.  Our assessment data proved that this is a statement of fact.  Our students understand all world events only as they relate to China.  This class intends to begin remedying this deficiency.  Also, the study of history offers abundant opportunities for critical thinking.  For example, one examination question required students to explain the impact of the Russian Revolution on the rest of the world from 1917 to 1945.  This requires students to take notes inside and outside of class, and then students are expected determine what is a fact and what is an opinion.  Then they are required argue when, where, and why Communism affected other nations.  As part of critical thinking, a successful student identifies this as an opinion.  The successful student further notes that without supporting information, this opinion is suspect.  It may be correct or incorrect, but that is beside the point.  A successful student learns to be skeptical of opinions masquerading as fact.  
 
The class is broken up into two units.  Each unit ends with an examination.  The first unit deals with the world from 1900 to 1939.  It focuses on outcome of World War I and its aftermath.
 
Knowledge:
1. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
2. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
1. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
3. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice.
 
 
 
 
Meeting
Reading
Date
Meeting 01
Orientation; When should I begin?
September 17, 2012
Meeting 02
The Imperial World to 1914
September 24, 2012
Meeting 03
NO CLASS
October 1, 2012
Meeting 04
World War I; Poetry Assignment; Treaty of Versailles;
October 8, 2012
Meeting 05
Interwar Presentations 
October 15, 2012
Meeting 06
The Washington Treaties and Its Aftermath
October 22, 2012
Meeting 07
Europe and Revisionism in the 1920s 
October 29, 2012
Meeting 08
The Great Depression and Its Global Impact
November 5, 2012
Meeting 09
Origins of the War in China and Europe
November 12, 2012
Meeting 10
Examination One; Invasion of Poland
November 19, 2012
Meeting 11
Nazi Victories and the Eastern Front
November 26, 2012
Meeting 12
Japan and the Pacific
December 3, 2012
Meeting 13
The Home Fronts
December 10, 2012
Meeting 14
Victory in Europe and the Pacific
December 17, 2012
Meeting 15
Examination Two; Aftermath
December 24, 2012
Meeting 16
Student Presentations on the Aftermath of the War
December 31, 2012
TBA
Final Papers due
 
 
Week One: The first week offers an orientation to the syllabus.  Basic class policies are explained.  Students also discuss when the class should begin.  This helps the students learn about the concepts of change and continuity.  
 
 
Throughout the entire course, students are required to discuss the materials in class.  This is twenty percent of the total grade.
 
Week Two: The Imperial World and Nationalism
Students learn about concepts as the Industrial Revolution, Socialism, Liberalism, Imperialism, Social Darwinism, the Balance of Power, the Rise of Mass Society, and the Importance of Raw Materials.  Students are also introduced to the concepts of change and continuity, fact and opinion, and how a person’s life can reflect (or not reflect) international trends.  Students again are required to discuss these materials in class.
Knowledge:
4. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
5. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
2. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Three: World War I
The students learn about World War I.  Students will be reminded that their first examination will require them to explain whether or not World War II reflected continuity with World War I.  They must also decide whether or not World War II in the Pacific represented a pre-existing trend of Japanese imperialism or whether the war in that region reflected a continuity with World War I outcomes.  Particular attention will be paid to the Treaty of Versailles.  Students must also understand the concepts of Total War.  As part of understanding the human toll of the war, students must read poetry written during the war.  As a practice for public speaking, students read 10-25 lines of poetry during class.
Knowledge:
6. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
7. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
3. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Four: Students are given the following assignment:
 
For the Interwar Presentation, students will be assigned a country, colony, person, or organization.  Students will make a brief presentation explaining what impact World War I had on their topic from 1919 to 1929.  Students may NOT use PowerPoint.  The presentation will be no more than five minutes.  
 
This assignment will develop: 
 
Knowledge:
8. Basic knowledge about the discipline of history, of how historians ask of human societies.  
Skills:
4. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Five: The Washington Treaties and the Pacific
This section of the course will focus on the Pacific Region. Students will be introduced to the colonies, regions, and leaders.  Students then will see how Japan considered the Washington System to constrain Japanese opportunities for growth.  In the meantime, nationalist leaders in China, Indonesia, India and Southeast Asia complicate western attempts to contain Japanese expansion.  As always, students are expected to discuss the materials in class.
Knowledge:
9. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
10. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
5. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Six: European Revisionism in the 1920s
Students will be introduced to Benito Mussolini and the rise of Fascism as a continental wide trend.  Students will also learn about rise of Josef Stalin and the Stalinist state.  Meanwhile, they will see the attempts of Germany, Italy, Hungary, the Soviet Union, Japan, and China to revise the Versailles System. As always, students are expected to discuss the materials in class.
Knowledge:
11. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
12. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
6. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Seven: The Great Depression and Its Global Impact
Students will see how the Great Depression led to new governments around the world.  Particular attention will be paid on the change of governments in Germany and Japan.  Students will be reminded that they must answer the question: Did the Nazi government and the Japanese militarist governments reflect a continuity with prior Japanese and German governmental policies.  As always, students are expected to discuss the materials in class.
Knowledge:
13. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
14. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
7. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Eight: The Origins of the War in China and Europe

Students learn how the breakdown of order in Europe and Asia led to Japanese, German, and Soviet aggression.  Particular attention will be paid to how the Japanese government attempted to create a Japanese led common market that excluded western powers.  The elements of Japanese culture that led to wide scale atrocities will be discussed. The class will also learn how the German and Soviet governments used fear of the other to win support for their policies. As always, students are required to discuss the materials in class.
Knowledge:
15. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
16. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
8. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Nine: Examination: 

In addition to demonstrating basic knowledge about the era from 1919 to 1939, students must answer two of the following questions.
 
Section 3: Essay Question: Choose one of the two questions below.  Write an essay in response to your chosen question.  Support all of your opinions with specific evidence. (35 points)
 
1. Based on events from 1933 to 1939, to what extent did Adolph Hitler continue the policies of the German government during World War I?  That is, does Hitler represent a change or continuity with German expansionist policies from 1890 to 1933?
 
2. In 1931, Japanese Militarists (that is, soldiers) seized power of the Japanese government.  To what extent did the Japanese Militarists continue the policies of the Japanese governments from 1868 to 1931?  Or were the Japanese governments pursuing a different strategy than their predecessors?
 
Section 4: Essay Question: Choose one of the questions below.  Write an essay in response to your chosen question.  Support all of your opinions with specific evidence. (35 points)
 
1. Many scholars argue that there was no moral difference between Nazi Germany and the Soviet Union.  To what extent do you agree?  Use evidence from 1929 to 1939 to support your answer.
 
2. Evaluate the British policy of Appeasement.  Many scholars are critical of the policy, but what could Great Britain have done differently?  In light of World War I, was the Appeasement policy a rational choice designed to keep the peace?
 
3. Scholars have argued that the United States used its Open Door foreign policy to create an “informal empire.”  Based on events from 1919 to 1941, to what extent do you agree?
 
4. Some scholars have argued that the expansionist policies of Eastern European governments were just as responsible for cause of World War II as Hitler.  To what extent do you agree?
 
5. Evaluate Chiang Kai-shek (Jiang Jieshi) as a military leader from 1925 to 1939.  What did he do well?  What could have he done better?
 
Knowledge:
17. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
18. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
9. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
19. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice.
 
 
 
Week Ten to Fifteen: Scattered Assignment
 
During this time, students will be given one person.  They must explain how that person’s life during World War II did and did not reflect the general trends of the war.  Two to three students will present in class per week.
 
Knowledge:
20. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
21. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
10. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Ten: German Victories in Europe
 
Students will learn why Germany dominated the war from 1939 to 1942.  Students will also learn how the strategies and tactics of the war depended upon the industrial bases of each warring nation.  As always, students will be required to discuss the materials in class.
 
Knowledge:
22. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
23. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
11. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
 
Week Eleven: Japan and the Pacific
 
Students will learn why Japan was able to conquer most of the Pacific and Southeast Asia.  It will especially focus on the conquests of Southeast Asia.  As always, students will be required to discuss the materials in class.
 
Knowledge:
24. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
25. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
12. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English

Week Twelve: The Home Fronts
 
Since the strategies and tactics of World War II required incredible amounts of personnel, equipment, and supplies, students learn about how each nation will produce this equipment.  In particular, students will learn about the superiority of Soviet and American industrial policies.  Students will learn how that as the war progressed, the Allied forces constantly improved their armies while Axis armies were consistently degraded. As always, students are expected to discuss the materials in class.
 
Week Thirteen: Allied Victory
 
Students will learn how all of the factors above contributed to the Allied victory.  As always, students are expected to discuss the materials in class.
 
Knowledge:
26. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
27. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
13. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
 
Week Fourteen: Examination
 
In addition to demonstrating a basic knowledge of the war, students must answer the following questions:
 
Section 3: Essay Question: Choose one of the two questions below.  Write an essay in response to your chosen question.  Support all of your opinions with specific evidence. (35 points)
 
1. Scholars have argued that World War II led to an end of European power in the world.  To what extent do you agree?
 
2. Scholars have led that World War II led to greater equality in world societies.  To what extent do you agree?
 
Section 4: Essay Question: Choose one of the questions below.  Write an essay in response to your chosen question.  Support all of your opinions with specific evidence. (35 points)
 
1. Evaluate the effectiveness of German strategies during World War II.   What should Germany have done differently, if anything?
 
2. Evaluate the effectiveness of Soviet strategies during World War II.   What should the Soviet Union have done differently, if anything? 
 
3. The United States was part of the winning side of World War II.  However, did it make any mistakes that prolonged the war?  What, if anything, should have the United States have done differently?
 
4. Why did people ally themselves with the occupation governments of Nazi Germany?
 
5. Evaluate the effectiveness of Japanese strategies during World War II.  What should have Japan have done differently, if anything?
 
Knowledge:
28. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
29. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
14. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
30. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice.
 
 
Week Fifteen: Aftermath
 
Each student is assigned a country or a region.  They must explain how the results of the war affected their assigned area from 1945 to 1950.  Students also learn about the general aftermath of the war.
 
Knowledge:
31. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
32. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
15. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
33. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice.
 
Final Assignment
 
Students must write a research paper that explains how the life of one person did or did not reflect the general trends of the war.  This person is chosen in consultation with the instructor to reflect the interest of the student.
 
Knowledge:
34. Basic knowledge about the discipline of history, of how historians ask questions, and of how they might try to answer those questions.
35. A general understanding of global history from 1914 to 1945, with particular attention to the range of factors shaping and constraining the development of human societies.  
Skills:
16. 1.Development of critical thinking and basic reading skills:
a. Note-taking skills
b. Ability to differentiate between fact and opinion
c. Ability to think critically
d. Ability to argue orally in front of a large group a specific point of view in English
36. Development of writing skills:
a. Grasp of fundamentals – sentence and paragraph construction; organizational principles; appropriate grammar, tense, style and voice.
 

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