Advanced Placement European History Syllabus Course Description Factual narration will provide the basis for student exploration of Modern European History. Through the use of primary and secondary sources, students analyze events, ideas and beliefs that shaped history to develop critical thinking skills, apply those skills to complete a variety tasks, and acquire a comprehensive understanding of the development of Modern Europe. The Late Middle Ages & Renaissance periods provide the introduction to Modern Europe while the semester concludes with Napoleon’s Europe. The second half of the course begins with the Age of Industry and a close examination of the events, ideas and figures who shaped Europe in the 19th and 20th centuries and culminates with an examination of Europe’s most recent history. Course Format Advanced Placement European History is a seminar course. Previous social studies courses should have prepared you well for this format. A seminar course relies upon discussion of topics to reach a deeper understanding through exposure to new concepts, problems and viewpoints. Most evenings you will have an ongoing reading assignment. It is imperative that these assignments be completed or the seminar format will fail. I plan on exerting a tremendous amount of time and energy to you and this course, so please reciprocate my devotion. The AP Exam The AP European History Exam is 3 hours and 15 minutes long and includes both a 105 minute multiplechoice/short answer section and a 90-minutes free response section. Each section is divided into two parts: I.
II.
Part A: Multiple Choice –
55 questions –
55 minutes – worth 40%
Part B: Short Answer -
4 questions -
50 minutes -
worth 20%
Part A: DBQ Essay -
1 question -
55 minutes -
worth 25%
Part B: Long Essay -
1 question -
35 minutes -
worth 15%
Grading: A cumulative point system will be employed to arrive at quarter grades. • • • •
Written Homework: approximately 25% Projects & Papers: approximately 25% Tests & Quizzes: approximately 50% Participation: EXPECTED – Class Discussion will take many forms including PowerPoint Presentations, Worksheets, and Outlines and while some may be teacher-led, your participation by asking and answering questions is the foundation for excellent discourse.
Curricular Requirements CR1a – Textbook: Spielvogel, Jackson. Western Civilization Since 1300. 8th edition, AP edition. Boston: Wadsworth, 2012. CR1b – Primary Sources: Lapham, Lewis A., editor. Lapham’s Quarterly, Volumes 1-4. New York, 2008present. Also included are Primary Source excerpts from the Spielvogel text, Art of various eras, Photos, Recordings and others. Please see daily descriptions for a complete list of sources. CR1c – Secondary Sources: Boemeke, Manfred, Feldman, Gerald and Glaser, Elisabeth. The Treaty of Versailles: A Reassessment after 75 Years. Washington, D.C.: German Historical Institute; Cambridge, UK; New York, NY: Cambridge University Press, 1998. Hobsbawm, Eric. The Age of Revolution. New York: First Vintage Books Edition, 1996. Janson, Anthony F. History of Art for Young People, 5th edition. Prentice Hall, 1997. Merriman, John. A History of Modern Europe, Volume 2. 2nd edition. New York: W.W. Norton & Co., 2004. CR2 – Each of the course historical periods receives explicit attention. Table of Contents: 1. Unit I - The Late Middle Ages (summer work) 2. Unit II – Recovery and Rebirth a. Art & Ideas of the Southern and Northern Renaissance b. The Protestant Reformation c. The Age of Exploration d. The Scientific Revolution 3. Unit III – Nation States and Absolutism 4. Unit IV – The Enlightenment 5. Unit V – The French Revolution and Napoleon 6. Unit VI – The Industrial Revolution 7. Unit VII – Reaction, Revolution and Romanticism 8. Unit VIII – Nationalism and Realism 9. Unit IX – The Age of Progress 10. Unit X – The Age of Modernity and Imperialism 11. Unit XI – War and Revolution 12. Unit XII – Between the Wars 13. Unit XIII – World War II 14. Unit XIV – The Cold War & Decolonization 15. Unit XV – Decades of Change 1965-1985 16. Unit XVI – The New Global Age
CR3 – Students are provided opportunities to apply learning objectives in each of the five themes throughout the course. See individual units for major themes of focus during the unit. Selected units have activities identified specifically to address the theme. • • • • •
States and Other Institutions of Power (Protestant Reformation Debate – SP-2, Week 7) Objective Knowledge and Subjective Visions (Enlightenment Salon – OS-2, Week 13) Poverty & Prosperity (Industrial Revolution Journal Entries PP-7, Week 22) Individual & Society (Ideologies Collage IS-7), Week 25) Interaction of Europe and the World (Roundtable Discussion Imperialism - INT-11, Week 28)
CR4 – The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence. Aside from the first semester thesis paper, various activities provide the opportunity to develop, support, present and defend a thesis: Nationalism & Realism Significant Task, and The Cold War Significant Task. CR5 – The course provides opportunities for students to identify and evaluate diverse historical interpretations in the following areas: The Renaissance Unit (Week 4). CR6 – The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, visual sources, and quantitative data. – Appropriate use of historical evidence in the following areas: Modernity & Imperialism (Week 27). CR7 – The course provides opportunities for students to examine relationships between causes and effects of events or processes. – Historical causation is a major theme that is repeated in nearly every unit. It is particularly emphasized in: The French Revolution (Week 16) and War & Revolution (Week 29) CR8 – The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes. – Patterns of continuity and change is another theme that is repeated in many of the units. The concept of power/societal control is explored and referenced in every unit, the role of women in society is frequently addressed and the following units specifically call attention to the concept: The Renaissance (Week 3) and Modernity and Imperialism (Week 27). CR9 – The course provides opportunities for students to explain and analyze different models of historical periodization. – Periodization is used in the Scientific Revolution (Week 9). CR10 – The course provides opportunities for students to compare historical developments across or within solidities in various chronological and geographical contexts. – Again, Comparison as a skill is utilized throughout the course but particularly in Middle Ages Unit (Summer Work, Week 1), Renaissance Unit (Week 4), and Absolutism Unit (Week 11). CR11 – The course provides opportunities for students to evaluate ways in which specific historical circumstances of time and place connect to broader regional, national, or global processes. – Contextualization is incorporated in every unit however, students specifically showcase Contextualization skills in the Protestant Reformation Unit (Week 6) and Modernity and Imperialism (Week 27).
CR12 – The course proves opportunities for students to recognize and explain disparate, sometimes contradictory evidence from primary sources and/or secondary works about the past. Synthesis is incorporated in every unit however, students specifically showcase Synthesis skills in the Recovery and Rebirth (Week 3), The Age of Exploration (Week 9), Modernity and Imperialism (Week 28). CR13 – The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present. Additionally, students specifically showcase Synthesis skills in the Late Middle Ages Unit (Summer Work due prior to the start of school), The French Revolution (Week 16), and The Age of Progress (Week 26). Additional Help I am available every day before school and after 2:20 p.m. Please see me ahead of time to avoid any conflicts or to arrange for another time to meet. During the spring season I coach golf, so make arrangements ahead of time if you need to see me after school. CR4 - First Semester Research Assignment: THESIS PAPER - Choose a topic of interest to you. You may be deeply interested in a topic, but if you cannot locate credible sources, then you will not be able to complete the assignment. The topic must be related to European history. You are to produce a thesis paper, 5-8 pages in length, which utilizes primary and secondary sources. You must have my approval on the topic/thesis statement. While you must consult secondary sources, you are only permitted to quote PRIMARY SOURCES. The paper must include an annotated bibliography.
Unit #1 The Late Middle Ages – chapter 11 Weeks 1 & 2 Major Theme – States & Other Institutions of Power The Late Middle Ages Introduction: Students examine elements of feudal decline in Europe to determine the causes which wrought a new beginning through warfare, disaster, epidemic and finally, knowledge. The Black Death, political turmoil and religious crises provide society the opportunity to take a “deep breath” and rediscovery life. The focus in this unit will be to understand how the Renaissance rose from the ashes of the Dark Ages to reveal the beauty of Classical Antiquity… and improve upon it.
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Essential Question(s) What is historiography?
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WEEK 1
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How did the Black Death Impact European society and economies during the 1300s?
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Activity/Source Introduction to the Course – Expectations, Major Dates, Units of Study. Discussion of Histriography. Reading: Causes of Black Plague – Contemporary Views, Spielvogel, p. 309. Homework: Reading – Spielvogel, Chapter 11, pp 306-314. Map – Spread of the Black Plague. Reading – Boccaccio selection from “Decameron,” from Lapham’s Quarterly: The City. Class discussion: Economic & Social change as a result of the Black Plague. Homework: Reading – Spielvogel Chapter 11,
pp 315-325.
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What political problems arose in Europe during the 1300s and how were they resolved?
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What political problems arose in Europe during the 1300s and how were they resolved? •
The Hundred Years War – Cause & Effect Flowchart & Timeline Activity. Summary of Phases of the war. Class discussion: Breakdown of Feudalism, Monarchies in England, France, Germany & Italy. Homework: Reading – Spielvogel Chapter 11, pp 326-330
CR10, CR13 – The Late Middle Ages Summer Assignment: Dante’s Inferno Today - Using the website www.worldofdante.org, students individually research Dante’s levels of hell as they relate to the culture/beliefs of the era. Each student designs a modern-day Inferno complete with the levels of hell, compares it to the content of the original, and extrapolates cultural, political and social reasons for any identified differences.
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Essential Question(s) What factors led to the decline in Papal authority and the influence of the Church in the 14th Century?
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WEEK 2
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Support or Contest the following statement: The 14th Century was a “cleansing of the historical palate.” What characteristics of 14th and 15th Century Italy define the period as a “Renaissance”? What characteristics of 14th and 15th Century Italy define the period as a “Renaissance”? How does the Benedetto letter portray Florence in the Renaissance?
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Activity/Source Class discussion: Struggles between Popes and Kings, The Great Schism and other changes for the church. Reading - The Great Schism: Manifesto of the Revolting Cardinals - www.fordham.edu Prep for Middle Ages Quiz. QUIZ Short Answer & Multiple Choice – Concluding the Middle Ages CR10 - Dante’s Inferno task. www.worldofdante.org
BEGIN UNIT #2 Class discussion: The Rebirth of Classical Antiquity. • • Reading – Benedetto Dei Letter 1472, Spielvogel p. 409. • Homework: Read Spielvogel, Chapter 12, pp 340-347, answer guiding questions. The Late Middle Ages Key Terms: Black Death, pogroms, scutage, Third Estate, condottieri, Great Schism, conciliarism, mysticism, Modern Devotion. •
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Unit #2a Recovery & Rebirth: Art & Ideas – chapter 12 Weeks 2 & 3 Major Themes – States & Other Institutions of Power Individual and Society
Recovery & Rebirth Introduction: Students identify and explain ways in which European culture revisited the notions of logic, reason and truth inherent during Classical Antiquity. Students will analyze the Italian Renaissance artists and patrons to determine the purpose of the work and Northern Renaissance pieces will be examined for their symbolism and difference in style. The idea of humanism will provide the basis for a comparative study of the differences and similarities of the Northern and Italian Renaissance developments. Activity/Source • • CR8 - Class discussion with guiding questions: Economic & Social changes, The Italian CityStates – Did the typical person of the Renaissance experience a drastic change or was there more continuity for the majority of Italians • from 1400-1500? • Homework: Spielvogel, Chapter 12, pp 347-349 ALSO - Map Activity (p 348). • How did Machiavelli & Erasmus • CR12 - Class discussion: Machiavelli & differ in their views of Erasmus – Opposing Viewpoints discussion and governing? ties to modern politics. • Machiavelli, The Prince, www.constitution.org/mac/prince00.htm • Reading - Lorenzo De Medici: Paternal Advice to a Cardinal, www.fordham.edu • Homework: Spielvogel, Chapter 12, pp 349358. • What were the ideas of the • Analyze Reading Selections of Petrarch, Bruni Humanists and how do they & Mirandola for characteristics of the portray the Renaissance spirit in Renaissance. their literature? • Discussion – Italian Renaissance Humanism • How does artwork of the Italian • Reading – Giorgio Vasari, “Lives of the Renaissance reflect social & Artists,” Lapham’s Quarterly: Celebrity. political ideas, events and • PowerPoint Slide show with supplemental text figures? & Discussion of Renaissance Art • How does artwork of the Italian • Janson, History of Art for Young People. Renaissance differ from that of • Research – Significant Task Below - Juxtapose the Flanders Region? selected Italian and Northern Renaissance pieces of Art for Presentation. • Homework: Read Spielvogel, Chapter 12, pp 359-366. CR10 – Recovery & Rebirth Significant Task: The North & the South - Each student selects two pieces of Renaissance art (one Northern & one Italian piece) for the purpose of analyzing audience, purpose and the stylistic components of each. After analysis, students juxtapose the paintings in a brief PowerPoint presentation. The presentation should describe the ways in which each work of art reflected the society in which it was produced. WEEK 3
Essential Question(s) What socioeconomic factors contributed to the transformation in the Italian Peninsula during the Renaissance? To what extent was the Renaissance experienced by the citizens of the Italian city-states?
Essential Question(s)
Activity/Source
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WEEK 4
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How does artwork of the Italian Renaissance differ from that of the Flanders Region?
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How does artwork of the Italian Renaissance differ from that of the Flanders Region?
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How did the “New Monarchies” adapt to the ideas of the Renaissance?
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Why do most historians mark the beginning of Modern History with the Renaissance?
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CR10 - Students complete brief PowerPoint presentations in Computer Lab. Continue Homework: Read Spielvogel, Chapter 12, pp 359-366. CR10 -Student Presentations of selected work/artists. Class discussion - Conclusion of presentations. Homework: Read Spielvogel, Chapter 12, pp 366-372. The Renaissance States and more problems for the Church. CR5 - J. Bruckhardt vs. P. Burke… Introduced by J. Green Crash Course. “Was the Renaissance a Thing”? Discussion/Analysis of Bruckhardt and Burke – Was the Renaissance a distinct period of history?
WEEK 5
Recovery & Rebirth Key Terms: Renaissance, entrepreneurs, estates, individualism, secularism, humanism, civic humanism, Neoplatonism, Hermeticism, pantheism, “new monarchies”, nepotism.
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CR4 - Explanation and discussion of the first writing assignment. Due 10-16-11
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CR4 - Library/Media Center
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CR4 - Library/Media Center
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CR4 - Library/Media Center
Unit #2b The Protestant Reformation – chapter 13 Week 6 Major Theme – States & Other Institutions of Power The Protestant Reformation Introduction: Using primary and secondary sources, students analyze the various reformers and movements of the 16th Century that threatened the Catholic Church to determine the reason for dissension. Also, students evaluate the various causes/reasons why a wide-spread reform movement was not able to grow and sustain until the 1500s while previous movements failed to affect change or attract enough new members to sustain.
Essential Question(s) • How did the ideas of the Humanists differ from that of the Protestant Reformers? • How did the various reform movements of the 16th Century differ from one another and from Catholicism?
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WEEK 6
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How can the English Reformation be considered an act of state rather than a populist movement? In what ways was social life affected by the Religious upheaval in the 16th Century? How did the European Monarchs & the Catholic Church respond to the period of dissidence?
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Activity/Source Class discussion: Prelude to Reformation Reading: Martin Luther, Letter to Pope Leo X, Lapham’s Quarterly: Religion. Homework: Read Spielvogel, Chapter 13, pp 380-389. Groupwork: In small groups, students create a chart that outlines characteristics of Lutheranism, Zwinglianism, Calvinism & Anabaptism. Spielvogel, Chapter 13, pp 389395. Selected Readings – Martin Luther: Interpretation of Faith, www.iclnet.org/pub/resources/text/wittenberg/luther/lutherfaith.txt, John Calvin: On Predestination, www.fordham.edu, Martin Luther, “Admonition to the Vicars to Preach against Usury,” Lapham’s Quarterly: About Money. Homework: Read Spielvogel, Chapter 13, pp 396-398 ALSO Map Activity p 399. CR11 - Class discussion: Henry the VIII & English Reform. Reading – 1515, A Contemporary Description of King Henry VIII, www.englishhistory.net/tudor/henrydes.html, Henry VIII’s Speech Before Parliament, www.englishhistory.net/tudor/h8speech.html. Selected Readings - The Family and Education, Spielvogel, Chapter 13, pp 396, 397. Homework: Read Spielvogel, Chapter 13, pp 398-410. Class discussion: Catholic Reform and Response. Selected Readings - Ignatius of Loyola, Spielvogel, Chapter 13, pp 400, Pope Paul III: Canons on Justification from the Council of Trent, www.wadsworth.com, “Inquisition of Paolo Veronese” excerpt from Lapham’s Quarterly: Arts & Letters. Class discussion: Royal Response
The Protestant Reformation Significant Task: -New Beliefs in the Age of Reform - In small groups, students create a chart that identifies the basic tenants of Lutheranism, Zwinglianism, Calvinism and Anabaptism. After class discussion, each student produces an essay that compares and contrasts the similarities and differences of ideas presented by the various religious reformers/reform movements of 16th Century Europe. The Protestant Reformation Key Terms: Christian Humanism, pluralism, confession, justification, transubstantiation, millenarianism, predestination, Huguenots, politiques, Puritans.
Unit #2c The Age of Exploration – chapter 14 Weeks 7 & 8 Major Theme – Interaction of Europe and the World The Age of Exploration Introduction: Students use primary and secondary sources to determine the reasons for European exploration and colonization of the world to create a series of maps that chronicle expansion by European nations. Students research the motives directives and actions taken by various parties involved in exploration and expansion through the eyes of the conquerors and the conquered.
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Essential Question(s) How did the European Monarchs & the Catholic Church respond to the period of dissidence?
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WEEK 7
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Why was religious reform possible in the 16th Century after failing to occur in the 15th? What factors caused Europeans to explore?
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Activity/Source Class discussion: Royal Response Reading – De Thou: The Massacre of St. Bartholomew’s Day, www.history.hanover.edu/texts/barth.htm, Lazarillo de Tormes, excerpt from “The Life of Lazarillo de Tormes,” Lapham’s Quarterly: Crimes & Punishments. CR3 Theme - States and Other Institutions of Power: informal debate: Was the Protestant Reformation more about religious truth or temporal power? (SP-2) TEST – Religious Reform & Reaction. Homework: Read Spielvogel, Chapter 14, pp 413-420 ALSO – Map Activity pp 417 & 427. Class discussion: The first explorers and a New World. Reading excerpts: Journals of Christopher Columbus, www.wadsworth.com. Homework: Read Spielvogel, Chapter 14, pp 420-425.
The Age of Exploration Significant Task: - Exploration, Colonization & Imperialism Maps – Each student creates a series of thematic maps that show the progression of European control beginning during the 1400s and culminating at the end of the 19th Century. In addition, each student writes accompanying essays explaining the contents of the various maps and answering selected geography prompts.
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Essential Question(s) How did Spain and Portugal acquire their overseas empires? How did the Spanish administer their overseas empires?
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WEEK 8
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How did the European Monarchs & the Catholic Church respond to the period of dissidence?
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How did English, French & Dutch colonization affect various regions of the world?
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Activity/Source Selected Readings - Albuquerque, Dias & Cortes, Spielvogel pp 419, 423, 425, Miguel Leon-Portilla, An Aztec Account of the Conquest of Mexico. Bartolome de las Casas letter. Homework: Read Spielvogel, Chapter 14, pp 426-436. Class discussion: The Slave Trade & competition in India. Reading – The Atlantic Slave Trade Diary, Spielvogel p 428. Class discussion: Colonialism in the Far East & the Americas. Selected Readings: Anonymous, England, India and the East India Company, www.fordham.edu, Charter of the Dutch West India Company, www.avalon.law.yale.edu. Homework: Read Spielvogel, Chapter 14, pp 437-444. Class discussion: The social, cultural and economic impact of Colonization on the conquered and the conquerors.
What is the correlation between • overseas expansion and the political, social and economic developments of the 16th and 17th Centuries? The Age of Exploration Key Terms: portolani, conquistadors, encomienda, viceroy, audiencias, triangular trade, Middle Passage, Columbian Exchange, price revolution, joint-stock company, mercantilism. •
Unit #2d The Scientific Revolution – chapter 16 Weeks 9 & 10 Major Theme – Objective Knowledge and Subjective Visions
WEEK 9
The Scientific Revolution Introduction: By investigating the contributions of the Scientific Revolution, students describe the relationships among the individual, the groups and the institutions which existed in European society and culture prior to the Scientific Revolution. The irreversible changes in the relationships among the individual, the groups and the institutions which existed in European society and culture prior to the Modern period are enumerated and categorized using historical thinking skills to plan a presentation with a partner that identifies previously held beliefs and how those concepts were proven or disproven during the era.
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Essential Question(s) What are the similarities and differences regarding government structure and policies of France and England during the 17th Century?
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Activity/Source CR12 - DBQ - The Age of Exploration Homework: Read Spielvogel, Chapter 16, pp 487-493.
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What advancements led to a new view of the Earth and the Universe?
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How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
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What role did women play in the Scientific Revolution? What were the contributions of Bacon, Descartes to the Scientific Revolution?
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Class discussion – Background of Scientific Revolution and advancements in Astronomy shatter beliefs on Earth. Reading: Excerpt from Nicolaus Copernicus’s On the Revolutions of the Heavenly Spheres, Letters between Galileo & Kepler, Spielvogel, pp 492 and 494. Homework: Read Spielvogel, Chapter 16, pp 493-499. Discussion: Galileo Galilei. Selected Readings from Galileo’s The Starry Messenger, Letters from Galileo & Bellarmine, Spielvogel pp 495 & 496 and Firenzuola’s “The Crime of Galileo,” Lapham’s Quarterly: Crimes & Punishments. Homework: Read Spielvogel, Chapter 16, pp 499-505. Class discussion – Women in science and the science of women. Reading: The “Natural” Inferiority of Women, Spielvogel, p 503. Class discussion – Descartes and Rationalism. Reading: The Father of Modern Rationalism, Spielvogel, p 505. Homework: Read Spielvogel, Chapter 16, pp 505-510.
The Scientific Revolution Key Terms: Scientific Revolution, geocentric concept, heliocentric concept, world-machine, querelles des femmes, Cartesian dualism, rationalism, scientific method, empiricism. The Scientific Revolution Significant Task #1: Individually, students research the ideas, discoveries and figures of a chosen field (astronomy, mathematics, etc.) of Science. Students produce a t-chart comparing the accomplishments of the Scientific Revolution to the ideas, practices and theories of Antiquity and the Middle Ages for the purpose of analyzing objective knowledge and subjective visions to arrive at proofbased truth. CR9 The Scientific Revolution Significant Task #2: Using Google classroom… pairs of students construct a persuasive essay that answers the following question: To what extent was the Printing Press responsible for shaping European views during the Reformation, Age of Exploration, and the Scientific Revolution?
Unit #3 Nation States & Absolutism– chapter 15 Weeks 10, 11, & 12 Major Theme – States & Other Institutions of Power
Nation States & Absolutism Introduction: By researching the social, economic and political crises that altered Europe during the first half of the 17th Century, students rationalize the concentration of power in the form of absolute monarchy as necessary for stability of the modern nation-state or simply a chance to seize the remaining fragments of authority from the Church. In detail, students examine the Thirty Years’ War to debate if the war was a significant turning point in European History. Finally, students analyze the conflict between the English monarchy and Parliament to explain how the British arrive at a different solution than their European counterparts.
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WEEK 10
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Essential Question(s) What factors caused Europeans to explore and what were the consequences of exploration? What were the social, economic & political crises encountered during the first half of the 1600s? What were the social, economic & political crises encountered during the first half of the 1600s? What were the social, economic & political crises encountered during the first half of the 1600s? Why do some consider the Thirty Years’ War as a turning point in the modernization of Europe? Why do some consider the Thirty Years’ War as a turning point in the modernization of Europe?
Essential Question(s) To what extent was France’s government in the 17th Century an absolute monarchy?
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Class discussion: Witchcraft and Warfare. Selected Readings – 15th Century Witchcraft Documents, www.fordham.edu, The Trial of Suzanne Gaudry, Spielvogel, p 448.
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Class discussion: The Thirty Years’ War Reading: The Face of War in the Seventeenth Century, Spielvogel, p 453.
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Homework: Read Spielvogel, Chapter 15, pp 454-461.
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WEEK 11
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How did Brandenburg-Prussia, Austria and Russia emerge as major powers during the 1600s?
Activity/Source Homework: Read Spielvogel, Chapter 15, pp 446-454.
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Activity/Source Class Reading & discussion: French Absolutism: Richelieu & Mazarin, Cardinal Richelieu, Political Testament, www.wadsworth.com Class discussion: The Palace of Versailles, www.en.chateauversailles.fr/homepage. Reading: Duc de Satin-Simon, Memoirs: Travels with the King, Spielvogel, p 459. Homework: Read Spielvogel, Chapter 15, pp 462-470. Small Groups/Partners: Germany, Austria, Russia & Scandinavia. Activity: Work with a partner to research the political development of these nations during the 1600s.
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CR10 - Class discussion: England’s solution to Conflict in the Age of Absolutism. Hobbes with a dash of Locke. • CR10 - Reading: Opposing Viewpoints – Oliver Cromwell: Three Perspectives, Spielvogel p 475. • How did the English monarchy • CR10 - Reading: The English Bill of Rights, and Parliament resolve their www.constitution.org/eng/eng_bor.htm. differences during the 17th • Activity: Students compare and contrast the Century? evolution of Constitutional Monarchy in England with the consolidation of Absolute power in nations like France or Russia. • Homework: Read Spielvogel, Chapter 15, pp 479-485. Unit #5 Key Terms: absolutism, divine-right monarchy, intendants, parlements, boyars, procurator, Janissaries, gentry, Mannerism, Baroque. •
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WEEK 12
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How did the English monarchy and Parliament resolve their differences during the 17th Century?
Homework: Read Spielvogel, Chapter 15, pp 470-479.
Essential Question(s) How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
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How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
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What impact did the concept of scientific fact have on European society and beliefs?
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What was the old Ptolemaic conception of the universe and what did Copernicus, Kepler and Galileo contribute to the development of new beliefs?
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Activity/Source PowerPoint Slide show with supplemental text & Discussion of Baroque Art. Janson, History of Art for Young People. Class discussion – English, French and Spanish playwrights. Selected Readings from Shakespeare, Vega, Racine & Moliere. Spielvogel, William Shakespeare, Richard II, p 483, and Spielvogel 2nd Ed., Jean-Baptiste Moliere The Would-Be Gentleman, p 558. Reading: Isaac Newton’s “Preface” from Principia, Electronic Copy Class discussion – The Scientific Method & further conflict with the Church. Reading: Isaac Newton’s “Rules of Reasoning in Philosophy” from Principia, Electronic Copy. Homework: Read Spielvogel, Chapter 17, pp 513-526.
Unit #4 The Enlightenment – chapters 17 & 18 Weeks 13 & 14 Major Themes – Objective Knowledge and Subjective Visions
States and Other Institutions of Power The Enlightenment Introduction: Students examine the impact of the ideas of the Enlightenment thinkers on the development of Modern Europe. Students apply concepts from the study of history, culture, economics and government to the understanding of individual rights and societal needs as expressed in the writings of selected Enlightenment thinkers by researching and portraying a thinker in a simulation of a Parisian salon. Students demonstrate an understanding of the concept of culture and how different perspectives emerge from high and popular culture and their interaction. By comparing the relative successes of the "Enlightened monarchs" of the period, students will demonstrate knowledge of how people create rules and laws to regulate the dynamic relationship between individual rights and societal needs.
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WEEK 13
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Essential Question(s) What intellectual developments led to the emergence of the period of Enlightenment? Who were the leading figures of the Enlightenment, and what were their main contributions? In what type of social environment did the philosophes thrive, and what role did women play in that environment? In what type of social environment did the philosophes thrive, and what role did women play in that environment? What innovations in art, music and literature occurred during the 18th Century? Who were the leading figures of the Enlightenment, and what were their main contributions?
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Activity/Source Class Discussion – The social sciences & the beginning of empowerment by Locke & Newton. Activity – Chart of Enlightened Thinkers. Activity – Individual Preparation for salon character. Homework: Read Spielvogel, Chapter 17, pp 513-526. Computer Lab: Individual Preparation for salon character – See first Significant Task Below. Homework: Read Spielvogel, Chapter 17, pp 513-526. Computer Lab: Individual Preparation for salon character– See first Significant Task Below. Homework: Read Spielvogel, Chapter 17, pp 526-536.
Activity: A Day at the Salon – See first Significant Task Below. Homework: Read Spielvogel, Chapter 18, pp 542-554.
CR-3 The Enlightenment Significant Task: Simulation of Enlightenment Period Salon - Students each research a key contributor to the French Enlightenment, identifying the main ideas and contributions of the assigned person. Students then portray the person during a classroom simulation of a Parisian salon. During the activity, students introduce themselves and share a "piece," e.g., a musical selection for a musician, an intellectual concept for a thinker, and debate the merits of their ideas with others, who also articulates the ideas of his/her Enlightenment character. Student evaluation focuses on the accuracy, quality and overall presentation of the person's significance in the Enlightenment. (OS-2) The Enlightenment Significant Task: Evaluation of Enlightened Monarchs - Working in pairs, students are assigned an Enlightened monarch. Students prepare and design a travel brochure about the impact of
specific Enlightenment ideas on the assigned monarch, evaluating the effectiveness of that monarch in applying these ideas to his/her reign. The Enlightenment Key Terms: Enlightenment, skepticism, cultural relativism, philosophes, cosmopolitan, separation of powers, deism, laissez-faire, economic liberalism, romanticism, feminism, salons, Rococo, Neoclassicism, high culture, popular culture, pogroms, Pietism AND, natural laws, natural rights, enlightened absolutism, patronage, balance of power, reason of state, primogeniture, infanticide, agricultural revolution, cottage industry, tithes.
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WEEK 14
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Essential Question(s) What do historians mean by the term Enlightened Absolutism, and to what degree did 18th Century Prussia, Austria and Russia exhibit its characteristics? What do historians mean by the term Enlightened Absolutism, and to what degree did 18th Century Prussia, Austria and Russia exhibit its characteristics?
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How did the concept of Balance of Power & Reason of State influence international relations during the 1700s?
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During the 18th Century, what socioeconomic changes occurred and how did the changes determine social order?
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Activity/Source Reading: Frederick II’s Essay on the Forms of Government, Electronic Copy Class discussion – Enlightened Absolutism Homework: Read Spielvogel, Chapter 18, pp 542-554. Class discussion – A country-by-country political snapshot. Reading: Opposing Viewpoints – “Enlightened Absolutism: Enlightened or Absolute?” Spielvogel, p 551. Homework: Read Spielvogel, Chapter 18, pp 554-558. Class Discussion – The Seven Years’ War & other conflicts. Activity – Map Activity – 18th Century Conflict Homework: Read Spielvogel, Chapter 18, pp 558-572. Class discussion – Socioeconomic changes during the 1700s. Selected Readings – Marital Arrangements, New Agriculture, Attack on New Machines and Aristocracy & Poverty in France, Spielvogel, Chapter 13, pp 559, 563, 565,571.
Unit #8 The French Revolution – chapter 19 Weeks 15, 16, 17 & 18 Major Theme – Poverty and Prosperity States and Other Institutions of Power The French Revolution – Students independently analyze text and visual sources to understand the phases of the French Revolution. Was the French Revolution one of the most significant events in European History? By examining the comparative importance of the causes of the French Revolution, students will describe the relationships among the individual, the groups and the institutions which existed in France prior to the French Revolution. At the completion of the unit, students will examine changes in these relationships and their impact. Through study of the radical phase of the revolution, students demonstrate knowledge of how people create rules and laws to regulate the relationship between individual rights and societal needs as well as demonstrate how the ideals, principles and practices of citizenship emerged over the course of the revolution. Finally, students will evaluate the extent to which Napoleon's policies strengthened the accomplishments of the revolution.
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WEEK 15
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Essential Question(s) What do historians mean by the term Enlightened Absolutism, and to what degree did 18th Century Prussia, Austria and Russia exhibit its characteristics? What do historians mean by the term Enlightened Absolutism, and to what degree did 18th Century Prussia, Austria and Russia exhibit its characteristics?
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• Continued • How did the concept of Balance of Power & Reason of State influence international relations during the 1700s? • During the 18th Century, what socioeconomic changes occurred and how did the changes determine social order?
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Activity/Source Reading: Frederick II’s Essay on the Forms of Government, Electronic Copy Class discussion – Enlightened Absolutism Homework: Read Spielvogel, Chapter 18, pp 542-554. Class discussion – A country-by-country political snapshot. Reading: Opposing Viewpoints – “Enlightened Absolutism: Enlightened or Absolute?” Spielvogel, p 551. Homework: Read Spielvogel, Chapter 18, pp 554-558. Class Discussion – The Seven Years’ War & other conflicts. Activity – Map Activity – 18th Century Conflict Homework: Read Spielvogel, Chapter 18, pp 558-572. Class discussion – Socioeconomic changes during the 1700s. Selected Readings – Marital Arrangements, New Agriculture, Attack on New Machines and Aristocracy & Poverty in France, Spielvogel, Chapter 13, pp 559, 563, 565,571.
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Essential Question(s) What is the legacy of the Age of Enlightenment?
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WEEK 16
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What was the impact of the American Revolution in Europe? What were the long-term and immediate causes of the French Revolution?
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What were the main events of the French Revolution from 17891799 and who played the largest roles in shaping those events?
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What were the main events of the French Revolution from 17891799 and who played the largest roles in shaping those events?
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Activity/Source CR7 – Timeline of Cause & Effect. As a class, students create a timeline of major events in France beginning with the Fronde and culminating with the Storming of the Bastille. Students examine the cause and effect relationship of the process of consolidating power by the Bourbons and the events to which the consolidation ultimately led. Homework: Read Spielvogel, Chapter 19, pp 574-581. Reading: Merriman, Introduction, pp xxiii-xxv and pp 467,468. CR13 - Class discussion – Rebellion across the Pond causes more unrest in the Old Country. Homework: Read Spielvogel, Chapter 19, pp 581-597. Class Discussion – The Estates, the Bastille, the National Assembly and a Constitution. Activity – Introduction to Significant Task #1from below. Homework: Read Spielvogel, Chapter 19, pp 581-597. Activity – First Significant Task from below. Selected Readings – Cahier of 1789, The Clergy of Blois and Romorantin, Cahier of 1789, The Nobility of Blois, Cahier of 1789, The Third Estate of Versailles, The Declaration of the Rights of Man and Citizen, Petition of Women of the Third Estate to the King, The Storming of the Bastille - an eyewitness account, "The Third Estate Awakens" - political cartoon, A Woman's Cahier, Women's Petition to the National Assembly, Excerpts from a Diary of a French Nobleman, Electronic Copies from various sources.
CR4 – The French Revolution Significant Task #1: Rise of Napoleon - In an analytical essay, students will evaluate the extent to which Napoleon's policies strengthened the accomplishments of the revolution. By examining specific policies enacted by Napoleon after his seizure of power, students will evaluate the validity of Napoleon's famous assertion that he was a child of the Revolution. CR9 – The French Revolution Significant Task #2: Importance of French Revolution, as students work through the content of the unit, they gauge the significant of each event. Students collect and discuss ideas from primary and secondary sources to construct a set of arguments and examples to be used as the class informally debates the significance of the French Revolution in European History.
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What were the main events of the French Revolution from 17891799 and who played the largest roles in shaping those events?
Activity/Source Prep for Significant Tasks 1 & 2 - Selected Readings – Cahier of 1789, The Clergy of Blois and Romorantin, Cahier of 1789, The Nobility of Blois, Cahier of 1789, The Third Estate of Versailles, The Declaration of the Rights of Man and Citizen, Petition of Women of the Third Estate to the King, The Storming of the Bastille - an eyewitness account, "The Third Estate Awakens" political cartoon, A Woman's Cahier, Women's Petition to the National Assembly, Excerpts from a Diary of a French Nobleman, Electronic Copies from various sources.
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WEEK 17
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Essential Question(s) What were the main events of the French Revolution from 17891799 and who played the largest roles in shaping those events?
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Was the French Revolution the most important event in European History?
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WEEK 18
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and Romorantin, Cahier of 1789, The Nobility of Blois, Cahier of 1789, The Third Estate of Versailles, The Declaration of the Rights of Man and Citizen, Petition of Women of the Third Estate to the King, The Storming of the Bastille - an eyewitness account, "The Third Estate Awakens" political cartoon, A Woman's Cahier, Women's Petition to the National Assembly, Excerpts from a Diary of a French Nobleman, Electronic Copies from various sources. Final Preparation Day.
Prep for Significant Tasks 1 & 2 - Selected Readings – Cahier of 1789, The Clergy of Blois and Romorantin, Cahier of 1789, The Nobility of Blois, Cahier of 1789, The Third Estate of Versailles, The Declaration of the Rights of Man and Citizen, Petition of Women of the Third Estate to the King, The Storming of the Bastille - an eyewitness account, "The Third Estate Awakens" political cartoon, A Woman's Cahier, Women's Petition to the National Assembly, Excerpts from a Diary of a French Nobleman, Electronic Copies from various sources.
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Essential Question(s) How did Napoleon rise to power? Which aspects of the Revolution did Napoleon preserve, and which did he destroy? Was Napoleon a product of the Revolution?
Prep for Significant Tasks 1 & 2 - Selected Readings – Cahier of 1789, The Clergy of Blois
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Homework: Read Spielvogel, Chapter 19, pp 597-604. Activity/Source Class Discussion – The Rise of Napoleon & Domestic Policies. Homework: Read Spielvogel, Chapter 19, pp 597-604.
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Was Napoleon a product of the Revolution? Was Napoleon a hero or a villain?
Was the French Revolution the most important event in European History?
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Activity – Significant Task #2 from above, George Lefebvre’s assertion. Class Discussion – Napoleon’s Empire and the European Response. Homework: MAP – Napoleon’s Europe. Activity – Significant Task #2 from above. Significant Task #1 Due
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TEST – The French Revolution and Napoleon.
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The French Revolution Key Terms: revolution, old order, sans-culottes, Girondins, Mountain, nation in arms, de-Christianization, prefects, Continental system, nationalism.
WEEK 19
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Activity/Source 2 Quarter Research Assignment Library/Media Center
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2nd Quarter Research Assignment Library/Media Center
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Review for Exam Practice DBQ Review for Exam Practice DBQ Homework: Read Spielvogel, Chapter 20, pp 607-616.
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Week 20: Mid-year Exams Second Semester Research Assignment: BOOK REVIEW - You are to construct an analytical research paper. Do not try to prove your thesis or those of others wrong. Instead, your paper should offer a critical interpretation of primary and secondary sources AS THEY RELATE TO THE BOOK YOU ARE REVIEWING. Choose a topic of interest to you. Select a subject that is narrow in focus regarding a specific incident or action in European History. Read a book about that incident and write a review of the historian’s analysis. This will require you to read several other sources about this subject. Because this is an unusual way to approach the research process, it is suggested that you DO NOT write a thesis statement until after you have completed most of your research and begun the writing process. The paper must include an annotated bibliography. OR… CREATE A DBQ – This is a different type of assignment, but I believe it will increase your content knowledge of a specific era, group, or phenomenon immensely. Additionally, you will be required to “Assemble” a DBQ... An incredible journey that will require you to research, analyze, and reason well beyond the level of most tasks you’ve been asked to complete. As we all know from past experience, if you read about something, you retain some of the content; if you research and write about something, you
become fluent in the content; but, if you teach something you’re on the way to becoming an expert on the subject. In a sense, this assignment will ask you to be the teacher.
Unit #6 The Industrial Revolution – chapter 20, Weeks 21 & 22 Major Themes – Poverty and Prosperity Individual and Society The Industrial Revolution – Chapter 21. In this unit, students demonstrate knowledge of the structure of world history to understand life and events during Great Britain's Industrial Revolution. What factors caused the progress of industrialization to differ from one European nation to the next? Students compare living and working conditions for men, women and children before and after industrialization to describe the relationships among the individual, the groups and the institutions in European society. Students explain the comparative successes of the trade union and the Chartist movements to demonstrate an understanding of how ideals, principles and practices of citizenship emerged in response to industrialization. Reform movements will also be examined to demonstrate knowledge of how people create rules and laws to regulate the dynamic relationships of individual rights to societal needs.
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Essential Question(s) Why was Great Britain the first nation to industrialize?
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Why was Great Britain the first nation to industrialize? What were the characteristics of the new industrial systems?
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How did industrialization spread and how did it differ in other parts of Europe and the world?
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How did industrialization spread and how did it differ in other parts of Europe and the world?
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Activity/Source Class discussion – Britain leads the world in industry… and wealth. Activity – Concept map of long-term and immediate causes of industry in Britain. Homework: Read Spielvogel, Chapter 20, pp 607-616. Reading: selected passages from Hobsbawm, Chapter 2, pp27-52. Class discussion – Britain leads the world in industry… and wealth. Homework: Read Spielvogel, Chapter 20, pp 617-620. Selected Readings – Hobsbawm, pp 168-181. Activity – First Significant Task from below. Tables of Industrial Output. Homework: Read Spielvogel, Chapter 20, pp 621-633. Class Discussion – Spread of Industrialization. Activity – Map analysis: Natural Resources, Manufacturing & Industrialization comparison. Class Discussion – Limitations to the Spread of Industry.
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Homework: Read Spielvogel, Chapter 20, pp 621-633.
The Industrial Revolution Significant Task: Comparative Analysis of Industrial Development - Working in two teams, the class gathers data comparing and contrasting industrial development in Great Britain and on the European continent. Collect data from 1800 to 1880 including industrial output, energy and raw materials, workforce, education programs, government supports, (e.g. tariffs) and markets. Each group presents their findings to the class. Students discuss the findings and their implications as a class, and then independently write an essay explaining the causes of the patterns seen through the exercise. The Industrial Revolution Key Terms: agricultural revolution, capital, pig iron, wrought iron, tariffs, cholera, trade unions.
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Essential Question(s) What were the social, political, cultural and economic effects of Industrialization
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WEEK 22
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Activity/Source Class discussion – The Great Cities. CR3, CR4 - Activity – Significant Task Below. Analysis of various primary sources including photographs, paintings, illustrations, selected short essays on child labor, living conditions, social class distinction, etc. Homework: Read Spielvogel, Chapter 20, pp 621-633. Activity – Continue Analysis of Primary Sources from above.
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What were the social, political, cultural and economic effects of Industrialization?
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Was the Standard of Living better or worse as a result of the Industrial Revolution?
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TEST – The Industrial Revolution. Homework: Read Spielvogel, Chapter 21, pp 636--647
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What groups shaped politics in Europe in the years after the age of Napoleon?
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Class Discussion – The Congress of Vienna, Conservatism. Read introduction Spielvogel, Chapter 21, pp 636,637. Selected Readings - Memoirs, Klemens von Metternich, Merriman, pp 598-610. Homework: Read Spielvogel, Chapter 21, pp 647-651.
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CR3 The Industrial Revolution Significant Task : Impact of Industrialization on Society – Using primary and secondary sources, students compare living and working conditions for men, women and children before and after industrialization, describing the relationships among individuals, groups and institutions in European society. In a series of three journal entries (upper, middle and lower class), students explore the impact of industrialization on families, on the role of women, on living conditions and on working conditions, emphasizing the changes brought about by industrialization. Students analyze the extreme poverty juxtaposed against the immense wealth and reflect on the permanence of these changes and whether they reflect a social revolution or social evolution. (PP-7)
Unit #7 Reaction, Revolution & Romanticism – chapter 21, Weeks 22 & 23 Major Themes – States and Other Institutions of Power Objective Knowledge and Subjective Visions Movements of the Early 19th Century – chapter 21. In this unit, students investigate the degree to which the rise of conservative ideology in Europe in the early 19th century was a response to the French Revolution. Students will create a first person narrative outlining their strategies for being a successful conservative monarch. Students will evaluate the impact of liberalism, nationalism and early socialism as ideologies of change on the many uprisings that occurred during the period. The influence of failed revolutions on the people of Europe will be traced over time to demonstrate an understanding of how ideals, principles and practices of citizenship emerged over time. This unit will focus on the historical complexity of relations among nations in relation to nationalism in the modern period. Students will also analyze how the major ideas of Romanticism as a cultural movement were related to the political and social forces of the period.
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Essential Question(s) What groups shaped politics in Europe in the years after the age of Napoleon?
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WEEK 23
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What were the causes and effects of the various revolutions in Europe in the first half of the 19th century?
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How did the Romantic period act as a “balance” to the era of Enlightenment?
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Activity/Source Class discussion – Liberalism & early Socialism Selected Readings - John Stuart Mill, On Liberty, Merriman pp 610-614 Homework: Read Spielvogel, Chapter 21, pp 651-662. Activity – Students analyze primary & secondary sources to write an essay evaluating the effectiveness of each Revolutionary Wave in Europe during the early 1800s. Selected Readings – Theory of Social Organization by Fourier, Carlsbad Resolution ed. by Robinson Homework: Read Spielvogel, Chapter 21, pp 651--662 Class discussion - Music, Literature & Art of Romanticism. Selected Readings – The Isles of Greece, by Byron, Merriman pp 614-618. QUIZ – The Early 19th Century. Homework: Read Spielvogel, Chapter 22, pp 670-676.
Reaction, Revolution & Romanticism Significant Task: Revolutions in the 1800s - After identifying the three distinct waves of revolutions that occurred in Europe in the early 1800s, students write an essay
distinguishing how they differed in cause and in nature. Concepts of nationalism, liberalism and socialism will be applied to these revolutions and their varying degrees of success will be evaluated in order to determine their overall significance to the time period. Reaction, Revolution & Romanticism Significant Task: The Conservative Era - Students demonstrate the necessity for monarchs in Europe to adopt conservative policies in the years following the French Revolution by articulating the political strategy of a fictional conservative monarch and enumerate the ways in which they would carry out the individual tenets of conservatism. Students share their strategies with the class and discuss strengths and weaknesses of each one. Reaction, Revolution & Romanticism Key Terms: principle of legitimacy, balance of power, ideology, conservatism, principle of intervention, ultraroyalists, ministerial responsibility, Burschenshcaften, liberalism, socialism, utopian socialists, phalanstery, risorgimento, individualism, Gothic literature, pantheism.
Unit #8 Nationalism & Realism – chapter 22, Weeks 24 & 25 Major Theme – Individual and Society
Movements of the Late 19th Century – Chapter 22. To what extent were the development of national unification movements, Marxism and Realism reactions to the Conservative era and the rise of industrialization in European history? Nationalism will also be related to the ideology of Social Darwinism during this era, exploring how scientific Darwinism was reinterpreted by philosophers like Herbert Spencer to justify colonialism. By examining selections of The Communist Manifesto, students will describe Marx's new system for the production, distribution and consumption of goods and services, as well as demonstrating knowledge of how a Marxist would create rules and laws to regulate the relationship between individual rights and societal needs.
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WEEK 24
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Essential Question(s) What were the operating principles of Realpolitik? What similarities did Napoleon III and Napoleon I share? What were the operating principles of Realpolitik? How did Napoleon III and Otto von Bismarck differ in their political tactics? How were they similar?
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Activity/Source Selected Readings – Introduction pp 670,671. Class discussion – Realpolitik, Napoleon III. Homework: Read Spielvogel, Chapter 22, pp 670-676. Activity: Juxtapose Proclamation to the People, 1851 by Louis Napoleon & Speeches to the Reichstag, 1862 & 1888 by Bismarck. Class discussion – Napoleon III’s Foreign Policy, the Crimean War. Selected Readings – Spielvogel, pp 674, 675.
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Homework: Read Spielvogel, Chapter 22, pp 676—682.
In what ways was Italian and German unification similar and in what ways was it different?
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Class discussion – Key figures of unification in Germany and Italy Selected Readings – Spielvogel, pp 676-680
In what ways was Italian and German unification similar and in what ways was it different?
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Activity: Timeline, Events of Italian and German unification Homework: Read Spielvogel, Chapter 22, pp 682-690.
CR4 - Nationalism & Realism Significant Task: The Communist Manifesto - Students read excerpts from the original text of the Communist Manifesto, annotating it as they go to indicate agreement, disagreement or confusion using symbols in the margins. After completing individual readings of the text, the class discusses each main idea, expressing their agreement, disagreement or asking questions. Following this careful exegesis, students write an essay indicating whether Marxism is a scientific system (as Marx asserts) or an exercise in social reprogramming, and address the feasibility of Marx's plan. CR3 – Nationalism and Realism Significant Task: Students create a collage (visual representation) that represents the collision of various ideologies of the nineteenth century (liberalism, conservatism, socialism, Marxism, capitalism). The images must represent the individual formation and adoption of ideas and how those ideas matriculated to engulf societal movements. A paragraph explaining these connections must accompany the collage. (IS-7) Nationalism & Realism Key Terms: Zollverein, Realpolitik, Ausgleich, mir, zemstvos, populism, jointstock investment bank, proletariat, materialism, natural selection, organic evolution, pasteurization, Realism.
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Essential Question(s) What were the results of the various reform efforts in Britain, Russia & the Austrian Empire?
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WEEK 25
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What were the main ideas of Karl Marx? What contributions in science and education shaped the culture of the late 19th century?
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What contributions in science and education shaped the culture of the late 19th century?
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Activity/Source Class discussion – Division in Austria, Imperial Russia & Victorian England. Selected Readings – Emancipating the Russian Serfs by Alexander II. Homework: Read Spielvogel, Chapter 22, pp 690-701. Class discussion and Selected Readings – K. Marx & F. Engels The Communist Manifesto. Class discussion: Darwinism & advancements in science. Homework: Read Spielvogel, Chapter 22, pp 690-701. Class discussion: Darwinism & advancements in science. Selected Readings – The Descent of Man, by
Darwin, Points of Supposed Collision between the Scriptures and Natural Science, by Gladstone, Science & Culture by Huxley. •
In what ways did Romanticism & Realism express the artistic and intellectual concerns of the eras with respect to the artist’s intended audience, purpose, and point of view?
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CR6 - Romanticism vs. Realism Take Home TEST – Nationalism & Realism Homework: Read Spielvogel, Chapter 23, pp 704-714.
Unit #9 The Age of Progress – chapter 23, Week 26 Major Theme – Objective Knowledge and Subjective Visions Poverty and Prosperity The Second Industrial Revolution – In this unit, students will be introduced to the new, emerging “mass societies” of the 20th Century. The wealth of western nations, made possible by industry, will allow for the Age of Progress, a period defined by perspectives. Students will explore the relationship between economic, social, and political developments in the latter quarter of the 10th Century.
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Essential Question(s) What were the social and economic effects of the Second Industrial Revolution?
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WEEK 26
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What is a “mass society” and what is its relationship to the Age of Progress?
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What is a “mass society” and what is its relationship to the Age of Progress?
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Activity/Source Class discussion – A Second Industrial Revolution? Selected Readings – On Parisian Department Stores, E. Lavasseur, Evolutionary Socialism, Bernstein. Homework: Read Spielvogel, Chapter 23, pp 714-725. CR13 - Class discussion – Gender Roles & Social Structure. Selected Readings – Woman in Her Social and Domestic Character, Sanford, A Doll’s House, Ibsen, Merriman pp 845-857. Homework: Read Spielvogel, Chapter 23, pp 725-729. Class discussion – Education, Leisure & Religious Decline. Selected Readings – Continue Merriman pp 845857. Homework: Read Spielvogel, Chapter 23, pp 729-735 TEST – The Age of Progress. Homework: Read Spielvogel, Chapter 24, pp 737-748.
The Age of Progress Key Terms: depression, Marxism, evolutionary socialism, revisionism, anarchism, mass society, plutocrats, mass education, mass leisure, mass politics, home rule, Kulturkampf, nationalities problem.
Unit #10 Modernity & Imperialism – chapter 24, Weeks 27 & 28 Major Theme – Interaction of Europe and the World States and Other Institutions of Power
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Essential Question(s) What new ideas shaped the concept of the modern consciousness?
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WEEK 27
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What changes did the world of Art experience from the late 19th to the early 20th Century and why did they occur?
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In what ways did Impressionism, and other movements of the late 1800s and early 1900s express the artistic and intellectual concerns of the eras with respect to the artist’s intended audience, purpose, and point of view? What gains did women make in their movement for equality? What were the long-term and short-term causes for the Zionist movement?
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Activity/Source Class discussion – New Directions in Thought & Art. Selected Readings – Five Lectures on Psychoanalysis by Freud, Twilight of the Idols by Nietzsche. Homework: Read Spielvogel, Chapter 24, pp 737-748. CR11 - Analysis – Various Impressionist & Early 20th Century Artistic Movements CR6 - Class discussion – New Directions in the Visual Arts with careful attention paid to historical context. CR6 - Continued discussion – New Directions in the Visual Arts with careful attention paid to historical context. Guest Lecturer – Modernism and Music. Homework: Read Spielvogel, Chapter 24, pp 748-756. Selected Readings – My Own Story by Pankhurst CR8 - Continuity and Change over time. The class recalls/discusses various important ideas/women and their progress toward equality over time. Primary Sources - Images of Suffrage Movement Homework: Read Spielvogel, Chapter 24, pp 756-759.
CR3 - The Age of Progress Significant Task: Imperialism Research – After analyzing a variety of primary and secondary sources and excerpts from Herbert Spencer’s Principles of Biology students analyze the early stages of racism in society. In a roundtable discussion, students debate the following questions. (INT-11) 1. Was Imperialism a means to satisfy the industrial growth of Europe or subjugate “inferior” social groups of people?
2. To what extent were religious differences and technological superiority justification for imperialist aggression? 3. In what ways can you argue that global economic, diplomatic, military and cultural networks of the modern era were establish during the Age of Imperialism? The Age of Progress Key Terms: relativity theory, revolutionary socialism, general strike, psychoanalysis, social Darwinism, volkish thought, anticlericalism, Modernism, Impressionism, PostImpressionism, Cubism, abstract painting, political democracy, suffragists, anti-Semitism, pogroms, Zionism, transformism, new imperialism, economic imperialism.
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Essential Question(s) What internal problems did European nations encounter in the late 19th and early 20th Century?
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WEEK 28
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What were the causes of “new imperialism” that occurred after 1880?
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What were the effects of “new imperialism” that occurred after 1880?
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Activity/Source Selected Readings – The Jewish State by Herzl. Class Discussion – Suffrage and the Zionist Movement. Selected Readings – Bloody Sunday Account by Gapon. Correspondence on dismissal of Bismarck, various speeches, etc. from Paris Commune of 1871. Homework: Read Spielvogel, Chapter 24, pp 759-766. CR12 - Activity – Analysis of Kipling’s The White Man’s Burden. Additional images including political cartoons used in this activity. CR12 - Selected Readings – The White Man’s Burden by Kipling, The Black Man’s Burden by Morel. Homework: Read Spielvogel, Chapter 24, pp 766-772. Class Discussion – Responses to Imperialism & International Rivalry. Selected Readings – Daily Telegraph Interview with William II, An Indian Nationalist Condemns the British Empire by Naidu, Heart of Darkness by Conrad. TEST – Modernity & Imperialism. Homework: Read Spielvogel, Chapter 25, pp 775-780.
Unit #11 War & Revolution – chapter 25, Weeks 29 & 30 Major Theme – States and Other Institutions of Power World War I – chapter 26. By studying the causes of World War I in Europe, students examine the role of nationalism, imperialism and international rivalries between the powers to determine the historical roots and the complexity of relationships between nations. Events of the first two years of the war, especially the use of trench warfare, will be viewed through the lens of geographic knowledge, skills and concepts to
explain human behavior in relation to the physical and cultural realities faced by the soldiers. The impact of the war on the home front demonstrates how people created rules and laws to regulate the dynamic relationships between individual rights and societal needs. Examining primary source documents from soldiers will allow students to interpret how ideals, principles and practices of citizenship emerged during the war. Students analyze the complexity of relations between nations by comparing the goals of the Paris Peace Conference to its actual outcome.
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Essential Question(s) What were the long-term and immediate causes of World War One?
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WEEK 29
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What were the expectations of War and how did they differ in reality? What is meant by Total War?
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What were the expectations of War and how did they differ in reality? What is meant by Total War? What were the causes of the Russian Revolution?
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Activity/Source Class discussion – Causes of the Great War. CR7 - Map Analysis - Alliances. Selected Readings – Communications between Nicholas II & William II. Activity – Map Analysis – Schlieffen Plan. Homework: Read Spielvogel, Chapter 25, pp 780-797. CR7 – Analysis of Photographs, Posters, Political Cartoons, Literature, etc. and discussion of the excitement of war. Selected Readings – The World of Yesterday by Zweig, Goodbye to All That by Graves, Letter to His Parents by Limmer, All Quiet on the Western Front by Remarque, Over There by Cohen, Old Barbed Wire, The Watch on the Rhine, unknown, Munition Work by Loughnan, Mott Family Letters. Activity from Above Continued. Homework: Read Spielvogel, Chapter 25, pp 797-804 Class Discussion – The Russian Revolution & a Bolshevik Victory. Homework: Read Spielvogel, Chapter 25, pp 804-809.
War & Revolution Significant Task: Simulation of Paris Peace Talks - Students analyze the complexity of relations between nations by comparing the goals of the Paris Peace Conference to its actual outcome by taking on the role of one of the participants in the conference and participating in a simulation activity. Students articulate the demands and expectations of the country they represent, arguing against the granting of demands by the other nations. War & Revolution Significant Task: World War One through Literature & Poetry - Students view film, read a novel or review primary documents in order to gain a concrete idea of the realities of trench warfare, the impact of war on soldiers and the views of the war held by various groups. Students read poetry from selected contemporary poets, e.g. Sigfried Sassoon, in order to observe how the perspective of the poetry changes after actual exposure to combat. Students then develop a theory about how different cultural perspectives emerged during the war, how expectations changed and how the war impacted people who saw action and people who remained on the home front.
War & Revolution Atlernative Significant Task: Timeline Analysis of Revolutions - Students create a detailed timeline of the events of the Russian Revolutions of 1905 and 1917. Students create theories about what occurred in Russia in the years between the two revolutions, focusing on the impact of war and revolution on the Russian people War & Revolution Atlernative Significant Task: Lenin’s Socialism & Religion - The writings of Lenin will be reviewed in the context of the Russian Revolution and as an extension activity to the study of Marx's writings. Students apply literary exegesis (critical interpretation) skills to Lenin's original work comparing it to the content of the Communist Manifesto, and extrapolating cultural, political and social reasons for any identified differences in Lenin's ideas concerning socialism. War & Revolution Key Terms: conscription, militarism, mobilization, trench warfare, total war, nationalization, soviets, Bolsheviks, war communism, genocide, self-determination, War Guilt Clause, reparations, mandates.
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WEEK 30
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Essential Question(s) Who were the “Big Four” participants in the Paris Peace Conference and what were their objectives? What was the outcome of the Treaty of Versailles? Who were the “Big Four” participants in the Paris Peace Conference and what were their objectives? What was the outcome of the Treaty of Versailles?
What was the impact of World War One and what problems remained in the 1920’s?
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Activity/Source Activity – Simulation of Paris Peace Talks Significant Task from above. Resources – The 14 Points Plan by Wilson, The Treaty of Versailles, Various Tables/Statistics of War Costs, Merriman pp 1011-1016.
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Activity – Continue Simulation of Paris Peace Talks Significant Task from above.
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TEST – War & Revolution. Homework: Read Spielvogel, Chapter 26, pp 812--816
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Class Discussion – The Treaty of Versailles Selected Readings – The Treaty of Versailles http://net.lib.byu.edu/~rdh7/wwi/versailles.html Homework: Read Selected excerpts from The Treaty of Versailles: A Reassessment after 75 Years by Boemeke, Feldman, and Glaser
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Unit #12 Between the Wars – chapter 26, Weeks 30 & 31 Major Theme – Poverty and Prosperity States and Other Institutions of Power Between the Wars – chapter 26. Students apply knowledge of the structure of history to understand the events of the two decades leading to World War II. Students examine cause and effect of the Great
Depression in addition to the rise of Authoritarian/Fascist regimes in the states of Europe as contributors to the Second World War. CR4– Between the Wars Significant Task: In groups, students analyze the various Articles of the Treaty of Versailles. Using the website http://net.lib.byu.edu/~rdh7/wwi/versailles.html to conduct research on the reparations and other provision outlined in the Treaty of Versailles to determine if the Treaty of Versailles was the cause of World War II. When back in groups, students discuss their research to produce a group stance. The culminating activity will be a class debate among the groups. Students should produce evidence to reinforce their claims. Between the Wars Key Terms: fascism, civil disobedience, totalitarian state, propaganda, squadristi, Lebenstraum, Fuhrerprinzip, new Economic Policy, authoritarian state, Dadaism, Surrealism, functionalism, uncertainty principle.
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Essential Question(s) What caused a retreat from democracy in the years between the wars and gave rise to extremism?
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WEEK 31
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What caused the Spanish Civil War? How did the Spanish Civil War conclude?
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How did Hitler conduct foreign policy? What actions did Japan do that ultimately led to war in Asia? ADDITION ESSENTIAL QUESTIONS FOR OUTLINE: What were the main events of World War II in both Europe and Asia? Why were the Allies ultimately victorious? Describe the home front landscape of countries involved in the conflict.
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Activity/Source CR4: Class discussion – Unresolved Conflict, Treaty of Versailles and/or Rise of Fascism and Authoritarian Rule? Selected Readings – The Political and Social Doctrine of Fascism by Mussolini, Mein Kampf by Hitler, Speech at Nuremberg Party Rally by Hitler, Teacher’s Impression of a Nazi Rally, The History of a Collective Farm by Belov. Homework: Read Spielvogel, Chapter 26, pp 836-846. Activity – Analysis of Spanish Civil War including Guernica by Picasso and other photos Selected Readings – The Crime Was in Granada by Machado, Francisco Franco by Machado,
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TEST – Between the Wars. Homework: Read Spielvogel, Chapter 27, pp 849-857.
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Class Discussion - The Beginning of War Homework: Read Spielvogel, Chapter 27, pp 857-882 Read and Outline over vacation.
Unit #13 World War II – chapter 27, Weeks 31 & 32
Major Theme – States and Other Institutions of Power
Interaction of Europe and the World World War II – chapter 27. Students analyze the historical roots and the complexity among nations by explaining Hitler's early successes from 1939 to 1941 and the adoption of the policy of appeasement. By applying geographic knowledge, skills and concepts, students compare maps of World War I and World War II and explain how the nature of the fighting differed. How does the Holocaust reveal the relationships among the individual, the groups and the institutions in German society in the 1930s and 1940s? Students demonstrate an understanding of culture and how different perspectives emerged surrounding anti-Semitism. Examination of various home fronts during the war will allow students to describe how people organize systems from production, distribution and consumption of goods and services during wartime as well as how people create rules and laws to regulate the relationships between individual rights and societal exigencies during war. World War II Alternative Significant Task: Map Comparison: WWI & WWII - Students complete a series of maps representing aspects of World War I and World War II, including theaters of combat, territories acquired as a result of the conflict, and numbers of casualties. Analyzing these two sets of maps, students identify similarities and differences between the two conflicts, focusing on the responses of the Allied powers in each conflict and the advances in military technology. World War II Alternative Significant Task: The Holocaust - Students view Night and Fog, a French documentary about the Holocaust. Using primary source documents, students research the evolution of anti-Semitism in Europe, attempting to provide an explanation for the appeal of Hitler's ideas to the German people during World War II. World War II Alternative Significant Task: The Home front of World War II - Students research the different approaches taken by various countries of Europe to the conduct of the war. After presenting to the class, all students create a large chart showing similarities and differences between selected countries. World War II Key Terms: appeasement, Blitzkrieg, panzer division, unconditional surrender, Nazi New Order, Final Solution, Einsatzgruppen, Cold War.
Unit #14 The Cold War & Decolonization – chapter 28, Week 32 Major Theme – States and Other Institutions of Power The Cold War & Decolonization – chapter 28. To what extent did the tensions between the United States and the Soviet Union create a watershed era for the European countries? Students simulate negotiations among major powers post-World War II to enumerate the complexities of relations in an increasingly interdependent world. Analysis of the domestic politics of several European nations will demonstrate the relationships among the individual, the groups and the institutions of those countries. Students will demonstrate an understanding of culture and how different perspectives emerge from different cultures by identifying major social changes during the period and evaluating the role of popular culture in bringing about those changes. By comparing and contrasting the political, social and economic histories of Eastern and Western Europe, students will apply concepts from history, culture, economics and government to the
understanding of the relationships of individual rights and societal needs as well as describing how people organize systems for production, distribution and consumption of goods and services. Finally, students write an essay explaining how global power shifted from Europe to the United States following World War II.
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Essential Question(s) How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War?
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WEEK 32
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What were the key events in the Cold War and how did it become a global affair?
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What were the causes of Decolonization? How did areas in Africa, Asia and the Middle East gain independence? How did independence movements differ in Eastern Europe? What factors shaped Western Culture in the post-war era?
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Activity/Source Class discussion – The Yalta & Potsdam Conferences. Selected Readings – Speech at Fulton Missouri by Churchill and Stalin’s Reply, 1946, Presidential Address to Congress by Harry Truman, 1947. Homework: Read Spielvogel, Chapter 28, pp 885-894. Class discussion – Cold War Crises Selected Readings – Khrushchev Remembers, by Krushchev, Merriman pp 1238-1250. Homework: Read Spielvogel, Chapter 28, pp 894-907. Class Discussion – Movements of Independence. Selected Readings – The Wretched of the Earth by Fanon, Soviet Government Statement, 1956. Homework: Read Spielvogel, Chapter 28, pp 907-917
Activity – Scavenger Hunt: Western European Pop Culture Elements/Movements compared with American Elements/Movements. • Resources – Computer Lab CR-4 The Cold War & Decolonization Significant Task: The Development of Eastern & Western Rivals - Students investigate events occurring in a given country of Europe from 1945 to 1970. Students join with other students based on their countries' locations: Eastern vs. Western Europe. Students engage in a debate as to which region experienced the most economic and social progress following World War II, providing evidence to support their positions. Students compose an essay explaining the perspectives of both the democratic ideology of Western Europe and the communist ideology of Eastern Europe. Historic Theme: INT •
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The Cold War & Decolonization Key Terms: Truman Doctrine, Marshall Plan, containment, denazification, mutual deterrence, NATO, Warsaw Pact, rapprochement, decolonization, apartheid, deStalinization, Stalinization, nationalization, guest workers, welfare state, social security, socialized medicine, consumer society, family allowances, Abstract Expressionism, Pop Art, existentialism.
Unit #15 1965-1985: Decades of Change – chapter 29, Week 33 Major Theme – Objective Knowledge and Subjective Visions Individual and Society Essential Question(s)
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WEEK 33
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What events defined the relationship between East & West from 1965-1985?
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What were the major changes in folkways & mores that occurred during the two decades from 1965-1985? How did science and technology contribute to the shift in values?
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QUIZ – The Cold War & A New Western World. Homework: Read Spielvogel, Chapter 29, pp 925-937. Class discussion – East/West Relations from 1965-1985. Selected Readings – Dubcek & Brezhnev Correspondence, The Path to Power by Thatcher, Life and Death in Shanghai by Cheng Homework: Read Spielvogel, Chapter 21, pp 920-925 & 937-944. Class discussion – Social Revolution in the West. Selected Readings (accompanied by audio)– The Times They Are a Changin’ by Dylan, Imagine, by Lennon, The Wall by Pink Floyd, Blackened by Metallica, The Message by Grandmaster Flash. Homework: Read Spielvogel, Chapter 29, pp 937-944. QUIZ – 1965-1985: Decades of Change Homework: Read Spielvogel, Chapter 30, pp 947-962.
The Cold War & Decolonization Key Terms: permissive, society, feminism, Brezhnev Doctrine, détente, Eurocommunism, stagflation, domino theory, Postmodernism, poststructuralism (deconstruction).
Unit #16 The New Global Age – chapter 30, Week 34 Major Theme – Interaction of Europe and the World Poverty and Prosperity A New Global Age – chapter 30. Students culminate their study of European History by examining the rise of the European Union. Changes in post-World War II Europe as a result of the global Cold War between the United States and the Soviet Union allowed Europe to experience a significant period of regional cooperation. This development will be studied by applying prior learning about Europe's history in the 19th and 20th centuries. Predictions regarding the future of the unity of the European Union will be the culminating activity in this union. Essential Question(s)
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How and why did the Cold War end?
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WEEK 34
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How and why did the Cold War end?
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What are the origins and realities of Terrorism?
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What is the connection between Globalization and the Microprocessor?
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Class discussion – Read intro. pp 947, 948 Protests in Eastern Europe & the Soviet Union. Selected readings – Perestroika by Gorbachev, Address to the People of Czechoslovakia by Havel, Zlata’s Diary, a Child’s Life in Sarajevo by Filipovic. Homework: Read Spielvogel, Chapter 30, pp 947-962. Class discussion – Continue Protests in Eastern Europe & the Soviet Union. Selected readings – Perestroika by Gorbachev, Address to the People of Czechoslovakia by Havel, Zlata’s Diary, a Child’s Life in Sarajevo by Filipovic. Homework: Read Spielvogel, Chapter 30, pp 962-972. Class Discussion – Modern Terrorism Homework: Read Spielvogel, Chapter 30, pp 972-978. Class Discussion – The Microprocessor: Living During a Revolution & The Global Age.
A New Global Age Significant Task: After viewing and analyzing a detailed timeline of events in the development of the European Union, students describe the types of changes that occurred at the start of the process and what changes have become prevalent near the end of European integration. Challenges to the future prosperity and unity of the E.U. will be examined and students will write an essay suggesting which challenges will be most significant and how they can best be addressed in the future. Historic Theme: INT A New Global Age Key Terms: perestroika, glasnost, ethnic cleansing, guest workers, multiculturalism, globalization, global economy, multinational corporation (transnational corporation), global warming, greenhouse effect, developed nations, developing nations.
