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Advanced Placement European History Damonte Ranch High School Mr. Kaplan Email: [email protected] Phone: 851-5656 “When the past no longer illuminates the future, the spirit walks in darkness.” Alexis de Tocqueville Course Description: AP European History is a rigorous academic course that furnishes a basic narrative of events and movements in European History from ca. 1450 to the present. This class will prepare students for the demands of a college education by providing experience in college level reading, writing and responsibility for learning. AP European History is challenging and stimulating yet it requires more time than other high school courses. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Students can expect to spend between four and six hours a week outside of class on coursework. Students will investigate the broad themes of European intellectual, cultural and political (diplomatic) history and will appreciate how those ideas are reflected in trends of European philosophy, popular literature, and the arts. As such, we will be identifying the transformations in art and philosophy and their relationships to historical trends. As events in European history can only be understood in terms of their social context, this course will examine demographics and the influences of social classes and gender roles on history. The course will also focus on European economic history and the role of industrialization by reviewing the development of commercial practices and changing economic structures to recognize Europe’s influence on the world. In addition to traditional lectures (notes) on important themes of history, students will be expected to participate in class through discussions of primary documents and events, debates of key issues, role playing of historic figures and mock conferences. Furthermore, students will be expected to continually develop their writing skills through FRQ essays and DBQ essay exams. MC questions skills will also be further developed as to prepare students for the AP Exam. The volume of material involved in a survey course covering over five hundred years of history, of an entire continent, is immense and therefore organization and the maintenance of a notebook, for all class materials, is essential. AP European History is organized on the assumption that ALL students will take the College Board AP examination, which allows qualified candidates to receive college credit for the course. Consequently, there will be a focus on strengthening skills in taking objective exams, in addition to writing clear and compelling expository essays. AP Textbook: Spielvogel, Jackson (2012). Western Civilization Since 1300. (8th ed.). Boston: Wadsworth Cengage Learning. Supplemental Readings: Kishlansky, Mark (Ed.) (2001). Sources of the West: Readings in Western Civilization. (4th ed.). New York: Addison, Wesley & Longman. Wiesner, Merry (Ed.) (2000). Discovering the Western Past: A look at the Evidence. (4th ed.). Boston: Houghton Mifflin Co. Caldwell, Amy ( Ed.) (2011). Sources of Western Society. (2nd ed.). Boston: Bedford/St. Martin’s. Brophy, James (Ed.) (2005) Perspectives from the Past: Primary Sources in Western Civilizations. (3rd ed.). New York: W.W. Norton. Strickand, Carol. (1992) The Annotated Mona Lisa: A Crash Course in Art History from Pre-Historic to Post-Modern. Kansas City: Andrew and McNeel. Online Sources: Modern History Sourcebook http://fordham.edu/halsall/mod/modsbook.html Project Gutenberg http://wwwgutenberg.org/brouse/authors/m Hanover Historical Project http://www.history.hanover.edu/project.html JSTOR Scholarly Journals http://www.justor.org Web Gallery of Art http://www.wga.hu/index1.html Discovery Education http://www.discoveryeducation.com Khan Academy http://www.kaanacademy.org *AP Exam Wednesday, May 15, 2013 Goals of the Course: While studying AP European History, students will: • Emphasize relevant factual knowledge about European history. • Highlight intellectual, cultural, political, diplomatic, social, and economic themes (specific details in curriculum outline). • Identify dominant themes in European history and trace them through various eras. • Analyze evidence and interpretations presented in historical scholarship. • Analyze and interpret a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. • Have frequent practice in writing analytical and interpretative essays such as document-based questions (DBQs) and thematic essays. • Use historical data to support an argument or position, both verbally and in writing. • Work effectively with others to produce presentations and solve problems. • Gain an appreciation for the European cultures and desire to embrace this new found passion by traveling. • Prepare for and successfully pass the AP European History Exam. Classroom Rules: 1. Respect Everyone and Everything. Show respect at all times. This means respecting other people, the classroom, yourself, and of course, me. To gain respect, you must show respect. 2. Be Responsible. Be an ACTIVE participant in your education. Complete all assignments and turn in your work on time. 3. Come to Class prepared to Learn. We learn from each other, so your participation is essential. Each day will begin with an opener to get us started. Remember, we start class and stop it when the bell rings. *Failure to follow class rules and a positive sense of personal ethics, will lead to an escalation of consequences, in accordance with school policy (DRHS handbook page 3). The school does not tolerate bulling or the intolerance of other cultures, genders, and religious affiliations. Grade Scale A AB BC CD DF = = = = = = = = = 94 - 100 90 - 93 85 - 89 80 - 84 75 - 79 74 - 70 65 – 69 (let’s not go here) 60 - 64 59 and below Determination of Grades (weighted total points) Chapter Quizzes, FRQ’s, DBQ’s, and Unit Exams: 25% Projects/Research Papers: 20% Homework/Daily Class Work/Vocabulary Quizzes: 15% Openers and Notes: 10% Final Exam 20% Participation 10% Grades can be checked on Infinite Campus Grades and student’s attendance will be posted online for students and parents to check. This is a wonderful tool to use to follow student progress. I will update this every Friday. However, an assignment turned in on Thursday or Friday may not yet be graded and imputed to the system. Large projects/papers will take an average of one week to grade. I encourage parents/students to email me with questions (and allow for a 24 hour response time). Email is the most efficient way to contact me here at the school. Periodic emails will be sent out to notify students and parents of upcoming events and essential information. Participation grade Again, participation is critical in the learning process. Know when to speak and when to listen. When my hand is the air—stop talking. When you want to respond to a point—raise your hand. Participation includes following class rules such as listing to the instructor and other students during lectures, discussions and presentations. This counts as 10% of your grade. Note: There is absolutely some overlap between the participation and citizenship grades. Citizenship Grade Grades will be based on classroom behavior, daily conduct (see below), and participation. Your grade will suffer for unexcused absences and tardiness. Any major referrals to the VP Office will result in a oneletter grade deduction. Classroom Procedures: Coming into Class I will greet you at the door. Please wait to say hello before entering. “Swallow your voices.” Always come in silently and sit down. Take out your social studies materials. No other materials are allowed on your desk. After sitting down in your assigned seat, begin working on your Activator (a.k.a. Opener). You will be marked tardy if you are not working when class begins. Copy homework assignment into your planner. No mingling/loitering with friends or at the teacher’s desk. All questions will be answered after class has begun. Have homework out and ready to be turned in. Turning in any work: Please follow the correct guidelines when turning in work. • First and last name • Class/period • Date • Name of Assignment Assignments/Homework/Tests • Reading and Projects will be a majority of your homework. If you want to do well in the class you must keep up with the reading. Homework assignments will be due the following class period unless otherwise stated. Please do all of your homework in black or blue ink. Late Work • Late work will be accepted one class meeting past the due date for half credit. Student will be given extra credit opportunities during the semester. No late work will be accepted past each Unit Test. Materials Needed • Bring a folder with loose-leaf paper (notebook), pencil and/or pen, and DRHS planner. Your notebook needs to be separated by each unit that we cover and openers by dates. Notebook and openers will receive a grade at the end of each quarter. Each student has the responsibility of bringing the proper materials to class. This includes your textbook, unless specified by teacher). Attendance • Attendance is essential to your success as a student! Understand the 90% attendance policy (see DRHS handbook). Attendance is critical, especially in an AP class. Poor attendance can result in no course credit and a really bad AP Exam score. Tardy Policy • It is disruptive and unfair to your fellow students. See DRHS tardy Policy Cheating, copying, and plagiarism • Cheating will be taken very seriously. At a minimum, it will earn you a an F for the assignment, a phone call to your parent or guardian, and a lowering of your citizenship grade. Pass Policy • No passes will be issued the first or last ten minutes of class. Do not even ask! • In order to leave class, you must fill out a bathroom/locker pass, have your school id, and get teacher permission. • You may not be outside of class for more than three minutes. Attire • No hats on in the classroom. See DRHS handbook for other clothing guidelines. Unhealthy Food and Drinks • Not allowed in the classroom. Water, trail mix, fruit snacks are fine. Electronic Device • No cell phones, MP-3 players, etc. are to be on/out at school. In accordance with district school policy, you will be required to turn it in to the teacher or if needed pick it up from the dean’s office. Dismissal from Class You will remain seated and working quietly until I dismiss you. You may NOT pack up your things before this time. Push in your chairs and clean up the area around you before leaving. Consequences for your Behavior Choices: Corrective Steps: 1. A verbal warning. 2. 1 on 1 meeting with student/teacher (let’s talk about it) and a phone call home to parent/guardian (keeping your parents in the loop). 3. Varies (seat reassignment, after school detention, or a referral to Dean’s Office (maybe they know something I don’t). 4. Meeting with parent/student/VP (team building for success). Curriculum Outline: The outlined themes that follow indicate some of the important areas that will be treated in this AP course in European History. In addition, questions on the exam will often call for students to interrelate categories or to trace developments in a particular category through several chronological periods. For this reason, we will address“ periodization” in European history and relate “periodization”, as appropriate, to the following themes. 1. Intellectual and Cultural History • Changes in religious thought and institutions. • Secularization of learning and it impact on culture. • Scientific and technological developments and their consequences. • Major trends in literature and the arts and their influence on cultural perspectives. • Intellectual and cultural developments and their relationship to social values and political events. • Developments in social, economic, and political thought, including ideologies characterized as “-isms,” such as socialism, liberalism, nationalism. • Developments in literacy, education, and communication. • The diffusion of new intellectual concepts among different social groups. • Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual. • Impact of global expansion on European culture. 2. Political and Diplomatic History • The rise and functioning of the modern state in its various forms. • Challenges to the Catholic Church and its role in state affairs. • Relations between Europe and other parts of the world: colonialism, • imperialism, decolonization, and global interdependence. • The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics. • The extension and limitation of rights and liberties (personal, civic, economic, and political) • Majority and minority political persecutions. • The growth and changing forms of nationalism. • Forms of political protest, reform, and revolution. • Relationship between domestic and foreign policies of European nations. • Efforts to restrain conflict: treaties, balance of power diplomacy, and international organizations. • War and civil conflict: origins, developments, technology, and their consequences. 3. Economic and Social History • The character of and changes in agricultural production and organization. • The role of urbanization in transforming cultural values and social relationships. • The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty. • The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact. • The development of commercial practices, patterns of mass production and consumption, and their economic and social impact. • Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside Europe. • The origins, development, and consequences of industrialization. • Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences. • Gender roles and their influence on work, social structure, family structure, and interest group formation. • The growth of competition and interdependence between European people and others. “Life must be lived forward, but it can only be understood backward.” Soren Kierkegaard UNIT CALENDAR and CLASS ACTIVITIES Assessments: Chapter Tests every two Chapters. Tests include essays, short answers, identification and multiple choice questions. Vocabulary quizzes every week. Research paper: 10-page research paper with footnotes and bibliography due early December. 1ST SEMESTER: Unit 1. Intro; Crisis of the Later Middle Ages and Renaissance (3 weeks Chp.11/12) Unit 2. Reformation and Age of Exploration (3 weeks Chp.13/14) Unit 3. Age of Religious Wars and Absolutism & Constitutionalism (3 weeks Chp.15) Unit 4. Eighteenth Century-includes the Scientific Revolution, the Enlightenment, and economics and society (3 weeks Chp.16/17) Unit 5. French Revolution and Napoleonic Era (3 week Chp.18/19) Semester Finals 2nd SEMESTER: Unit 6. Industrial Revolution (2 weeks Chp.20) Unit 7. Politics from 1815 to 1848; Reaction, Revolution, and Romanticism (2 weeks Chp.21) Unit 8. Age of Nationalism & Unification, Second Industrial Revolution (2 weeks Chp.22/23) Unit 9. Imperialism and World War I and (3 weeks Ch.24/25) Unit 10. Interwar Period; Rise of Dictatorships; World War II (3 weeks Chp.26/27) Unit 11. 1945 to the Present (2 weeks Chp.28/29/30) APEH Exam Review (2 weeks) Modern Cultural and Political Issues (3 weeks) Semester Finals Date Lesson Objectives Instructional Activity and Teacher Resources Week 1 8/12- 8/16 Unit 1 Students will understand the traumas of the late medieval period in demography, church and state. Introduction to the course. Syllabus, Textbook, and the AP Exam Students will understand Renaissance individualism, revival of classical antiquity and role of women and the family in Renaissance life Introduce concept of Renaissance as historical period and identify characteristics of Renaissance society and family life. In class read Petrarch's Letter to Posterity http://www.fordham.edu/halsall/source/petrarch1.html Leonardo Bruni’s Letter to Lady Baptista Malatesta from Discovering the Western Past pp. 236-237 and Christine De Pizan’s The Book of City Ladies from Sources of Western Society vol.I pp. 221-223 Week 2 8/19-8/23 Students will be able to identify Renaissance city-states and the variety of political forms in the Italian peninsula (republic, duchy, kingdom, etc.) Students will learn about different aspects of Italian humanism, education, and the impact of printing on the Renaissance Go over summer reading (Medieval Europe from the fall of Rome to Renaissance—a background linking the classical to modern times) answers to questions. Lecture: The Waning of the Middle Ages; fourteenth-century crises: plague, religious schism and the 100 Years War. Spielvogel, Chp. 11 pp. 307-337 Italian City States in the Renaissance: In class, assess the causes of political disunity among the Italian city-states and explore the consequences (both positive and negative) of this disunity. Spielvogel, Ch. 12 pp. 337-349 Excerpts from Machiavelli’s, The Prince and Castiglione’s The Book of the Courtier from Sources of the West pp. 225-228 and Sources of Western Society vol.I pp. 206-210 Spielvogel, Ch. 12 pp. 351-353 The Intellectual Renaissance in Italy: Revival of Classical Antiquity, Individualism, Secularism. Spielvogel, Ch. 12 pp. 352-358 Week 3 8/26-8/30 Students compare works of art from High Renaissance with older works and with Northern Renaissance works in order to understand the importance of naturalism and the new artistic standards. Students closely examine paintings of Leonardo and of Van Eyck to distinguish Italian High Renaissance from Northern Renaissance paintings. Students will assess political change during the Renaissance outside Italy, including new monarchies in England and France and the developing power of the Habsburg monarchy (Holy Roman Empire). Students will be able to respond to multiple choice questions on the Renaissance. They will also demonstrate an understanding of Renaissance both by writing a five-paragraph essay on one prepared Renaissance topic. Week 4 9/3-9/6 The Artistic Renaissance: Group Activity: Students compare examples High Renaissance art and Northern Renaissance, exploring subjects, media, techniques (perspective) and larger meanings of art in the Renaissance. Divide class into two groups. Using laptop cart, students visit Universal Leonardo website and examine paintings and drawings. http://www.universalleonardo.org/gallery.php?type=407 Using website http://www.jan-van-eyck.org/with projector look closely at the details in Van Eyck's works to see characteristics of Northern Renaissance. Switch groups after 20 minutes. Spielvogel, Ch. 12 pp. 358-365 Power Point: Renaissance Art & architecture Teacher Resource: Carol Strickland, The Annotated Mona Lisa pp.32-45 The European State and the Church in the Renaissance; explore the new monarchs- identify the characteristics of new monarchy: stronger control over nobility, finances, justice, and religious conformity. Spielvogel, Ch. 12 pp. 362-373 *Essay Test: 20 multiple-choice questions and one essay. Topics: Renaissance society and the role of the family; The Italian city-states and diplomacy in the Renaissance; Humanism in the Renaissance; Renaissance education; Changes in artistic standards and in the role of the artist in Renaissance; Role of women in the Renaissance. Essay prompts will be more specific, but students can prepare one of these topics by selecting relevant evidence to use. Unit 2 Students will explore how Christian Humanism was distinctive from, yet related to Renaissance values and will be able to identify the long term causes of religious schism. Christian Humanism. Compare and contrast the lives and careers of More and Erasmus and explore their views on religion, philosophy and humanism. Identify their critique of the Church and show how it reflects some of the long term causes of religious schism. Spielvogel, Ch. 13 pp. 377-379 see selection from Erasmus' The Praise of Folly AND primary readings from Book II of Thomas More's Utopia accessible at http://oregonstate.edu/instruct/phl302/texts/more/utopiatravelling.html passage beginning "It is certain… and ending five paragraphs later as "as long as he lives." Students will understand the indulgences controversy and its relationship to Luther's writings and excommunication, as well as the founding of Lutheranism; The Peasants' War shows unintended consequence of social revolution arising from religious revolution. Students will be able to compare the bottom-up The indulgences controversy of 1517 and Luther's critique of the Church Spielvogel, Ch. 13 pp. 380-388 Tetzel's sermon on indulgences; Luther's 95 Theses and Freedom of a Christian-- watch movie clip from Luther movie (2003) The Spread of the Protestant Reformation; Anabaptists; English Reformation Spielvogel, Ch. 13 pp. 389-393 and pp. 407-410 Calvin and Calvinism. Spielvogel, Ch. 13 pp. 394-395 religious radicalism of the Anabaptists with the top-down Reformation Henry VIII impact on England. Students will compare the ideas of Calvin with those of Luther and the Anabaptists. Week 5 9/9-9/13 Students will assess the impact of the Reformation on the family, on gender and on education. Students will understand how the Catholic Church both reacted to the Reformation and consolidated its power through revived piety and new organizations such as the Jesuits. Students will understand the deep political consequences of the Reformation and how it created civil war in France and international wars between Spain and England. Social Impact of the Protestant Reformation. In class explore how Protestantism changed attitudes toward women and the family. Spielvogel, Ch. 13 pp. 396-398 Students will demonstrate solid understanding of the Reformation both by responding to identifications and writing a five-paragraph essay on one prepared Renaissance topic. *Essay test on the Reformation 4 identifications and one essay Topics: Christian Humanism: More and Erasmus Luther’s break with the Catholic church – causes and consequences Radical reformers – Anabaptists – How did they differ from Luther and other reformers Calvinism – Basic ideas and impact The Catholic Reformation Explore vigorous reaction of the Church to the Reformation; decisions made at the Council of Trent; successful defense of the traditions of the Church and revival of its authority. Spielvogel, Ch. 13 pp. 398-402 Sixteenth-Century Wars of Religion The French wars of religion and the Spanish Armada Teacher resource: Detailed account of French Wars of Religion http://www.lepg.org/wars.htm Teacher resource: Detailed account of Spanish Armada http://www.historylearningsite.co.uk/spanish_armada.htm Spielvogel, Ch. 13 pp. 402-407 Political reformation in England (Henry VIII) causes and consequences Catholic Church and its reaction to the Reformation Essay prompts will be more specific, but students can prepare one of these topics by selecting relevant evidence to use. Week 6 9/16-9/20 Students will identify the motives, means and early consequences of European exploration of the African coast. Europe and the New World: Motives for Exploration and Expansion and the role of Portugal Students will imagine the encounter of the Old World and Columbus' voyage, treatment of Natives, and the establishment of the Spanish Empire in the New World Focus on Prince Henry, the Navigator Spielvogel, Ch. 14 pp. 414-418 the New by looking at images representing these events and reading De Las Casas condemnation of Spanish brutality to the Indians. Students will understand the origins of the Atlantic slave trade, of mercantilism and the debate on the price revolution of the sixteenth century. Student will get an immediate sense of the terrible human costs of the slave trade. Students will assess the global consequences of European expansion in the New World. Week 7 9/23-9/27 Students will demonstrate knowledge of the motivations, means and consequences of European expansion and the Atlantic slave trade. Unit 3 Students will understand how social crises in the seventeenth century were expressed in witchcraft persecution and will read and analyze the trial record of one victim of witchcraft persecution in France. Students will understand the complex roots of the Thirty Years War as a civil, religious, and international war. Students will appreciate how difficult it is to make peace. Students will assess the transformation the war brought about in German central Europe, with the decline of the Holy Roman Empire and the Focus on the encomienda system and the defense of the Indians undertaken by De Las Casas Spielvogel, Ch. 14 pp. 419-425 Ch. 2 Howard Zinn, A Peoples History of the United States The Origins of the Atlantic Slave Trade The Middle Passage Using images and documents, analyze the Middle Passage; its impact on Africa and it's human cost. For teaching the Middle Passage, visit this resource bank of documents and picture related to excellent PBS series "Africans in America." http://www.pbs.org/wgbh/aia/part1/1p277.html Chapter Two Interesting Narrative of the Life of Oulaudah Equiano by Gustavus Vassa http://history.hanover.edu/texts/Equiano/equiano_ch2_a.htm Spielvogel, Chapter 14 pp. 426-429 The Impact of European Expansion Focus on the Columbian Exchange - plants, animals, disease; demographic changes--give out chart. Have students discuss the encounter of the Old World and the New. Economic context of sixteenth and seventeenth centuries: Visual representation of Columbian Exchange: Spielvogel, Ch. 14 pp. 440-441 Mercantilist theory Price revolution Spielvogel, Ch. 14 pp. 442-444 Movie: Age of Discovery *Non-essay test on Exploration and Expansion: 20 multiplechoice questions and 4 short answer Witchcraft persecution: explore dimensions and causes of witchcraft persecution in early modern Europe. Discuss text of trial of Suzanne Gaudry, discussing legal practices, use of torture and assess how typical she was of witchcraft victims (old, illiterate, widowed, poor, etc.) Spielvogel, Ch. 15 pp. 447-449 excerpt of "The Trial of Suzanne Gaudry" from Witchcraft in Europe, 400-1700, ed. by Kors and Peters, pp. 359-366 Thirty Years' War 1608-1648 Causes and multiple resonances of the Thirty Years' War. Spielvogel, Ch. 15 pp. 449-454 Thirty Years; War II Increased size of armies and the low status of the common soldier, military revolution, rebellions and catastrophic demographic effects of the war. Consequences of Thirty Years War Teacher resources: Myron Gutmann, "Putting Crises in Week 8 9/30-10/4 Week 9 10/7-10/11 rise of Prussia. Students will get a special appreciation of the scale of demographic losses, and the chaos and cruelty that the war carried with it. Perspective: The Impact of War on Civilian Populations in the Seventeenth Century" Annales de Demographie historique. 101128 Paris, 1977 and John A, Mears, "The Thirty Years' War. the General Crisis and the Origins of a Standing Army in the Habsburg Monarchy" Central European History 21:2, 1988. Available through JSTOR http://www.jstor.org Students will understand that absolutism was long term development and the powers of the monarch were always circumscribed by local elites, noble resistance and regional customs and practices Students will know the sequence of Louis' wars and the countries that allied against France. Students will examine the map of p.460 of Louis' conquests to judge the results of the war. Why was Louis so intent on putting his grandson, Philip V, on the throne of Spain. The Practice of Absolutism: Louis XIV Foundations of French absolutism; relationship between the monarch and the nobility. (See writings of Bodin and Bossuet) Images: Hyacinth Rigaud's Louis XIV, etc. Select your favorites from this page: http://www.artcyclopedia.com/scripts/tsearch.pl?t=louis+xiv&typ e=2 Students will address the question: How was royal power increased in France during the seventeenth century? What were the limits of absolutism? Lesson focuses on Louis XIV and his system of taxation - the taille, Gabelle, etc. Spielvogel, Ch. 16 pp. 454-458 The Wars of Louis XIV What was the overall purpose of all of Louis' War? What countries did he perceive as his greatest threat? What were the costs of the wars compared with the results for France? In what condition did Louis leave France upon his death? Spielvogel, Ch. 15 pp. 459-460 Document: Colbert’s Memoir on Finances from Sources of Western Society pp. 257-258 Absolutism in Central, Eastern and Northern Europe. Focus on Peter the Great and the 'westernization' of Russia Abrupt change of Russia customs, dress, diplomacy, and role of nobility. Great Northern War with Sweden to secure Russian Empire. Use map on p. 467 to see limited nature of Peter's territorial gains. Spielvogel, Ch. 15, pp. 462-467 Economic policies from Mackenzie and Curran, A History of Russia, the Soviet Union, and Beyond pp. 252 -25 Students will acquire a good sense of the character of Peter the Great and his role in changing the course of the Russia empire. Students can ponder the role of a strong-willed and eccentric individual in brutally shaping Russian culture, governance, religion and orientation. Lasting effects of Peter's rule. Students will understand different paths to limited government. The commercial and cultural significance of the Dutch is revealed by their dominance in finance and shipping, as well as their brilliance in painting. Students will understand the dynamics of tension between Parliament and monarch, resulting in civil war and revolution. Limited Monarchy and Republics: Two-day Unit How the Dutch Republic and the English Civil War, explore how each country developed a culture of limitation of the power of government. Pick THREE paintings for students to examine evidence of Dutch material culture. (text provides 3 such images on p. 472) Select images from this page: http://www.visual-arts-cork.com/artists.htm - dutchrealist Spielvogel Ch. 16 pp. 470-471 Limited Monarchy and Republics, English Civil War, Restoration and Glorious Revolution. (see writings of Hobbes and Locke) Explore the ways in which the monarch and Parliament vied for authority in the seventeenth-century, focusing on issues of taxes (subsidies) and religion. Assess the dilemma faced by Cromwell and the choice of Restoration. Ask students to compare the Students will be able to write an essay on the political changes of seventeenth century. experiences of the Dutch and the English in this period. Spielvogel, Ch. 15 pp. 471-479 *Essay test: 20 multiple choice questions and ONE essay. Topics: causes of Thirty Years' war/prolonged nature of war. How and why power of the monarch was reduced in seventeenthcentury England? The Domestic and foreign policies of Louis XIV. Peter the Great's impact on Russia. Assess strengths and weaknesses of Dutch Republic after 1648. Students familiarize themselves with the concept of the Baroque and Roccoco and its function. Students begin the process of preparing the research paper, due in December. Students will be introduced to the skill of responding to the DBQ and interpreting the documents effectively. The Flourishing of European Culture; Students will examine French Baroque paintings, sculptures and buildings to assess the role of art in promoting absolutism. Select images from the artists on this page: http://www.visual-artscork.com/artists.htm - baroque or use your favorites. Spielvogel, Ch. 15, pp. 479-484 Go over research paper requirements, selections of topics and procedures. Students write practice DBQ in class. Week 10 10/10/21-10/24 Unit 4 Students will understand how the transformation in knowledge began with astronomy, rooted in observation and empirical evidence. Students explore the development of the scientific method in the seventeenth century. Where women involved in the scientific community, if so how were they received by male scientists? The Scientific Revolution Copernican vs. Ptolemaic worldview; role of Kepler and Galileo; empirical focus. (Not 'how to go to heaven, but how the heavens go---haha.) Spielvogel, Ch. 16 .488-496 Copernicus’ On the Heavenly Spheres from Sources of Western Society pp. 273-277 Isaac Newton from the Copernican universe to universal gravitation. Spielvogel, Ch. 16, pp. 497-499 The Scientific Method and the Spread of Scientific Knowledge. Students identify the roles of Descartes, Bacon and Pascal in contributing to the scientific method and a new theory of knowledge. Spielvogel, Ch. 16 pp. 500-511 Week 11 10/28-11/1 Students will consider how and why the Enlightenment popularized and disseminated the ideas of the Scientific Revolution. Students will understand how censorship affected the lives and writings of the philosophes. How did Wollstonecraft address Rousseau’s ideas on women? Students will appreciate the passion the philosophes had for communicating all kinds of information. Students will discuss the meaning of Deism. An Age of Enlightenment ,Spielvogel, Ch. 17 pp. 514-515 Origins of Enlightenment; Pay attention to Montesquieu, Voltaire, and Diderot and the Encyclopedia. #2 DVD clip of play Candide Distinguish the ideas of Rousseau from the other philosophes. Spielvogel, Ch. 17, pp. 516-525. Culture (music, art, etc.) during the Age of Enlightenment Spielvogel, Ch. 17, pp. 526-535/540 Music samples: Vivaldi, Bach, and Mozart (write what you hear) The salons and salonnières. Students view salons website and discuss it: http://www.mtholyoke.edu/courses/rschwart/hist255s01/paris_homework/Background.salon.html Document: Marquis De Condorcet Progress of the Human Mind From Sources of the West Students will enact a “salon setting” with major figures from the Week 12 11/4-11/8 Students will research their enlightenment figure for presentation. Week 13 11-11-11/15 Week 14 11/18-11/22 Week 15 12/2-12/6 Unit 5 Students will understand the concept of 'enlightened absolutism' and explore the continuing rivalry between England and France. Students will understand the rise of Prussia and the southeastward tendency of Austria as well as the role of serfdom in Eastern Europe. Students will understand how Catherine's intentions to reform were checked by the Pugachev rebellion and how serfdom remained the most serious social and economic problem in Russia. Students will be able to trace the causes and the dramatic consequences of the Seven Years' War. They will also understand these wars are not for religion or ideology but for 'reason of state.' Students will grasp the social and economic changes of the eighteenth century, with respect to demography, the family, agriculture and finance. Enlightenment period and address the pre-selected issues to discuss. *Essay test DBQ on either the Scientific Revolution and Enlightenment thinkers: 20 multiple-choice questions European States in the Eighteenth Century Compare and contrast developments in the state and government in the eighteenth century. Spielvogel, Ch. 18 pp. 542-543 Were eighteenth-century monarchs enlightened? Rise of Prussia and the Hohenzollerns; role of Junkers in state service; new directions for the Austrian Habsburgs. Focus on: Frederick the Great; his father; his upbringing; his traumas; military innovations. Were eighteenth-century monarchs enlightened? II Catherine the Great of Russia;: developing the state while appeasing the nobility. Spielvogel, Ch. 18 pp. 547-554 Wars and Diplomacy How the centralization of European sovereign states contributed ot international rivalry and war. Causes and consequences of: War of Austrian Succession Diplomatic Revolution Seven Years' War Spielvogel, Ch. 18 pp. 554-558 Economic Expansion and Social Change Demography, the European family system and the Agricultural Revolution. Early mechanization and worker reaction. Spielvogel, Ch. 18 pp. 558-565 Students will be able to identify how different social classes were affected by the transformations of the eighteenth century. The Social Order of the Eighteenth century Focus the new aristocratic way of life compared with peasants and town dwellers. The escalating problem of poverty. Students will understand the long-term causes and social origins of the French Revolution as well as the immediate crises. A Revolution in Politics: The Era of the French Revolution and Napoleon First, Second, and Third Estates revisited. Problems of the French monarchy. Spielvogel, Ch. 19 pp. 575-580 Enactment of Salon Figures First phase (stage 1) of the French Revolution from the calling of the three estates to the Fall of the Bastille. Spielvogel, Ch. 19 pp. 581-583 Document: What is the Third Estate? http://www.fordham.edu/halsall/mod/sieyes.html Second phase (stage 2) Moderate phase of the French Revolution Nationalization of Church Lands Students will understand the first phase of the French Revolution from the openings of the Estates-General to the Fall of the Bastille Students will understand why the attempt to establish a Spielvogel, Ch. 18 pp. 565-572 Week 16 12/9-12/13 constitutional monarchy in France failed. Also how the break with the Catholic Church had important implications for the Revolution Students will identify the causes for the radicalization of the Revolution and the results for war and terror Students explore the cultural changes in the radical phase of the French revolution and the ways in which revolutionary ideology was expressed in daily life. Civil Constitution of the Clergy Legislative Assembly (Dec . of the Rights of Man & Cit.) Flight of the King to Varennes Slit in the Nat. Assembly Spielvogel, Ch. 19 pp. 583-588 Radical phase (stage 3) of the French Revolution Execution of King Crises at home and abroad Sans-culottes Committee of Public Safety Use of guillotine: show #2 DVD clip Danton Spielvogel, Ch. 19 pp. 584-588 Cultural aspects of the French Revolution: Republic of Virtue; Women set up political clubs; DeChristianization; revolutionary calendar; anti-clericalism Spielvogel, Ch. 19 pp. 588-593 Teacher resource: Albert Soboul’s The French Revolution Reaction phase (stage 4) the Thermidorean Reaction The rise and fall of the Directory Spielvogel, Ch. 19 pp. 596-597 Students will connect the rise of Napoleon to the new conditions of the French Revolution and will understand his rule domestically as pragmatic, efficient, and tyrannical. Students will understand that the new ideas of liberty associated with the French Revolution were carried by the French armies into central, southern and eastern Europe, causing political and social upheavals and ultimately inspiring a nationalist reaction. “Age of Napoleon” Rise of Napoleon Seizure of power New bureaucracy and efficiency Censorship and policing The Concordat of 1801: Spielvogel, Ch. 19 pp. 597-600 Napoleonic Wars New forms of warfare: fighting in column The citizen-soldier and mass conscription The international character of Napoleon's army Retreat of the Grand Army from Moscow Fall of Napoleon & 100 Days Spielvogel, Ch. 19 pp. 600-604 Teacher resource: Napoleon (PBS film). *Test 20 multiple choice & DBQ on the French Revolution *10-page research paper with Chicago-style footnotes and bibliography due. Fall Semester Finals WINTER BREAK WINTER BREAK WINTER BREAK Week 17 1/13-1/17 Unit 6 Students will understand how conditions in Britain contributed to its being the first European state to industrialize. Industrial Revolution in Britain Pre-conditions in Britain Technological change in textiles The Steam Engine Steam Ships Railroads The Great Exhibition Week 18 1/20-1/24 Students will explore how technology spread from Britain to continental Europe and the U.S. Students will assess the impact of the Industrial Revolution on urbanization and demography. Also, the causes and impact of the Irish Potato Famine. In class document: Fanny Kemble, "Opening of LiverpoolManchester Railway 15 Sept. 1830." Eyewitness to History, ed. John Carey, p. 304. Spielvogel, Ch. 20 pp. 608-616 Barriers to industrialization Borrowing industrial techniques Joint-stock investment banks How Britain prevented industry in Britain Spielvogel, Ch. 20 pp. 616-620 Social Impact of the Industrial Revolution Irish Potato Famine Jonathan Swift’s A Modest Proposal from Documents in English History by Blakeley & Collins Week 19 1/27-1/25 Unit 7 Students will look into the ways in which the Congress of Vienna was successful in achieving its goals. Students will be able to clearly articulate the ideology of conservatism. Students will compare the new 'isms' and read texts by John Stuart Mill, Flora Tristan, and Jeremy Bentham. Reaction, Revolution and Romanticism 1815-1848 Metternich and the Congress of Vienna Conservatism: Edmund Burke and Joseph de Maistre Principle of Legitimacy and Balance of Power Teacher resource: See this sample animated map: http://www.the-map-as-history.com/demos/tome01/index.php Spielvogel, Ch. 21, pp. 636-640/ 643-646 Ideologies of Change Liberalism Nationalism Early Socialism Utilitarianism Documents: John Stuart Mill (liberalism) Flora Tristan (early Socialism), and Jeremy Bentham’s Principles of Moral Legislation from Documents in English History PP.279-283 Spielvogel, Ch. 21, pp. 647-651 Week 20 2/3-2/7 Students will understand the revolution of 1830 and the reign of Louis-Philippe. They will identify the causes of the rapid overthrow of conservative governments spreading rapidly from France to the German states, Italian states and Eastern Europe. They will also understand the failure of these revolutions and the reasons why Great Britain and Russia avoided revolution. Nationalists are disappointed in Germany and Italy. LouisNapoléon is elected in France. Using Victorian Web, students will prepare statements on the problems faced by police or prisons. http://www.victorianweb.org/hi Use Daumier caricatures of Louis Philippe http://www.fulltable.com/vts/c/characte/lp/c.htm Also images of Louis-Philippe http://upload.wikimedia.org/wikipedia/commons/3/36/Franz_Xav er_Winterhalter_King_Louis_Philippe.jpg http://commons.wikimedia.org/wiki/File:LouisPhilippe_1842_Lerebours_Claudet.jpg Use image of barricades such as http://germanhistorydocs.ghidc.org/sub_image.cfm?image_id=311Use chart in appendix of Davies, Europe a History, "The Springtime of Nations" p. 1303 Spielvogel, Ch. 21 pp. 652-658 The Emergence of an Ordered Society •Policing •Prisons In class, 'police' and 'prison administrators' compare their Week 21 2/10-2/14 story/police.html http://www.victorianweb.org/pe riodicals/iln/11.html Students will identify the characteristics of romaniticsm in literature, painting, and music. problems and concerns about public order in the mid-19th century. Spielvogel, Ch. 21, pp. 658-662 Romanticism Read: Goethe, Sorrows of Young Werther, Book One: Letter of August 30th, 1772 Show film clip from Immortal Beloved #1 DVD. Spielvogel, Ch. 21, pp. 662-668 *Non-essay test on Ch. 21 20 Multiple choice 4 identifications. Unit 8 Students will be able to characterize Napoleon III and assess the success of his Empire in the domestic sphere. They will appreciate how the Crimean War marks a departure from the past, uniting France and Great Britain against Russia. Age of Nationalism and Realism: After 1848 conservative practitioners of realpolitik use nationalism to achieve their agendas of increasing the power of the state. Students understand the role of Cavour and Piedmont Sardinia, as well as the role of Napoleon in beginning the process of unifying Italy. Students will understand the role of warfare in the unification of Germany and the way in with Bismarck engineered these conflicts. Napoleon III and the Crimean War Quotes for the Crimean War: http://www.batteryb.com/Crimean_War/ Focus: How Russia is feared even though it is a paper tiger. Also, Austria does not support Russia in the war which makes it vulnerable to Bismarck's machinations. Spielvogel, Ch. 22 pp. 676-67682 Unification of Italy Student reflect how Cavour's and Napoleon's actions reflect their practice of realpolitik Use cartoon of Garibaldi and Victor Emmanuel http://www.fotobank.ru/img/BR01-4089.jpg?size=l Spielvogel, Ch. 22 pp. 670-672 Documents of Italian Unification http://www.fordham.edu/halsall/mod/1861italianunif.htm Unification of Germany Bismarck Franco-Prussian War Process of unification and consequences for balance of power established by Congress of Vienna Use caricatures of Bismarck from Louis Snyder's Blood and Iron Chancellor Spielvogel, Ch. 22 pp. 673-682 Imperial Russia Emancipation of serfs and other reforms Also creation of dual kingdom of Austria-Hungary (1867) and further reform in Great Britain (1867) U.S. and Japan. Spielvogel, Ch. 22, pp. 682-689 Week 22 2/17-2/21 Students will familiarize themselves with Marx's analysis of capitalism and dialectical materialism. Students debate Marx's conception of structural problems of capitalism. Marx vs Smith on the economy. Students will learn of scientific advances, esp. evolution and the Marx and Engels, Communist Manifesto Karl Marx Das Kapital Biographical Sketch of Marx: use Karl Marx: An Illustrated History by Werner Blumenberg. (excellent visual material including personal letters.) Excerpts of Marx’s Communist Manifesto from Sources of the West pp. 178-182 Spielvogel, Ch. 22, pp. 690-692 'revolution' in medicine. Students will relate realism in painting and literature; distinguish late Romanticism in music. Consider why musical developments don't mirror those in the other fields. Students write on essay topic of choice. Scientific Advances 1850-1870 Focus on: Darwin and advances in medicine such as the germ theory of disease and anesthesia. Spielvogel, Ch. 22, pp. 692-698 Realism in Art, Literature and Painting Use images of Courbet, Millet in text How realism is expressed visually and in novels. Read excerpt from Dickens in text Spielvogel, Ch. 22, pp. 698-701 Music: play short selection from Wagner *Essay test on Chapter 22. Nationalism and Realism 20 multiple choice questions 1 essay Week 23 2/24-2/28 Unit 9 Students will identify the changes in mass production, the Second Industrial Revolution and the leadership of Germany in industrial production. Students will identify the causes of dramatic population growth and assess its consequences for European society. Students will identify the degree to which governments adapted with flexibility or with rigidity to the challenges of mass society and the growth of political democracy in the West. Students will understand how the Victorian focus on reason, progress and science was shaken by the new physics and especially by Freud and the focus on the irrationalism. Students will understand the characteristics of Modernism in music and art. Students will assess the status of women and Jewish people in the European nation-state at the Topics: Unifications compared; Napoleon III; realpolitik; Scientific Socialism, and Realism Mass Society in an 'Age of Progress' 1871-1894 The Second Industrial Revolution Spielvogel, Ch. 23 pp.704-709 Population Growth and Social Classes 1870-1910 Focus on population growth; improved urban living conditions; government intervention in housing and urban development; social consequences of population growth. Spielvogel, Ch. 23 pp. 709-729 Various ways the nation-state adapted to mass society Great Britain; France; Italy, Spain; German Empire; AustriaHungary; Russia Focus on Bismarck's shifting response to the growth of Social Democracy and his dismissal, closing an era. Spielvogel, Ch. 23 pp. 729-735 Age of Modernity, Anxiety, and Imperialism Focus on Freud, Nietzsche, and Social Darwinism Spielvogel, Ch. 24 pp. 737-743 Modernism in Art , Music, and Literature Focus on Stravinsky's Rite of Spring Video clip: Disney’s Fantasia Also read about the Rite here: http://www.classicalnotes.net/classics/rite.html Also: Impressionism; Post-Impressionism; Symbolism in poetry (Rimbaud) Spielvogel, Ch. 24 pp. 743-748 The 'New Woman' Emmeline Pankhurst and the struggle for women's suffrage in Britain beginning of the twentieth century. Week 24 3/3-3/7 Students will understand the peculiar nature of Russian industrialization and will identify the causes and consequences of the Revolution of 1905. Students will identify the motivations behind the 'scramble for Africa' both ideological and economic. Students will debate advantages and disadvantages of British imperial rule over India. Students will understand the purpose of Bismarck's alliance system as well as the problems of the multi-national Habsburg empire. 3 min. documentary: "Demanding the Vote: The Pankhursts and British Suffrage" from The Adventures of Young Indiana Jones series, Volume I. Also see other documentaries from this George Lucas series, as these are short and well-produced. There are 94 of them (just ignore the Young Indiana Jones series they are bundled with). List of 3 min. documentaries can be found here; http://www.indyintheclassroom.com/lessons/young_indy/docume ntaries.asp - docs Jews in the European Nation-State Anti-Semitism Zionism Dreyfus Affair (read Emile Zola J’Accuse from Sources of Western Society pp. 438-441) Spielvogel, pp. 749-756 Industrialization and Revolution in Tsarist Russia Spielvogel, Ch. 24 pp. 756-78. Imperialism in Africa Motivations for Imperialism & Consequences for Africa Focus on: Belgian Congo Teacher resource: Mark Twain’s King Leopold's Soliloquy from Sources of the Western Society pp. 457-459 Documentary: "Congo: A Curse of Riches" http://www.indyintheclassroom.com/lessons/young_indy/docume ntaries.asp - docs Imperialism in Asia and Responses to Imperialism Focus on: British in India Spielvogel, Ch. 24, pp. 759-769 International Rivalry and the Coming of War Decline of Ottoman Empire Video clip: "The Archduke's Last Journey” http://www.indyintheclassroom.com/lessons/young_indy/docume ntaries.asp - docs Spielvogel, Ch. 24 pp. 769-773 Week 25 3/10-3/14 Students will understand how the events of 1914 triggered the alliance system and provoked a general world war. Students will assess the impact of trench warfare and stalemate on the Western Front in France. Students will read selections of First World War poetry. The Outbreak of War, 1914 Serbian nationalism and the Black Hand Assassination of Archduke at Sarajevo Eyewitness account: http://www.eyewitnesstohistory.com/duke.htm Spielvogel, Ch. 25 pp. 775-780 The War Illusions about the war Reality of trench warfare Deadly offensives of 1916: Verdun and Somme Poetry of W.W.I First World War poetry http://www.oucs.ox.ac.uk/ww1lit/collections Teacher resource: Film clip: Discovery Channel Great Books segment on All Quiet on the Western Front Video clip: PBS series The Great War: Slaughter #2 DVD Spielvogel, Ch. 25, pp. 780-784 The Widening of the War Impact on the Home Front Images: World War I propaganda (pictures & music) Students will assess the reasons for the widening of the war (US entrance in 1917) and the impact of the war on the home front in Germany, Great Britain, Focus on: Political impact of the war and use of propaganda to and France. manage public opinion Why did the US enter the war? Students will assess the impact of the war on women and the family as well as the overall economic impact at home. Week 26 3/17-3/21 Students will assess the causes of both revolution in 1917 and difficulties faced by Bolsheviks during the Civil War. Students will understand how Wilson's idealism was tarnished by the realities of a vindictive peace. Students will write a DBQ with attention to grouping and POV Week 27 3/24-3/28 Unit 10 Students will assess the diplomatic, economic and social dilemmas faced by Europe, after the Peace Treaty; also causes and consequences of German hyperinflation. Students will describe how the western democracies tried to Spielvogel Ch. 25, pp. 785-789 The Social Impact of Total War Focus on: women's roles in the war; munitions workers in Britain and France. What was the positive impact on women? What was the negative impact? Spielvogel, Ch. 25, pp. 789-796 Russian Revolution and Civil War Focus on: February to October Revolution; Bolshevik victory and Civil War struggle. Policy of war communism Document: Order Number One of the Petrograd Soviet http://avalon.law.yale.edu/20th_century/soviet_001.asp Documentary: "The Russian Revolution: All Power to the Soviets" Spielvogel, Ch. 25, pp. 797-802 Versailles Peace Treaty Focus on: Fourteen Points; context of negotiations in Paris. Article 231 and reparations. Self-determination for European peoples, but not for African or Asian peoples. Also 2007 interview with the author of 10 Questions on the Legacy of Versailles. http://www.cbsnews.com/8301500803_162-3505760-500803.html Spielvogel, Ch. 25, pp. 803-810 *Essay Test on Chapters 24 and 25 20 multiple choice question DBQ on W.W.I Europe in the 1920s - diplomatic and economic France's search for security Germany hyperinflation Dawes Plan Locarno The onset of the Great Depression weather the Great Depression. Students will assess the reasons for the rise of Fascism in Italy. Europe in the 1920's political situation in Great Britain, France, Scandinavia and colonial empires Spielvogel, Ch. 26 pp. 812-821 The Rise of Fascism: Italy Focus on: Mussolini - from left-wing to right-wing politics. Film clip from on Mussolini; Discovery Education http://www.discoveryeducation.com Students will assess the causes for the rise of Hitler and the way Hitler transformed the government into a dictatorship. Spielvogel, Ch. 26 pp. 822-826 The Rise of Hitler Focus on: Weaknesses of Weimar; Great Depression; Nazi ideology and practices. Use of mass politics and rallies. Movie clip: The Rise of Adolph Hitler http://www.discoveryeducation.com Students will understand how and why the brutal process of collectivization transformed the Soviet economy and had tragic human results. Spielvogel, Ch. 26, pp. 826-832 Stalin and Collectivization in the Soviet Union Focus on: Collectivization of Soviet Agriculture and the FiveYear Plans; The Great Purges. Spielvogel, Ch. 26, pp. 833-8836 *Essay test on Europe between the Wars 20 multiple choice questions Essay topic: Compare and contrast rise to power of Hitler/Mussolini; Analyze the social and economic problems in the 1920; The weaknesses of democracies in the 1920’s. SPRING BREAK SPRING BREAK SPRING BREAK Week 28 4/14-4/18 Students will be able to describe and analyze the steps Hitler took to affect the Diplomatic Revolution and forge a path to war. Causes of World War II Focus on: Diplomatic Revolution and the Munich Crisis. Audio clips: Compare Neville Chamberlain speeches after Munich and at the beginning of WWII. CD: Great Speeches of the Twentieth Century. Rhino. Texts of speeches on http://www.fordham.edu/halsall/mod/1938PEACE.html http://www.wwnorton.com/college/history/ralph/workbook/ralprs 36.htm Declaration of war on youtube: http://www.youtube.com/watch?v=qtrOJnpmz6s (no video, just a still picture) Also 8 minute video clip about Munich here http://www.youtube.com/watch?v=-CAAqfS8lUQ Spielvogel, Ch. 27 pp. 849-855 The War in Europe In class video: Russia At War: Blood on the Snow. Episode: "The Cauldron Boils" (The Battle of Stalingrad.) BBC production based on Richard Overy's book Russia's War. Spielvogel, Ch. 27 pp. 856-867 Students will describe Hitler's early conquests in Poland, Scandanvia, France and his illfated invasion of the Soviet Union. Week 29 4/21-4/25 Students will explore the relationship between Nazi racial ideology and the Holocaust.Students will identify and analyze secondary and primary sources on the Holocaust. The Nazi New Order and the Holocaust In class: How did ordinary people become perpetrators in the Holocaust? Teacher resource: Movie segment from The Architecture of Doom Spielvogel, Ch. 27 pp. 867-872Movie segment from The Fog of War Memories of the Holocaust from Western Sources pp. 270-275 In addition, students will make a virtual visit the US Holocaust Memorial Museum and read an article of their choice and write a page about what they learned. http://www.ushmm.org/education/forstudents/ Students will assess the impact of new military technology and its effect on civilian populations in WWII. The impact of technology in WWII The bombing of London; fire bombing of Hamburg; Dresden. Bombing of Hiroshima; Nagasaki Spielvogel, Ch. 27 pp. 872-878 *Non Essay Test on World War II 40 multiple choice questions 6 identifications Week 30 4/28-5/2 Unit 11 Students will assess how the end of WWII led to deep hostility between former Allies, the USSR and USA. Students will see hostilities between US and Soviets harden into Cold War escalating into a crisis that brought the world to the brink of nuclear war. Week 31 5/5-5/9 Students understand how Khrushchev made some economic and cultural reforms ('deStalinization') but that they inspired a major uprising in Hungary. Students will assess the changing role of government in postwar Western Europe and the role of women. Students appreciate the new aesthetic and philosophical ideas of the postwar 20th century. Students will understand the origins of the Paris protests and of the women's movement. Aftermath of War Yalta and Potsdam Focus on: Origins of the Cold War Compare views of Churchill and Stalin in 1946 (p. 872) Spielvogel, Ch. 27 pp. 879-883 Cold War to 1945-1991 Europe (Eastern Europe, Turkey & Greece) Asia (China, Korea, Vietnam) Caribbean (Cuba) Spielvogel, Ch. 28 pp. 885-894 Khrushchev and DeStalinization Revealing the Gulag 1956 Hungarian Uprising Ch. 28, pp. 898-904 Postwar Western Europe: The Welfare State Role of Women. Read: Simone de Beauvoir, The Second Sex excerpt Spielvogel, Ch. 28, pp. 904-913 Postwar Culture: Abstract Expressionism, Pop Art and Popular Culture Focus on Existentialism: Albert Camus and Sartre Spielvogel, Ch. 28, pp. 913-915 and 918 Protest 1965-1985 Paris, 1968 Uprising See eyewitness account at http://libcom.org/library/May-68-SolidarityWomen's Liberation Spielvogel, Ch. 29. pp. 922-925 Students will assess the repressive nature of the Brezhnev regime and its consequences for Eastern Europe Students will reflect on the changing roles of women and the way in which Western European nations are seeking to expand their economic ties. Students assess how the Soviet Union could collapse so suddenly and so completely. Students assess the lasting and bitter nature of ethnic hatred in Sarajevo. Soviet Stagnation 1965-1985 Brezhnev Doctrine Prague Spring, 1968 Short video clip of Prague 1968 http://video.google.com/videoplay?docid=809739559522836502 9 Spielvogel, Ch. 29, pp. 925-927 Western Europe: Winds of Change Margaret Thatcher European Community Vietnam and China Spielvogel, Ch. 29 pp. 927-937 and 945 Collapse of the Soviet Union Mikhail Gorbachev Perestroika and Glasnost Boris Yeltsin 1989 Spielvogel, Ch. 30 pp. 947-954 Disintegration of Yugoslavia Bosnian crisis Ethnic cleansing Stanford's SPICE program include this curricular resource: Collapse of a Multi-National State: The Case of Yugoslavia (1994) http://spice.stanford.edu/catalog/collapse_of_a_multinational_stat e_the_case_of_yugoslavia/ Spielvogel, Ch. 30, pp. 954-957 Week 32 5/12-5/16 Week 33 5/19-5/23 Week 34 5/26-5/30 Week 35 6/2-6/6 Spring Semester Finals Students explore the new direction of European economic and political unity, and reflect how the destiny of Europe has been transformed. Students will end the semester with an understand the 21st Century threat to Western Democracies. European Union Age of Terrorism Students enjoy this 6-minute schematic view of the EU. http://www.youtube.com/watch?v=OCUF5t1kRlI&feature=relate d REVIEW AP EXAM MAY 15TH Spielvogel, Ch. 30 pp. 960—965 and 979 Modern Cultural and Political Issues Modern Cultural and Political Issues Modern Cultural and Political Issues AP European History Dear Parents/Guardians, Please read and review the class information handed out today for your student’s history class and fill out the information below. I will need this by the end of the week. If you have any questions please feel free to make comments on this sheet or call Damonte High School between 7:30 am and 3:30 pm during the week. Thanks, Michael Kaplan Initials I have read and understand the following… ___________ Social Studies Syllabus ___________ Classroom Procedures ___________ Materials Checklist ________________________________________ Student Name (please print) ___________________________________________ Student Signature _________________________________________ Parent Name (please print) ___________________________________________ Parent Signature If there is any important information about your child that you would like for me to be aware, please write me a short note here. _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ *As the teacher of this class, I reserve the right to make any needed changes to the syllabus and items associated with the unit calendar.
