Download Syllabus - Timberlane Regional School District

Timberlane Regional High School
AP European History Course Syllabus 2014-2015
Instructor: Mrs. Tricia Moore
E-Mail: [email protected]
Phone #: 603-382-6541
Overview
The study of European history since 1450 introduces cultural, economic, political and social developments that played
a fundamental role in shaping the world we live. Without this knowledge, we would lack the context for understanding
the development of contemporary institutions, the role of continuity and change in present day society and politics,
and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic
narrative of events and movements, the goals of the AP program in European History are to develop (a) an
understanding of some of the principal themes in modern European History, (b) an ability to analyze historical
evidence and historical interpretation, and (c) an ability to express historical understanding in writing.
Skills & Goals
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To gain an understanding of European history and culture, including concepts surrounding politics, economics,
religion, technology, social history, intellectual movements, art, and science.
To improve analytical skills, including comprehension, comparison, synthesis, grouping and formulation of
generalizations with substantiating evidence.
To improve reading, writing, oral presentation, and overall analysis
We will work on these through a variety of means (i.e. note taking strategies, PIRATES, outlining, reading of
primary source material, identifying point of view, analysis of charts, graphs, art, political cartoons, maps, and
will learn skills appropriate for document based on free response essay writing, including pre-writing
strategies and development of a thesis.)
Texts
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Western Civilization since 1300 (*AP Edition) –Jackson J. Spielvogel, 8th Edition. Wadsworth Cengage Learning
Company, 2012
Primary source readings included in each chapter of Spielvogel textbook & others supplied by teacher
Course Competencies
1. Historical Tools and Practices: the learn will identify, analyze and synthesize the methods and tools valued by
historians in order to investigate the themes of history
2. Formation of Governments and Diplomacy: the learner will investigate the development of European
governments, their historical interrelationship, and their connections to Europe today.
3. Patterns of Social Order: the learner will investigate European social organization from approximately 1450 to
the present, in order to understand shifts in power and status.
4. Development of European Economic Systems: the learner will investigate and show an understanding of the
formation of European economic systems.
5. Evolution of Intellectual Movements: the learner will demonstrate an understanding of the various intellectual
themes and movements and their impact on the political, social, and economic events in Europe.
6. Cultural History: the learner will demonstrate how cultural innovation and development impacted European
History.
Students will be skilled at…
Competency 1 Skills:
1.01 Define the concepts of cause and effect, time continuity, perspective, and periodization.
1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and detect bias.
1.03 Relate psychology, geography, art, literature, political science, sociology, and economics to the study of history.
1.04 Evaluate themes of society, technology, economics, politics, and culture as they relate to the development of
Europe.
1.05 Examine the indicators of European civilization including writing, labor specialization, cities, technology, trade,
and political and cultural institutions.
Competency 2 Skills:
2.01 Trace the development of the European political structure as they emerge from the Middle Ages and as it evolves
into the nation-state.
2.02 Analyze the rise of the modern state in its various forms.
2.03 Compare and contrast the political relationships among European nations and their influence and expansion
throughout the world: colonialism, imperialism, decolonization in global interdependence.
2.04 Exhibit an understanding of the revolutionary process, political protest and reform as they pertain to the
development of European nation-states.
2.05 Analyze and explain the growth and changing forms of nationalism.
2.06 Demonstrate an understanding of varying origins, developments, technologies and consequences of war and civil
conflicts.
2.07 Differentiate efforts to balance power and restrain conflict through treaties, diplomacy, and international
organizations.
2.08 Evaluate the evolution of political elites and the development of political parties, ideologies and other mass
politics.
2.09 Examine domestic and foreign policies and their interrelationship.
2.10 Summarize the extension and limitation of personal, civic, economic, and political rights and liberties, including
political persecutions.
Competency 3 Skills:
3.01 Trace the shift in social structures from hierarchical orders to modern social classes with an emphasis on the
changing distribution of wealth and poverty.
3.02 Analyze the influence of sanitation and health care practices on society including, but not limited to, the impact
of food supply, diet, famine, and disease.
3.03 Examine the development and transformation of racial and ethnic group identities.
3.04 Evaluate the role of urbanization in transforming cultural values and social relationships.
3.05 Analyze gender roles and their influence on the dynamics of domestic and public life.
3.06 Identify the changing definitions of and attitudes toward main stream groups and groups, characterized as the
“other.”
3.07 Assess the causes and consequences of change in demographic structure and reproductive patterns of
Europeans.
Competency 4 Skills:
4.01 Analyze growth of competition and interdependence in national and world markets.
4.02 Evaluate the private and state roles in economic activity from the Renaissance to the present.
4.03 Understand the development, rewards and benefits and the consequences of European Industrialization.
4.04 Assess the economic and social impact of mass production, and the consumption of commercial goods and
services.
4.05 Examine the causes and effects of the agricultural, industrial and commercial revolutions and their impact upon
European states and their colonies.
4.06 Evaluate the various economic theories and key economists and their impact upon European economic systems.
Competency 5 Skills:
5.01 Trace the development of social, economic and political thought.
5.02 Examine the various intellectual movements as extensions of, or a shift from, other intellectual movements.
5.03 Identify key personalities and groups associated with various intellectual movements, and the diffusion of their
ideas among different social groups.
5.04 Analyze the relationship between intellectual developments, social values and political events.
5.05 Understand the social, economic, and political conditions that prompted developments in literacy, education,
communication, science and technology.
5.06 Assess the impact of religious thought and institutions upon European intellectual movements.
Competency 6 Skills:
6.01 Trace the evolution of major movements in literature and the arts.
6.02 Examine the impact of secularization of learning and culture on the arts.
6.03 Analyze the relationship between cultural developments, social values and political events.
6.04 Identify and analyze changes in European culture and their impact upon elite and popular classes.
6.05 Evaluate the impact of global expansion on European culture.
6.06 Explain the impact of geographical differences upon the cultural development of Europe.
6.07 Assess the impact of religious thought and institutions on European culture.
2015-2016 AP European History Schedule
Note: Unit Tests will be given the last day of the unit.
CHAPTER TOPICS
DATES
Late Middle Ages
August
Renaissance
Aug--Sept
Reformation & Religious Wars
Sept
European Exploration & Expansion
Sept
Age of Absolutism
Oct
Scientific Revolution & Enlightenment
Oct
18th Century Europe (*catch up)
Nov
French Revolution
Dec
Industrial Revolution
Dec
Reaction, Revolution, and Romanticism
Dec/Jan
Nationalism & Realism
Jan
Age of Progress & Modernity
Jan/Feb
Imperialism
Feb
WWI
Feb
Russian Revolution
Mar
Between the Wars
Mar
WWII
Mar
Cold War
Mar/Apr
Culture of Protest
Apr
After the Fall
Apr
Review
Apr
AP Test
Friday May 6th In Afternoon 12—3pm
Course Assignments & Unit Assessments (*The following will help in understanding the content below in terms of how
the material will be learned by students)
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Chapter tests will be given the last day of the assigned time (*See above and below at the schedule)
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For each chapter of the assigned text, students will be given power terms to complete, chapter review
questions, and primary source analysis questions to complete. The primary source analysis questions cover
accounts, art, poetry/literature, film, music, and other social trends that may be relevant to the unit at hand.
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In addition, each quarter there will be a paper/project assignment as well as Free Response Questions,
Document Based Question essays. During the year we will have various Free Response and Document Based
Question workshops days.
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Participation is valued and encouraged daily as we will engage in a lot of discussions based on our readings
and our understandings.
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On top of discussion, classes will run with lecture notes, partner or group work on sub-chapter topics in which
students research and present their findings to the class. Students will be taught (*if they are unfamiliar with
the applications) powerpoint, movie maker, Prezi, (*and other apps which students can show their
understanding of the relevant material)
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Homework: Homework will be the PIRATES chart you complete for every unit of study and will be due the day
of our unit test. Homework may also include working on chapter critical analysis questions, primary source
analysis, DBQ essay writing, short essay writing, or preparing for an in class presentation or debate.
Assignments labeled Homework will not count for more than 10% of your quarter grade.
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Tips: In terms of the reading, you should be reading on average 10 pages per night in the textbook. You will be
given primary source analysis type assignments in which you will be asked to read and analyze excerpts from
them. Strive to conceptualize your knowledge. Take THOROUGH notes in class. Complete and keep all class
information until the end of the year.
Course Major Assessments:
Each unit will end with a test: multiple choice questions to test content knowledge; thematic essays similar to those on
the AP European History test, and analysis of art, political cartoons, and illustrations. Essay grading will be guided by
guidelines from www.apcentral.collegeboard.com.
DBQ: Students are trained in the analytical skills necessary to succeed on the Document Based Question. Preparation
will include training in how to read primary sources, how to organize them in groups, analyzing point of view, and how
to create an appropriate thesis. Students will have at least four formal DBQ essays, and all of the practice DBQs will
utilize official DBQs from former tests and will be graded using the official DBQ rubric.
Performance assessments: In addition to the tests, there will be one major research paper/project assignment per
quarter. Students will engage in role play, debates, simulations, and research projects in order to explore the content
in depth and to exercise higher level thinking skills. Participation in class discussions is valued and important. Each
research assessment requires inclusion of primary sources.
Final Exam: Students will prepare for the AP Exam by taking a former AP European History Exam.
Content, Readings, and Activities:
All chapters are accompanied by graphic organizers and Power Point presentations created by the teacher
Unit 1: Late Middle Ages (What is our lasting impression of this era?)
SOURCES: Spielvogel's Western Civilization. (CHAPTER 11)
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Analysis on War and Political Instability
Discuss Hundred years War and Joan of Arc
Evaluate causes and effects of Black Death
Discuss the transition into Renaissance
Activity: "Contract of a Plague Doctor": exercise in analysis of point of view and change over time
Excerpts from Boccaccio’s Decameron, Konigshofen, “The Cremation of the Strasbourg Jews,” Froissart’s,
Chronicles, & Boniface VIII’s, Unam Sanctam
Unit 2: Renaissance
(1450-1550)
(What changed and why?)
SOURCES: Spielvogel's Western Civilization. (CHAPTER 12)
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Causes of the Renaissance and Petrarch
Defining and studying the course of the Renaissance
Examining Italy and Intellectual Renaissance
Analysis of Renaissance Art
Study of European state, Church and effects of Renaissance
Identify and discuss the Social effects of Renaissance
Excerpts from: Petrarch’s The Ascent of Mount Ventoux, Machiavelli’s The Prince, Erasmus’s Education of a
Christian Prince, Pico della Mirandola’s Oration on the Dignity of Man, Laura Cereta’s Defense of the Liberal
Instruction of Women, & variety of Renaissance Art from artists like Da Vinci, Donatello, Raphael,
Michelangelo, etc.
Possible DBQ’s:
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78: Education of Women from the Renaissance to the Enlightenment
'93: Renaissance Education
'95: Plague from the fifteenth to the eighteenth centuries
2000 Festivals
Reformation & Religious Wars
(1500-1600)
(cause and effect skills; impact of ideas)
SOURCES: Spielvogel's Western Civilization. (CHAPTER 13)
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Discuss Causes of the Reformation
Analyze Luther & 95 Thesis
Compare/Contrast Zwingli and Calvin w/ Luther
Evaluate the Reformation in England: Henry VIII
Analyze Catholic response: Catholic Reformation
Identify the Social Effects of the Reformation
DBQ on Elizabeth I (*practice skills and do together in class as an introduction)
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Excerpts from: Luther’s Ninety Five Theses, Erasmus’s In Praise of Folly, Luther
Against the Robbing and Murdering Hordes of Peasants, Katherine Zell to Ludwig Rabus of Memmingen,&
Ignatius of Loyola’s, Rules for Thinking with the Church, & look at opposing viewpoints on the debate between
Luther and Zwingli over the sacrament of the Lord’s Supper, The Marbgurg Colloquy, 1529.
Map Analysis of: Empire of Charles V, Catholics & Protestants in Europe by 1560,
DBQ:
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2011 Gender and Queen Elizabeth I
European Exploration & Expansion
(1500-1800)
(identify motives and trends)
Oct. 4-10
SOURCES: Spielvogel's Western Civilization. (CHAPTER 14)
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Analysis of the Portuguese and Spanish Empires
Analysis of the Arriving Dutch, British and French
Impact of European Expansion
Impact on World Economy & mercantilism
We will study above with an activity where students make progress report presentations on individual nations
discussing their successes and failures in terms of exploration
Map Analysis of: Discoveries and Possession in the 15th and 16th Centuries & Triangular Trade Routes
Age of Religious Wars & Absolutism
Oct. 11-22
(1600-1700)
(Impact of religion and leaders on evolution of countries)
SOURCES: Spielvogel's Western Civilization. (CHAPTER 15)
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Social Crises, War, and Rebellions—30 Years War
Absolutism: Western Europe
Absolutism: Central, Eastern, and Northern Europe
Limited Monarchy & England
Compare/contrast Monarch chart
Flourishing European Culture
Excerpts from: Grimmelshausen’s, Simplicius Simplicissimus, Duc de Saint-Simon’s, Memoirs, Peter and the
Streltsy, Oliver Cromwell’s Victory at Naseby, Massacre at Drogheda, & Ludlow’s Memoirs, and look at the
opposing viewpoints of three points of view on Oliver Cromwell using Cromwell’s Victory at Naseby, Massacre
at Drogheda, and Lord Clarendon’s The History of the Rebellion and Civil Wars in England
Examples of Mannerism and Baroque Art pieces
Map Analysis of: The Thirty Years’ War, Wars of Louis XIV, Growth of Austrian Empire, & Ottoman Empire
Possible DBQ’s
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'95: Analyze the influence of the theory of mercantilism on the domestic and foreign policies of France, 16001715.
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'97: Focusing on the period before 1600, describe and analyze the cultural and economic interactions between
Europe and the Western Hemisphere as a result of the Spanish and Portuguese exploration and settlement.
'96: Identify and analyze the challenges to the security, unity, and prosperity of the Dutch Republic, 16501713. Take into account both Dutch and foreign opinions.
Scientific Revolution & Enlightenment
Change over time )
Oct. 23-Nov. 2
(1550-1800) (cause and effect, especially in terms of worldview &
SOURCES: Spielvogel's Western Civilization. (CHAPTER 16 & 17)
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Project which has students analyze the contributions and impact of key people during the Scientific
Revolution, including scientists, literary figures, and philosophers
Impact of Science on Enlightenment thinkers
Leading figures of the Enlightenment and their impact (*mini project in which students conduct biographical
research on a particular enlightenment figure and share their findings with class)
Culture and society in the enlightenment
Religion and churches during the enlightenment
Various Excerpts from Montesquieu, Voltaire, Diderot, Jean-Jacques Rousseau, Thomas Hobbes, John Locke, &
Mary Wollstonecraft… use these excerpts to show support of their thoughts on human nature, government,
religion, and roles and rights of the individual
Map Analysis Of: Enlightenment in Europe and what areas were involved vs. uninvolved, Religious Populations
of 18th Century Europe and their geographic concentration
Possible DBQs
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'82: Continuities and changes in methods of child rearing among English upper classes from
sixteenth to the eighteenth centuries
' 88 Restrictions on the sale of gin in 18th century England
'97 Women in the Scientific Revolution
18th Century Europe
rebellion)
Nov. 3-19th
(Patterns of success & failure; social history from pre-industrial period, & colonial
SOURCES: Spielvogel's Western Civilization. (CHAPTER 18)
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Spend some time doing FRQ and DBQ workshops (*practice in class; 3-4 days)
Analysis of Enlightened Absolutism
Identify Causes, course, and effects of Seven Years War
Economic expansion and social change of the 18th Century
Social order of the 18th Century
Excerpts from Comtesse de Boigne, Memoirs, Letters between Frederick and his father, opposing viewpoints
examining monarchs if they were in fact absolute or enlightened using letter of the Baron de Breteuil,
Catherine II, “Proposals for a New Law Code,” and Catherine II,” Decree on Serfs,” Robert Clive’s Account of his
Victory at Plassey, Richard Sheridan, The Rivals, Arthur Young, Travels During the Years 1787, 1788, and
1789…in the Kingdom of France, The Leeds Woolen Workers’ Petition (1786), M. de la Bourdonnaye,
Intendeant of Bordeaux, to the Controller General, September 30, 1708,
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Maps Analysis of: Europe in 1763 examine Habsburg dominions, The Partitioning of Poland and the fight for
control, & Battlefields of the Seven Years’ War
Possible DBQs
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'82: Continuities and changes in methods of child rearing among English upper classes from sixteenth to the
eighteenth centuries
' 88 Restrictions on the sale of gin in 18th century England
'97 Women in the Scientific Revolution
French Revolution
(1780-1816)
Nov. 20-Dec. 7
SOURCES: Spielvogel's Western Civilization. (CHAPTER 19)
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Beginning of the Revolutionary Era—examining causes and result of the American Revolution and the impact it
had on Europe
Background to the French Revolution: examining long-range and immediate causes of the French Revolution
Events of the French Revolution and the role it played on different members of society
Age of Napoleon—his successes and failures
Excerpts From: The Declaration of Independence, Tennis Court Oath, A Parisian Newspaper Account of the Fall
of the Bastille, Opposing viewpoints on the Natural Rights of the French People and look at the Declaration of
the Rights of Man and the Citizen and Declaration of the Rights of Woman and the Female Citizen, J.G.
Milligen’s The Revolutionary Tribunal (Paris, October 1793), Robespierre’s Speech on Revolutionary
Government, The Temple of Reason and the look at De-Christianization, & Napoleon and Psychological
Warfare
Map Analysis of: French Expansion During the Revolutionary Wars, 1792-199 and exame Austira’s motives,
Napoleon’s Grand Empire in 1810 and examine trends and patterns of his victories,
Also examine and discuss Various political cartoons and examine their influence on revolution as well as
trends, as well as pieces of art depicting Napoleon’s reign
To further student understanding of topics show clips of History Channel’s series: The French Revolution
Possible DBQs
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79: Terror in France
'91 Issue of slavery during the Enlightenment and the French Revolution.
Industrial Revolution
(1750-1850)
Dec. 10-21
SOURCES: Spielvogel's Western Civilization. (CHAPTER 20)
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The Industrial Revolution in Great Britain: examine why here, and features of new industrial systems
The Spread of Industrialization: analyze its spread and how it differed in other areas from Britain
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The social impact of the Industrial Revolution: analyze the effects on different classes, family, standards of
living, urban vs. rural living, working conditions and efforts to improve
Excerpts from: Edward Baines, The History of the Cotton Manufacture in Great Britain to look at the traits of a
British industrial entrepreneur, Factory Rules, Foundry and Engineering Works of the Royal Overseas Trading
Company, Berlin to look at Discipline in the New Factories, Mark Twain’s Life on the Mississippi to discuss the
impact of transportation, John Mitchel’s The Last Conquest of Ireland to examine the Great Irish Famine,
analyze opposing viewpoints on the attitudes of the Industrial middle class in Britain and Japan using Samuel
Smiles, Self-Help, Shibuzawa Eiichi’s Autobiography, and Eiichi’s on Progress, Keeping the Children Awake and
The Sadistic Overlooker to show child labor and discipline in the textile mills, The Black Holes of Worsley to
show child labor in the mines,
Map Analysis: Industrial Revolution in Great Britain by 1850 and The Industrialization of Europe by 1850 and
look at patterns of industry by location
Various images to show living and working conditions
Possible DBQs
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'81: Middle class and working class attitudes toward work and its effect on the worker in nineteenth century
Western Europe.
'85 Juvenile delinquency in 19th century Great Britain.
'02 Identify the issues raised by the growth of Manchester and analyze the various reactions to those issues
over the course of the nineteenth century.
Reaction, Revolution, and Romanticism
(1815-1850)
Jan 2-11
SOURCES: Spielvogel's Western Civilization. (CHAPTER 21)
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The Conservative Order: evaluate the goals of the Congress of Vienna and its success
The Ideologies of Change: discuss the main tenets of conservatism, liberalism, nationals and socialism and
their impact on social classes during the first half of the nineteenth century
Revolution and reform: analyze the forces for change in France and Great Britain between 1830 and 1848 and
how the nations responded as well as the course of the revolution of 1848
The Emergence of an Ordered Society: examine Europe’s response to the need for order in the first half of the
nineteenth century
Culture in an age of reaction and revolution/romanticism: evaluate the characteristics of romanticism and how
they were reflect in literature, art, and music
Excerpts from: Klemons von Metternich’s Memoirs to examine the voice of conservatism, Heinrich von
Gagern, Letter To His Father to examine the role of University students on German nationalism, John Stuart
Mill’s On Liberty to examine the voice of Liberalism, Opposing vieopotns on response to revolution through
looking at Thomas Babington Macaulay’s Speech of March 2, 1831 and Carl Schurz’s Reminiscences, Giuseppe
Mazzini, The Young Italy Oath to examine the voice of Italian nationalism,
Map Analysis: Europe after the congress of Vienna, 1815 to show how Europe’s major powers manipulated
territory to decrease France’s probability of threat, The Distribution of Languages in Nineteenth-Century
Europe to search for patterns and explain them, The Revolutions of 1848-1849 to examine regions involved vs.
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uninvolved and explain their difference, Petition for Higher Pay be a Group of Third-Class Constables (1848)
and Complaints from Constables of D Division of the London Metropolitan Police to examine the treatment of
British Policemen, Edgar Allan Poe’s “The Fall of the House of Usher” to examine gothic literature/romanticism
We will look at various romantic art and poetry and examine their influence on the time period
Possible DBQs
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'98 Revolutions of 1848
'01 Revolution in Greece
Age of Nationalism & Realism
(1850-1871)
Jan 14-24
SOURCES: Spielvogel's Western Civilization. (CHAPTER 22)
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The France of Napoleon III: identify characteristics of Napoleon III’s government and role his foreign policy
played on unification of Italy and Germany
National Unification: Italy and Germany: examine the actions of leaders to bring about unification and the role
nationalism played
Nation Building and Reform: analyze efforts for reform in various European countries and evaluate their
success in alleviating national problems
Industrialization and the Marxist Response: analyze the ideas of Karl Marx and evaluate his impact
Science and Culture in an Age of Realism: evaluate the belief on the world being viewed realistically and its
impact on science, art, and literature
Excerpts from: look at opposing viewpoints on the practice of Realpolitik through examining Louis Napoleon’s
Proclamation to the People, 1851, Bismarck’s Speech to the Prussian Reichstag, 1862, and Bismarck’s Speech
to the German Reichstag, 1888, to examine Garibaldi and Romantic Nationalism we will read London Times,
June 13, 1860 article, to discuss the emancipation of serfs and slaves we will read Tsar Alexander II, Imperial
Decree, March 3, 1861, and president Abraham Lincoln’s Emancipation Proclamation, January 1, 1863, to
understand the classless society view we will read Karl Marx and Friedrich Engels The Communist Manifesto,
Darwin and the Descent of Man we will read that from Darwin, to examine Anesthesia and Modern Surgery
we will read The First Public Demonstration of Ether Anesthesia, October 16, 1846,
Map Analysis: Decline of the Ottoman Empire examine trends in distances with date of regions winning
independence, Map illustrating the Unification of Italy and Germany, Europe in 1871 to evaluate sizes of
nations, Map illustrating the ethnic groups in the dual monarchy, 1867,
Possible DBQ’s:
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77 German paramilitary groups
'86 Great Britain and the Sudan crisis
'89 Women's Suffrage
'92 Pan-Slavism
'94 Irish Question
Mass Society In an “Age of Progress”
(1871-1894)
Jan 28-Feb 8
SOURCES: Spielvogel's Western Civilization. (CHAPTER 23)
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The Growth of Industrial Prosperity: discus the effects the Second Industrial Revolution had on European
economic and social life, as well as the role socialism played with trade unions and the working class
The Emergence of Mass Society: Defining it, examine the role of women and family life in the late nineteenth
century, and search for patterns
The National State: analyze political trends in western Europe and compare them to policies pursued in
Germany, Austria-Hungary and Russia
Excerpts From: The Department Store and the Beginning of Mass Consumerism by reading E. Lavasseur’s On
Parisian Department Stores, The Voice of Evolutionary Socialism Eduard Bernstein, Octavia Hills’ Homes of the
London Poor, Opposing views on advice to women Elizabeth Poole Sanford’s Woman in Her Social and
Domestic Character, Henrik Ibsen’s A Doll’s House, The Fight Song Sports in the English Public School H.B.
Tristam’s “Going Strong,” A Leader of the Paris Commune Louise Michel’s Memoirs, Bismarck and the Welfare
of the Workers,
Map Analysis: The Industrial Regions of Europe at the End of the Nineteenth Century, Population Growth,
1820-1900,
Analyze images of the Middle Class families
Imperialism
(1894-1914)
Feb 11-15
SOURCES: Spielvogel's Western Civilization. (CHAPTER 24)
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Toward the Modern Consciousness—Intellectual and Cultural Developments: analyze the developments in
science, intellectual affairs, and the arts in the late 19th/early 20th centuries
Politics: New Direction and New Uncertainties: examine the gains of women, right-wing policies on Jewish life,
political problems in various European countries and their response
The New Imperialism: evaluate the causes and effects in Africa and Asia
International Rivalry and the Coming of War: analyze the Bismarkian system of alliances, issues and
international crises during the late 19th/20th Centuries
Excerpts from: Freud and the concept of repression Sigmund Freud’s Five Lectures on Psychoanalysis,
Symbolist Poetry: Art for Art’s Sake Arthur Rimbaud’s The Drunken Boat, The Struggle for the Right to Vote
Emmeline Pankhurt’s My Own Story, The Voice of Zionism Theodor Herzel’s The Jewish State, Bloody Sunday
An Account, Opposing viewpoints by looking at Rudyard Kipling’s The White Man’s Burden and Edward Morel’s
The Black Man’s Burden, The Emperor’s Big Mouth Daily Telegraph Interview, October 28, 1908
Map Analysis: Africa in 1914 to show imperialistic possessions, Spheres of Influence, 1914
Various pieces of art reflecting modernism
Possible DBQ
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WWI
'84: German Aircraft Industry 1908-1918
(1914-1918)
Feb 19-Mar 8
SOURCES: Spielvogel's Western Civilization. (CHAPTER 25)
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The Road to War: examine the indirect and direct causes of war
Course of War: analyze the course of war and effects
War and Revolution: analyze causes and course of the Russian Revolution
The Peace Settlement: evaluate the Paris Peace Conference objectives and motivations
Excerpts from: Communications between Berlin and Saint Petersburg on the Eve of World War I, The
Excitement of War Stefan Zweig’s The World of Yesterday, Robert Graves’ Goodbye to All That, Walter
Limmer’s Letter to His Parents, The reality of war Erich Maria Remarque, All Quiet on the Western Front,
various songs of World War I, Women in the factories Naomi Loughnan’s “Munition Work,” War and family
through John Mott’s letters, soldier and peasant voices letter from a soldier in Leningrad to Lenin, January 6,
1918 and Letter from a peasant to the Bolshevik Leaders, January 10, 1918, opposing viewpoints of three
voices of peacemaking Wood row Wilson Speeches versus Georges Clemenceau’s Grandeur and Misery of
Victory and Pan African Congress
Map Analysis: European Alliances in 1914, Western Front of 1918 and Eastern Front, 1914-1918, The Russian
Revolution and Civil War, Europe in 1919
Film Excerpts: PBS Series The Great War
Between the Wars
(1919-1939)
Mar 11-19
SOURCES: Spielvogel's Western Civilization. (CHAPTER 26)
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WWII
An Uncertain Peace: examine the impact of WWI and problems in Europe
The democratic states in the west: identify the response of western democracies to various crises and the
great Depression as well as effects on colonies in Africa and Asia
The authoritarian and totalitarian states: analyze why European states experienced a retreat from
democracy and the rise of totalitarianism
The expansion of mass culture and mass leisure: analyze their role in the interwar years and in totalitarian
states
Culture and intellectual trends in the interwar years: define them and evaluate their impact
Excerpts from: The Great Depression: unemployed and homeless in Germany Heinrich Hauser’s “With
Germany’s Unemployed,” The Struggles of a Democracy: Unemployment and Slums in Great Britain Men
without work: A report made to the Pilgrim Trust, 1938, George Orwell’s “A Woman in the Slums,” The
voice of Italian fascism Benito Mussolini’s “The Political and Social Doctrine of Fascism,” Adolf Hitler’s
Mein Kampf, Propaganda and Mass Meetings in Nazi Germany Hitler’s Speech at the Nuremberg Party
Rally, 1938 and A Teacher’s Impression of a Hitler Rally, 1938, The Formation of Collective Farms Max
Belov’s The History of a Collective Farm, Opposing viewpoints on Spain divided: the poems of two brothers
Antonio Machado, The Crimes Was in Granada and Manuel Machado’s Francisco Franco,
Various Art and photo analysis of factions listed above
Film excerpts: Rise of Hitler & Triumph of the Will
(1933-1945)
Mar 20-29
SOURCES: Spielvogel's Western Civilization. (CHAPTER 27)
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Prelude to war: examine Hitler’s foreign policy goals and Japanese policies
Course of WWII: identify the main events of war in Europe and Asia and evaluate the success of the Allies
The New Order: analyze the Nazi empire’s organization and the role the Holocaust played in it
The Home Front: evaluate the conditions back home for the major western nations involved in WWII
Aftermath of the War: identify the costs of war, the differing visions of postwar Europe and how these
opinions led to the Cold War
Excerpts from: Hitler’s Foreign Policy Goals Hitler’s Secret Book, 1928, Opposing Views on the Munich
Conference Winston Churchill’s Speech to the House of Commons, October 5, 1938, and Neville Chamberlain’s
speech to the House of Commons, October 6, 1938, A German Soldier at Stalingrad Diary of German Soldier,
Hitler’s Plans for a new order in the east Hitler’s Secret Conversations, October 17, 1941, The Holocaust: The
camp Commandant and the camp victims Commandant Hoss Describes the Equipment, A French Doctor
Describes the Victims, The bombing of civilians through looking at excerpts from cities of London, Hamburg,
and Hiroshima, The Emergence of the Cold War Churchill’s Speech at Fulton, Missouri March 5, 1946 and
Stalin’s reply to Churchill March, 14, 1946
Map Analysis: WWII in Europe and North Africa and WWII In Asia and the Pacific, and Territorial Changes after
WWII
Cold War
(1945-1965)
Apr 1-12
SOURCES: Spielvogel's Western Civilization. (CHAPTER 28)
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Development of the Cold War: Why the suspicion and events of 45-49 led from tensions to a global affair
Europe and the world: decolonization discuss why and how the European colonies in Africa, Middle East and
Asia gained independence
Recovery and Renewal in Europe: examine the main developments in the Soviet Union, Eastern Europe, and
Western Europe
The United States and Canada: analyze the new political developments in North America
Postwar Society and Culture in the Western World: evaluate the major changes in society and culture
Excerpts from: Opposing viewpoints on who started the Cold War George Kennan’s The Long Telegram,
February 1946 and Nikolai Novikov, Telegram, September 27, 1946, the Truman Doctrine, The Cuban Missile
Crisis from Khrushchev’s Perspective Khrushchev Remembers, Frantz Fanon and the Wretched of the Earth,
Khrushchev Denounces Stalin Address to the Twentieth Party Congress, February 1956, Soviet Repression in
Eastern Europe-Hungary 1956 Statement of the Soviet Government October 30, 1956 and the Last Message of
Imry Nagy, November 4, 1956, The voice of the woman’s liberation movement Simone de Beauvoir’s The
Second Sex,
Map Analysis: The New European Alliance Systems in the 1950s and 1960s, Decolonization in Africa, Middle
East, and Asia
Possible DBQ’s
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'03 How did the French, including Marshal Philippe Petain, view the Vichy regime that he led from 1940 to
1944?
'05 Analyze various views regarding Western European unity from 1946 to 1989
Culture of Protest and Stagnation: The Western World (1965-1985)
Apr 15-19
SOURCES: Spielvogel's Western Civilization. (CHAPTER 29)
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A Culture of Protest: examine the goals of revolt in sexual mores, youth protests, student revolts, feminist
movement, and antiwar protests and evaluate their success
A Divided Western World: analyze major political developments in Soviet Union, Eastern Europe, Western
Europe and the United States
The Move towards Détente: identify the main events and evaluate their role towards détente
Society and Culture in the Western World: identify and analyze the major social and cultural developments in
the Western world
Excerpts from: Bob Dylan’s “The Times They are a Changin,” 1968 the Year of Student Revolts A Student
Manifesto in Search of a Red and Human Educational Alternative, University of British Columbia, June 1968,
Opposing viewpoints on the two faces of communism in Czechoslovakia, 1968, Two Thousand Words
Manifesto and A Letter to Czechoslovakia, Margaret Thatcher’s The Path to Power, Nien Cheng, Life and Death
in Shanghai which illustrates the fury of the red guards, the limits of modern technology, E.F. Schumacher’s
Small is Beautiful, Grandmaster Flash and the Furious Five: “The Message”
After the Fall: The Western World in a Global Age (Since 1985)
Apr 29-May 3
SOURCES: Spielvogel's Western Civilization. (CHAPTER 30)
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Toward A New Western Order: identify reforms of Gorbachev and evaluate how they led to the Soviet Union’s
demise; and examine the major political developments in Eastern, Western Europe and North America
After the Cold War: New World Order or Age of Terrorism? analyze the how and why did the Cold War end
and the issues/struggles of terrorism
New Directions and New Problems in Western Society: identify the major developments in the women’s
movement and problems immigrants have created for European society
Western Culture Today: examine cultural trends
The Digital Age: Define it and analyze its products, results and dangers
Toward A Global Civilization: New Challenges and Hopes: define globalization and analyze some of its
important aspects in the 21st century
Excerpts from: Mikhail Gorbachev’s, Perestroika, Vaclav Havel’s Address to the People of Czechslovakia,
January 1, 1990 and Hazel’s Speech to Congress February 21, 1990, A Child’s account of the shelling of
Sarajevo Zlata Filipovi’s Zlata’s Diary: A Child’s Life in Sarajevo, Opposing viewpoints of Islam and the west:
Secularism in France French Presidnet Jacques Chirac on Secularism in French Society and North Africna
Women in France respond to the Headscarf Ban, Pope John Paul II’s an appeal for peace Speeches, A Warning
to Humanity World Scientists, 1992, Findings of the IPCC Fourth Assessment Report, 2007, and Additional IPCC
Findings on Recent Climate Change
Map Analysis: The New European map, The Lands of the Former Yugoslavia, 1995, European Union 2007,
Helpful Websites for lessons and resources:
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www.fordham.edu/halsall www.vale.edu/lawweb/avalon/avalon.htm
Primary Sources http://trackstar.4teachers.org
Create and save annotated lists of sites for kids to access http://rubistar.4teachers.org
Create and save rubrics based on templates or original www.historvalive.com
Resources and tips www.bbc.co.us/historv
BBC History—interactive experiences www.nationalarchives.gov
National Archives—primary sources www.memorv.loc. gov
Library of Congress—online exhibits, sources www3.iath.virginia.edu/osheim/plaguein.html
Plague in public health in renaissance Europe www.pbs.org
Frontline video segments and articles with teacher guides (IR, Napoleon) www.historvchannel.com
Timelines and period games www.learner.org
Order Annenberg videos and resources