Download 314 AP European History Approved 2015

East Pennsboro Area School District Curriculum Unit Map Course/Subject: European History Grade Level:11 Unit Topic: 1450 to 1648 Duration: 30 68­minute class periods, 25 lessons PA Core Standards: ● CC.8.5.11­12.A­J ● CC.8.5.11­12.A­I Historical Thinking Skills (See AP Course Description): ● I ­ V KEY LEARNING/GOALS/SKILLS (know, understand, do): See Course Description for details regarding historical thinking skills and learning objectives. UNIT ESSENTIAL QUESTIONS: KEY CONCEPT 1.1 How did the worldview of European intellectuals shift from one based on ecclesiastical and classical authority to one based primarily on inquiry and observation of the natural world? KEY CONCEPT 1.2 How did the struggle for sovereignty within and among states result in varying degrees of political centralization? KEY CONCEPT 1.3 How did religious pluralism challenge the concept of a unified Europe? KEY CONCEPT 1.4 Why did Europeans explore and settle overseas territories? KEY CONCEPT 1.5 How were European society and the experiences of everyday life increasingly shaped by commercial and agricultural capitalism, notwithstanding the Texts/Resources/Materials: Textbook readings Primary source documents Handouts/Worksheets Discussion prompts Video Resources Lecture Notes persistence of medieval social and economic structures? Key Concept 1.1 The Renaissance Lesson Essential Questions Key Concept 1.2 The New Monarchs Lesson 1.1.I: The Power of the Classical Texts How did a revival of classical texts lead to new methods of scholarship and new values in both society and religion? Lesson 1.2.I: The Sovereign State How did the new concept of the sovereign state and secular systems of law play a central role in the creation of new political institutions? Lesson 1.3.I: New Ideas in Religion How did the Protestant and Catholic Reformations fundamentally change theology, religious institutions, and culture? Lesson 1.1.II: The Printing Press How did the invention of printing promote the dissemination of new ideas? Lesson 1.1.III: Renaissance Art How did the visual arts incorporate the new ideas of the Renaissance and how were they used to promote personal, political, and religious goals? Lesson 1.1.IV: Advent of the Scientific Revolution How were new ideas in science based on observation, experimentation, and mathematics able to challenge classical views of the cosmos, nature, and the human body, and why did folk traditions of knowledge and the universe persist? Key Concept 1.4 The Age of Exploration Lesson 1.2.II: A New Diplomacy How did the competitive state system lead to new patterns of diplomacy and new forms of warfare? Lesson 1.2.III: A New Brand of Politics How did the competition for power between monarchs and corporate groups produce different distributions of governmental authority in European states? Lesson 1.4.I: Incentives Why were European nations driven to explore overseas territories and establish colonies? Lesson 1.4.II: Technology How did advances in navigation, cartography, and military technology allow Europeans to establish overseas colonies and empires? Lesson 1.4.III: Empire How did Europeans establish overseas empires and trade networks? Lesson 1.4.IV: The Columbian Exchange Key Concept 1.3 The Protestant Reformation Lesson 1.3.II: Religion and Politics How did religious reform both increase state control of religious institutions and provide justifications for challenging state authority? Lesson 1.3.III: Wars of Religion How did conflicts among religious groups overlap with political and economic competition within and among states? Key Concept 1.5 Society and Everyday Life (1450­1648) Lesson 1.5.I: Economics How did economic change produce new social patterns, while traditions of hierarchy and status persisted? Lesson 1.5.II: Agriculture How did most Europeans derive their livelihood from agriculture and orient their lives around the seasons, the village, or the manor, although economic changes began to alter rural production and power? Lesson 1.5.III: Cities How did Europe’s colonial expansion lead to global exchanges of goods, flora, fauna, cultural practices, and diseases, resulting in the destruction of some indigenous civilizations, a shift toward European dominance, and the expansion of the slave trade? How did population shifts and growing commerce cause the expansion of cities, which often found their traditional political and social structures stressed by the growth? Lesson 1.5.IV: Family Why did the family remain the primary social and economic institution of early modern Europe and different forms did it take? Lesson 1.5.V: Pop Culture How did popular culture, leisure activities, and rituals reflect the persistence of folk ideas, communal ties, and norms? Vocabulary Academic Specific (with definitions): ​Identify, analyze, interpret, assess Content Specific (with definitions): Key Concept 1.1 Italian Renaissance Humanism Individualism Petrarch Lorenzo Valla Pico della Mirandola Printing press Classical texts Leonardo Bruni Leon Battista Alberti Niccolo Machiavelli Secular Jean Bodin Baldassare Castiglione Vernacular Perspective Michelangelo Donatello Raphael Philip Brunelleschi Patronage Naturalism Leonardo da Vinci Jan Van Eyck Peiter Bruegel the Elder Rembrandt Mannerism Baroque Key Concept 1.2 New Monarchs Ferdinand and Isabella of Spain Star Chamber Concordat of Bologna (1516) Peace of Augsburg (1555) Edict of Nantes (1598) Peach of Westphalia (1648) Merchants and financiers in Renaissance Italy Nobles of the robe in France Gentry in England The Prince Hugo Grotius Jean Bodin Habsburgs Gustavus Adolphus English Civil War James I Charles I Oliver Cromwell Louis XIII Key Concept 1.3 Protestant Reformation Christian humanists Sir Thomas More Juan Luis Vives Martin Luther John Calvin Anabaptists Indulgences Nepotism Simony Pluralism and absenteeism Catholic Reformation St. Teresa of Avila Ursulines Roman Inquisition Index of Prohibited Books Henry VIII Elizabeth I Spanish Inquisition Corcordat of Bologna (1516) Book of Common Prayer Peace of Augsburg (1555) Huguenots Puritans Key Concept 1.4 Mercantilism Commerce Cartography Compass Stern­post rudder Portolani Quadrant and astrolabe Lateen rig Horses Guns and gunpowder Portugal Spain England France Netherlands Columbian Exchange Flora and fauna Slave trade Key Concept 1.5 Double­entry bookkeeping Bank of Amsterdam Dutch East India Company British East India Company Gentry Nobility of the robe Bankers and merchants Caballeros and hidalgos Subsistence agriculture Three­crop rotation Price revolution Enclosure movement Village commons Free­hold tenure Guilds La Querelle des Femmes Little Ice Age Carnival Blood sports Charivari Stocks El Greco Gentileschi Bernini Peter Paul Rubens Copernicus Galileo Newton Heliocentric William Harvey Galen Paracelsus Vesalius Francis Bacon Rene Descartes Alchemy Johannes Kepler Cardinal Richelieu The Fronde The Catalan Revolts Nobles in Poland French Wars of Religion Catherine de’ Medici St. Bartholomew’s Day Massacre War of the Three Henry IV Charles I/V Philip II Philip III Philip IV Thirty Years’ War Edict of Nantes Religious pluralism Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: Common assessment witchcraft East Pennsboro Area School District Curriculum Unit Map Course/Subject: European History Grade Level:11 Unit Topic: 1648 to 1815 Duration: 30 68­minute class periods, 23 lessons PA Core Standards: ● CC.8.5.11­12.A­J ● CC.8.5.11­12.A­I Historical Thinking Skills (See AP Course Description): ● I ­ V KEY LEARNING/GOALS/SKILLS (know, understand, do): See Course Description for details regarding historical thinking skills and learning objectives. UNIT ESSENTIAL QUESTIONS: KEY CONCEPT 2.1 How did different models of political sovereignty affect the relationship among states and between states and individuals? KEY CONCEPT 2.2 How did the expansion of European commerce accelerate the growth of a worldwide economic network? KEY CONCEPT 2.3 How did the popularization and dissemination of the Scientific Revolution and the application of its methods to political, social, and ethical issues lead to an increased, although not unchallenged, emphasis on reason in European culture? KEY CONCEPT 2.4 How were the experiences of everyday life shaped by demographic, environmental, medical, and technological changes? Texts/Resources/Materials: Textbook readings Primary source documents Handouts/Worksheets Discussion prompts Video Resources Lecture Notes Lesson Essential Questions Key Concept 2.2 Mercantilism Key Concept 2.3 The Enlightenment Key Concept 2.4 Society and Everyday Life (1648­1815) Lesson 2.1.I: Absolute Monarchy In much of Europe, how was absolute monarchy established over the course of the 17th and 18th centuries? Lesson 2.2.I: The Market Economy How did early modern Europe develop a market economy that provided the foundation for its global role? Lesson 2.3.I: Rational and Empirical Thought How did rational and empirical thought challenge traditional values and ideas? Lesson 2.1.II: Alternatives to Absolutism How did challenges to absolutism result in alternative political systems? Lesson 2.2.II: Europe Dominates the Global Economy How did the European­dominated worldwide economic network contribute to the agricultural, industrial, and consumer revolutions in Europe? Lesson 2.4.I: Population Explosion In the 17th century, how did small landholdings, low­productivity agricultural practices, poor transportation, and adverse weather limit and disrupt the food supply, causing periodic famines? By the 18th century, how did Europeans begin to escape from the Malthusian imbalance between population and the food supply, resulting in steady population growth? Key Concept 2.1 Absolutism, Constitutionalism, and Revolution Lesson 2.1.III: Constant War After 1648, how did dynastic and state interests, along with Europe’s expanding colonial empires, influence the diplomacy of European states and frequently lead to war? Lesson 2.1.IV: The French Revolution How did the French Revolution pose a fundamental challenge to Europe’s existing political and social order? Lesson 2.1.V: Napoleon Claiming to defend the ideals of the French Revolution, how did Napoleon Bonaparte impose French control over much of the European continent and how did that eventually provoke a nationalistic reaction? Lesson 2.2.III: Commerce Leads to War How did commercial rivalries influence diplomacy and warfare among European states in the early modern era? Lesson 2.3.II: Popularizing the Enlightenment How did new public venues and print media popularize Enlightenment ideas? Lesson 2.3.III: Enlightenment Challenges the Status Quo How did new political and economic theories challenge absolutism and mercantilism? Lesson 2.3.IV: Impact on Religion During the Enlightenment, how did the rational analysis of religious practices lead to natural religion and the demand for religious toleration? Lesson 2.3.V: Art Reflects Society How did the arts move from the celebration of religious themes and royal power to an emphasis on private life and the public good? Lesson 2.3.VI: Rousseau and Romanticism Lesson 2.4.II: The Consumer Revolution How was the consumer revolution of the 18th century shaped by a new concern for privacy, encourage the purchase of new goods for homes, and create new venues for leisure activities? Lesson 2.4.III: Family By the 18th century, how did family and private life reflect new demographic patterns and the effects of the commercial revolution? Lesson 2.4.IV: Cities and Urban Life How did cities offer economic opportunities? While Enlightenment values dominated the world of European ideas, how were they challenged by the revival of public sentiment and feeling? How did economic opportunities attract increasing migration from rural areas? How did increasing migration from rural areas transform urban life and creating challenges for the new urbanites and their families? Vocabulary Academic Specific (with definitions): ​Identify, analyze, interpret, assess Content Specific (with definitions): Key Concept 2.1 Absolute monarchy James I Peter the Great Philip II, III, and IV Louis XIV Jean­Baptiste Colbert Enlightened monarchs Frederick II Joseph II Catherine the Great Glorious Revolution English Bill of Rights Parliamentary sovereignty The Dutch Republic Oligarchy Holy Roman Empire Peace of Westphalia Prussia Austria Maria Theresa Frederick William I Frederick II Battle of Vienna Dutch War Nine Years’ War War of the Spanish Succession French Revolution Declaration of the Rights of Man and Citizen Civil Constitution of the Clergy Constitution of 1791 Departments Jacobins Maximillien Robespierre Reign of Terror De­Christianization Key Concept 2.2 Market­driven wages and prices Le Chapelier laws Agricultural Revolution Putting­out system Insurance Savings Venture capital Property rights Band of England Transatlantic slave labor system Middle Passage Triangle trade Plantation economies Key Concept 2.3 Enlightenment Voltaire Diderot Scientific Revolution Montesquieu The Spirit of the Laws Cesare Beccaria On Crimes and Punishments John Locke Jean­Jacques Rousseau Natural rights Mary Wollstonecraft Key Concept 2.3 (continued) Masonic lodges Newspapers The ​Encyclopedie Social contract Adam Smith Free trade Physiocrats Francois Quesnay Anne Robert Jacques Turgot Deism Skepticism Atheism David Hume Baron d’Holbach Baroque Diego Velasquez Gian Bernini George Frideric Handel J. S. Bach Bourgeois Dutch art Frans Hals Rembrandt Jan Verneer Neoclassicism Jacques Louis David Pantheon in Paris Key Concept 2.4 Consumer revolution Privacy Boudoir Novels Porcelain Cotton Mirrors Prints Taverns Theaters Opera houses Birth control Urbanization Georges Danton Jean­Paul Marat Committee of Public Safety Haitian Revolution Toussaint L’Ouverture Napoleon Bonaparte Merit system Napoleonic Code Concordat of 1801 Congress of Vienna (1814­15) Olympe de Gouges Marquis de Condorcet Salons Coffeehouses Academies Daniel Defoe Samuel Richardson Henry Fielding Johann Wolfgang von Goethe Jane Austen Romanticism Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: Common assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: European History Grade Level:11 Unit Topic: 1815 to 1914 Duration: 30 68­minute class periods, 27 lessons PA Core Standards: ● CC.8.5.11­12.A­J ● CC.8.5.11­12.A­I Historical Thinking Skills (See AP Course Description): ● I ­ V KEY LEARNING/GOALS/SKILLS (know, understand, do): See Course Description for details regarding historical thinking skills and learning objectives. UNIT ESSENTIAL QUESTION: KEY CONCEPT 3.1 How did the Industrial Revolution spread from Great Britain to the continent? KEY CONCEPT 3.2 How were the experiences of everyday life shaped by industrialization? KEY CONCEPT 3.3 How did the problems of industrialization provoke a range of ideological, governmental, and collective responses? KEY CONCEPT 3.4 How did European states struggle to maintain international stability in an age of nationalism and revolutions? KEY CONCEPT 3.5 How did a variety of motives and methods lead to the intensification of European global control and increased tensions among the Great Powers? KEY CONCEPT 3.6 Texts/Resources/Materials: Textbook readings Primary source documents Handouts/Worksheets Discussion prompts Video Resources Lecture Notes How did European ideas and culture express a tension between objectivity and scientific realism on one hand, and subjectivity and individual expression on the other? Key Concept 3.1 The Industrial Revolution Lesson Essential Questions Key Concept 3.2 Social Impact of Industrialization Key Concept 3.3 The Cost of Industrialism Lesson 3.1.I: British​ ​Industrial Dominance How did Great Britain establish its industrial dominance? Lesson 3.2.I: New Classes How did industrialization promote the development of new classes in the industrial regions of Europe? Lesson 3.3.I: Responses to Industrialism What kinds of ideologies developed and took root throughout society as a response to industrial and political revolutions? Lesson 3.1.II: Industrialism on the Continent Following the British example, how did industrialization take root in continental Europe? Lesson 3.1.III: The Second Industrial Revolution During the second industrial revolution (c. 1870–1914), how did more areas of Europe experience industrial activity, and how did industrial processes increase in scale and complexity? Lesson 3.2.II: Demographic Changes Why did Europe experience rapid population growth and urbanization, and how did that lead to social dislocations? Lesson 3.2.III: Impact on Families Over time, how did the Industrial Revolution alter the family structure and relations for bourgeois and working­class families? Lesson 3.2.IV: Rising Consumerism How did a heightened consumerism develop as a result of the second industrial revolution? Lesson 3.3.II: The Government Response to Industrialism How did governments respond to the problems created or exacerbated by industrialization? Lesson 3.3.III: Popular Movements How did political movements and social organizations respond to the problems of industrialization? Lesson 3.2.V: The Unindustrialized Nations Why did some areas of Europe lag in industrialization? Key Concept 3.5 The Competition of the Great Powers Lesson 3.4.I: The Concert of Europe How did the Concert of Europe (or Congress System) seek to maintain the status quo? Lesson 3.5.I: New Imperialism What motivated European nations in their new imperial ventures in Asia and Africa? Lesson Essential Questions:​ Key Concept 3.6 A Battle of Ideas Lesson 3.6.I: Romanticism How did romanticism brake with neoclassical forms of artistic representation and with rationalism? Lesson 3.4.II: The Concert Breaks Down Lesson 3.5.II: 20th Century Technology Lesson 3.6.II: Realism Key Concept 3.4 The Struggle for Stability How did the breakdown of the Concert of Europe open the door for movements of national unification in Italy and Germany as well as liberal reforms elsewhere? How did industrial and technological developments (i.e., the second industrial revolution) facilitate European control of global empires? Following the revolutions of 1848, how and why did Europe turn toward a realist and materialist worldview? Lesson 3.4.III: Unification of Italy and Germany How did the unification of Italy and Germany transform the European balance of power and lead to efforts to construct a new diplomatic order? Lesson 3.5.III: The Global Impact of Imperialism How did a new relativism in values and the loss of confidence in the objectivity of knowledge lead to modernism in intellectual and cultural life? How did imperial endeavors significantly affect society, diplomacy, and culture in Europe and create resistance to foreign control abroad? Lesson 3.6.III: Relativism Vocabulary Academic Specific (with definitions): ​Identify, analyze, interpret, assess Content Specific (with definitions): Key Concept 3.1 The Crystal Palace at the Great Exhibition of 1851 Canals and railroads Zollverein Friedrich List’s National System Bessemer process Electricity Telegraph Steamship Streetcars Telephones Internal combustion engine Airplane radio Key Concept 3.2 Factory Act of 1833 Mines Act of 1842 Ten Hours Act of 1847 Parks Sports clubs and arenas Beaches Department stores Museums Theaters Opera houses Advertising Catalogs Ice boxes Refrigerated rail cars Bicycles Chemical industry Automobile The Hungry ‘40s Irish potato famine Russian serfdom Key Concept 3.3 Jeremy Bentham Anti­Corn Law League John Stuart Mill Chartists Flora Tristan Edmund Burke Joseph de Maistre Klemens von Metternich Henri de Saint­Simon Charles Fourier Robert Owen Friedrich Engels August Bebel Clara Zetkin Rosa Luxemburg Mikhail Bakunin Georges Sorel J. G. Fichte Grimm Brothers Guiseppe Mazzini Pan­Slavists Dreyfus Affiar Christian Social Part in Germany Karl Leuger, mayor of Vienna Theodor Herzl Conservatives and Liberals in GB Conservatives and Socialists in France Social Democratic Party in Germany German Social Democratic Party British Labour Party Russian Social Democratic Party Pankhurst Family Barbara Smith Bodichon Sunday School Movement Temperance Movement British Abolitionist Movement Josephine Butler Key Concept 3.4 Greek War of Independence Decembrist Revolt in Russia Polish Rebellion July Revolution in France Crimean War Napoleon III Count Camillo Cavour Otto von Bismarck Revolutions of 1848 Austria­Hungary Alexander II Sergei Witte Peter Stolypin Guiseppe Garibaldi Realpolitik Three Emperors’ League Triple Alliance Reinsurance Treaty Balkans Congress of Berlin 1878 Serbia Bosnia­Herzegovina Annexation Crisis, 1908 First Balkan War Second Balkan War Key Concept 3.5 Minie ball / bullet Breech­loading rifle Machine gun Louis Pasteur’s germ theory Anesthesia Antiseptics Quinine Imperialism Berlin Conference 1884­5 Fashoda crisis 1898 Moroccan crises (1905, 1911) Jules Verne Paul Gauguin Pablo Picasso Vincent Van Gogh Heart of Darkness Pan­German League J. A. Hobson Vladimir Lenin Anti­imperialism Indian Congress Party Zulu Resistance Sepoy Mutiny Boxer Rebellion Meiji Restoration Key Concept 3.6 Romanticism Francisco Goya Caspar David Friedrich J. M. W. Turner John Constable Eugene Delacroix Beethoven Chopin Wagner Tchaikovsky Goethe Wordsworth Lord Byron Percy Shelley John Keats Mary Shelley Victor Hugo Realism Balzac Daumier Dickens Eliot Courbet Dostoevsky Millet Tolstoy Zola Hardy Irrationality Nietzsche Sorel Bergson Max Planck Marie and Pierre Curie Modern art Monet Cezanne Matisse Degas Picasso Van Gogh Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: Common assessment East Pennsboro Area School District Curriculum Unit Map Course/Subject: European History Grade Level:11 Unit Topic: 1914 to the Present Duration: 30 68­minute class periods, 25 lessons PA Core Standards: ● CC.8.5.11­12.A­J ● CC.8.5.11­12.A­I Historical Thinking Skills (See AP Course Description): ● I ­ V KEY LEARNING/GOALS/SKILLS (know, understand, do): See Course Description for details regarding historical thinking skills and learning objectives. UNIT ESSENTIAL QUESTION: KEY CONCEPT 4.1 How did total war and political instability in the first half of the 20th century give way to a polarized state order during the Cold War and eventually to efforts at transnational union? KEY CONCEPT 4.2 How did the stresses of economic collapse and total war engender internal conflicts within European states and create conflicting conceptions of the relationship between the individual and the state, as demonstrated in the ideological battle between liberal democracy, communism, and fascism? KEY CONCEPT 4.3 During the 20th century, how did diverse intellectual and cultural movements question the existence of objective knowledge, the ability of reason to arrive at truth, and the role of religion in determining moral standards? KEY CONCEPT 4.4 Texts/Resources/Materials: Textbook readings Primary source documents Handouts/Worksheets Discussion prompts Video Resources Lecture Notes How did demographic changes, economic growth, total war, disruptions of traditional social patterns, and competing definitions of freedom and justice alter the experiences of everyday life? Lesson Essential Questions Key Concept 4.1 Total War and Its Consequences Key Concept 4.2 The Battle of Ideologies Key Concept 4.3 Que sais­je? Key Concept 4.4 Everyday Life (1914­present) Lesson 4.1.I: World War I How did World War I, which was caused by a complex interaction of long­ and short­term factors, result in immense losses and disruptions for both victors and vanquished? Lesson 4.2.I: Communism in Russia How was the Russian Revolution create a regime based on Marxist–Leninist theory? Lesson 4.3.I: Intellectual Impact of World War I How did the widely held belief in progress begin to break down before World War I? Lesson 4.1.II: The Treaty of Versailles How did the conflicting goals of the peace negotiators in Paris produce a settlement that satisfied few? Lesson 4.2.II: Fascism How did the ideology of fascism gain popularity in an environment of postwar bitterness, the rise of communism, uncertain transitions to democracy, and economic instability? Lesson 4.3.II: Impact of Science and Technology How did science and technology yield impressive material benefits but also cause immense destruction and pose challenges to objective knowledge? Lesson 4.4.I: Suffering and Prosperity How was the 20th century characterized by large­scale suffering as well as tremendous improvements in the standard of living? Lesson 4.2.III: The Great Depression How did the Great Depression undermine Western European democracies and foment radical political responses throughout Europe? Lesson 4.3.III: The Role of Religion How did organized religion continue to play a role in European social and cultural life despite the challenges of military and ideological conflict, modern secularism, and rapid social changes? Lesson 4.1.III: World War II In the interwar period, how did fascism, extreme nationalism, racist ideologies, and the failure of appeasement result in the catastrophe of World War II, presenting a grave challenge to European civilization? Lesson 4.1.IV: The Cold War As World War II ended, how did a Cold War between the liberal democratic West and the communist East begin, lasting nearly half a century? Lesson 4.1.V: Europe Unifies In response to the destructive impact of two world wars, how did European nations begin to set aside nationalism in favor of economic and political integration? Lesson 4.1.VI: Nationalism, Separatism, and Ethnic Cleansing Lesson 4.2.IV: The Welfare State How did postwar economic growth support an increase in welfare benefits? How did subsequent economic stagnation lead to criticism and limitation of the welfare state? Lesson 4.2.V: Eastern Europe Lesson 4.3.IV: Modern Art During the 20th century, how were the arts defined? Lesson 4.4.II: Women How were the lives of women were defined by family and work responsibilities, economic changes, and feminism? Lesson 4.4.III: New Voices What new voices gained prominence in political, intellectual, and social discourse? How did nationalist and separatist movements, along with ethnic conflict and ethnic cleansing, periodically disrupt the post–World War II peace? How were the relationships of Eastern European nations defined by their relationship with the Soviet Union? Lesson 4.1.VII: Decolonization How did the process of decolonization How did Mikhail Gorbachev’s occur over the course of the century with policies lead to the collapse of varying degrees of cooperation, communist governments in interference, or resistance from Eastern Europe and the fall of the European imperialist states? Soviet Union? Vocabulary Academic Specific (with definitions): ​Identify, analyze, interpret, assess Content Specific (with definitions): Key Concept 4.1 Key Concept 4.1 continued Key Concept 4.3 Machine gun Poison gas Barbed wire Submarine Airplane Tank Armenian Genocide Arab revolt against the Turks Japanese aggression in Pacific and China Woodrow Wilson Treaty of Versailles League of Nations Poland Czechoslovakia Hungary Yugoslavia Fascism Extreme nationalism Weimar Republic Remilitarization of Rhineland Italian invasion of Ethiopia Annexation of Austria Munich Agreement Nazi­Soviet Non­Aggression Pact Blitzkrieg Anti­Semitism Nuremberg Laws Wannsee Conference Auschwitz United Nations Iron Curtain Arms race Korean War Flemish Bosnian Muslims Albanian Muslims of Kosovo Decolonization Mandate system Oil Lebanon and Syria Iraq Palestine Indian National Conference Algeria’s National Liberation Front Ho Chi Minh’s Viet Minh Sukarno in Indonesia Heisenberg Schrodinger Fermi Bohr Eugenics Birth control Abortion Fertility treatments Genetic engineering Nuclear proliferation Bonhoffer Niemoller Pope John Paul II Solidarity Second Vatican Council Cubism Futurism Dadaism Surrealism Abstract Expressionism Pop Art Bauhaus Modernism Postmodernism Stravinsky Schoenberg Strauss Key Concept 4.2 Russian Revolution February/March Revolution Petrograd Soviet Bolshevik Revolution Collectivization Five­Year Plans Stalin Great Purges Gulags Liquidation of the kulaks Propaganda Mussolini Hitler Key Concept 4.4 “lost generation” Globalization Computer Cell phone Internet Feminism Simone de Beauvoir Second­wave feminism Neonatalism Subsidies for large families Child­care facilities The pill Scientific means of fertilization Margaret Thatcher Mary Robinson Edith Cresson Green parties Sustainability Gay and lesbian movements 1968 Guest worker programs French National Front Austrian Freedom Party Vietnam War Yom Kippur War Afghanistan War NATO INF World Bank GATT WTO COMECON Warsaw Pact EEC, Common Market European Union Ethnic cleansing Ireland Chechnya Basque (ETA) Franco Spanish Civil War Great Depression Keynesianism Cooperative social action in Scandinavia Popular Front Marshall Plan Mikhail Gorbachev Perestroika glasnost Kafka Joyce Remarque Woolf Sartre Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments: Common assessment Board Approved 9­21­2015