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AP European History Syllabus
School Year: 2015-2016
Certificated Teacher: Click here to enter text.
Desired Results
Course Title (example: Geometry A and B): AP European History A and B
Credit:
one semester (.5)
X
two semesters (1.0)
Prerequisites and/or recommended preparation (example: Completion of Algebra 1):
None
Estimate of hours per week engaged in learning activities:
5 hours of class work per week per 18 week semester
Instructional Materials:
All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s
online course. The online course is accessed via login and password assigned by student’s school (web account) or
emailed directly to student upon enrollment, with the login website.
Other resources required/Resource Costs:
1. Access to the course textbook, “The Making of the West: Peoples and Cultures, AP Edition
2. All other resources will be teacher-made or from free websites, such as the “Internet Modern History
Sourcebook” and “Hanover Historical Texts Project.”.
Course Description:
AP European History is a challenging college-level course that is structured around the investigation of five course
themes and 19 key concepts in four different chronological periods from the Renaissance to the present. Besides
covering the relevant historical facts from these eras and linking these facts to the analysis of the themes, the
course requires you to master nine historical thinking skills. During the year, you will be provided with the
opportunity to examine primary sources, such as documentary material, pictorial and graphic materials, maps,
political cartoons, statistical tables, and works of art. In addition, you will be provided with exposure to both to
factual narrative and to the interpretations of European history from the perspectives of a variety of different
writers and historians. Historiography is the history of history. You will be examining how people hav e thought
about and written about historical events over the course of time. You will also be provided with the opportunity
to develop your analytical and interpretive writing skills, practicing short answer questions as well as document based and thematic free response style essays often. Besides the short answer questions, you will be writing at
least one essay in every unit.
Themes that are Addressed in the Course

Interaction of Europe and the World

Poverty and Prosperity

Objective Knowledge and Subjective Visions

States and Other Institutions of Power

Individual and Society
Historical Thinking Skills (Organized by Skill Type) that are Addressed in the Course




Chronological Reasoning
o
Historical Causation
o
Patterns of Continuity and Change over Time
o
Periodization
Comparison and Contextualization
o
Comparison
o
Contextualization
Crafting Historical Arguments from Historical Evidence
o
Historical Argumentation
o
Appropriate Use of Relevant Historical Evidence
Historical Interpretation and Synthesis
o
Interpretation
o
Synthesis
Enduring Understandings for Course:
1. Apply historical inquiry skills to the five course themes for each of the four units
2. Describe the impact of the Interaction of Europe and the World on both European and non-European
civilizations from 1450 to the present
3. Describe the ways in which poverty and prosperity have resulted from and influenced political and economic
policy from 1450 to the present
4. Analyze the objective and subjective visions of the world that influenced thinking from 1450 to the present
5. Understand the forms that European governments and other institutions of power have taken from 1450 to the
present and how and why they changed over time
6. Analyze the ways in which governments moved toward or reacted against representative and democratic
principles and practices and the reasons for these shifts
7. Describe how and why the status of specific groups within society has changed over time from 1450 to the
present
8. Analyze the forms that family, class, and social groups have taken from 1450 to the present and how they have
changed over time
Course Learning Goals (including WA State Standards, Common Core Standards, National Standards):
What is the key knowledge and skill needed to develop the desired understandings?
Unit 1, Part 1: Review of Late Medieval Europe & the Renaissance
Content Standards:
1. Social Studies Skills: 5.1.1: Understands the consequences of a position on an event in world history
2. Economics 2.1.1: Analyzes how the costs and benefits of economic choices have shaped events in
world history
3. Geography 3.1.2: Identifies major world regions and understands their cultural roots
Unit 1, Part 2: Europe Expands & Divides: Overseas Discoveries, Economic Change, & the Protestant
Reformation
Content Standards:
1. Geography 3.1.1: Understands how the geography of expansion and encounter has shaped global
politics and economics.
2. Economics 2.1.1: Analyzes how the costs and benefits of economic choices have shaped events in
world history
3. Social Studies Skills: 5.1.1: Understands the consequences of a position on an event in world history
4. Social Studies Skills: 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching
an event in world history
5. Geography 3.1.2: Identifies major world regions and understands their cultural roots
6. Geography 3.2.3: Understands the causes and effects of voluntary and involuntary migration in world
history
7. History 4.1.2: Understands how the theme, “Global Expansion and Encounter,” helps to define this era
in world history
Unit 1, Part 3: A Century of Crisis for Early Modern Europe
Content Standards:
1. Social Studies Skills: 5.1.1: Understands the consequences of a position on an event in world history
2. Social Studies Skills 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching
an event in world history
3. Social Studies Skills: 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
Unit 2, Part 1: The Age of Absolutism
Content Standards:
1. Civics: 1.2.3: evaluates the impact of various forms of government on people in world history
2. History 4.2.1: Analyzes how individuals and movements have shaped world history
3. Social Studies Skills 5.1.2: evaluates the precision of a position on an event in world history
4. Social Studies Skills 5.2.1: Creates and uses research questions that are tied to an essential question to
focus inquiry on social studies issues and historical events
Unit 2, Part 2: The Scientific Revolution and Enlightenment
Content Standards:
1. Civics: 1.2.3: evaluates the impact of various forms of government on people in world history
2. History 4.2.1: Analyzes how individuals and movements have shaped world history
3. Social Studies Skills 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
4. Social Studies Skills 5.1.2: evaluates the precision of a position on an event in world history
Unit 2, Part 3: The French Revolution & Napoleonic Era
Content Standards:
1. Civics: 1.2.3: evaluates the impact of various forms of government on people in world history
2. History 4.2.1: Analyzes how individuals and movements have shaped world history
3. Social Studies Skills 5.1.1: Analyzes consequences of positions on an issue or event
4. Social Studies Skills 5.2.2: Evaluates the validity and reliability and credibility of sources when
researching an issue or event
5. History 4.1.1: Analyzes change and continuity within a historical time period
Unit 3, Part 1: The Industrial Revolution and its Consequences: The Rise of Liberalism, Marxism,
Socialism, & Revolution
Content Standards:
1. History 4.2.1: Analyzes how individuals and movements have shaped world history
2. Social Studies Skills 5.1.1: Analyzes consequences of positions on an issue or event
3. Social Studies Skills 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
4. History 4.1.1: Analyzes change and continuity within a historical time period
Unit 3, Part 2: Nationalism & the Building of Nations
Content Standards:
1. Civics 1.3.1: Analyzes the relationships and tensions between national interests and international
issues in world history
2. History 4.3.2: Analyzes the multiple causal factor of conflicts in world history
3. Geography 3.2.2: Understands and analyzes examples of ethnocentrism
Unit 3, Part 3: International Industrialization & Competition, New Imperialism, & Late 19th Century
Challenges to the Middle Class
Content Standards:
1. Civics 1.3.1: Analyzes the relationships and tensions between national interests and international
issues in world history
2. History 4.3.2: Analyzes the multiple causal factor of conflicts in world history
3. Social Studies Skills 5.1.1: Understands the consequences of a position on an event in world history
4. Social Studies Skills 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
5. History 4.2.3: Analyzes and evaluates how technology and ideas have shaped world history
6. Geography 3.2.2: Understands and analyzes examples of ethnocentrism
Unit 4, Part 1: World War I, the Russian Revolution, the Interwar Years, & World War II
Content Standards:
1. Civics 1.3.1: Analyzes the relationships and tensions between national interests and international
issues in world history
2. History 4.3.2: Analyzes the multiple causal factor of conflicts in world history
3. Social Studies Skills 5.1.1: Understands the consequences of a position on an event in world history
4. Social Studies Skills 5.2.2: Evaluates the validity and reliability and credibility of sources when
researching an issue or event
5. Social Studies Skills 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
6. Social Studies Skills 5.3.1: Evaluates one’s own viewpoint and the viewpoints of others in the context of
a discussion
7. Economics 2.2.1: Understands and analyzes how planned and market economies shape the production,
distribution, and consumption of goods, services, and resources
Unit 4, Part 2: The Cold War and Modern Europe
Content Standards:
1. History 4.2.2: Analyzes how cultures and cultural groups have shaped world history
2. History 4.4.1: Analyzes how an understanding of world history can help us prevent problems today
3. Social Studies Skills 5.1.1: Understands the consequences of a position on an event in world history
4. Social Studies Skills 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching
an event in world history
5. Geography 3.2.1: Understands and analyzes the interactions between humans and the environment
across the world
6. Social Studies Skills 5.4.1: Evaluates multiple reasons or factors to develop a position paper or
presentation
7. Economics 2.3.1: Analyzes the costs and benefits of government trade policies
8. History 4.3.1: Analyzes and interprets historical materials from a variety of perspectives
Unit 5: The Global World
Content Standards:
1. Economics 2.2.2: Analyzes how and why countries specialize in the production of particular goods and
services
2. Economics 2.4.1: Analyzes and evaluates how people across the world have addressed issues involved
with the distribution of resources and sustainability
3. Geography 3.2.1: Analyzes and evaluates human interaction with the environment across the world in
the past or present
Evidence of Assessment
Performance Tasks: Throughout the curriculum, different performance tasks will be used to assess student learning
and progress. In each unit there will be numerous reading and writing activities as well as visual lectures about
history. The performance tasks will also ask students to relate concepts over time and even into the present day by
connecting knowledge they already have or will be exposed to. End of unit assessments will include both multiple
choice practice questions from the AP curriculum but also short essay practice to prepare for the different free
response questions the students will see on the AP exam in the spring. The final unit will be a culminating review
project as well as connecting their learning to present day situations.
Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):
The curriculum will also include self-assessments and access to the grading rubrics on how to score the AP free
response sections so students can get a feel for what is required to be successful. The end of course test will
include a practice test for the AP exam. Other assessments will include district required reading texts for world
history in the first three quarters.
Other evidence that will be collected to show student understanding will be individual self-assessments for each unit
as well as reflections on discussion board dialogue/questions with the class. There will be in-person proctoring for
end of unit tests.
Types of Learning Activities
Indicate from the table below all applicable learning strategies that may be used in the course.
Direct Instruction
X Structured
Overview
_ _X_ _Mini
presentation
_ _Drill & Practice
_ _X_ Demonstrations
(Document Analysis)
_ _X_ _Other (Video
and Web-based
Resources)
Indirect
Instruction
Experiential
Learning
Independent Study
Interactive
Instruction
_ _X_ _Problembased
_ _Case Studies _
X _Inquiry
_ _Reflective
Practice
_ _X_ _Project
_ _X_ _Paper
_ _Concept
Mapping
_ _Other (List)
_ _X_ _ Virt. Field
_X_ _Essays
Self-paced
computer
_Journals
_Learning Logs
_Reports
_Directed Study
_ _X_ _Research
Projects
X _Discussion
_X_ _Debates
X _Role Playing
_Panels
_Peer Partner
Learning
Trip
_ Experiments
_X_ _Simulations
_X_ _Games
_Field Observ.
X _Role-playing
_Model Bldg.
_Surveys
_Other (List)
_ X _Other Art and
Document Analysis)
_Project team
_Laboratory Groups
_Think, Pair, Share
_Cooperative
Learning
_Tutorial Groups
_X_ _Interviewing
_Conferencing
X _Other (Online
Socratic Seminar)
Other:Click here to enter text.
Learning Activities
Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of
performance tasks, activities and assessments by semester, unit, and weeks.
These learning activities are aligned with the successful completion of the course learning goals and progress
towards these learning activities will be reported monthly on a progress report.
1st Semester AP European History A Learning Activities
Unit 1, Part 1: Review of Late Medieval Europe & the Renaissance
Duration: 2.5 weeks
Essential Understandings:
1. The worldview of European intellectuals shifted from one based on ecclesiastical and classical authority to one
based primarily on inquiry and observation of the natural world.
2. The struggle for sovereignty within and among states resulted in varying degrees of political centralization.
Essential Questions:
1. How did a revival of classical texts lead to new methods of scholarship and new values in both society and
religion?
2. How did the invention of printing promote the dissemination of new ideas?
3. In what ways did the visual arts incorporate the new ideas of the Renaissance and how were the arts used to
promote personal, political, and religious goals?
4. How did new ideas in science based on observation, experimentation, and mathematics challenge classical
views of the cosmos, nature, and the human body?
5. In what ways did the new concept of the sovereign state and secular systems of law play a central role in the
creation of new political institutions?
6. To what extent did the competitive state system lead to new patterns of diplomacy and new forms of warfare?
7. How did the competition for power between monarchs and corporate groups produce different distributions of
governmental authority in European states?
Student Learning Targets:
SWBAT:
1. Understand the ways in which the new appreciation of classical civilization and the rediscovery of classical
literature created new approaches to life and furthered the values of secularism and individualism.
2. Explain how the humanist revival of Greek and Roman texts, spread by the printing press, challenged the
institutional power of universities and the Roman Catholic Church and shift the focus of education away from
theology toward the study of the classical texs.
3. Illustrate ways in which admiration for Greek and Roman political institutions supported a revival of civic
humanist culture in the Italian city-states and produced secular models for individual and political behavior
4. Understand how the invention of the printing press in the 1450’s aided in spreading the Renaissance beyond
Italy and encouraged the growth of vernacular literature, which would eventually contribute to the development
of national cultures
5. Explain how princes and popes, concerned with enhancing their prestige, commissioned paintings and
architectural works based on classical styles that often employed the newly invented technique of geometric
perspective
6. Analyze the ways in which new ideas in science and anatomy, based on observation, experimentation, and
mathematics, challenged accepted views of the cosmos, nature, and the human body.
7. Explain how new monarchies laid the foundation for the centralized modern state by establishing a monopoly
on tax collection, military force, and the dispensing of justice
8. Explain how commercial and professional groups gained in power and played a greater role in political affairs
9. Analyze the ways in which the competition for power between monarchs and corporate groups produced
different distributions of governmental authority in European states
Learning Activities:
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Unit 1, Part 2: Europe Expands & Divides: Overseas Discoveries, Economic Change, & the Protestant Reformation
Duration: 2.5 Weeks
Essential Understandings:
1. Religious pluralism challenged the concept of a unified Europe.
2. Europeans explored and settled overseas territories, encountering and interacting with indigenous populations.
Essential Questions:
1. How did the Protestant and Catholic Reformations fundamentally change theology, religious institutions, and
culture?
2. To what extent did religious reform both increase state control of religious institutions and provide justification
for challenging state authority?
3. In what ways did conflicts among religious groups overlap with political and economic competition within and
among states?
4. Analyze the ways in which European nations were driven by commercial and religious motives and technological
advances to explore overseas territories and establish colonies.
5. How did Europeans use coercion and negotiation to establish overseas empires and trade networks?
6. How did Europe’s colonial expansion lead to a global exchange of goods, flora, fauna, cultural practices, and
diseases which resulted in the destruction of some indigenous civilizations, a shift toward European dominance,
and the expansion of the slave trade?
Student Learning Targets:
SWBAT:
1. Explain the relationship between Renaissance learning trends and religious reform
2. Explain the ideas of the major reformers, such as Martin Luther and John Calvin
3. Explain how the Catholic Reformation was a reaction to the Protestant Reformation
4. Illustrate ways in which monarchs and princes, such as Henry VIII and Elizabeth I, initiated religious reform in an
effort to exercise greater control over religious life and morality in their nations
5. Understand the ways in which issues of religious reform exacerbated conflicts between the monarchy and the
nobility in conflicts such as the French Wars of Religion.
6. Explain how European states sought direct access to gold, spices, and luxury goods as a means to enhance
personal wealth and state power.
7. Understand how Christianity served as a stimulus for exploration as governments and religious authorities
sought to spread the faith and counter Islam, and how it was used as a justification for the physical and cultural
subjugation of indigenous civilizations
8. Compare and contrast the ways in which the Portuguese, Spanish, French, English, and Dutch established
colonies and trading networks and explain how competitions of trade led to conflicts and rivalries among these
nations
9. Analyze the impact of European colonial expansion on the New World, explaining how the African slave trade
expanded in response to the establishment of a plantation economy in the Americas and how the Columbian
Exchange created opportunities for Europeans while leading to the subjugation and destruction of indigenous
peoples and their civilizations
Learning Activities:
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Unit 1, Part 3: A Century of Crisis for Early Modern Europe
Duration: 2 Weeks
Essential Understandings
1. European society and the experiences of everyday life were increasingly shaped by commercial and agricultural
capitalism, notwithstanding the persistence of medieval social and economic structures.
Essential Questions:
1. How did the traditions of hierarchy and status persist in Early Modern Europe despite economic changes that
produced new social patterns?
2. How did economic changes begin to alter rural production and power, despite the fact that most Europeans
derived their livelihood from agriculture and oriented their lives around the seasons, the village, or the manor?
3. How did families change as a result of economic changes in Early Modern Europe?
Student Learning Targets:
SWBAT:
1. Explain how the growth of commerce and innovations in banking and finance promoted the growth of urban
financial centers and produced a new economic elite
2. Explain how the price revolution contributed to the accumulation of capital and the expansion of the market
economy through the commercialization of agriculture, which benefited large landowners in Western Europe
3. Analyze the ways in which Europeans responded to economic and environmental challenges.
Learning Activities:
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Unit 2, Part 1: The Age of Absolutism
Duration: 2.5 weeks
Essential Understandings:
1. Different models of political sovereignty affected the relationship among states and between states and
individuals
2. The expansion of European commerce accelerated the growth of a worldwide economic network
Essential Questions:
1. Why did absolute monarchy emerge as the dominant form of government in much of Europe over the course of
the 17th and 18th centuries?
2. What important challenges to absolutism resulted in alternative political systems and why did they emerge?
3. How did dynastic and state interests, along with Europe’s expanding colonial empires, influence the diplomacy
of European states and lead to war around the world?
4. How did European-dominated worldwide economic networks contribute to the agricultural, industrial, and
consumer revolutions in Europe?
5. How did commercial rivalries influence diplomacy and warfare among European states?
Student Learning Targets:
SWBAT:
1. Explain the characteristics of absolute monarchies and understand why did they became the dominant form of
government in the 17th and 18th centuries
2. Compare and contrast constitutionalism and absolutism.
3. Explain how continental and colonial political and commercial rivalries between European dynasties led to
conflicts and wars during the age of absolutism
4. Illustrate ways in which the agricultural revolution and the development of the cottage industry system
changed the world economy during the age of absolutism
5. Explain the characteristics of mercantilism and analyze how it affected the economic and political role of the
state during the age of absolutism
Learning Activities:
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Unit 2, Part 2: The Scientific Revolution & Enlightenment
Duration: 2.5 Weeks
Essential Understandings:
1. The popularization and dissemination of the Scientific Revolution and the application of its methods
to political, social, and ethical issues led to an increased, although not unchallenged, emphasis on
reason in European culture.
2. The experiences of everyday life were shaped by demographic, environmental, medical, and
technological changes.
Essential Questions:
1. How did rational and empirical thought challenge traditional values and ideas?
2. How did Enlightenment intellectuals apply the principles of the scientific revolution to society and human
institutions?
3. How did the increasingly numerous and varied printed materials serve a growing literate public and lead to the
development of public opinion, despite censorship by political and religious institutions?
4. How did new political and economic theories challenge absolutism and mercantilism?
5. How did the arts change during the Enlightenment?
6. How did the rational analysis of religious practices during the Enlightenment lead to natural religion and the
demand for religious toleration?
7. How did new ideas in science promote experimentation and the use of mathematics, which ultimately shaped
the scientific method?
8. To what extent did Enlightenment ideas impact the role of women?
9. How did the Commercial revolution affect the demographic patterns of the 18th century?
Student Learning Targets:
SWBAT:
1. Understand how the use of the scientific method in the sciences led to the desire to apply scientific principles to
other aspects of life during the Enlightenment
2. Understand how new political models based on the concept of natural rights challenged traditional values and
ideas and led to political reform
3. Explain how intellectuals such as Rousseau offered new arguments for the exclusion of women from political
life, despite the principles of equality espoused by the Enlightenment and French Revolution
4. Explain how new institutions and printed materials, such as salons, coffeehouses, newspapers, books, and
pamphlets, increasingly exposed Europeans to Enlightenment culture and cultures outside of Europe
5. Explain how religion was viewed increasingly as a matter of private rather than public concern and illustrate the
ways in which many governments had extended toleration to Christian minorities and, in some states, civil equality
to Jews, by 1800.
6. Analyze pieces of art, showing how artistic movements and literature reflect the outlook and values of
commercial and bourgeois society as well as new Enlightenment ideals of political power and citizenship
Learning Activities:
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2nd Semester AP European History B Learning Activities
Unit: 3, Part 1: The Industrial Revolution and its Consequences: The Rise of Liberalism, Marxism,
Socialism, & Revolution
Duration: 2 Weeks
Essential Understandings:
1. The Industrial Revolution spread from Great Britain to the continent, where the state played a greater role in
promoting industry.
2. The experiences of everyday life were shaped by industrialization, depending on the level of industrial
development in a particular location.
3. The problems of industrialization provoked a range of ideological, governmental, and collective responses.
4. European ideas and culture expressed a tension between objectivity and scientific realism on one hand, and
subjectivity and individual expression on the other.
Essential Questions:
1. What factors led to the industrial dominance of Great Britain in the first industrial revolution?
2. What factors account for the industrialization of western European nations and the continuing dominance of
traditional agricultural societies in the early 19th century?
3. How did industrialization promote the development of new classes in the industrial regions of Europe?
4. How did changing demographic factors lead to rapid population growth, urbanization, and social dislocation
during the industrial revolution?
5. How were family structures and relations altered in bourgeois and working-class families during the industrial
revolution?
6. How did governments, social organizations, and political movements attempt to respond to the problems of
industrialization?
7. How and why did Romanticism break with neoclassical forms of artistic representation and with rationalism,
placing more emphasis on intuition and emotion?
Student Learning Targets:
SQBAT:
1. Identify the political, economic, geographic, and social factors that allowed Great Britain to establish industrial
dominance during the first industrial revolution
2. Analyze the factors that prompted the spread of industrialization to the continent in the early 19 th century
3. Compare and contrast the factors that account for the political, economic, and social differences between
eastern and western Europe in the 19th century.
4. Analyze the class structures created by industrialization and compare and contrast them with those found in
primarily agricultural regions
5. Identify the factors that accounted for rapid population growth, urbanization, and social dislocations during the
late 18th and 19th centuries
6. Analyze the ways in which liberals, Chartists, conservatives, socialists, anarchists, and Marxists attempted to
address the problems created by industrialization.
7. Analyze the ways in which governments responded to the problems created or exacerbated by industrialization.
8. Identify how and why Romanticism broke from classical artistic forms to emphasize emotion, nature,
individuality, intuition, the supernatural, and national histories in their works.
Learning Activities:
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Unit: 3, Part 2: Nationalism & the Building of Nations
Duration: 1 week
Essential Understandings:
1. European states struggled to maintain international stability in an age of nationalism and revolutions.
2. The unification of Italy and Germany transformed the European balance of power and led to efforts to construct
a new diplomatic order.
Essential Questions: Click here to enter text.
1. How did the Concert of Europe seek to maintain the status quo through collective action and adherence to
conservatism?
2. 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?
3. What methods were employed in the unification of Italy and Germany and how did their unification transform
the European balance of power?
4. How did nationalism transform the map of Europe in the 19 th century?
Student Learning Targets:
SWBAT:
1. Analyze the causes and consequences of the revolutions of 1848.
2. Analyze the causes and consequences of the Crimean War.
3. Analyze the consequences of the conservative resurgence established at the Congress of Vienna and employed
by the Concert of Europe.
4. Compare and contrast the unification movements in Italy and Germany
Learning Activities:
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Unit 3, Part 3: International Industrialization & Competition, New Imperialism, & Late 19 th Century
Challenges to the Middle Class
Duration: 3 weeks
Essential Understandings:
1. The experiences of everyday life continued to change as a result of expanded industrialization during the 2 nd
industrial revolution.
2. New technologies and means of communication and transportation, including railroads, resulted in more fully
integrated national economies, a higher level of urbanization, and a truly global economic network.
3. Leisure time centered increasingly on the family or small groups, concurrent with the development of activities
and spaces to use that time.
4. In the second half of the 19th century, labor leaders in many countries created unions and syndicates to provide
the working classes with a collective voice, and these organizations used collective action, such as strikes and
movements for men’s universal suffrage to reinforce their demands.
5. Suffragists and feminists petitioned and staged and staged public protests to press their demands for similar
rights for women.
6. Governments responded to the problems created or exacerbated by industrialization by expanding their
functions and creating modern bureaucratic states.
7. A variety of motives and methods led to the intensification of European global control and increased tensions
among the Great Powers.
Essential Questions:
1. How did mechanization and the factory system change the scale and complexity of production during the 2 nd
industrial revolution?
2. How did new technologies and means of communication and transportation, including railroads, affect the
social, political, and economic structure of society during the 2nd industrial revolution?
3. Compare and contrast the 1st and 2nd industrial revolutions.
4. Analyze the ways in which heightened consumerism resulted from the 2 nd industrial revolution.
5. Analyze the ways in which governments responded to the problems created or exacerbated by industrialization,
including reforms, economic changes, and public education.
6. How did political movements and social organization respond to the problems of industrialization?
7. What factors led to the New Imperialism of the 19th century?
8. How did industrial and technological developments facilitate European control of global empires?
9. How did imperial endeavors significantly affect society, diplomacy, and culture in Europe and create resistance
to foreign control abroad?
Student Learning Targets:
SWBAT:
1. Analyze the economic, political, and cultural motivations of European nations in their new imperial ventures in
Asia and Africa.
2. Analyze the ways in which industrial and technological developments facilitated European control of global
empires.
3. Analyze the ways in which imperial endeavors significantly affected society, diplomacy, and culture in Europe
and created resistance to foreign control abroad.
4. Understand the ways in which industrialization and mass marketing increased both the production and demand
for a new range of consumer goods during the 2nd industrial revolution.
5. Understand how new efficient methods of transportation and other innovations improved the distribution of
goods, increased consumerism, and enhanced the quality of life during the 2 nd industrial revolution.
6. Analyze the ways in which industrial and technological developments of the 2 nd industrial revolution facilitated
European control of global empires
7. Analyze the effects of European imperialism on African and Asian populations, especially in the Congo and
China.
Learning Activities:
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Unit 4, Part 1: World War I, the Russian Revolution, the Interwar Years, & World War II
Duration: 6 Weeks
Essential Understandings:
1. Total War and political instability in the first half of the 20th century occurred as a result of the First and Second
World Wars and the Versailles settlement.
2. The stresses of economic collapse and total war engendered internal conflicts within European states and
created conflicting conceptions of the relationship between the individual and the state, as demonstrated in the
ideological battle among liberal democracy communism, and fascism.
3. During the 20th century, diverse intellectual and cultural movements questioned the existence of objective
knowledge, the ability of reason to arrive at truth, and the role of religion in determining moral standards.
4. Demographic changes, economic growth, total war, disruptions of traditional social patterns, and competing
definitions of freedom and justice altered the experiences of everyday life.
Essential Questions:
1. Which factors caused World War I and how did these factors turn a regional dispute into a world war?
2. How and why did a European war become a global conflict?
3. How did the conflicting goals of peace negotiators in Paris pit diplomatic idealism against the desire to punish
Germany and create a settlement that satisfied few people and nations?
4. How did the ideologies and events of the interwar period, such as fascism, extreme nationalism, racist
ideologies, and the failure of appeasement, result in the catastrophe of World War II?
5. What were the causes and consequences of interwar colonial policies?
6. Analyze the causes and consequences of the Russian Revolution (1917).
7. Which factors led to the ideology of fascism during the interwar years and what was its appeal?
8. What were the causes of the Great Depression and how did it undermine Western European democracies and
foment radical political responses throughout Europe?
9. How and why did the widely held belief in progress begin to break down before World War I and how did the
experience of war intensify the sense of anxiety that permeated many facets of thought and culture from 1900 1945?
10. How and why were the arts defined by experimentation, self-expression, and subjectivity during the 20th
century?
11. How and why was the 20th century characterized by large-scale suffering brought on by warfare and genocide?
Student Learning Targets:
SWBAT:
1. Analyze the long- and short-term causes of World War I.
2. How was WWI impacted by the new technologies of the 2nd industrial revolution?
3. Analyze the ways in which Europe’s relationship with the rest of the world shifted with the globalization of
World War I and the overthrow of European empires.
4. Analyze the impact of the Versailles settlement on Europe and the world and assess its impact on the growing
militarism of the interwar years.
5. Assess the reasons for the weakness of the League of Nations.
6. Analyze the ways in which French and British fears of another war, American isolationism, and deep distrust
between Western democratic, capitalist nations and the communist Soviet Union allowed fascist states to rearm
and expand their territory. Give specific examples of the impact of fascism in Spain, Italy, and Germany.
7. Analyze the ways in which racism and anti-Semitism contributed to the Nazis’ attempts to establish a “new
racial order,” culminating with the Holocaust.
8. Assess the causes and effects of the League of Nations’ distribution of former German and Ottoman possessions
to France and Great Britain through the mandate system.
9. Analyze the causes and effects of both Russian revolutions of 1917.
10. Analyze the causes of the Great Depression and explain how did it undermined Western European democracies
and fomented radical political responses throughout Europe.
Learning Activities:
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Unit 4, Part 2: The Cold War and Modern Europe
Duration: 3 Weeks
Essential Understandings:
1. Following World War II, a Cold War erupted between the liberal democratic West and the communist East that
lasted nearly 50 years
2. During the 20th century, diverse intellectual and cultural movements questioned the existence of objective
knowledge, the ability of reason to arrive at truth, and the role of religion in determining moral standards.
3. Demographic changes, economic growth, total war, disruptions of traditional social patterns, and competing
definitions of freedom and justice altered the experiences of everyday life.
4. In response to the destructive impact of two world wars, European nations began to set aside nationalism in
favor of economic and political integration, forming a series of transnational unions that grew in size and scope
over the 2nd half of the 20th century.
5. Postwar economic growth supported an increase in welfare benefits; however, subsequent economic
stagnation led to criticism and limitation of the welfare state.
Essential Questions:
1. How did a Cold War between the liberal democratic West and the communist East begin after World War II and
what factors caused it to last nearly 50 years?
2. Analyze the methods used by the East and the West in the Cold War, including propaganda campaigns, covert
actions, limited “hot wars” in Asia, Africa, Latin America, and the Caribbean, and the nuclear and conventional
arms race.
3. Analyze the ways in which the United States exerted military, political, and economic influence in Western
Europe and the ways in which the Soviet Union exerted military, political, and economic influence in the “Iron
Curtain” nations.
4. Analyze the causes and effects of post-World War II decolonization.
5. Analyze the impact of the collapse of communism in Eastern Europe beginning in 1989 and the collapse of the
USSR in 1991. How did the ensuing end of the Cold War lead to the establishment of capitalist economies
throughout Eastern Europe, the reunification of Germany, the velvet divorce of the Czech Republic and Slovakia,
the dissolution of Yugoslavia, and the formation of the European Union?
6. What were the steps in the political and economic integration of Europe?
7. How did the expansion of cradle-to-grave social welfare programs in the aftermath of World War II,
accompanied by high taxes, become a contentious domestic political issue as the budgets of European nations
came under pressure in the late 20th century?
8. Analyze the ways in which Eastern European nations were defined by their relationship with the USSR and the
impact of Mikhail Gorbachev’s policies on the collapse of communism in Eastern Europe and the USSR.
9. How did the effects of world war and economic depression undermine confidence in science and human reason
and give impetus to existentialism and postmodernism in the post-1945 world?
10. How did science the technology yield impressive material benefits but also cause immense destruction and
raise moral questions that eluded consensus and crossed religious, political, and philosophical perspectives?
11. Analyze the ways in which new movements in the visual arts, architecture, and music demolished existing
aesthetic standards, explored subconscious and subjective states, and satirized Western society and its values.
12. How were the lives and women affected by family and work responsibilities, economic changes, and feminism
in the 2nd half of the 20th century?
13. Analyze the emergence of new voices in political, intellectual, and social discourse in European affairs during
the 2nd half of the 20th century.
Student Learning Targets: What will the students know and be able to do (in student friendly language)?
SWBAT:
1. Explain the causes and effects of the Cold War and the methods used by the superpowers to control their
spheres of influence.
2. Analyze the causes and effects of decolonization.
3. Analyze the causes and consequences of the fall of communism in Eastern Europe and the USSR in the late
1980’s and early 1990’s?
4. Analyze the causes and consequences of the physical reorganization of Europe in the late 20 th century.
5. Explain the costs and benefits of the “welfare state” system found in post-war Europe.
6. Explain how the insecurities of the first half of the 20 th century impacted the artistic and philosophical thinking
of the post-war world?
7. Analyze the changing role of women in the late 20th century.
Learning Activities:
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