Download advanced placement european history

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ADVANCED PLACEMENT EUROPEAN HISTORY
Assessment Plan
THE COURSE
AP EUROPEAN HISTORY COURSE DESCRIPTION & INFORMATION
I.
II.
Overview [for an extensive explanation of the course, please see on Moodle “AP European History: Course,
Exam Description, and Curriculum Framework” OR the much shorter curriculum handout entitled “APEH
Course Redesign Curriculum by Period”]
A.
AP European History focuses on developing students’ abilities to think conceptually about European
history from approximately 1450 to the present and apply historical thinking skills as they learn
about the past. Five themes of equal importance—interaction of Europe and the world, poverty and
prosperity, objective knowledge and subjective visions, states and other institutions of power, and
individual and society—provide areas of historical inquiry for investigation throughout the course.
These require students to reason historically about continuity and change over time and make
comparisons among various historical developments in different times and places. The course also
allows teachers flexibility to teach certain topics of their choice in depth.
B.
AP European History is designed to be the equivalent of a two-semester introductory college or
university European history course.
C.
In addition to providing a basic narrative of events and movements, the goals of the AP program in
European History are to develop:
1.
An understanding of some of the principal themes in modern European history
2.
An ability to analyze both historical evidence and historical interpretations
3.
An ability to analyze and to express historical understanding in writing
Key Themes and Learning Objectives in AP European History
A.
INTERACTION OF EUROPE AND THE WORLD
Students are able to…
1.
Assess the relative influence of economic, religious, and political motives in promoting
exploration and colonization.
2.
Analyze the cultural beliefs that justified European conquest of overseas territories and how
they changed over time.
3.
Analyze how European states established and administered overseas commercial and
territorial empires.
4.
Explain how scientific and intellectual advances — resulting in more effective navigational,
cartographic, and military technology — facilitated European interaction with other parts of
the world.
5.
Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants,
animals, and microbes — on Europe’s economy, society, and culture.
6.
Assess the role of overseas trade, labor, and technology in making Europe part of a global
economic network and encouraging the development of new economic theories and state
policies.
7.
Analyze how contact with non-European peoples increased European social and cultural
diversity and affected attitudes toward race.
8.
Evaluate the United States’ economic and cultural influence on Europe and responses to this
influence in Europe.
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9.
10.
11.
Assess the role of European contact on overseas territories through the introduction of
disease, participation in the slave trade and slavery, effects on agricultural and
manufacturing patterns, and global conflict.
Explain the extent of and causes for non-Europeans’ adoption of or resistance to European
cultural, political, or economic values and institutions, and explain the causes of their
reactions.
Explain how European expansion and colonization brought non-European societies into
global economic, diplomatic, military, and cultural networks
B.
POVERTY AND PROSPERITY
Students are able to…
1.
Explain how and why wealth generated from new trading, financial, and manufacturing
practices and institutions created a market and then a consumer economy.
2.
Identify the changes in agricultural production and evaluate their impact on economic
growth and the standard of living in preindustrial Europe.
3.
Explain how geographic, economic, social, and political factors affected the pace, nature, and
timing of industrialization in western and eastern Europe.
4.
Explain how the development of new technologies and industries, as well as new means of
communication, marketing, and transportation, contributed to expansion of consumerism
and increased standards of living and quality of life in the 19th and 20th centuries.
5.
Analyze the origins, characteristics, and effects of the post–World War II economic miracle
and the economic integration of Europe (the Euro zone).
6.
Analyze how expanding commerce and industrialization from the 16 th through the 19th
centuries led to the growth of cities and changes in the social structure, most notably a shift
from a landed to a commercial elite.
7.
Explain how environmental conditions, the Agricultural Revolution, and industrialization
contributed to demographic changes, the organization of manufacturing, and alterations in
the family economy.
8.
Analyze socialist, communist, and fascist efforts to develop responses to capitalism and why
these efforts gained support during times of economic crisis.
9.
Assess how peasants across Europe were affected by and responded to the policies of
landlords, increased taxation, and the price revolution in the early modern period.
10.
Explain the role of social inequality in contributing to and affecting the nature of the French
Revolution and subsequent revolutions throughout the 19th and 20th centuries.
11.
Analyze the social and economic causes and consequences of the Great Depression in
Europe.
12.
Evaluate how the expansion of a global consumer economy after World War II served as a
catalyst to opposition movements in Eastern and Western Europe.
13.
Analyze how cities and states have attempted to address the problems brought about by
economic modernization, such as poverty and famine, through regulating morals, policing
marginal populations, and improving public health.
14.
Explain how industrialization elicited critiques from artists, socialists, workers’ movements,
and feminist organizations.
15.
Analyze efforts of government and nongovernmental reform movements to respond to
poverty and other social problems in the 19th and 20th centuries.
16.
Analyze how democratic, authoritarian, and totalitarian governments of the left and right
attempted to overcome the financial crises of the 1920s and the 1930s.
C.
OBJECTIVE KNOWLEDGE AND SUBJECTIVE VISIONS
Students are able to…
1.
Account for the persistence of traditional and folk understandings of the cosmos and
causation, even with the advent of the Scientific Revolution.
2.
Analyze how religious reform in the 16th and 17th centuries, the expansion of printing, and the
emergence of civic venues such as salons and coffeehouses challenged the control of the
church over the creation and dissemination of knowledge.
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
D.
Explain how political revolution and war from the 17th century on altered the role of the
church in political and intellectual life and the response of religious authorities and
intellectuals to such challenges.
Explain how a worldview based on science and reason challenged and preserved social order
and roles, especially the roles of women.
Analyze how the development of Renaissance humanism, the printing press, and the
scientific method contributed to the emergence of a new theory of knowledge and
conception of the universe.
Explain how European exploration and colonization was facilitated by the development of
the scientific method and led to a re-examination of cultural norms.
Analyze how and to what extent the Enlightenment encouraged Europeans to understand
human behavior, economic activity, and politics as governed by natural laws.
Explain the emergence, spread, and questioning of scientific, technological, and positivist
approaches to addressing social problems.
Explain how new theories of government and political ideologies attempted to provide a
coherent explanation for human behavior and the extent to which they adhered to or
diverged from traditional explanations based on religious beliefs.
Analyze the means by which individualism, subjectivity, and emotion came to be considered
a valid source of knowledge.
Explain how and why religion increasingly shifted from a matter of public concern to one of
private belief over the course of European history.
Analyze how artists used strong emotions to express individuality and political theorists
encouraged emotional identification with the nation.
Explain how and why modern artists began to move away from realism and toward
abstraction and the non-rational, rejecting traditional aesthetics
STATES AND OTHER INSTITUTIONS OF POWER
Students will be able to…
1.
Explain the emergence of civic humanism and new conceptions of political authority during
the Renaissance as well as subsequent theories and practices that stressed the political
importance and rights of the individual.
2.
Explain the emergence of and theories behind the New Monarchies and absolutist
monarchies, and evaluate the degree to which they were able to centralize power in their
states.
3.
Trace the changing relationship between states and ecclesiastical authority and the
emergence of the principle of religious toleration.
4.
Analyze how new political and economic theories from the 17th century and the
Enlightenment challenged absolutism and shaped the development of constitutional states,
parliamentary governments, and the concept of individual rights.
5.
Assess the role of colonization, the Industrial Revolution, total warfare, and economic
depressions in altering the government’s relationship to the economy, both in overseeing
economic activity and in addressing its social impact.
6.
Explain how new ideas of political authority and the failure of diplomacy led to world wars,
political revolutions, and the establishment of totalitarian regimes in the 20th century.
7.
Explain the emergence of representative government as an alternative to absolutism.
8.
Explain how and why various groups, including communists and fascists, undermined
parliamentary democracy through the establishment of regimes that maintained dictatorial
control while manipulating democratic forms.
9.
Analyze how various movements for political and social equality — such as feminism, anticolonialism, and campaigns for immigrants’ rights — pressured governments and redefined
citizenship.
10.
Trace the ways in which new technologies, from the printing press to the Internet, have
shaped the development of civil society and enhanced the role of public opinion.
11.
Analyze how religious and secular institutions and groups attempted to limit monarchical
power by articulating theories of resistance to absolutism and by taking political action.
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12.
13.
14.
15.
16.
17.
18.
19.
E.
III.
Assess the role of civic institutions in shaping the development of representative and
democratic forms of government.
Evaluate how the emergence of new weapons, tactics, and methods of military organization
changed the scale and cost of warfare, required the centralization of power, and shifted the
balance of power.
Analyze the role of warfare in remaking the political map of Europe and in shifting the global
balance of power in the 19th and 20th centuries.
Assess the impact of war, diplomacy, and overseas exploration and colonization on European
diplomacy and balance of power until 1789.
Explain how the French Revolution and the revolutionary and Napoleonic wars shifted the
European balance of power and encouraged the creation of a new diplomatic framework.
Explain the role of nationalism in altering the European balance of power, and explain
attempts made to limit nationalism as a means to ensure continental stability.
Evaluate how overseas competition and changes in the alliance system upset the Concert of
Europe and set the stage for World War I.
Explain the ways in which the Common Market and collapse of the Soviet Empire changed
the political balance of power, the status of the nation-state, and global political alliances.
INDIVIDUAL AND SOCIETY
Students are able to…
1.
Explain the characteristics, practices, and beliefs of traditional communities in preindustrial
Europe and how they were challenged by religious reform.
2.
Explain how the growth of commerce and changes in manufacturing challenged the
dominance of corporate groups and traditional estates.
3.
Evaluate the role of technology, from the printing press to modern transportation and
telecommunications, in forming and transforming society.
4.
Analyze how and why the nature and role of the family has changed over time.
5.
Explain why and how class emerged as a basis for identity and led to conflict in the 19th and
20th centuries.
6.
Evaluate the causes and consequences of persistent tensions between women’s role and
status in the private versus the public sphere.
7.
Evaluate how identities such as ethnicity, race, and class have defined the individual in
relationship to society.
8.
Evaluate how the impact of war on civilians has affected loyalty to and respect for the
nation-state.
9.
Assess the extent to which women participated in and benefited from the shifting values of
European society from the 15th century onward.
10.
Analyze how and why Europeans have marginalized certain populations (defined as “other”)
over the course of their history.
AP European History Examination
A.
The AP European History Exam is 3 hours and 15 minutes long and includes both a 105-minute
multiple-choice/short-answer section and a 90-minute free-response section. Each section is divided
into two parts, as shown in the table below. Student performance on these four parts will be
compiled and weighted to determine an AP Exam score.
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SECTION
QUESTION TYPE
NUMBER OF
QUESTIONS
TIMING
I
Part A: Multiple-choice
questions
Part B: Short-answer
questions
Part A: Document-based
question
55 questions
55 minutes
PERCENTAGE
OF TOTAL
EXAM SCORE
40%
4 questions
50 minutes
20%
1 question
25%
Part B: Long-essay question
1 question (chosen from a
pair)
55 minutes (includes
a 15-minute reading
period)
35 minutes
II
15%
B.
Time Management—students need to learn to budget their time so that they can complete all parts
of the exam. Time management is especially critical with regard to Section II, which consists of two
essay questions. To assist students in budgeting their time, Section II begins with a 15-minute reading
period during which students are encouraged to read the questions and plan their answers. After the
conclusion of the reading period, students have 75 minutes to write their answers. Time left is
announced, but students are not forced to move to the next question. Students often benefit from
taking a practice exam under timed conditions prior to the actual exam administration.
C.
How Student Learning Is Assessed on the AP European History Exam—the following are general
parameters about the relationship between the components of the curriculum framework and the
questions that will be asked of students on the AP Exam:
1.
Students’ achievement of the thematic learning objectives will be assessed throughout the
exam. Each exam question will explicitly target one or more learning objectives and the
corresponding parts of the concept outline.
2.
Students’ use of the historical thinking skills will be assessed throughout the exam.
3.
Students’ understanding of all four periods of European history will be assessed throughout
the exam.
4.
Students will write at least one essay—in response to either the document-based question or
one of the long essay questions—that examines long-term developments that cross historical
time periods.
5.
The periods will be covered approximately equally on the exam. Coverage of a period may be
accomplished by asking questions in different sections of the exam. For example, the
appearance of a long essay or document-based question on Period 4 might mean that there
are fewer questions addressing that period in the multiple-choice section.
D.
Multiple-Choice Questions
1.
The multiple-choice section will consist of 55 questions, organized into sets of three to five
questions that ask students to respond to stimulus material (i.e., a primary or secondary
source, including texts, images, charts, graphs, maps, etc.). Each multiple-choice question
will address one or more of the learning objectives for the course as well as directly connect
to the concept outline and to one or more course themes. Each question will also test one or
more of the nine historical thinking skills discussed in the curriculum framework, reflecting
the course’s emphasis on the acquisition and application of historical reasoning. While a
question set may focus on one particular period of European history, the individual
questions within that set may ask students to make connections to thematically linked
developments in other periods.
2.
Multiple-choice questions will assess students’ ability to reason about the stimulus material
in tandem with their knowledge of the historical issue at hand. The possible answers for a
multiple-choice question will reflect the level of detail present in the required historical
developments found in the concept outline for the course. Events and topics contained in
the illustrative example lists will not appear in multiple-choice questions unless
accompanied by text that fully explains that topic to students.
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E.
Short-Answer Questions
1.
The short-answer section will consist of four questions that require students to use historical
thinking skills and content knowledge to respond to stimulus material, a historian’s
argument, or a general proposition or question about European history.
2.
As in the multiple-choice section, stimulus material may consist of a primary or secondary
source, including texts, images, charts, graphs, maps, etc. At least two of the four shortanswer questions will include stimulus material. Each short-answer question will directly
address one or more of the thematic learning objectives for the course and assess one or
more of the nine historical thinking skills. Each short-answer question will ask students to
analyze historical developments and/or processes using examples drawn from the concept
outline or other examples explored in depth in classroom instruction. The short-answer
questions may require students to take a position based on the stimulus material presented,
identify a significant cause or effect, or account for differences and similarities in
perspectives, historical developments, etc.
F.
Document-Based Question (See the DBQ Rubric)
1.
The document-based question emphasizes the ability to analyze and synthesize historical
evidence, including textual, quantitative, or visual materials. The question also requires
students to formulate a thesis and support it with relevant evidence. The five to seven
documents accompanying the document-based question are not confined to a single format,
may vary in length, and are chosen to illustrate interactions and complexities within the
material. The diversity of materials—which could include charts, graphs, cartoons, and
works of art alongside written documents—will allow students to assess the value of
different kinds of documents and to call upon a broad spectrum of historical skills. Each
document-based question will focus on one targeted skill—such as causation, continuity and
change over time, or comparison—that varies from year to year.
2.
The document-based question will typically require students to relate the documents to a
historical period or theme and, thus, to focus on major periods and issues. For this reason,
this document-based question will also assess students’ ability to incorporate outside
knowledge related to the question but beyond the specifics of the documents. This ability to
place the documents in the historical context in which they were produced is essential for
student success.
G.
Long Essay Question (See Long Essay Rubric)
1.
To provide opportunities for students to demonstrate what they know best, students will be
given a choice between two comparable long essay options. The long essay questions will
measure the use of historical thinking skills to explain and analyze significant issues in
European history as defined by the thematic learning objectives. As with the documentbased question, student essays will require the development of a thesis or argument
supported by analysis and synthesis of specific, relevant historical evidence. Students will be
expected to illustrate in their responses that they have mastered a targeted skill, such as
continuity and change over time, comparison, causation, or periodization.
2.
Both long essay questions on the exam will target the same skill, which varies from year to
year, and the tasks required of students will be very similar. The questions will address
different chronological periods and topics. Questions will be limited to topics or examples
specifically mentioned in the concept outline but framed to allow student answers to include
in-depth examples, drawn either from the concept outline or from topics beyond the
concept outline discussed in the classroom.
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FIRST UNIT
CHAPTER 1 & 2—THE RENAISSANCE & REFORMATIONS
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Be able to describe the social changes that characterize Renaissance life, particularly alterations in the
economic system, class structure, and family life.
Describe the nature of the Italian state system and how principalities were governed.
Explain the historical events that led to Machiavelli’s theories of statecraft and how his theories differed from
the published works of political theorists before him.
Define Renaissance humanism and show how it reached into all branches of education, politics, learning, and
into the arts.
Describe the new forms of art and architecture the Renaissance introduced and sustained, from the early
works of Masaccio through those of Raphael.
Discuss important political changes during the fifteenth century in Europe.
Detail the character of the Renaissance Papacy and Church, how it developed skills of survival in a difficult
era, and how its practices made it vulnerable to attack by reformers.
Be able to describe the status and character of the Catholic Church just prior to the outbreak of the
Reformation, and show how such things contributed to the breakup of Christianity.
Outline the major points of contention between Martin Luther and the Church, and show why they did not
find a way to compromise and avoid schism.
Discuss the various forms Protestantism took and how these groups became dominant in various parts of
Europe.
Examine the political, social and economic impact of the Reformation and Protestantism on the continent of
Europe.
Describe the Catholic Reformation, show how it responded to Protestant criticism, and how it created the
modern Catholic Church.
Discuss important religion-based wars and political developments in Europe during the sixteenth century.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
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6.
7.
8.
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15.
Pre-test for Student Learning Objectives
Feudalism class simulation
Black Death article
European geography activity
Power of the Past documentary
The Medici (PBS) documentary
Luther (PBS) documentary
Elizabeth: The Body of the Queen documentary
Chart—The Middle Ages vs. the Renaissance
Chart—Renaissance Art: Painting, Sculpture, & Architecture
Chart—The European Reformations: Long-Term & Short-Term Causes
Chart—RCC vs. Mainline Protestantism
Chart—The European Reformations: Groups
Chart—The European Reformations: Effects
Chart—The Golden Ages: Philip II and Elizabeth I
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16. Chart—Age of Religious Warfare & Persecution
17. Quizlets
Assessment: Formative and Summative
1. Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
2. Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
3. Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
4. Summative: Terminology Reviews (knowledge mastery)
5. Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
6. Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
7. Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
8. Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product). The formative focus in this unit will be on what
constitutes a quality historical essay in terms of structure and content.
9. Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). The formative focus in this unit will be on examining the rubric
standards of DBQ writing with a focus on attribution and point of view analysis.
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SECOND UNIT
CHAPTER 3—“OLD IMPERIALISM”
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Be able to explain the motives that fueled Europe’s early modern overseas exploration and expansion and the
new technologies that made it possible.
Describe the way the Portuguese were able to establish an overseas empire and the way it functioned.
Describe the creation and characteristics of the Spanish Empire in the Americas.
Examine the nature and consequences of the slave trade.
Describe the exploration and exploits of the other European powers.
Explain the religious, social, and economic effects of European conquests around the globe on both the
conquerors and those they conquered.
Discuss the economic philosophies that dominated Europe and the way they affected the world economy
Europeans established.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
Guns, Germs, and Steel documentary
Chart—Origins of “Old Imperialism”
Chart—Some Key Individuals of “Old Imperialism”
Chart—Effects of “Old Imperialism”
Quizlets
Assessment: Formative and Summative
1.
2.
3.
4.
5.
6.
7.
8.
9.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Formative focus on this unit will be on a review of attribution and
point of view analysis with special attention to developing “legitimate groups” (see the DBQ Rubric).
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THIRD UNIT
CHAPTER 4—ABSOLUTISM & CONSTITUTIONALISM
Learning Objectives/Standards
1.
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3.
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15.
Be able to analyze the causes and consequences of the witchcraft craze of the seventeenth century.
Discuss the causes, course, and consequences of the Thirty Years’ War.
Describe the absolute monarchy of France, how it was established, how it functioned, and its effects on the
nation.
Discuss the various wars involving France during the reign of Louis XIV.
Explain the decline of Spain, and the rise of both Brandenburg-Prussia and Austria.
Trace the rise of Russia to its status as a world power, giving particular attention to the life and work of Peter
Romanov.
Discuss important aspects of other powers in Europe, such as Poland and the Dutch Republic.
Examine the experience of the English monarchy in the seventeenth century, and show how it survived its
rocky road.
Explain why the seventeenth century saw such a flowering of culture, particularly in art and literature, and
discuss the achievements of its finest figures.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
6.
Versailles documentary
Peter the Great (Land of the Tsars) documentary
Chart—A Case Study in Absolutism: France
Chart—Absolutism in Spain, Prussia, Austria, “Italy,” Russia, the Ottoman Empire, Poland, & the Dutch
Republic
Chart—The Development of Constitutionalism in 17th Century Britain
Quizlets
Assessment: Formative and Summative
1.
2.
3.
4.
5.
6.
7.
8.
9.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Formative focus for this unit will center on developing thesis
statements that meet the “Expanded Core” column (see rubric).
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FOURTH UNIT
CHAPTER 5 & 6—THE SCIENTIFIC REVOLUTION & ENLIGHTENMENT
Learning Objectives/Standards
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25.
Be able to trace the development of the science of astronomy from the work of Copernicus through that of
Kepler, Galileo, and Newton.
Trace the development of the science of medicine from its early, primitive day through the discoveries of
Paracelsus, Vesalius, and Harvey.
Explain the role that women played in the early years of modern science, recalling the obstacles that faced
them.
Describe the competition between science and religion in the seventeenth century, and account for their
inability to find common ground.
Discuss the new scientific method of learning, the role of the scientific societies on its growth and influence,
and the impact it had on European society.
Be able to discuss the ideas and trends that formed the foundation for the Enlightenment.
Outline the assumptions and contributions to historical and human development of the philosophes.
Describe eighteenth century innovations in the visual arts, music, literature, and the writing of history.
Trace the changing attitudes toward social development, particularly crime and punishment, during the Age
of Enlightenment.
Discusses the differences between high culture and popular culture.
Examine the attitude toward religion, both established churches and popular piety, of people great and small
during the Enlightenment period.
Be able to compare and contrast the development of royal power in France and England during the
eighteenth century and how this development affected each nation’s future.
Define “enlightened absolutism” and examine how various rulers in Europe did or did not live up to the
definition in the eighteenth century.
Examine the major policies of European states during the eighteenth century.
Explain the reasons for the War of the Austrian Succession and how it reflected international relations on the
European continent in the eighteenth century.
Describe other important wars of the eighteenth century and discuss their impacts.
Discuss trends in marriage, birthrates, and family life across the continent during the eighteenth century.
Examine the new developments in agriculture, industry, and trade during the century, and show how they
prepared the way for the modern era.
Compare and contrast the lives of peasants, the nobility, and town and city dwellers during the century.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
6.
Galileo documentary
Chart—Scientific Revolution: Period Overview
Chart—Enlightenment Origins, Key Individuals/Groups/Artifacts
Chart—The Enlightenment: High & Low Culture
Chart-- “Enlightened” and Not so Enlightened: Frederick II of Prussia, Joseph II of Austria, and Catherine II of
Russia
Quizlets
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Assessment: Formative and Summative
1.
2.
3.
4.
5.
6.
7.
8.
9.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). At this point of the class, formative focus will be on accurately grading
student examples based on the rubric. To grade a DBQ accurately is to understand what a quality essay looks
like.
P a g e | 13
FIFTH UNIT
CHAPTERS 7 & 8—THE FRENCH REVOLUTION AND “FIRST” INDUSTRIAL REVOLUTION
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Be able to discuss the causes and consequences of the American War for Independence.
Discuss the structure and problems of the Old Regime.
Trace the important events and personalities of the French Revolution from its beginnings to the coup d’etat
that brought Napoleon to power.
Trace the rise of Napoleon and how he restructured France as he redirected the energies of the revolution.
Recount the way Napoleon created his empire, why it did not last, and its effects on nations outside France.
Explain why Britain was the first nation to industrialize and how it was accomplished.
Trace the spread of the industrial revolution onto the continent of Europe and to the United States, and show
how it differed from country to country.
Explain how industrialization affected population growth and life in cities.
Describe the effects industrialization had on class structures and the new ways of life for each of the new
classes.
Outline the various plans of reform offered by people concerned with the working and living conditions of
urban laborers and discuss what happened to each plan.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
6.
7.
French Revolution (History Channel) documentary
Napoleon documentary
Mill Times documentary
Robert Darnton article—What Was so Revolutionary about the French Revolution?
Chart—Some Key Events of the French Revolution & Napoleonic Europe
Chart—25 Reasons Why the First Industrial Revolution was Revolutionary
Quizlets
Assessment: Formative and Summative
1.
2.
3.
4.
5.
6.
7.
8.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
P a g e | 14
9.
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Formative focus will continue on the accurate grading of student
examples and students beginning to write a complete essay in one class period. This process should begin
with students reading the documents before class.
P a g e | 15
TH
CHAPTERS 9 & 10—19
SIXTH UNIT
CENTURY EUROPE: THE AGE OF IDEOLOGIES
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Be able to discuss the order which the victorious powers imposed upon post-Napoleonic Europe and explain
why it was so successful for such a long period of time.
Describe the way the major powers dealt with liberal and nationalistic uprisings in various parts of the
continent during the nineteenth century.
List the primary tenets of the liberalism that challenged the conservative establishment throughout the
century, and determine how successful liberalism was in the challenge.
Discuss the main tenets of conservatism, nationalism, and utopian socialism.
Explain the reasons for and the consequences of the revolutions that swept the continent in 1830 and 1848.
Discuss the major assumptions and characteristics of Romanticism, and show how its various representatives
affected literature, music, and art.
Be able to describe the rise of Louis Napoleon and explain why and how he was able to have such an
influence on France at the middle of the nineteenth century.
Trace the progress of the movement to unify Italy, explaining the effects of ideology, personality, and fortune
in its final success.
Trace the progress of the movement to unify Germany, explaining the effects of ideology, personality, and
fortune in its final success.
Discuss reform efforts in the Austrian Empire, Russia, and Great Britain.
Describe important events in the United States and Canada.
List important changes in the industrial economy.
Explain Karl Marx’s motives and methods as he wrote his books, and account for his certainty that he knew
the future.
Describe the advances in science during the middle and later nineteenth century, and show how these
advances affected European society, including culture.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
Beethoven documentary
Italian Unification Reader’s Theatre
Charles Darwin & the Tree of Life documentary
Karl Marx: The Materialist
Chart—The Age of Ideologies, I: Conservatism, Liberalism, and Nationalism
Chart—Contrasting the Enlightenment and Romanticism
Chart—Developments in Napoleon III’s France, the Unification of Italy, the Unification of Germany, the
Austrian Empire, the Russia of Alexandra II, and the Early Victorian Age
Chart—Karl Marx
Quizlets
Assessment: Formative and Summative
1.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
P a g e | 16
2.
3.
4.
5.
6.
7.
8.
9.
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Formatively assess essential skills: thesis statements, bias and point of
view, and legitimate groups. Do so by peer assessment.
P a g e | 17
SEVENTH UNIT
CHAPTERS 11-13—THE “SECOND” INDUSTRIAL REVOLUTION AND “MASS SOCIETY,” PRE-GREAT WAR
EUROPE, THE GREAT WAR, AND THE RUSSIAN REVOLUTION
Learning Objectives/Standards
1. Be able to describe the Second Industrial Revolution and show how it was different from the First Industrial
Revolution.
2. Delineate the uneven economic development in Europe.
3. Examine the role of women in the workplace and the home, and changes in the nature of family life.
4. Discuss the characteristics of the nineteenth century working class and how it related to national political
parties.
5. Describe the way the Second Industrial Revolution changed the urban environment and thus the lives of
urban dwellers.
6. Discuss the characteristics of the different economic classes.
7. Trace the development of education and leisure activities in the new urban environment and how these
affected nineteenth century families.
8. Compare and contrast political developments in the western and eastern parts of the continent, and explain
why they were so different.
9. Be able to discuss the “intellectual ferment” of the late nineteenth century and the new ideas that competed
for attention.
10. Examine the status of European Jews and why the idea of Zionism proved so appealing to many of them, and
why it was not implemented.
11. Describe the status of women and the struggle for equal rights.
12. Examine the plight of the working classes and how they sought to better their condition.
13. Discuss the important political changes seen in Europe and North America at the turn of the twentieth
century.
14. Explain why Europe pursued a new imperialism toward the end of the nineteenth century and how the
creation of broad empires proved so relatively easy.
15. Discuss how imperialism affected the native inhabitants of the colonies.
16. Describe the regional wars, international rivalries, and intrigues that made it likely there would be a major
war at the beginning of the twentieth century.
17. Be able to outline the conditions that made World War I probable and to explain why and how it began as it
did.
18. Trace the most important turning points in the shifting fortunes of the various nations involved in the war.
19. Describe the effects total war had on the home fronts of the nations engaged on the battlefields.
20. Discuss the Russian Revolution, the nature of the government it brought to power, and the struggle of the
Bolsheviks to defeat its enemies in the ensuing civil war.
21. Discuss and account for the differing attitudes and goals of the Big Four at Versailles, and show how the
differences led to failure.
22. Analyze the peace treaties that ended the war, and show how they gave the world little hope that more wars
could be avoided.
23. Compare causes and/or effects, including between short-term and long-term effects.
24. Analyze and evaluate the interaction of multiple causes and/or effects.
25. Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
26. Analyze and evaluate historical patterns of continuity and change over time.
27. Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
28. Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
Sigmund Freud documentary
“New physics” video clips.
P a g e | 18
3.
4.
5.
6.
7.
8.
9.
10.
11.
The Great War & the Shaping of the 20th Century documentary
The Land of the Tsars documentary
Chart—“First” vs. “Second” Industrial Revolutions
Chart—The Emergence of the “Modern” Consciousness
Chart—The “New Imperialism”
Chart—European Styles of Art (Painting) from the Baroque through Cubism
Chart—The Great War
Chart—The Russian and French Revolutions Compared
Quizlets
Assessment: Formative and Summative
1.
2.
3.
4.
5.
6.
7.
8.
9.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Students should be able to write a DBQ with at least two legitimate
groups in a class period having not seen the documents before.
P a g e | 19
EIGHTH UNIT
CHAPTERS 14 & 15—INTERWAR EUROPE AND WORLD WAR II
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Describe the major characteristics of the 1920s in Europe.
Be able to explain why Europe experienced a great depression in the 1930s and how it affected both domestic
politics in the democracies and international affairs.
Discuss important activities in Europe’s colonies.
Give the common characteristics of the various totalitarian states that emerged between the two world wars.
Describe the history and nature of fascism in Italy.
Trace Adolf Hitler’s rise to power, what methods he used, what conditions made it possible for him to
become Germany’s leader, and how his career affected world history.
Examine the changes in Soviet leadership and policy.
Describe the kind of mass entertainment that attracted people between the wars and how it was used by
some governments to control them.
Discuss the intellectual and cultural trends of the time between the wars, and explain both what inspired
them and their influence on society.
Be able to explain Hitler’s early successes on the diplomatic front and how he was able to prepare for war
without strong enough opposition from the democracies.
Trace the path to war both in Europe and in Asia, and point out the mistakes the democracies made in their
treatment of Hitler.
Describe the Nazi Empire, its structure and policies, and show how Hitler’s philosophy formed and directed
it, particularly the treatment of the Jews.
Show how the war affected civilian populations and how governments mobilized their people to help win the
war.
Discuss the events and attitudes near the end of the war that precipitated the Cold War that followed it.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
4.
5.
Life under Stalin documentary
Life under Hitler documentary
World War II: The World at War documentary
Chart—Some Key Moments in Interwar Europe and World War II
Quizlets
Assessment: Formative and Summative
1.
2.
3.
4.
5.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
P a g e | 20
6.
7.
8.
9.
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product)
P a g e | 21
NINTH UNIT
CHAPTERS 16 & 17—COLD WAR AND CONTMEPORARY EUROPE
Learning Objectives/Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Be able to trace the history of the Cold War from its inception through the mid-1960s.
Explain why the European nations shed their colonies after the war, and show how decolonization affected
both Europe and the parts of the world where their colonies were free.
Describe the major events in the Soviet Empire during this period, and show they affected politics in the
democracies.
Discuss the emergence of the United States as a superpower and how it reacted to global challenges in its
new role.
Describe postwar culture and society, including the welfare state, and show how art, literature, philosophy,
and religion both reflected and molded it.
Discuss the various social movements that experienced strong growth in the latter part of the 1960s and
onward, including the youth protest movement, the permissiveness of sexual mores, the feminist movement,
and the antiwar movement.
Describe the important developments in the Soviet Union and Eastern Europe from 1965 to 1985.
Describe the important developments in Western Europe and the United States from 1965 to 1985.
Trace and explain the important developments in the Cold War from 1965 to 1985.
Discuss the major cultural developments from 1965 to 1985.
Discuss the reforms instituted by Gorbachev and how they affected the Soviet Union.
Describe the way and explain why the Soviet Union dissolved into its several parts, and explain what effect
this had on world affairs.
Examine important developments in Russia, Eastern Europe, Western Europe, and the United States since
1985.
Be able to trace the events that shaped the latter part of the Cold War and those that brought it to an end.
Discuss how various countries have responded to the threat of terrorism.
Describe important social trends since 1985, including the movement for women’s rights and concerns about
immigration.
Examine cultural trends since 1985.
Define the term “digital age” and explain its importance.
Discuss globalization and why it is a significant force in the world.
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as
critique existing interpretations of cause and effect.
Analyze and evaluate historical patterns of continuity and change over time.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Evaluate and synthesize conflicting historical evidence (both primary, secondary, tertiary) to construct
persuasive historical arguments.
Activities/Resources
1.
2.
3.
The Cold War documentary
Chart—The Cold War & Contemporary Europe
Quizlets
Assessment: Formative and Assessment
1.
2.
3.
Formative: Reading Quizzes—Clicker questions/Entrance and exit cards (knowledge mastery, reasoning
proficiency, skills)
Formative and Summative: Class Participation & Discussions (knowledge mastery, reasoning proficiency,
skills, product)
Formative: Student surveys and questionnaires (knowledge mastery, reasoning proficiency, skills)
P a g e | 22
4.
5.
6.
7.
8.
9.
Summative: Terminology Reviews (knowledge mastery)
Formative: Test Reviews—posted on the Moodle web site (knowledge mastery, reasoning proficiency, skills)
Formative: Review games like Password, Jeopardy, or Scattergories (knowledge mastery, reasoning
proficiency, skills)
Summative: Multiple Choice Test (knowledge mastery, reasoning proficiency, skills)
Formative and Summative: Free Response Questions (FRQs)—see “Past FRQs” document on Moodle web site
(knowledge mastery, reasoning proficiency, skills, product)
Formative and Summative: Document Based Questions (DBQs)—see Moodle web site (knowledge mastery,
reasoning proficiency, skills, product). Students should be able to write a DBQ with at least two legitimate
groups in a class period having not seen the documents before.