Download MLHS-Advanced Placement European History

Advanced Placement European History Course Description & Philosophy At Mountain Lakes, we offer three specific HISTORY courses in AP: AP European History, AP United States History, and AP World History. As in the other two courses, AP European History focuses on helping students develop historical thinking skills while they learn the required course content in European history. Staying true to the recent CollegeBoard revisions in each of these courses, AP European History has course themes that foster deep analysis by making connections and comparisons across different topics. AP European History focuses on developing students' abilities to think conceptually about European history from approximately 1450 (the Renaissance) to the present and apply historical thinking skills as they learn about the past. The specific periods that students will explore in AP European History include the following: • Period 1: c. 1450 to c. 1648 • Period 2: c. 1648 to c. 1815 • Period 3: c. 1815 to c. 1914 • Period 4: c. 1914 to the present Within each period, key concepts organize and prioritize historical developments. Themes allow students to make connections and identify patterns and trends over time. Beginning with the 2016 exam, these five themes are (a) interaction of Europe and the World, (b) Poverty and Prosperity, (c) Objective Knowledge and Subjective Visions, (d) States and Other Institutions of Power, and (e) Individual and Society. These themes provide areas of historical inquiry for investigation throughout the course. So, how do students apply these themes to the course content in each period? The answer is simple: utilizing of the CollegeBoard’s official Historical Thinking Skills framework. The historical thinking skills provide opportunities for students to learn to think like historians, most notably to analyze evidence about the past and to create persuasive historical arguments. This course will focus on these practices, enabling us to create learning opportunities for students that emphasize the conceptual and interpretive nature of history. Although you can find an extended description of the framework in the appendix, please know that the skills our students will be utilizing include the following: (a) Chronological Reasoning, (b) Comparison and Contextualization, (c) Crafting Historical Arguments from Historical Evidence, and (d) Historical Interpretation and Synthesis. In conclusion, the curriculum is written as it will be taught: chronologically. Yet, it is important to note that students will be studying the content thematically by utilizing historical thinking skills. Text Reference: • Spielvogel, Jackson. Western Civilization. (6th Edition), 2007. (For Students) • CollegeBoard AP European History Guide & Online Modules. 2015 (For teachers) Revised 2015 Unit 1: The Renaissance & Age of Exploration Essential Questions: What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge? What forms have European governments taken, and how have these changed over time? How and why did Humanists come to value the individual? How and why did Humanists come to value secular models for individual and political behavior? How and why did Northern Humanists come to value new interpretations of Christian doctrine and practice? Why have Europeans sought contact and interaction with other parts of the world? What political, technological, and intellectual developments enabled European contact and interaction with other parts of the world? How have encounters between Europe and the world shaped European culture, politics, and society? What impact has contact with Europe had on non-­‐European societies? What is mercantilism and how did it spark exploration? Objectives: Students will be able to: • Explain how scientific and intellectual advances — resulting in more effective navigational, cartographic, and military technology — facilitated European interaction with other parts of the world. • Analyze how the development of Renaissance humanism and the printing press contributed to the emergence of a new theory of knowledge and conception of the universe. • 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. • Analyze how artists used paintings and sculpture to express individuality and Humanist ideals • Assess the relative influence of economic, religious, and political motives in promoting exploration and colonization. • Analyze how European states established and administered overseas commercial and territorial empires. • Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture. • Assess the role of European contact on overseas territories through the introduction of disease and participation in the slave trade and slavery • Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then a consumer economy. • Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women. • Explain the emergence, spread, and questioning of scientific, technological, and religious approaches to addressing social problems. • Define secularism and 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 (Machiavelli’s The Prince) • Explain the emergence of and theories behind the New Monarchies and evaluate the degree to which they were able to centralize power in their states. • 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. Unit 1 Topic/Content Italian Renaissance Northern Renaissance & Christian Humanism Artistic Renaissance Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Same as above Same as above Same as above 6.2.12.D.2.d Same as above Same as above Same as above Same as above Same as above 6.2.12.D.2.a 6.2.12.A.2.b 6.2.12.B.1.a 6.2.12.B.1.b-­‐
e Visual works of art (Partial list below) Same as above Same as above Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.D.2.a 6.2.12.D.2.d Renaissance Politics & New Monarchies Renaissance tech and the Age of Same as above Same as above Exploration Suggested Resources • Text pp. 327 – 360, 363 -­‐ 366 and 393 -­‐ 400 • Renaissance Sources (Castiglione, Pico della Mirandola, Petrarch, Christine de Pizan, Isabella d’Este) • Machiavelli—excerpts from The Prince • Read SECONDARY excerpts from articles by Burckhardt, Thorndike, and Ferguson for debate (Burckhardt’s “Civilization of the Renaissance in Italy,” Thorndike’s “Renaissance or Prenaissance,” and Ferguson’s “The Renaissance in Historical Thought”); Exploration Issues: Richard Reed “The Expansion of Europe,” M.L. Bush “The Effects of Expansion of the Non-­‐European World,” and Gary Nash “Red, White, and Black” • PBS Film The Medici: Godfathers of the Renaissance • Art by Brunelleschi, Michelangelo, Raphael, Botticelli, da Vinci, Peter Brueghel, van Eyck, Durer 21st Century Skills: Communication After watching art history “talking heads” break down pieces, it is now the student’s turn to do the same. Using Move Note, an interactive way for students to film themselves with an image, students will choose one southern piece of art and one northern piece. Using the artwork, the student will compare and contrast the values and ideals of the society that produced them. Be sure to make note of the artist’s purpose, point of view and intended audience, but don’t dress up like Sister Wendy, please! Differentiation: Evaluate the differing views of the Renaissance held by Jacob Burckhardt and Peter Burke. Do you believe that the Renaissance is a distinct period? Students will have the choice in medium on how to express their view. Unit 2: The Reformation & Wars of Religion Essential Questions: What roles have traditional sources of authority (church and classical antiquity) played in the creation and transmission of knowledge? How and why did Northern Humanists come to value new interpretations of Christian doctrine and practice? How did civil institutions like religion develop apart from governments, and what impact have they had upon European states? Objectives: Students will be able to: • Analyze how religious reform in the 16th and 17th centuries and the expansion of printing challenged the control of the church over the creation and dissemination of knowledge. • Analyze the cultural beliefs that justified European conquest of overseas territories and how they changed over time. • Assess the relative influence of religious motives in promoting exploration and colonization. • Explain how political revolution and war even after the Peace of Augsburg altered the role of the church in political and intellectual life and the response of religious authorities and intellectuals to such challenges. • Analyze how the church promoted artists to express the views of organized religion. • Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. • Assess the impact of war and overseas exploration and colonization due to the religious strife of the 16th and 17th centuries. • Explain the characteristics, practices, and beliefs of traditional communities in preindustrial Europe and how they were challenged by religious reform. Unit 2 Assessment Resources Instructional Technology Integration NJ Topic/Content Method Standards Martin Luther & the *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.D.2.b Reformation AP format sources, secondary discussion, debate SMS (Currently Canvas) *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Spread of the 6.2.12.D.2.d Reformation: Calvin, 6.2.12.D.2.e Anabatists, and Same as above Same as above Same as above Same as above England oh my! Social Impact of the 6.2.12.D.2.d Reformation & Art Same as above Same as above Same as above Same as above Unit 2 Topic/Content Catholic Reformation Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.B.2.a Wars of Religion 6.2.12.D.2.b including France, Same as above Same as above Same as above Dutch, and 30 Years War Suggested Resources • Text pp. 358 – 361, 366 – 391, 401 – 406, 410 – 415 • Textbook primary sources and “Indulgences” Johann Tetzel, “Constitution of the Society of Jesus” by Ignatius of Loyola, Luther’s “Address to the Christian Nobility of the German Nation” and his 95 Theses; Calvin’s “Institutes of the Christian Religion;” • Secondary sources beyond the text including “Political Interpretation of the Reformation” by Geoffrey Elton, “Women in the Reformation” by Boxer and Quatert, • Works of art of Italian Baroque artists including Caravaggio and Bernini 21st Century Skills: Collaboration In a class simulation focusing on the Treaty of Westphalia, students will debate these two questions: how does the treaty connect to the political and religious issues of the HRE of the 16th century? How does the treaty connect to the regional, national, and international political, social, and economic trends? Differentiation: Students will have a choice in grading DBQ essays this unit between the Pilgrimage of Grace (04B) and Peasant’sWar (08A).
The student essays are from national samples. They will use the new 2016 rubric to score the essay they choose to focus on. Unit 3: Globalization 1.0: 17th-­‐Century Economics & the Age of Absolutism Essential Questions: What forms have European governments taken, and how have these changed over time? What were the causes and consequences of economic and social inequality? How has capitalism developed as an economic system? How has the organization of society changed as a result of or in response to the development and spread of capitalism? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? How did civil institutions like nobility develop apart from governments, and what impact have they had upon European states? How and why did changes in warfare affect diplomacy and the European state system? Unit 3 Objectives: Students will be able to: • What forms have family, class, and social groups taken in European history, and how have they changed over time? • Explain the emergence of and theories behind absolutist monarchies and evaluate the degree to which they were able to centralize power in their states (in contrast with New Monarchies) • Analyze the cultural beliefs that justified European conquest of overseas territories and how they changed over time. • Analyze how European states established and administered overseas commercial and territorial empires. • Evaluate the impact of the Columbian Exchange — the global exchange of goods, plants, animals, and microbes — on Europe’s economy, society, and culture. • Assess the role of overseas trade, labor, and technology in making Europe part of a global economic network and in encouraging the development of new economic theories and state policies. • Analyze how contact with non-­‐Europeans increased European social and cultural diversity, and affected attitudes toward race. • Assess the role of European contact on overseas territories through participation in the slave trade and slavery • Explain how European expansion and colonization brought non-­‐European societies into global economic, diplomatic, military, and cultural networks. • Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then a consumer economy. • Define absolutism and 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 • Identify the changes in agricultural production and evaluate their impact on economic growth and the standard of living in preindustrial Europe. • Explain how environmental conditions, the Agricultural Revolution, and industrialization contributed to demographic changes, the organization of manufacturing, and alterations in the family economy. • 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 in Great Britain, the Netherlands and countries where Absolutists ruled • Explain the emergence of representative government as an alternative to absolutism. • 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. • 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. • Assess the impact of war, diplomacy, and overseas exploration and colonization on European diplomacy and balance of power until 1789. • Explain how the growth of commerce and changes in manufacturing challenged the dominance of corporate groups and traditional estates. • Analyze how and why the nature and role of the family has changed over time. Unit 3 Topic/Content 17th-­‐Century Economics from Mercantilism to the Cottage Industry Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.C.1.c 6.2.12.C.1.d 6.2.12.D.1.b Absolutism in Western Europe Same as above Same as above Same as above 6.2.12.A.2.b Absolutism in Eastern Europe Same as above Same as above Same as above 6.2.12.A.2.b Republics & Constitutional Same as above Same as above Same as above 6.2.12.A.2.b Monarchies Dutch Baroque Art & Absolutism Architect Same as above Same as above Same as above Same as above 6.2.12.D.2.d Suggested Resources • Text pp. 408 – 410, 426 – 455, 512 -­‐ 514 • Textbook primary sources excerpts from speeches by Queen Elizabeth, Locke’s Two Treatises on Government, Hobbes’ Leviathan, • Women and Children in the Reformation Era, witchcraft, folk ideas, the role of community and the analysis of 2000 DBQ documents and discussion of the role of rituals and festivals in early modern society. • Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to those ideas. (2011 DBQ) • Students complete their first DBQ: Views on the Poor (2004) 21st Century Skills: Critical Thinking Student Jigsaw tracing the economic and social changes of the early modern period with emphasis on the tension between the growth of capitalism and the persistence of medieval social and economic structures. The changing characteristics of eastern and western Europe – Theme of Patterns of Continuity and Change over Time. Differentiation: Students will have a choice in an artistic interpretation assignment in which they choose an artist. Here is the Baroque
Art vs. the Art of the Dutch Masters task in which students create an Art Tour using the works of Rubens, Rembrandt, Van Eyck, Bernini,
Caravaggio, Artemisia Gentileschi, Velázquez, and/or Pieter Brueghel.
Unit 4: New Thinking during Scientific Revolution and the Enlightenment
Essential Questions: How and why did Europeans come to rely on the scientific method and reason in place of traditional authorities? How have encounters between Europe and the world shaped European culture, politics, and society? What impact has contact with Europe had on non-­‐European societies? How did individuals, groups, and the state respond to economic and social inequality? How and why did thinkers of the age adopt rational thinking and apply it to the events of the age? How did some Enlightenment thinkers promote religious pluralism? Objectives: Students will be able to: • Identify the changes in agricultural production and evaluate their impact on economic growth and the standard of living in preindustrial Europe. • Account for the persistence of traditional and folk understandings of the cosmos and causation, even with the advent of the Scientific Revolution • 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. • Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women. • 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. • Analyze how the development of the printing press and the scientific method contributed to the emergence of a new theory of knowledge and conception of the universe. • 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 religious approaches to addressing social problems. • Explain how and why religion increasingly shifted from a matter of public concern to one of private belief over the course of European history • Explain how civic humanism and new conceptions of political authority during the Renaissance contributed to the political importance and rights of the individual. • Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. • Explain the emergence of representative government as an alternative to absolutism. • 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. • 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. Unit 4 Topic/Content Scientific Method and New Science takes on Astronomy and Medicine Instructional NJ Assessment Resources Method Technology Integration Standards *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.D.2.d AP format sources, secondary discussion, debate SMS (Currently Canvas) *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Women in Scientific 6.2.12.D.2.d Revolution Same as above Same as above Same as above Same as above Science & Religion in 6.2.12.D.2.d th
17 Century Same as above Same as above Same as above Same as above Spread of Scientific 6.2.12.D.2.e Revolution Same as above Same as above Same as above Same as above The Enlightenment 6.2.12.D.2.d Philosophes Same as above Same as above Same as above Same as above Enlightened 6.2.12.A.3.a Absolutism Same as above Same as above Same as above Same as above Enlightenment & 6.2.12.D.2.d Church Same as above Same as above Same as above Same as above Suggested Resources • Text pp. 460 – 484 and 486 -­‐ 511 • Textbook primary sources and excerpts from Bacon’s Novum Organum, Descartes’ Meditation on the First Philosophy, and Locke’s An Essay Concerning Human Understanding, Copernicus’ Revolutions of the Heavenly Spheres, Galileo’s Dialogue Concerning the Two Principal Systems of the World, Bacon’s Novum Organum, Descartes’ Meditation on the First Philosophy, Locke’s An Essay Concerning Human Understanding, and Newton’s Principia, Kant’s What is Enlightenment?, Excerpts from Rousseau’s The Social Contract, Montesquieu’s Spirit of the Laws, Voltaire’s Candide, Smith’s the Wealth of Nations, Bentham’s The Principles of Morals and Legislation, and Beccaria’s On Crimes and Punishments. 21st Century Skills: Critical Thinking & Collaboration Since the Enlightenment section of this unit is reading heavy, students will have to complete a jigsaw in which they focus on these thinkers and their work. To demonstrate their competency, each student will create at least one Enlightenment FakeBook entry in which the profile created (friends, posts, likes, etc) match the historical figure selected. Differentiation: Based on their last DBQ score, students will work on the aspect s/he needs most help in. The specific DBQ for this unit is from 1997 and focuses on Women in Science. Students can also do the Raising a Child DBQ from 2007.
Unit 5: 18th-­‐Cenury Socio-­‐Economics and Cultural Trends during the Ancien Regime Essential Questions: What were the causes and consequences of economic and social inequality? How has the organization of society changed as a result of or in response to the development and spread of capitalism? How did individuals, groups, and the state respond to economic and social inequality? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? Objectives: Students will be able to: • Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then a consumer economy. • 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. • 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 artists used strong emotions to express the mood of the day and political theorists encouraged emotional identification with the nation. • Assess the role of colonization, warfare, and economic bubbles in altering the government’s relationship to the economy, both in overseeing economic activity and in addressing its social impact. • Explain the emergence of representative government as an alternative to absolutism. • 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. • What forms have family, class, and social groups taken in European history, and how have they changed over time? • Explain how the growth of commerce and changes in manufacturing challenged the dominance of corporate groups and traditional estates. Unit 5 Instructional NJ Topic/Content Assessment Resources Method Technology Integration Standards Wars & Diplomacy *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.A.3.a from 1650 -­‐1770 AP format sources, secondary discussion, debate SMS (Currently Canvas) *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Unit 5 Topic/Content Economic Expansion and Social Change Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.A.3.a Ancien Regime: Social Order Same as above Same as above Same as above 6.2.12.A.3.a Art of the 18th Century: Rococo & Same as above Same as above Same as above 6.2.12.D.2.a Neoclassical Suggested Resources • Text pp. 516 -­‐ 548 • Textbook primary sources and Rococo art by Watteau and Fragonard • Secondary sources including “The Ancient Regime: Ideals and Realities,” John Roberts; “The Resurgent Aristocracy,” Leonard Krieger; and “Lords and Peasants,” Jerome Blum • Look at French Nobility DBQ (2007B) 21st Century Skills: Informational Literacy This unit focuses on demographic information from the 18th century. Students are to create infographics on 18th-­‐century society based on infographics from today. Sustainability: In this unit students study the work of Ricardo and Malthus on population and sustainability. They are to apply the historic works with issues and claims made about today’s sustainability. Unit 6: The French Revolution & The Age of Napoleon Essential Questions: How did individuals, groups, and the state respond to economic and social inequality? What forms have European governments taken, and how have these changed over time? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? How and why did changes in warfare affect the European state system and the balance of power? Unit 6 Objectives: Students will be able to: • Explain the role of social inequality in contributing to and affecting the nature of the French Revolution • Analyze how contact with non-­‐European peoples increased European social and cultural diversity, and affected attitudes toward race. • 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. • Explain how political revolution and war during the French Revolution 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. • Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. • 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. • Analyze how various movements for political and social equality — such as feminism — pressured governments to rethink the definition of citizenship. • 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. • 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. • 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 the causes and consequences of persistent tensions between women’s role and status in the private versus the public sphere. Unit 6 Instructional NJ Topic/Content Assessment Resources Method Technology Integration Standards Causes of the French *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.A.3.a Revolution AP format sources, secondary discussion, debate SMS (Currently Canvas) *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Phase 1 of the Revolution: Liberal Same as above Same as above Same as above Same as above 6.2.12.A.3.a Unit 6 Topic/Content Phases 2 & 3 of the Revolution: Radicalization and Directory Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.A.3.a Napoleon & the 6.2.12.A.3.b Republic Same as above Same as above Same as above 6.2.12.A.3.a Napoleon: From 6.2.12.A.3.b Empire to Waterloo Same as above Same as above Same as above 6.2.12.A.3.a Suggested Resources • Text pp. 550 -­‐ 580 • Textbook primary sources and excerpts from ‘The Cahiers: Discontents of the Third Estate”; “What is the Third Estate?” Abbe Sieyes; “The Declaration of the Rights of Man”; “Speech to the National Convention—the Terror Justified,” Maximilien Robespierre; “A Soldier’s Letters to His Mother: Revolutionary Nationalism,” Francois-­‐Xavier Joliclerc • Secondary sources including “The Coming of the French Revolution,” Georges Lefebvre; “The Revolution of the Notables,” Donald Sutherland; “France Under Napoleon: Napoleon as Enlightened Despot,” Louis Bergeron; “Napoleon as Preserver of the Revolution,” George Rude • Image study including Napoleon Crossing the Alps and Bonaparte Visiting the Plague Victims at Jaffa • DBQ options: (1) French Nobility from 2007B and/or (2) French Revolution Calendar from 2008B. 21st Century Skills: Media Literacy After reading the secondary sources, students will answer this question: To what extent did the French Revolution amount to a “Revolution” in economic terms for each of the following groups: nobility, middle class, average person, and women? Differentiation: Student choice for unit speech on Canvas -­‐ (1) Defend the assertion that Napoleon was a “Child of the French Revolution” who spread its ideals throughout Europe OR (2) Explain the development of Nationalism throughout Europe, as a result of Napoleon and the French Empire. Unit 7: The Industrial Revolution Essential Questions: What were the causes and consequences of economic and social inequality? How did individuals, groups, and the state respond to economic and social inequality? How did civil institutions like business and industry develop apart from governments, and what impact have they had upon European states? Objectives: Students will be able to: • Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • Analyze worker efforts to develop responses to capitalism and why these efforts gained support during times of economic crisis. • Explain how industrialization elicited critiques from artists and workers’ movements. • Explain how and why Romantic artists began to move away from neoclassical works • 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. • Explain how the growth of commerce and changes in manufacturing challenged the dominance of corporate groups and traditional estates. • Evaluate the role of technology including industrial innovations and transportation, in forming and transforming society. • Analyze how and why the nature and role of the family has changed over time. • Evaluate the causes and consequences of persistent tensions between women’s role and status in the private versus the public sphere. • Evaluate how identities such as race and class have defined the individual in relationship to society. Unit 7 Instructional NJ Topic/Content Assessment Resources Method Technology Integration Standards Industrial *Quizzes that match AP Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.A.3.c Revolution in Great format sources, secondary discussion, debate SMS (Currently Canvas) Britain *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Spread of Industrialization Same as above Same as above Same as above Same as above 6.2.12.A.3.c Unit 7 Topic/Content Social Impact of Industrialization Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.A.3.d Artistic reaction to Industrialization: Same as above Same as above Same as above Rise of Romantics Suggested Resources • Text pp. 582 – 607 and 636 -­‐ 641 • Textbook primary sources and excerpts from “Sybil, or the Two Nations;” “Self-­‐Help: Middle-­‐Class Attitudes;” “Father Goriot: Money and the Middle Class;” “Woman in Her Social and Domestic Character;” “Women and the Working Class;” “The Making of Economic Society: England, the First to Industrialize;” “The Industrial Revolution in Russia;” “Early Industrial Progress: Progress or Decline;” “The Family and Industrialization in Western Europe”; “Testimony for the Factory Act 1833;” “The Conditions of the Working Class in England;” “On Liberty;” “The Communist Manifesto;” and “Socialist Women: Becoming a Socialist” • Secondary sources including “Early Industrial Society: Progress or Decline,” Patrick Stearns and Herrick Chapman • Image study from various Romantic artists • Documents from Industrial Manchester (2002 DBQ) 21st Century Skills: Media Literacy Using one of various online timeline options, students will create a timeline of the Industrial Revolution in which they define the period separately and appropriately for various European nations or regions and determine what factors differentiate the first and second industrial revolutions. Sustainability: To foster empathy, students will focus on Industrial Reform Movements and examine of charts, graphs, statistics, and demographic analysis of society at that time. Unit 8: Isms, Isms, Isms: 1848 Revolutions, Unification, and a Tenuous Balance of Power Essential Questions: How and why did changes in warfare affect the European state system and the balance of power? How did the concept of a balance of power emerge, develop, and eventually become institutionalized? What forms have European governments taken, and how have these changed over time? How has the organization of society changed as a result of or in response to the development and spread of capitalism? How did individuals, groups, and the state respond to economic and social inequality? How and why did thinkers of the age value liberal, radical and republican emphasis on individual rights? How thinker of the age fostered the idea of Nationalism and employed it during the tumultuous 19th century? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? Objectives: Students will be able to: • Explain the role of social inequality in contributing to and affecting the nature of the “revolutions” of 1848. • Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • 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. • Explain how industrialization elicited critiques from artists, socialists, and workers’ movements. • Explain the emergence, spread, and questioning of scientific, technological, and postivist approaches to addressing social problems. • 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 the mood of the day and political theorists encouraged emotional identification with the nation. • Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. • Explain the emergence of representative government as an alternative to absolutism. • 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. • 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. • 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. • Explain why and how class emerged as a basis for identity and led to conflict in the 19th and 20th centuries. Unit 8 Topic/Content Metternich & Conservative Order Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.A.3.a Isms of Change: Liberalism, early Same as above Same as above Same as above 6.2.12.A.3.a Socialism, and Nationalism 1848 France & Louis Napoleon Same as above Same as above Same as above Same as above 6.2.12.A.3.a Spread of the 1848 Revolutions Same as above Same as above Same as above Same as above 6.2.12.A.3.a Unification of Italy & Germany Same as above Same as above Same as above Same as above 6.2.12.A.3.a Political Changes throughout Europe Same as above Same as above Same as above Same as above 6.2.12.A.3.a Suggested Resources • Text pp. 609 – 627 and 644 -­‐ 667 • Textbook primary sources and excerpts from The Carlsbad Decrees, 1819; “English Liberalism,” Jeremy Bentham; “The Glories of Nature,” William Wordsworth, Art by Gustave Courbet, Literature by Zola; “The Duties of Man,” Giuseppe Mazzini; “Speeches on Pragmatism and State Socialism;” “The Duties of Man;” “Militant Nationalism;” “A Sterner Plan for Italian Unity: Nationalism, Liberalism, and Conservatism;” “German Unification;” and “Syllabus of Errors”; Metternich’s Memoirs, Marx’s Communist Manifesto, Blanc’s The Organization of Labour, Mill’s On Liberty, Malthus’ Essay on the Principle of Population, Ricardo’s The Principles of Political Economy and Taxation, and Robert Owen’s Report to the Committee for the Relief of the Manufacturing Poor • Secondary sources including “German Unification,” Hajo Holborn; • Documents from the following DBQS: Greek Revolution (2001) or Italian Unification (2010) 21st Century Skills: Art Appreciation As part of this unit, students will complete portions of the CollegeBoard lesson: German Unification which focuses on the musical works of Richard Wagner as a musical expression of 19th-­‐century German nationalism. Ethics/Character Ed: Students will create a “character ed” program for a 19th-­‐century school based on one of the “Isms” from the unit. A student may choose to create a model program from the eyes of a liberal, conservative, socialist, or Marxist. The program must have a cover, an “author’s bio” and a one-­‐page summary describing the character education program. You can use the CollegeBoard Marxism lesson as a resource. Unit 9: 19th-­‐Century Socio-­‐Economics and Cultural Trends at the Fin-­‐de-­‐Siecle Essential Questions: How has the organization of society changed as a result of or in response to the development and spread of capitalism? What were the causes and consequences of economic and social inequality? How did individuals, groups, and the state respond to economic and social inequality? How did civil institutions like business and industry develop apart from governments, and what impact have they had upon European states? Objectives: Students will be able to: • What forms have family, class, and social groups taken in European history, and how have they changed over time? • Explain how and why wealth generated from new trading, financial, and manufacturing practices and institutions created a market and then an even more robust consumer economy. • Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • Analyze socialist efforts to develop responses to capitalism and why these efforts gained support during times of economic crisis. • 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. • Explain how industrialization elicited critiques from artists, socialists, workers’ movements, and feminist organizations. • Analyze efforts of government and nongovernmental reform movements to respond to poverty and other social problems in the 19th and 20th centuries. • Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women. • 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 the mood of the day 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 nonrational, rejecting traditional aesthetics. • Assess the role of colonization, the Industrial Revolution, warfare, and economic instability in altering the government’s relationship to the economy, both in overseeing economic activity and in addressing its social impact. • Analyze how various movements for political and social equality — such as feminism, anticolonialism, and campaigns for immigrants’ rights — pressured governments and redefined citizenship. •
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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. Assess the role of civic institutions in shaping the development of representative and democratic forms of government. Evaluate the role of technology, including modern transportation and telecommunications, in forming and transforming society. Analyze how and why the nature and role of the family has changed over time. Explain why and how class emerged as a basis for identity and led to conflict in the 19th and 20th centuries. Evaluate the causes and consequences of persistent tensions between women’s role and status in the private versus the public sphere. Evaluate how identities such as ethnicity, race, and class have defined the individual in relationship to society. •
Unit 9 Topic/Content Science in Age of Reason: Darwin, Freud, Nietzsche, et al Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools NJ Standards 6.2.12.C.3.b 6.2.12.C.3.d 2nd Industrial Revolution Same as above Same as above Same as above 6.2.12.A.3.c Emergence of Mass Society Same as above Same as above Same as above 6.2.12.A.3.d Politics: The National State Same as above Same as above Same as above 6.2.12.C.3.c Art in the Age of Anxiety Same as above Same as above Same as above 6.2.12.D.3.b Suggested Resources • Text pp. 667 – 676, 679 – 705, and 710 -­‐ 730 • Textbook primary sources and excerpts from Jules Ferry’s Appeal to the Build the Second Colonial Empire, 1890; Program of the German Socialist Party, 1891; “Why We Are Militant,” Emmeline Pankhurst; “The Origin of Species and the Descent of Man;” “Social Statics: Liberalism and Social Darwinism;” “Women as Chemists;” “Foundations of the Nineteenth Century: Racism;” and “Judaism in Music: Anti-­‐Semitism” from Western Civilization: Sources, Images, and Interpretations. • Art by Monet, Manet, Van Gogh, Degas, Picasso, Morriset, Cezanne • Documents from the following DBQS: 19th-­‐Century Workers (2012) and 19th-­‐Century Sports (06A) 21st Century Skills: Creativity After researching the Illustrated London News and completing a newspaper scavenger hunt, you and your group will be responsible for creating a Victorian “decade in review” newspaper for the 1890s. Make sure to have the key events from the text identified. Sustainability: Analyze maps of Paris prior to Haussman and the graphics of the changes he made. Explain how they are representative of the new Industrial Revolution (along with new breakthroughs in medicine and sanitation). Unit 10: Globalization 2.0: From Imperialism to the Great War Essential Questions: How did nationalism help spark the Great War? How and why did changes in warfare affect the European state system and the balance of power? How did the concept of a balance of power evolve with the emergence of imperialism?? Objectives: Students will be able to: • 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. • Analyze how contact with non-­‐European peoples increased European social and cultural diversity, and affected attitudes toward race. • Assess the role of European contact on overseas territories through effects on agricultural and manufacturing patterns and global conflict. • Explain how European expansion and colonization brought non-­‐European societies into global economic, diplomatic, military, and cultural networks. • 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 • 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 during the 20th century. • Evaluate how overseas competition and changes in the alliance system upset the Concert of Europe and set the stage for World War I. • Evaluate how the impact of war on civilians has affected loyalty to and respect for the nation-­‐state. • Analyze how and why Europeans have marginalized certain populations (defined as “other”) over the course of their history. Unit 10 Topic/Content New Imperialism in Africa and Asia Instructional NJ Assessment Resources Method Technology Integration Standards *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.A.3.e AP format sources, secondary discussion, debate SMS (Currently Canvas) 6.2.12.B.3.a *Writing tasks that resources (Partial *Various websites and Web 6.2.12.C.3.b match AP format list provided below) 2.0 tools 6.2.12.C.3.d *HW Reading Checks 6.2.12.C.3.e *Student Discussions 6.2.12.D.3.d International Rivalry & Coming War Same as above Same as above Same as above Same as above 6.2.12.D.3.a WWI: From Stalemate to Home Same as above Same as above Same as above Same as above 6.2.12.D.3.a Front Treaty of Versailles Same as above Same as above Same as above Same as above 6.2.12.D.3.a Russian Revolution Same as above Same as above Same as above Same as above 6.2.12.D.3.a Suggested Resources • Text pp. 731 – 745 and 747 -­‐ 779 • Textbook primary sources and excerpts from Jules Ferry’s Appeal to the Build the Second Colonial Empire, 1890; Lenin’s Imperialism, the Highest Stage of Capitalism; Kipling’s The White Man’s Burden; Morel’s The Black Man’s Burden; Cecil Rhodes’ Confession of Faith; and J.A. Hobson’s Imperialism, A Study; Article 231 of Treaty of Versailles (the War Guilt Clause), Austrian Ultimatum, Serbian Reply, German Letter to Austria, Willy-­‐Nicky Telegrams; Excerpts from Lenin’s What is to be Done?; “Does Germany Need Colonies?;” “The White Man’s Burden;” “Controlling Africa: The Standard Contract;” “The Tools of Empire;” and “Gender and Empire”; “Reports from the Front: The Battle for Verdun, 1916;” “Dulce et Decorum Est: Disillusionment;” “The Home Front;” “The Generation of 1914: Disillusionment;” “The Fourteen Points;” “The Origins of World War I: Militant Patriotism;” “Germany and the Coming of War;” “The Revolution in War and Diplomacy;” and “Women, Work, and World War One: Peace and Diplomacy”; “Program of the Provisional Government in Russia;” “April Theses: The Bolshevik Opposition;” “Speech to the Petrograd Soviet – November 8, 1917: The Bolsheviks in Power;” and “The Russian Revolution • Secondary sources including “The Age of Empire,” Eric Hobsbawn; “The Effects of Imperialism,” David Landes; • Documents from the following DBQs: Russian Peasantry (1999) and 1918 Germany (2003) st
21 Century Skills: Information Literacy Students will create a collaborative glossary on their Learning Management System. Each student ill receive designated terms and events and s/he will have to create extensive, multimedia entries for each. In turn the class will then create an entire glossary for all of them to access prior to the unit test. Sustainability: Students will analyze the history and sustainability of one region of Europe that became a touchstone of conflict: Alsace & Lorraine. This DBQ covers the region’s history from1871-­‐1919 and was originally given to students in the 2006 test. Unit 11: Modernity and the Interwar Years Essential Questions: What forms have European governments taken, and how have these changed over time? What were the causes and consequences of economic and social inequality? How did individuals, groups, and the state respond to economic and social inequality? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? How and why did changes in warfare affect the European state system and the balance of power? Objectives: Students will be able to: • Analyze how democratic, authoritarian, and totalitarian governments of the left and right attempted to overcome the financial crises of the 1920s and 1930s. • Explain how geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • Analyze socialist, communist, and fascist efforts to develop responses to capitalism and why these efforts gained support during times of economic crisis. • Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women. • Explain the role of social inequality in contributing to and affecting the nature of revolutions throughout this period • Analyze the social and economic causes and consequences of the Great Depression in Europe. • 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. • Explain how industrialization elicited critiques from artists, socialists, workers’ movements, and feminist organizations. • Analyze efforts of government and nongovernmental reform movements to respond to poverty and other social problems of the early 20th century. • Explain how political revolution and war after World War I altered the role of the church in political and intellectual life and the response of religious authorities and intellectuals to such challenges • Explain how and why modern artists began to move away from realism and toward abstraction and the nonrational, rejecting traditional aesthetics. • Explain how European expansion and colonization brought non-­‐European societies into global economic, diplomatic, military, and cultural networks. • 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 Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. • Assess the role of imperialism, further industrialization, 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. • 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. • Analyze how various movements for political and social equality — such as feminism, anticolonialism, and campaigns for immigrants’ rights — pressured governments and redefined citizenship. • Assess the role of civic institutions in shaping the development of representative and democratic forms of government. Unit 11 Instructional NJ Topic/Content Assessment Resources Method Technology Integration Standards Uncertain Peace & *Quizzes that match AP Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.B.4.a Search for Security format sources, secondary discussion, debate SMS (Currently Canvas) *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions The Great 6.2.12.C.4.a Depression Same as above Same as above Same as above Same as above 6.2.12.A.4.a Upheaval in the Democratic States Same as above Same as above Same as above Same as above 6.2.12.A.4.a Retreat from Democracy & Rise of Same as above Same as above Same as above Same as above 6.2.12.B.4.a Fascism Mass Culture Leisure Same as above Same as above Same as above Same as above 6.2.12.B.4.a Art of the Interwar Year Same as above Same as above Same as above Same as above 6.2.12.B.4.a Suggested Resources • Text pp. 781 -­‐ 813 • Textbook primary sources and excerpts from “Problems of Agrarian Policy in the U.S.S.R.: Soviet Collectivization;” “Report to the Congress of Soviets, 1936: Soviet Democracy” and “Dictatorship in Russia” “The Road Back;” “Restless Days;” “With Germany’s Unemployed;” “Program of the Popular Front;” “The Revolt of the Masses;” “Civilization and Its Discontents;” “The Generation of 1914: Disillusionment;” “Government and the Governed: The Interwar Years;” “The Great Depression in Europe;” “The Doctrine of Fascism;” “‘Mein Kampf” Nazi Propaganda Pamphlet;” “The German Woman and National Socialism;” “The Theory and Practice of Hell: The Nazi Elite;” “Fascism in Western Europe;” “The Rise of Fascism;” and “Hitler and Nazism” •
Secondary sources including Perspectives on Nazi Germany: Klaus Fischer and Daniel Goldhagen Documents from the following DBQs: Weimar Germany (2010A) or Italian Fascist (2002B); Film clips: Leni Riefenstahl, Triumph of the Will and Charlie Chaplin, The Great Dictator 21st Century Skills: Communication Because this is the era of mass communication, students will create a review RADIO performance in which students will be given designated topics that they must use to create an audio accompaniment for the unit. Make sure to incorporate a historical thinking skill theme! Differentiation: Student will reflect on his or her weakness in the DBQ process. Based on that reflection, s/he will choose one of the two aforementioned DBQs and work on that topic. Unit 12: World War II & the Cold War Essential Questions: What forms have European governments taken, and how have these changed over time? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? How and why did changes in warfare affect the European state system and the balance of power? How did the concept of a balance of power evolve with the emergence of nuclear weapons? Objectives: Students will be able to: • Evaluate the United States’ economic and cultural influence on Europe and responses to this influence in Europe. • Assess the role of European contact on overseas territories through effects on agricultural and manufacturing patterns and global conflict. • 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. • 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. • 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. • Analyze the origins, characteristics, and effects of the post–World War II “economic miracle” and the economic integration of Europe (the Euro zone). • Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power during the 20th century. • 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. • Explain why and how class emerged as a basis for identity and led to conflict in the 20th century. • Evaluate how the impact of war on civilians has affected loyalty to and respect for the nation-­‐state. •
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Unit 12 Topic/Content Hitler & Appeasement Course of WWII Nazi New Order Home Front Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Same as above Same as above Same as above Same as above Same as above Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Same as above Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools Same as above Same as above Same as above Same as above Same as above Same as above Same as above NJ Standards 6.2.12.B.4.b 6.2.12.B.4.b 6.2.12.B.4.b 6.2.12.C.4.b 6.2.12.B.4.b 6.2.12.D.4.h 6.2.12.A.5.a 6.2.12.A.5.b 6.2.12.A.5.a Emergence of Cold War From Cold War Crises to Détente Fall of Berlin Wall & Iron Curtain Gorbachev and end of USSR Suggested Resources • Text pp. 815 – 877 and 879 – 893 • Textbook primary sources and excerpts from ““The Berlin Wall,” Jens Reich; Ten Commandments for a Young Czech Intellectual,” 1968; “The Informed Heart: Nazi Concentration Camps;” “Witness to the Holocaust;” “Hitler’s Willing Executioners;” “The Battle of Britain;” and “A German Soldier at Stalingrad”; “Appeasement at Munich Attacked” by George F. Kennan and “The Origins of the Second World War: Appeasement Defended”; “The Truman Doctrine and the Marshall Plan;” “The Cold War: A Soviet Perspective;” “Origins of the Cold War;” “The End of the Cold War;” “After Communism: Causes of the Collapse;” “The Collapse of Communism in Eastern Europe;” • Secondary sources including Two Views on Appeasement: George Kennan and A.J.P. Taylor; Two views on the Collapse of Communism: Robert Heilbroner and Carol S. Leff • Documents from the following DBQ: VichyFrance (2003B) and Solidarity vs. Polish Communism (2014); 21st Century Skills: Critical Thinking Students will make a concept map analyzing the multiple causes of the breakdown of communism. These concept maps will be used to prepare for a four-­‐corner debate concerning the multiple causation and the effects of the fall of communism. Differentiation: Students will choose one of the topics from the unit and create a DBQ for his or her peers. Then s/he will assess the peer response with the AP rubric. Unit 13: New World Order: Fall of Communism, Unification and Immigration Essential Questions: What forms have European governments taken, and how have these changed over time? How has the organization of society changed as a result of or in response to the development and spread of capitalism? What were the causes and consequences of economic and social inequality? How did individuals, groups, and the state respond to economic and social inequality? How has Nationalism affected great events during the 20th century? In what ways and why have European governments moved toward or reacted against representative and democratic principles and practices? How did civil institutions like business and industry develop apart from governments, and what impact have they had upon European states? Objectives: Students will be able to: • What forms have family, class, and social groups taken in European history, and how have they changed over time? • Evaluate the United States’ economic and cultural influence on Europe and responses to this influence in Europe. • 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. • Analyze how contact with non-­‐European peoples increased European social and cultural diversity, and affected attitudes toward race. • 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 geographic, economic, social, and political factors affected the pace, nature, and timing of industrialization in western and eastern Europe. • Analyze the origins, characteristics, and effects of the post–World War II “economic miracle” and the economic integration of Europe (the Euro zone). • Explain the role of social inequality in contributing to and affecting the nature of revolutions throughout this period • 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. • Analyze efforts of government and nongovernmental reform movements to respond to poverty and other social problems of the 20th and 21st centuries. •
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Explain how a worldview based on science and reason challenged and preserved social order and roles, especially the roles of women. Explain how and why religion increasingly shifted from a matter of public concern to one of private belief over the course of European history Explain how and why modern artists began to move away from realism and toward abstraction and the nonrational, rejecting traditional aesthetics. Trace the changing relationship between states and ecclesiastical authority and the emergence of the principle of religious toleration. Analyze how various movements for political and social equality — such as feminism, anticolonialism, and campaigns for immigrants’ rights — pressured governments and redefined citizenship. 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. Assess the role of civic institutions in shaping the development of representative and democratic forms of government. Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power during the 20th century. 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. 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. Analyze how and why the nature and role of the family has changed over time. Evaluate the causes and consequences of persistent tensions between women’s role and status in the private versus the public sphere. Evaluate how identities such as ethnicity, race, and class have defined the individual in relationship to society. Analyze how and why Europeans have marginalized certain populations (defined as “other”) over the course of their history. Unit 13 Topic/Content De-­‐colonization Western Europe: Towards Unity Assessment *Quizzes that match AP format *Writing tasks that match AP format *HW Reading Checks *Student Discussions Same as above Resources Textbook, primary sources, secondary resources (Partial list provided below) Instructional Method Lecture, student discussion, debate Same as above Same as above Technology Integration *Content and tasks linked to SMS (Currently Canvas) *Various websites and Web 2.0 tools Same as above NJ Standards 6.2.12.B.5.d 6.2.12.C.5.f Unit 13 Instructional NJ Topic/Content Assessment Resources Method Technology Integration Standards 1960s and Upheaval: *Quizzes that match Textbook, primary Lecture, student *Content and tasks linked to 6.2.12.A.6.a AP format sources, secondary discussion, debate SMS (Currently Canvas) 6.2.12.A.6.d *Writing tasks that resources (Partial *Various websites and Web match AP format list provided below) 2.0 tools *HW Reading Checks *Student Discussions Family, Gender, and 6.2.12.C.6.a Class at the 21st Same as above Same as above Same as above Same as above 6.2.12.C.6.b Century 6.2.12.C.6.c New Crises: 6.2.12.B.6.a Immigration & Same as above Same as above Same as above Same as above 6.2.12.A.6.c terrorism Recent trends in arts Same as above Same as above Same as above Same as above 6.2.12.D.6.a Suggested Resources • Text pp. 854 -­‐ 877 and 879 -­‐ 911 • Textbook primary sources and excerpts from “The Redstockings Manifesto” by the Redstockings; “British Labor’s Rise to Power,” Harry Laidler; “Declaration Against Colonization,” the UN General Assembly; “The Second Sex,” Simone de Beauvoir; “The Wretched of the Earth”; “The Collapse of Communism in Eastern Europe;” “Terrorism and the Clash of Civilizations;” “The Future After 9-­‐11-­‐01;” “Religious Terrorism;” “The War in Iraq;” “Globalization;” and “Ecological Threats” • Secondary sources including Two Views on Appeasement: George Kennan and A.J.P. Taylor; Two views on the Collapse of Communism: Robert Heilbroner and Carol S. Leff • Documents from the following DBQ: France 1968 (09B) 21st Century Skills: Critical Thinking Following the investigation of the European Union from the European Union (05A) DBQ, students will analyze the ways in which internal migration within the European Union has transformed national identities in the late twentieth and early twenty-­‐first centuries. Ethics: After going through the Late 20th-Century Immigration (2011B) and Changing conceptions of French national identity (2015) DBQs,
student will engage in a group discussion over the degree to which debates over immigration in the early 20th century are similar to, or different than, debates over immigration and migration today.