Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Advanced Placement European History Course Number: 3452 Department: Social Studies Grade(s): 11 & 12 Level(s): Advanced Placement Credit: 1 Course Description Including the study of European history since 1450, this course introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live today. This knowledge provides students with the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. Required Instructional Materials A History of the Modern World, R.R. Palmer, McGraw-Hill, 2002 Completion/Revision Date Revisions Approved by Board of Education on September 21, 2009 Mission Statement of the Curriculum Management Team The mission of the Social Studies Curriculum Management Team is to provide students with the opportunity to gain fundamental understanding of history, civics, economics, cultures, geography, and the social sciences so that they develop into responsible citizens who use analytical reasoning and historical thinking to make informed decisions about the issues that face our nation and world today. Enduring Understandings for the Course Students will understand that: Content Intellectual, cultural, and religious developments impact social values, political events, and regional interactions. Reform, political protest, and revolution extend and limit rights. The growth and evolution of nationalism unifies and divides European society. Commercialization and industrialization affect gender, class, and family structure in European society. The growth of national, regional, and global markets leads to competition among states. Increasing globalization creates cultural and economic interdependence. Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. AP European History Page 1
Skills Understanding history involves identification of an author s point of view. The research process requires the use of a variety of resources to ensure validity. Determining cause and effect relationships is essential. Formulating hypotheses based on a variety of data and source materials enhances problem solving. Organization is critical to acquisition, application, and evaluation of information. Analyzing data is critical for problem solving. Communicating clearly and effectively with both the written and spoken word is essential. Mastering test taking skills is essential to success in the Advanced Placement program. Using technology is an effective tool for collecting, organizing, and presenting information. AP European History Page 2
LEARNING STRAND 1.0 Critical Thinking and Communication Skills NOTE: This learning strand should be taught through the integration of the other learning strands included in this course. It is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S) Students will understand that Understanding history involves identification of an author s point of view. The research process requires the use of a variety of resources to ensure validity. Determining cause and effect relationships is essential. Formulating hypotheses based on a variety of data and source materials enhances problem solving. Organization is critical to acquisition, application, and evaluation of information. Analyzing data is critical for problem solving. Communicating clearly and effectively with both the written and spoken word is essential. Mastering test taking skills is essential to success in the Advanced Placement program. Using technology is an effective tool for collecting, organizing, and presenting information. ESSENTIAL QUESTION(S) How is it determined that information/data is valid? What are the advantages of using primary and secondary sources (including geographical source material)? How does one analyze, evaluate, and utilize a variety of sources? What is the significance of cause and effect relationships? Why is it important to form and test thesis? How does data contribute to problem solving? How is the style of writing influenced by purpose? How can evaluation and reflection improve writing? What is essential to communicating clearly and effectively? How are test taking skills mastered? What is the impact of technology on the learning process? LEARNING OBJECTIVES The student will: 1.1 Evaluate information for its credibility and bias. 1.2 Interpret information from primary and secondary source documents. 1.3 Compose writing pieces that are focused, organized, elaborated, and supported. 1.4 Utilize technology in various capacities. 1.5 Support positions with accurate and relevant information. 1.6 Debate divergent points of view. 1.7 Connect historical and current events to contemporary society and personal experiences. 1.8 Identify and analyze change over time. 1.9 Determine how geography affects INSTRUCTIONAL SUPPORT MATERIALS See other learning strands SUGGESTED INSTRUCTIONAL STRATEGIES Primary source document analysis Writing analytical/evaluative essays Reading historical interpretations Debates Role-plays and simulations Web-based research SUGGESTED ASSESSMENT METHODS Objective exams Free response questions Document-based questions AP European History Page 3
history. Debates Critiques Student presentations Projects AP European History Page 4
LEARNING STRAND 2.0 The Renaissance and Reformation: 1450-1648 ENDURING UNDERSTANINGS Students will understand that: Intellectual, cultural, and religious developments impact social values, political events, and regional interactions. Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. Reform, political protest, and revolution extend and limit rights. LEARNING OBJECTIVES: The student will: 2.1 Assess the causes of the Renaissance. 2.2 Evaluate how Renaissance humanists transformed ideas about the individual s role in society. 2.3 Examine Renaissance art to determine how it reflects the ideas and advancements of the time. 2.4 Assess the Renaissance as a turning point in Western intellectual and cultural tradition. 2.5 Analyze the significance of the printing press to the Renaissance and Reformation. 2.6 Evaluate the impact of the rising middle class on the development of the Renaissance and Reformation. 2.7 Examine political, economic, intellectual, and social causes of the Reformation. ESSENTIAL QUESTION(S) How did the intellectual and cultural developments of the Renaissance impact social values and regional interactions? What were the consequences of the scientific and technological developments of Renaissance society? How did the changing distribution of wealth during the Renaissance shift the social structure? How did the intellectual and religious developments of the Reformation impact social values, political events, and regional interactions? How was the Reformation a consequence of technological developments? How did the changing distribution of wealth in Europe shift the social structure and lead to the Reformation? How did the reforms of the new model monarchs extend and limit the rights of their subjects? What effects did the Religious Wars have on the social values, political events, and regional interactions from 1555-1648? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 The Prince, Niccolo Machiavelli Utopia, Thomas More Scourge of the Black Death, VHS History Channel Da Vinci, A&E biography Michaelangelo, A&E biography AP European History Page 5
2.8 Compare and contrast the reasons that different branches of Protestantism developed. 2.9 Differentiate between the beliefs, practice, and structure of the different Protestant churches. 2.10 Examine the results that the Counter- Reformation had on Catholics. 2.11 Analyze the characteristics of the new monarchies and the factors responsible for their rise during this period from 1450-1550. 2.12 Connect how the rivalries between Catholics and Protestants led to the domestic and international disputes during the Age of Religious Wars. 2.13 Analyze the social, economic, and political reasons for Spain s rise and fall. SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Utilize Renaissance art and architecture to make connections to classical styles Create charts for content comparison Develop a reading strategy and apply level questioning technique from The AP Vertical Teams Guide for Social Studies Think-pair-share using a Free Response Question from previous AP exams Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 6
LEARNING STRAND 3.0 Age of Exploration and the Growth of Nation States: 1450-1740 ENDURING UNDERSTANDING(S) Students will understand that: Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. Commercialization and industrialization affect gender, class, and family structure in European society. The growth of national, regional, and global markets leads to competition among states. Increasing globalization creates cultural and economic interdependence. Reform, political protest, and revolution extend and limit rights. LEARNING OBJECTIVES The student will: 3.1 Examine how economic, technological, political, and religious factors promoted exploration. 3.2 Analyze the cultural and economic interactions between Europe and the Western Hemisphere as a result of exploration and settlement. 3.3 Evaluate the political, economic, and social consequences of exchanges between the old and new world. 3.4 Trace the evolution of mercantilism and why it was endorsed by many European nations. 3.5 Assess how mercantilism impacted the European balance of power from1640-1763. 3.6 Analyze the political, economic, and social causes of the English Revolution. 3.7 Compare and contrast how the Glorious Revolution extended and limited power in England. ESSENTIAL QUESTION(S) How did scientific and technological developments lead to exploration and transform European society? How did exploration and colonization help shift social structure from hierarchical order to modern social classes in Western Europe? How does the commercial growth caused by exploration and colonization effect class and family structure? How is the Colombian exchange an example of globalization resulting in cultural and economic interdependence? How did the growth of global markets lead to competition among European colonial powers? How did the absolutist state increase the power of the monarch by limiting the rights of people? How did the English Revolution and Glorious Revolution extend and limit rights in England? How did absolutism cause different social structures to develop in Eastern and Western Europe? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS The Mission, VHS/DVD The Return of Martin Guerre, VHS/DVD A World Lit Only by Fire: The Medieval Mind and the Renaissance, William Manchester, 1993. Back Bay Publishers Cromwell, DVD, 1970 www.collegeboard.com AP European History Page 7
3.8 Critique the reign of Louis XIV as a model of absolutism. 3.9 Compare and contrast the political, social, and economic development in Austria, Prussia, and Russia from 1648-1740. 3.10 Identify what caused Western and Eastern European economic and social structures to move in opposite directions. 3.11 Differentiate between the similarities and differences of English and French political, social, and economic institutions from 1713-1740. 3.12 Analyze the extent that the Commercial Revolution transformed the European economy, social structure, and political systems from 1450 to 1740. SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Study art and architecture from Baroque and Neo-classical periods Create charts for content comparison Develop a reading strategy and apply level questioning technique from The AP Vertical Teams Guide for Social Studies Think-pair-share using a Free Response Question from previous AP exams Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 8
LEARNING STRAND 4.0 The Scientific Revolution and The Enlightenment: 1543-1790 ENDURING UNDERSTANDING(S) Students will understand that: Intellectual, cultural, and religious developments impact social values, political events, and regional interactions. Scientific and technological developments affect people s lives and transform societies. Reform, political protest, and revolution extend and limit rights. LEARNING OBJECTIVES The student will: 4.1 Analyze the political, religious, and social causes of the Scientific Revolution. 4.2 Evaluate how developments in scientific thought resulted in new perceptions of the universe and humanity s place within it. 4.3 Assess the impact the empirical method had on scientific discovery. 4.4 Examine how Copernicus, Kepler, Galileo, and Newton challenged religious thought. 4.5 Connect how the concept of natural law in science lead to the principle of natural rights. 4.6 Compare and contrast social contract theories. 4.7 Analyze the impact the philosophes had on European society, politics, and religion. 4.8 Compare and contrast the economic principles of the Physiocrats. 4.9 Evaluate the impact women had on the Enlightenment. 4.10 Assess the extent to which Enlightened Despots incorporated Enlightenment ideas into their policies. ESSENTIAL QUESTION(S) How did intellectual, technical, and religious developments lead to the Scientific Revolution? How did scientific and technological developments impact people s worldview? In what ways did the discoveries of the Scientific Revolution effect the social and intellectual values of Enlightenment thinkers? How did the intellectual developments of the Enlightenment change how individuals viewed their role in society? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS www.collegeboard.com SUGGESTED INSTRUCTIONAL STRATEGIES Primary/secondary source analysis Role-play a salon in Paris circa 1750 Write a century newspaper for the 1700 s Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Create charts for content comparison Develop a reading strategy and apply level questioning technique from The AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Debate divergent points of view AP European History Page 9
Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 10
LEARNING STRAND 5.0 The Age of Revolutions: 1776-1848 ENDURING UNDERSTANDING(S) Students will understand that: Intellectual, cultural, and religious developments impact social values, political events, and regional interactions. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. Reform, political protest, and revolution extend and limit rights. Scientific and technological developments affect people s lives and transform societies. Commercialization and industrialization affect gender, class, and family structure in European society. LEARNING OBJECTIVES The student will: 5.1 Analyze the causes of the French Revolution. (social, political, intellectual, economic) 5.2 Examine the different stages of the French Revolution and the extent to which each social group achieved their goals. 5.3 Distinguish the differences in culture, social hierarchy, and government in Eastern and Western Europe. 5.4 Rank-order the long term consequences of the French Revolution and Napoleon on European history. 5.5 Evaluate Napoleon s reign Child of the Enlightenment Enlightened Despot first modern dictator 5.6 Evaluate how the settlement of the Congress of Vienna shaped European politics from 1815-1848. 5.7 Trace the origins and evolution of European conservatism, liberalism, socialism, and nationalism as political movements during the nineteenth century. 5.8 Analyze the reasons for the successes and failures of the Revolutions of 1830 and 1848 in Europe and Latin America. ESSENTIAL QUESTION(S) How did the intellectual developments of the Enlightenment lead to political revolutions from 1789 to 1848? What were the causes of the revolutions from 1789 to 1848? Did the reforms and revolutions between 1789 and 1848 extend or limit individual rights? How did industrialization impact society? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS A Tale of Two Cities, Charles Dickens Millennium, PBS Les Miserables, DVD/VHS A Christmas Carol, DVD/VHS Flight of the Valkyrie, DVD/VHS Symphony No. 3, Ludwig Van Beethoven www.collegeboard.com SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from The AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 AP European History Page 11
5.9 Examine the factors that resulted in Great Britain being the first nation to industrialize. 5.10 Analyze social, cultural, political, and economic factors that allowed Western Europe to industrialize before Eastern Europe. 5.11 Evaluate which social class benefited most from the Liberal and Industrial Revolutions from1815-1848. Study art and literature from Romantic periods. Create charts for content comparison Develop a reading strategy and apply level questioning technique from The AP Vertical Teams Guide Think-pair-share on Free Response Question from previous AP exams Think-pair-share on Document-Based Questions from previous AP exams Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 12
LEARNING STRAND 6.0 Modernism: Culture, Society, and Industrialization 1848-1930 ENDURING UNDERSTANDING(S) Students will understand that: Intellectual, cultural, and religious developments impact social values, political events, and regional interactions. Reform, political protest, and revolution extend and limit rights. Commercialization and industrialization affect gender, class, and family structure in European society. Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. LEARNING OBJECTIVES The student will: 6.1 Evaluate how literature and art reflected the changing social, political, and intellectual values of the period 1848-1930. Realism Modernism Post-Modernism Cubism Dadaism Surrealism 6.2 Analyze how the discoveries of Darwin, Freud, and Einstein undermined belief in religion, human rationality, belief in progress, and a dependable universe. 6.3 Evaluate the effectiveness of Liberal, Social Welfare, and Communist movements in reforming European society. 6.4 Compare and contrast the positive and negative effects the second Industrial Revolution had on family structure, women s rights, the bonds of community, and the physical environment of Europe. ESSENTIAL QUESTION(S) How did schools of literature and art effect and reflect European social values, political events, and regional interactions? In what ways did the intellectual discoveries in science both effect and reflect European social values, political events, and regional interactions? How did political movements extend and limit rights? What impacts did Industrialism and technological growth have on gender, class, family structure, and the environment? What were the causes of shifts in social structures and changes in wealth distribution? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Online art galleries SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Study art and literature from the Realist and Modernist Schools Create charts for content comparison AP European History Page 13
6.5 Assess why political liberalization progressed much farther in Western Europe than in Eastern Europe prior to World War I. 6.6 Differentiate between the Modern and Traditional economic, social, and cultural systems that co-existed in Europe prior to World War I. 6.7 Analyze mass culture and mass politics in the late 19 th century. Develop a reading strategy and apply level questioning technique from AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Think-pair-share on DBQ Questions from previous AP exams Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 14
LEARNING STRAND 7.0 Nationalism, Imperialism, and the Great War 1848-1919 ENDURING UNDERSTANDING(S) Students will understand that: The growth and evolution of nationalism unifies and divides European society. The growth of national, regional, and global markets leads to competition among states. Increasing globalization creates cultural and economic interdependence. Scientific and technological developments affect people s lives and transform societies. LEARNING OBJECTIVES The student will: 7.1 Compare and contrast the forms and causes of nationalism. 7.2 Evaluate economic and nationalistic factors responsible for the European wars 1850-1914. 7.3 Examine the economic and nationalistic factors responsible new imperialism in Africa and Asia. 7.4 Analyze the role of nationalism in the unification of Germany and Italy. 7.5 Assess how nationalism was a destructive force in the Austrian and Russian Empires. 7.6 Trace how nationalism lead to the European Alliance System from 1870-1914. 7.7 Analyze the goals, practices and effects of European diplomacy 1870-1914. 7.8 Evaluate the causes and effects of World War I. 7.9 Analyze how changes in war technologies resulted in a different war experience for soldiers from 1850-1919. ESSENTIAL QUESTION(S) How did Nationalism unify independent regions with common ethnicity and heritage? In what ways did Nationalism divide European societies? Why did the growth of national industry lead to competition for global markets? How did the increasing globalization of the period force European material culture and customs on Asians and Africans? What impact did new war technologies have on the nature of warfare? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 All Quiet on the Western Front, DVD/VHS SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Utilize literature to learn about key historical events such as Imperialism and World War I Create charts for content comparison Develop a reading strategy and apply level questioning technique from the AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Think-pair-share on DBQ Questions from previous AP exams Simulation of the European Alliance System AP European History Page 15
Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing/simulations AP European History Page 16
LEARNING STRAND 8.0 Political Reform, Protest and Revolution: 1917 and 1939 ENDURING UNDERSTANDING(S) Students will understand that: Intellectual, cultural, and religious developments impact social values, political events, and societal interactions. Reform, political protest, and revolution extend and limit rights. The growth and evolution of nationalism unifies and divides European society. Increasing globalization creates cultural and economic interdependence. LEARNING OBJECTIVES The student will: 8.1 Differentiate between the political, social, economic, and intellectual causes of the Russian Revolution of 1917. 8.2 Evaluate whether the goals of the Russian Revolution were achieved in Marxist on Russian. 8.3 Evaluate how the Peace of Versailles contributed to the political and economic instability of the 1920 s and 1930 s. 8.4 Evaluate the factors that led to the rise of totalitarians in the 1930s. 8.5 Analyze how World War I and the totalitarianism were reflected in the literature and art of the period. 8.6 Connect the relationship between the economic instability of the 1920 s and 1930 s and the political institutions of the time. 8.7 Compare and contrast the methods and effectiveness of the different totalitarian governments. 8.8 Analyze why liberal democracy succeeded in some countries and failed in others. 8.9 Determine to what extent the political spectrum changed in the 1920 s and 1930 s. ESSENTIAL QUESTION(S) How did political theory become integrated in European politics from 1917-1939? In what ways did reform, political protest, and revolution extend and limit rights? How did the growth and changing form of nationalism unify European states and divide Europe internationally? Why did globalization create economic interdependence in the form of international booms and depressions? What was the appeal of Italian fascism, German Nazism, and Russian communism in the 20 th century? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS Triumph of the Will, DVD/VHS One Day in the Life of Ivan Denisovich, DVD/VHS SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Study art and literature from the Surrealist and Dada period Create charts for content comparison AP European History Page 17
8.10 Examine why the policy of appeasement failed to prevent World War II. Develop a reading strategy and apply level questioning technique from the AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Think-pair-share on DBQ Questions from previous AP exams Simulations of the Versailles Conference Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing/simulations AP European History Page 18
LEARNING STRAND 9.0 World War II and the Cold War: 1939-1990 ENDURING UNDERSTANDING(S) Intellectual, cultural, and religious developments impact social values, political events, and societal interactions. Reform, political protest, and revolution extend and limit rights. The growth and evolution of nationalism unifies and divides European society. Increasing globalization creates cultural and economic interdependence. Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. ESSENTIAL QUESTION(S) How did ideology shape the events of World War II and the Cold War? Why did reform, political protest, and revolution extend and limit rights during the Cold War? How did regional integration quell nationalism in Eastern and Western Europe? In what ways did nationalism stand in the way of regional integration in Eastern and Western Europe? How was the Cold War a form of cultural and economic globalization? How did scientific and technological advancements cause Cold War hostilities? Were socialist and communist forms of government effective in changing the distribution of wealth? LEARNING OBJECTIVES The student will: 9.1 Analyze the course of World War II. 9.2 Evaluate why the agreements of the Big Three Conferences led to the Cold War. 9.3 Analyze the role ideology and technology had in World War II and the Cold War. 9.4 Evaluate the political, economic, social institutions of the eastern bloc and western powers. 9.5 Compare and contrast the strategic goals and achievements of NATO and the Warsaw Pact. 9.6 Examine the key European and global conflicts and agreements of the Cold War. 9.7 Evaluate why the Cold War never led to direct war between the U.S.S.R. and the U.S.A. 9.8 Analyze the root of the Eastern Bloc revolts and the reaction of the Soviet Union from 1948-1987. 9.9 Examine why the Soviet Union and Eastern Bloc governments failed to suppress revolution from 1988-1991. INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS Dr. Strangelove, DVD/VHS SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Study art and literature used as propaganda during World War II and the Cold War Create charts for content comparison AP European History Page 19
9.10 Critique why Gorbachev failed to reform the U.S.S.R. 9.11 Evaluate if western social welfare systems and eastern communistic systems were able to effectively redistribute wealth. Develop a reading strategy and apply level questioning technique from the AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Think-pair-share on DBQ Questions from previous AP exams Write a film review on Dr. Strangelove Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 20
LEARNING STRAND 10.0 The Modern World: 1945-Present ENDURING UNDERSTANDING(S) Intellectual, cultural, and religious developments impact social values, political events, and societal interactions. Reform, political protest, and revolution extend and limit rights. The growth and evolution of nationalism unifies and divides European society. Commercialization and industrialization affect gender, class, and family structure in European society. The growth of national, regional, and global market leads to competition among states. Increasing globalization creates cultural and economic interdependence. Scientific and technological developments affect people s lives and transform societies. Shifts in social structures from hierarchical orders to modern social classes reflect the changing distribution of wealth. LEARNING OBJECTIVES The student will: 10.1 Interpret how World War II led to the disintegration of European Colonial control in Africa, The Middle East, and Asia. 10.2 Evaluate the ideological, economic, social, and political conflicts between Europe and the developing world. 10.3 Analyze how a further clash of cultures between Europe and the developing world can be avoided. 10.4 Assess the changing nature of terrorism from 1945-present. 10.5 Analyze the effectiveness of the social, political, and environmental protests of the 1960s and 1970s. 10.6 Evaluate why conservative domestic reforms have curtailed social reform movements after post-1980. 10.7 Analyze the agreements that led to the development of an integrated European Union economy. ESSENTIAL QUESTION(S) How did intellectual, cultural, and religious developments impact social values and societal interaction after 1989? In what ways did reform, political protest, and revolution extend and limit rights in Europe from 1960 to today? How did nationalism divide European society after 1989? In what ways did post-industrial economic systems affect gender, class, and family structure in European society? How did the growth of a European regional market lead to competition with non- European states? Why does increasing globalization create economic interdependence? How have scientific and technological developments affected people s lives and transformed societies following World War II? How have post-industrial economic systems changed the distribution of wealth? INSTRUCTIONAL SUPPORT MATERIALS Western Civilization: Sources, Images, and Interpretations from the Renaissance to the Present. Dennis Sherman, 4 th ed., 2004 Advanced Placement European History I & II. The Center for Learning, 2000 AP European History. Ellis A. Wasson, 4 th ed., 2000 www.collegeboard.com European History on File, Facts on File World History on File, Facts on File AP Vertical Teams Guide for Social Studies, The College Board, 2001 Millennium, PBS Hotel Rwanda, DVD/VHS AP European History Page 21
10.8 Analyze why the European Union has failed to become an integrated political entity. 10.9 Examine the effects that the globalization of economics and technology have had on social class structure, values, life-style, and gender roles. 10.10 Evaluate nationalism as a unifying and dividing force in Europe post-1980. 10.11 Compare and contrast the positives and negatives of the globalization of Europe. 10.12 Connect social and political events to the developments of Existentialism, Absurdism, and Post-Modernism in art and literature. SUGGESTED INSTRUCTIONAL STRATEGIES Primary source analysis: Use APPARTS from the AP Vertical Teams Guide for Social Studies to critically examine documents Core Structure Worksheet, The AP Vertical Teams Guide for Social Studies, pg. 214 Study art and literature from Existentialist/ Absurdist and Post-Modern periods Create charts for content comparison Develop a reading strategy and apply level questioning technique from the AP Vertical Teams Guide for Social Studies Think-pair-share on Free Response Question from previous AP exams Think-pair-share on DBQ Questions from previous AP exams Debate divergent points of view Categorization strategy - CSPRITE(A) [cultural, social, political, religious, intellectual, technological, economic, artistic]. Have students categorize primary/secondary source information Using AP rubrics, students grade past exams from the College Board website Peer review of written assignments using AP rubrics Multimedia presentations Role-playing ( A day in the life of a. ) Utilize the enduring understandings and essential questions of the course through such activities as discussion, debate, Q&A, and mock trial Guided note-taking SUGGESTED ASSESSMENT METHODS Unit exams Document-based questions Free response questions Written assessments AP style multiple-choice exams Participation Presentations Role-playing AP European History Page 22