West Windsor-Plainsboro Regional School District AP European History Grades 9-12

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1 West Windsor-Plainsboro Regional School District AP European History Grades 9-12

2 Unit 1: The Renaissance through the Age of Religious Wars: Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) B.1.a Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid 18th century B.1.b Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns C.1.c D.1.f B.2.a B.2.b D.2.a D.2.b D.2.d D.2.e Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies. Relate the geographic location of Italian city states to the fact that Italy was the center of the Renaissance. Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. Determine the factors that led to the Renaissance and the impact on the arts. Determine the factors that led to the Reformation and the impact on European politics. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Instructional Focus

3 Unit Enduring Understandings Unit Essential Questions How was the Renaissance manifested in politics, government and social organization? Did the new ideologies of the Renaissance affect the manner in which the new monarchies attempted to centralize their states? The visual and literary works of the Italian and Northern Renaissance differed in its humanist outlook. Defend or Refute. Was the outward move of the European peoples in the 15th and 16th century a result of internal pressures or external pressures? Throughout history the movement begun by Luther and other religious thinkers has been called the Protestant Reformation. Which term would be more appropriate, the Protestant Reformation or the Protestant Revolution? Defend. The 16th and 17th centuries were characterized by long, violent wars revolving around religious themes. To what extent do these wars establish the pattern of state relationships in Europe for the next 200 years? Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

4 Unit 2: The Seventeenth Century World of the State Builders: Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) A.3.a A.3.c A.3.d A.3.e D.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Relate the responses of various governments to pressure for self government or self determination to subsequent reform or revolution. Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government. Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. Instructional Focus Unit Enduring Understandings Unit Essential Questions War, whether civil, international or both, was critical to the development of absolutism and constitutionalism. How valid is this quotation in relationship to the history of state building in the 17th century? Which school of thought was more influential in the 17th century? The British Empiricist or the French Rationalist schools? How did the new way of thinking in the 17th century affect the way people thought about society and human

5 relations? Does art reflect or lead society in the 17th century? Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

6 Unit 3: The Eighteenth Century, Enlightenment and Revolution: Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) A.3.a A.3.c A.3.e B.3.b C.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. Relate the responses of various governments to pressure for self government or self determination to subsequent reform or revolution. Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. Analyze interrelationships among the agricultural revolution, population growth, industrialization, specialization of labor, and patterns of land holding. Instructional Focus Unit Enduring Understandings Unit Essential Questions How did the changing fundamental economic underpinnings of European society begin to change the way people lived and worked? While the Enlightenment was spreading among the educated elites, religion remained a strong force in the lives of the common people, discuss. In the eighteenth century Eastern Europe saw the development of three enlightened despots, Frederick the

7 Great, Catherine the Great or The Austrian rulers Maria Theresa and Joseph II. Which best deserves this title? The French revolution and the Napoleonic era produced profound change in Europe, to what extent was this change an extension of enlightenment thought? Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

8 Unit 4: The Early Nineteenth Century Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) B.3.a B.3.b B.3.c C.3.c C.3.d D.3.a D.3.b Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. Relate the role of geography to the spread of independence movements in Latin America. Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions. Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes. Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children. Instructional Focus Unit Enduring Understandings Unit Essential Questions How do the competing ideologies of liberalism and conservatism affect the development of European politics following the French Revolution?

9 Steam is an Englishman Assess the validity of this quotation in reference to industrialization in Europe. Were the revolts of 1848 inevitable? Explain The first half of the nineteenth century is often called the age of ideology. Briefly describe the primary ideological movements. How can we explain this phenomenon? Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

10 Unit 5: Nationalism, Urbanization and Imperialism: Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) A.3.g B.3.a C.3.b C.3.d C.3.e D.3.c D.3.d D.3.e Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources. Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes. Assess the impact of imperialism on economic development in Africa and Asia. Compare and contrast China s and Japan s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century. Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives. Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule. Instructional Focus Unit Enduring Understandings

11 Unit Essential Questions How did nationalism become a powerful force in many European States? Marx had predicted in 1848 that European society would be increasingly polarized into two classes: bourgeoisie and proletariat. What was the reality of the European social structure in the second half of the nineteenth century? Much of the change in urban life in the eighteen hundred was the result of scientific advances. What were the contributions of science to the improved urban environment and the economic and social structure of Europe? How did western expansion affect the development of Europe and the non western world? Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

12 Unit 6: The Age of Modern Conflict Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 25 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) B.4.a B.4.b B.4.c B.4.d C.4.a C.4.b C.4.c C.4.d Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and Determine how geography impacted military strategies and major turning points during World War II. Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East. Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II. Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice. Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property). Assess the short and long term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period.

13 D.4.a D.4.b D.4.d D.4.e D.4.f D.4.h D.4.i D.4.j D.4.k D.4.g D.4.l Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I. Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II. Compare how Allied countries responded to the expansionist actions of Germany and Italy. Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of movements for national self rule or sovereignty in Africa and Asia. Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long term consequences of genocide for all involved. Analyze how the social, economic, and political roles of women were transformed during this time period. Analyze how the arts represent the changing values and ideals of society. Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of total war Assess the cultural impact of World War I, the Great Depression, and World War II. Instructional Focus Unit Enduring Understandings Unit Essential Questions Some historians have argued that the First World War was the logical, perhaps inevitable outcome of the revolutionary changes of the nineteenth century. Evaluate this assertion. How did the age of anxiety manifest itself in arts and sciences in the 20s and 30s? How would Karl Marx have assessed the Russian Revolution? How did leaders deal with political and economic uncertainties in the 1930s? The rise of aggressive dictatorships resulted in another world war. Refute or defend Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

14 Unit 7: Cold War Conflicts and Social Transformations 1945 present Content Area: Social Studies Course & Grade Level: European History AP, 9 12 Summary and Rationale The Modern European History Advanced Placement Course Provides a college level learning experience for students. Students taking this course must demonstrate a high degree of competency in language and study skills. They must be highly motivated to meet the standards of academic excellence established for this advanced course. Students will examine intellectual and cultural, political and diplomatic history, and social and economic themes of European society from 1450 to the Present. This course requires students to interpret, analyze, synthesize and evaluate these themes. Students will be given the opportunity to develop a personal viewpoint on the study of history (i.e., historiography.) It is important to note that this curriculum is not test driven but rather interest driven. Preparatory activities will provide a motivated student the opportunity to prepare for the advanced placement examination in European history developed by the College Board. 30 days. Recommended Pacing State Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. CPI # Cumulative Progress Indicator (CPI) A.5.a A.5.b A.5.c A.5.d A.5.e B.5.a B.5.b B.5.d B.5.e C.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes. Analyze the structure and goals of the United Nations and evaluate the organization s ability to solve or mediate international conflicts. Explain how World War II led to aspirations for self determination, and compare and contrast the methods used by African and Asian countries to achieve independence. Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events. Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia. Analyze post independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir. Assess the role of boundary disputes and limited natural resources as sources of conflict. Explain how and why Western European countries and Japan achieved rapid economic recovery

15 C.5.c C.5.e C.5.f C.5.g C.5.b D.5.a D.5.b A.6.a A.6.b A.6.c A.6.d B.6.a C.6.b C.6.c C.6.d D.6.a after World War II. Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives. Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. Assess the impact of the European Union on member nations and other nations. Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities. Assess the impact of Gandhi s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries. Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. Determine the global impact of increased population growth, migration, and changes in urban rural populations on natural resources and land use. Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies. Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. Assess the role of increased personal and business electronic communications in creating a global culture, and evaluate the impact on traditional cultures and values. Instructional Focus Unit Enduring Understandings Unit Essential Questions Given the political, military, and ideological situations at the end of World War II was the cold war unavoidable? Which side was responsible? Why did efforts to reform the communist system fail and result in successful anti communist revolutions throughout Eastern Europe. How did Western society change in the postwar era? Discuss this by making reference to the role of science and government, the class structure of society, and the disconnect of the 1960s.

16 What are the major economic and political challenges Europe faces as it enters a new century. Objectives Students will know: Students will be able to: Resources Core Text: A History of Western Society (Houghton Mifflin). Suggested Resources:

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