AP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21

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1 Instructional Unit Consolidation of Large Nation States -concept of a nation-state The students will be -define the concept of a -class discussion A,B,C,D -Mazzini, Garibaldi and Cavour able to define the nation-state -evaluation of primary ; A,B,C, term nation-state as -examine the contributions and secondary D; E; -problems in Italy and it applies to the 19th of Mazzini, Garibaldi and sources Germany century. Cavour -written documents of -Bismarck and his political -explain problems in Italy analysis philosophies The students will be and Germany -participation in -the role of war in German able to compare and -discuss Bismarck and his debate (optional) unification contrast the stages political philosophies -nationalism and disunity in the of development of -evaluate the role of war in Austro-Hungarian Empire various European German unification -effectiveness of the dual nation-states. -nationalism and disunity in monarchy the Austro-Hungarian -Russian politics and the Empire liberalist movement -parallel developments in the -effectiveness of the dual monarchy -Russian politics and the liberalist movement -parallel developments in Thursday, August 21, 2003 Page 1 of 21

2 Instructional Unit Democracy and Dictatorship -adjustments to democracy in The students will be -examine adjustments to -class discussion A,B,C,D Britain and France able to trace the democracy in Britain and -evaluation of primary ; A,B,C, -fascism and totalitarianism changing conditions France and secondary D; in European -define fascism and sources democracies and the totalitarianism they relate to -written documents of growth of Germany and Italy analysis totalitarianism and -participation in fascism in Germany debate (optional) and Italy. Thursday, August 21, 2003 Page 2 of 21

3 Instructional Unit Economic Renewal and the Wars of Religion -age of exploration, The students will be -discuss the age of -class discussion A,B,C,D -changes in commerce and able to evaluate the exploration, -evaluation of primary ; A,B,C, production, 16th and 17th -delineate changes in and secondary D; D; -mercantilism, centuries in terms of commerce and production, sources A,C,D, -European class system, religious and -written documents of F,H; B -Spanish reconquista, economic events. -describe mercantilism and analysis -revolts in the Spanish assess its impact, -participation in Netherlands, -explain the European class debate (optional) -religious wars in France and Germany. system, -summarize motives and events of the Spanish reconquista, -revolts in the Spanish Netherlands, -religious wars in France and Germany. Thursday, August 21, 2003 Page 3 of 21

4 Instructional Unit European Civilization birthrates and urban growth, The students will be -examine birthrates and -class discussion A,B,C,D and their effect on lifestyles able to generalize urban growth, and their -evaluation of primary ; A,B,C, -new economic concepts: about the social and effect on lifestyles and secondary D; A,B, capitalism, free trade, vertical cultural conditions in -define new economic sources D; B; and horizontal integration, Europe from concepts: capitalism, free -written documents of corporate structures, trusts, trade, vertical and horizontal analysis balance of payments integration, corporate -participation in -French politics in the Third structures, trusts, balance debate (optional) Republic of payments -consolidation of German power -analyze French politics in under Bismarck the Third Republic -evolution of British -trace the consolidation of constitutional monarchy German power under -Marxism and its relationship to Bismarck the times -evolution of British -developments in science, art, philosophy and religion constitutional monarchy -Marxism and its relationship to the times -developments in science, art, philosophy and religion Thursday, August 21, 2003 Page 4 of 21

5 Instructional Unit European Civilization birthrates and urban growth, The students will be -examine motives for and -class discussion A,B,C,D and their effect on lifestyles able to identify the types of imperialism -evaluation of primary ; A,B,C, -new economic concepts: causes and effects -trace the dissolution of the and secondary D; capitalism, free trade, vertical of European Ottoman Empire and its sources and horizontal integration, imperialism in the effects on balance of power -written documents of corporate structures, trusts, analysis balance of payments -examine imperialism in -participation in -French politics in the Third Africa debate (optional) Republic -assess imperialism as a -consolidation of German power factor leading to World War under Bismarck I -evolution of British -explain European constitutional monarchy involvement in China and -Marxism and its relationship to the times -developments in science, art, philosophy and religion Thursday, August 21, 2003 Page 5 of 21

6 Instructional Unit Imperialism -motives and types of imperialism -dissolution of the Ottoman Empire and its effects on balance of power -imperialism in Africa -imperialism as a factor leading to World War I -European involvement in China and India -the Russo-Japanese War Thursday, August 21, 2003 Page 6 of 21

7 Instructional Unit Ism's & Early Industrialization factors contributing to The students will be -explain factors contributing -class discussion A,B,C,D industrialization able to discuss to industrialization and its -evaluation of primary ; A,B,C, -effects on British society changes in a society effects on British society and secondary D; A,D; -ism's: romanticism, liberalism, when it -examine various political sources H; nationalism, industrializes. theories developing during -written documents of radicalism,conservatism,sociali this time analysis sm, republicanism The students will be - discuss ism's as political -participation in -ism's as political movements able to distinguish movements debate (optional) -conservatism's attempts to between major social -explain conservatism's thwart republicanism and and political attempts to thwart nationalism philosophies of the republicanism and -victories of nationalists and nationalism liberalists in domestic and -list victories of nationalists foreign affairs and liberalists in domestic -1830's as the Golden Age of the European middle class. and foreign affairs -1830's as the Golden Age of the European middle Thursday, August 21, 2003 Page 7 of 21

8 Instructional Unit Napoleonic Europe -Napoleon's path to power The students will be -evaluate Napoleon's path -class discussion A,B,C,D - the French Empire, able to summarize to power -evaluation of primary ; A,B,C, -conquest, Napoleon's methods -examine the French and secondary D; E; -government and for obtaining power, Empire, conquest, changes sources C,D,F; administration, their effectiveness, in government and -written documents of A.G - reforms, and causes for his administration, analysis -German nationalism, eventual downfall. -explain the connections -participation in -Napoleon's defeat, between Napoleonic debate (optional) conquest and German nationalism, -analyze the reasons for Napoleon's defeat, -examine the purposes and personalities involved in the Congress of Vienna. Thursday, August 21, 2003 Page 8 of 21

9 Instructional Unit Problems and Changes East of the Rhine Central and Eastern Empires: The students will be -discuss Central and -class discussion A,B,C,D Austria, Russia, Ottoman & able to list and Eastern Empires: Austria, -evaluation of primary ; A,B,C, Holy Roman; evaluate the Russia, Ottoman & Holy and secondary D; B; -Russian westernization: political, geographic, Roman; sources A,K economic and cultural changes, and cultural -analyze Russian -written documents of administrative reform; concerns which westernization: economic analysis -Prussia: formation from caused a different and cultural changes, -participation in various territories, the army as type of political administrative reform; debate (optional) a political and diplomatic tool; development in -summarize the rise of Central and Eastern Prussia: formation from -Poland: how it was affected various territories, the army by its neighbors, how it was as a political and diplomatic partitioned. tool; -examine Poland: how it was affected by its neighbors, how it was partitioned. Thursday, August 21, 2003 Page 9 of 21

10 Instructional Unit Revolutions -various revolutionary The students will be -examine various -class discussion A,B,C,D movements able to explain and revolutionary movements -evaluation of primary ; A,B,C, -revolutions' Napoleonic routes discuss major and their revolutions' and secondary D; political changes Napoleonic roots sources -the Austrian Empire and its occurring in the evaluate the Austrian -written documents of treatment of its many mid-nineteenth Empire and its treatment of analysis nationalities century. its many nationalities -participation in -disunity within the Austrian -connect disunity within the debate (optional) Empire and its relationship to a The students will be Austrian Empire and its lack of industrialization able to define the relationship to a lack of -Italian unity and causes and effects industrialization independence, and associated of each of these -examine Italian unity and problems major changes. independence, and -the difficulties of German associated problems unity -analyze the difficulties of -Realpoilitik German unity -roots of Marxism and its basic doctrine -Realpoilitik -roots of Marxism and its basic doctrine moral reorientation in culture, politics and economics -society, government and economics under Napoleon Thursday, August 21, 2003 Page 10 of 21

11 Instructional Unit Rise of Europe cultural contributions of The students will be -summarize cultural -class discussion A,B,C,D Greco-Roman society, able to identify the contributions of -evaluation of primary ; A,B,C, -fall of Rome, basic cultural and Greco-Roman civilization, and secondary D; B; -development of the Christian historical -describe cause and effect sources C; Church in Rome and the Middle developments of of the fall of Rome, -written documents of A,H; Ages, Europe from ancient -analyze the development analysis E -development of commerce civilizations through of the Christian Church in -participation in and secular authority. the Middle Ages. Rome and the Middle Ages, debate (optional) -chart major steps in the development of commerce Thursday, August 21, 2003 Page 11 of 21

12 Instructional Unit Strong Governments in Western Europe -absolute monarchies in France The students will be -compare and contrast -class discussion A,B,C,D and England, able to compare and absolute monarchies in -evaluation of primary ; A,B,C, -British Parliamentary system, contrast the France and England, and secondary D; E; development of - summarize events in the sources I; -causes of the English Civil strong centralized development of the British -written documents of C; War, governments in Parliamentary system, analysis A,E,G, -Puritanism, Western Europe. -explain causes of the -participation in H,K -Cromwell and the English Civil War, debate (optional) Commonwealth, -describe Puritanism and its -the Restoration, effect on Britain, -Edict of Nantes, -describe the rule of -wars of Louis XIV, Cromwell and life in Britain - War of the Spanish under the Commonwealth, -the Restoration, -Edict of Nantes, -wars of Louis XIV, - War of the Spanish Succession, -the Dutch Republic. Thursday, August 21, 2003 Page 12 of 21

13 Instructional Unit Struggle for Wealth and Empire -significant economic changes The students will be -explain significant -class discussion A,B,C,D of the 18th century, able to assess the economic changes of the -evaluation of primary ; A,B,C, - global economic European changes wrought by 18th century, and secondary D; struggles, the European -discuss global economic sources A,D,E; - Europe after the Treaty of struggle for empire European struggles, -written documents of A,C,F, Utrecht ( ), and the -analyze Europe after the analysis -War of the Austrian accumulation of Treaty of Utrecht -participation in Succession, wealth through ( ), debate (optional) -Seven Years War, -Treaty of Paris, -discuss the War of the Austrian Succession and Seven Years War, the Treaty of Paris, - evaluate threats to the balance of power. Thursday, August 21, 2003 Page 13 of 21

14 Instructional Unit The Enlightenment -the philosophes: The students will be Discuss the theories of the -class discussion A,B,C,D - Montesquieu, able to describe the philosophes, particularly -evaluation of primary ; A,B,C, - Voltaire, thoughts, concepts, Montesquieu, Voltaire, and secondary D; E; - Rousseau, and results of the Rousseau, and Diderot sources A,E,G, - the Encyclopaedie; enlightenment which Define Enlightened -written documents of H,K - Enlightened Despotism: include enlightened Despotism and analyze its analysis - Austrian Empire, despotism, the effectiveness in the -participation in - Catherine the Great, British reform Austrian and Russian debate (optional) - Frederick the Great; movement and the Empires, - the British Reform American Categorize the British movements, Reform movements, and - similarities between reform identify similarities between and revolutionary movements, reform and revolutionary movements, - Parliamentary and -Identify Parliamentary and constitutional questions; - the American Revolution: - result of European philsophes Thursday, August 21, 2003 Page 14 of 21

15 Instructional Unit The French Revolution causes:: The students will be -examine the causes -class discussion A,B,C,D -conditions before 1789, able to explain the -analyze important -evaluation of primary ; A,B,C, -Estates General grievances; causes and effects documents e.g. Declaration and secondary D; A,E, - Tennis Court Oath, of the French of the Rights of Man and sources G,K -Declaration of the Rights of Revolution. Citizen -written documents of Man and Citizen -examine the revolution, analysis -Civil Constitution of the the republic, new -participation in Clergy government, radical debate (optional) - the revolution, the republic : movements, the Terror, -new government, Constitution of 1795, and -radical movements; elections of 1797, - the Terror -trace the rise of Napoleon -Constitution of 1795, -elections of 1797, - rise of Napoleon - the Directory - the Consulate; Thursday, August 21, 2003 Page 15 of 21

16 Instructional Unit The Russian Revolution -discontent and events prior to The students will be -describe discontent and -class discussion A,B,C,D 1917 able to describe the events prior to evaluation of primary ; A,B,C, -October Revolution: Lenin and events and results -examine October and secondary D; A the Bolsheviks of the Russian Revolution: Lenin and the sources -concepts of party and Revolution as a Bolsheviks -written documents of government in the new force in shaping the -describe concepts of party analysis U.S.S.R. history of the and government in the new -participation in -New Economic Policy twentieth century. U.S.S.R. debate (optional) -Stalin's vision of communism -evaluate the New Economic Policy and it relate to communist theory -define Stalin's vision of communism Thursday, August 21, 2003 Page 16 of 21

17 Instructional Unit The Scientific Revolution -The scientific method: The students will be -explain the scientific -class discussion A,B,C,D - Bacon & Descartes, able to appraise the method, and how Bacon & -evaluation of primary ; A,B,C, - the scientific view of the changes felt in Descartes contributed to its and secondary D; E; world, Europe due to the development, sources C,F; - implications of scientific "scientific" -explain how science -written documents of A,G thought on religion and acquisition of changed man's view of the analysis intellectual trends, world view of the world, -participation in - political theory: -assess the implications of debate (optional) -natural rights, scientific thought on - Machiavelli, religion, intellectual trends, and political theory: -explain the development natural rights, as perceived by Locke, Hobbes Thursday, August 21, 2003 Page 17 of 21

18 Instructional Unit Upheavals in Christendom -Black Death, The students will be -discuss the causes and -class discussion A,B,C,D -problems in the Church, able to define and effects of the Black Death, -evaluation of primary ; A,B,C, - major characteristics of describe disastrous and secondary D; D; different forms of Christianity, events in the -assess various problems in sources A,C,D fourteenth century. the Church, -written documents of -the Reformation and Counter -differentiate between the analysis reformation, major characteristics of -participation in The students will be different forms of debate (optional) able to identify and Christianity, discuss the major -analyze the events and characteristics and effects of the Reformation events of the and Counter reformation, Renaissance, -discuss and assess the Reformation and Counter Thursday, August 21, 2003 Page 18 of 21

19 Instructional Unit Victory of Democracy -Weimar Republic The students will be -describe the Weimar -class discussion A,B,C,D -Revolts in Asia able to outline the Republic and examine its -evaluation of primary ; A,B,C, -economic turmoil steps taken toward weaknesses. and secondary D; D,F, democracy following -describe revolts in Asia sources World War I. -explain the reasons for -written documents of economic turmoil in Europe in the twenties and thirties. analysis -participation in debate (optional) Thursday, August 21, 2003 Page 19 of 21

20 Instructional Unit World War I -causes The students will be -analyze causes -class discussion A,B,C,D -changes in warfare and able to delineate the -examine changes in -evaluation of primary ; A,B,C, mankind's reaction causes of World warfare and mankind's and secondary D; -major battles of the war War, changes in reaction sources -Russian Revolution's effects warfare, and the -summarize major battles of -written documents of on the war. effects of the war the war analysis -collapse of the Central -evaluate the Russian -participation in European empires Revolution's effects on the debate (optional) -Treaty of Versailles, and war. resulting problems leading to -examine the collapse of the World War II. Central European empires and its effects -Treaty of Versailles, and resulting problems leading to World War II. Thursday, August 21, 2003 Page 20 of 21

21 Instructional Unit World War II -major events leading to WW2 The students will be -list and examine major -class discussion A,B,C,D able to evaluate events leading to WW2 -evaluation of primary ; A,B,C, -the role of appeasement and Hitler's rise to -evaluate the role of and secondary D; Versailles as contributing power, subsequent appeasement and Versailles sources factors to the rise of Hitler takeover of Europe, as contributing factors to -written documents of -the Holocaust and his eventual the rise of Hitler analysis -factors leading to an Allied decline. -explore the Holocaust -participation in -analyze factors leading to debate (optional) The students will be an Allied victory able to discuss World War II in human terms, and its effects on the people of Europe. Thursday, August 21, 2003 Page 21 of 21

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