AP European History
AP European History
Ms. Emami
Sherman, D. (2004). Western Civilization: Sources, Images, and Interpretations, from the Renaissance to the Present, Fourth Edition, 2004. CR1b, CR1c
Weber, E. (1995) The Western Tradition: Volume II From the Renaissance to the Present Fifth edition. CR1b
The Choices for 21st Century Education Program Fourth Edition, (2008). Watson Institute for International Studies, Brown University. www.choices.edu
http://ed.ted.com/lessons category_id=521
AP European History. (2006-2007 Professional Development Workshop Materials)
Special Focus on using works of art in the AP Classroom.
AP European history. Whose history is it?
The victorianweb.org
Greene, J. (2106) Crash Course World History. https://www.khanacademy.org/partner- content/crash-course1/crash-course-world-history.
Later Europe & Americas: 1750-1980 C.E. (2016)
Khan Academy AP Art History. https://www.khanacademy.org/test-prep/ap-art-history/later-europe-and-americas PBS. (2004) The Medici’s Godfathers of the Renaissance
Gill, M. ( 2006) Clark K. Civilization: the complete series.
Hooper, T. (2005) Elizabeth I. HBO Films.
Zinneman, F. (1966) A Man for all Seasons. Highland Films. Orwell, G. (1961) 1984. Signet classic.
Tuchman, B. (2009) The Guns of August. Random House. Achebe, C. (1974) Things Fall Apart. Anchor Books.
The course focuses on sharpening historical thinking skills as students inquire into the past. The content is based on the learning objectives within the AP European History Curriculum Framework and is organized around the four historical periods. AP European History is intended to develop students' abilities to analyze historical sources and evidence, make historical connections, develop chronological reasoning and create and support historical arguments. These skills will be developed throughout the course as students are provided opportunities to practice as they explore the five major themes.
AP European History simultaneously:
1. Divides the material into four historical periods, which we will tackle in two parts accordingly:
• _1450–1648 (1450–1556, 1556–1648)
• _1648–1815 (1648–1750, 1750–1815)
• _1815–1914 (1815–1871, 1871–1914)
• _1914–Present (1914–1945, 1945–Present)
2. Explores five major themes:
• _Interaction of Europe and the World (INT)
• _Poverty and Prosperity (PP)
• _Objective Knowledge and Subjective Visions (OS)
• _States and Other Institutions of Power (SP)
• _Individual and Society (IS)
3. Develops nine historical thinking skills (within four major categories):
I. Analyzing Historical Sources and Evidence
• _Analyzing Evidence - Content and Sourcing: Historical thinking involves the ability to describe, select, and evaluate relevant evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions, and other primary sources) and draw conclusions about their relevance to different historical issues. A historical analysis of sources focuses on the interplay between the content of a source and the authorship, point of view, purpose, audience, and format or medium of that source, assessing the usefulness, reliability, and limitations of the source as historical evidence.
• _Interpretation: Historical thinking involves the ability to describe, analyze, and evaluate the different ways historians interpret the past. This includes understanding the various types of questions historians ask, as well as considering how the particular circumstances and contexts in which individual historians work and write shape their interpretations of past events and historical evidence.
II. Making Historical Connections
• _Comparison: Historical thinking involves identifying, comparing, and evaluating multiple perspectives on a given historical event to draw conclusions about that event. It also involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts.
• _Contextualization: Historical thinking involves the ability to connect historical events and processes to specific circumstances of time and place as well as broader regional, national, or global processes.
• _Synthesis: Historical thinking involves the ability to develop an understanding of the past by making meaningful and persuasive historical and/or cross-disciplinary connections between a given historical issue and other historical contexts, periods, themes, or disciplines.
III. Chronological Reasoning
• _Causation: Historical thinking involves the ability to identify, analyze, and evaluate the relationships among historical causes and effects, distinguishing between those that are long-term and proximate. Historical thinking also involves the ability to distinguish between causation and correlation, and awareness of contingency, the way that historical events result from a complex variety of factors that come together in unpredictable ways and often have unanticipated consequences.
• _Patterns of Continuity and Change over Time: Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying length, as well as the ability to relate these patterns to larger historical processes or themes.
• _Periodization: Historical thinking involves the ability to describe, analyze, and evaluate different ways that historians divide history into discrete and definable periods. Historians construct and debate different, sometimes competing models of periodization; the choice of specific turning points or starting and ending dates might accord a higher value to one narrative, region, or group than to another.
IV. Creating and Supporting a Historical Argument
• _Argumentation: Historical thinking involves the ability to create an argument and support it using relevant historical evidence.
Criteria & Assessments:
All source analyses will use the APPARTS framework. All units will require students to ask questions and draw inferences either in their seminars or in their essays using the Question formulation technique. The seminars are opportunities for students to examine sources, interpretations, and arguments. Seminar criteria will be based on the DBQ & Long essay rubrics. All DBQs will be scored using the AP criteria, a. thesis and argument development, b. document analysis c. using evidence beyond the documents, d. synthesis. Similarly, all Long Essays will use the AP long essay rubrics requiring a. thesis, b. argument development: using the targeted historical thinking skill c. argument development using evidence, d. synthesis.
Summer Reading Assignment
Achebe, C. (1974) Things Fall Apart. Anchor Books.
Unit I September-mid-October
Early Modern Part I: (1450-1648) Refashioning the old world and Creating a New World (Renaissance, Early Baroque, Reformation, Early scientific revolution, religious wars, Age of expansion, War and Instability) CR2
Primary Sources: CR1b
(Textual) Gomes Eannes de Azurara The chronicle of the discovery and conquest of guinea 1452-53
(Visual) Perugia plague Madonna Della Misericordia 1464, Burning of Jews accused of spreading plague german woodcut, Dance of death,
(Textual) Pico Della Mirandola: from oration on the dignity of man 1486, Christopher Columbus from the journal of the first voyage 1492 & letter to lord Sanchez 1493, The Papal Bull Inter Caetera (Pope Alexander VI), May 4, 1493, The treaty of Tordesillas June 7, 1494, Vasco de Gama’s voyage to Africa and India from a journal of the first voyage 1497, Erasmus 1509 in praise of folly & letters, (excerpt on Politics compare with Machiavelli)
(Visual) German woodcuts 1509 New World, Da Vinci St. Anne with the virgin and child & life of the virgin, Michelangelo pietas Sistine chapel holy family with the infant saint john the Baptist, Raphael the school of Athens 1508-1511,
(Textual) Niccolo Machiavelli from the prince 1513, More’s Utopia excerpt 1515, Castiglione the book of the courtier 1478-1529, The spark for the reformation Tetzel 1517 Justification by faith 1517, The conquest of Mexico as seen by the Aztecs 1519- 1522 & La Malinche, Jacob Fugger letter to Charles V: finance and politics 1523, Condemnation of peasant revolt Luther 1524, François Rabelais from Gargantua and Pantagruel 1533,
(Visual) Hans Holbein The Ambassadors 1533,
(Textual) John Calvin Institutes of the Christian religion: predestination 1526, Henry VIII Act of Supremacy 1534, Constitution of the society of Jesus 1540, Council of Trent 1545, Charles Dumoulin: from on contracts and usury 1546
(Visual) Peter Paul Rubens Loyola 1546,
(Textual) the way of perfection Avilla,
(Visual) Portuguese oil on panel 1550 New world,
(Textual) Charles V the abdication in Brussels 1555,
(Visual) Frans Franken II the assets and liabilities of empire 1555,
(Textual) Fugger “Letter to Charles V: Finance and Politics”, Philip II the gold of the indies & revenues of the king of Spain 1559, The Hammer of the Witches 1486 1560- 1600 violence against women, Civil war in France 1560-1660 Ogier Ghiselin de Busbecq 1575, Richard Hakluyt from divers voyages touching the discovery of America 1584, (visual) El Greco burial of count Orgaz 1588, French engraving 1575, 1590, 1591, French engraving 1600 new world, John Smith & Pocahantas,
(Textual) The Powers of the Monarch in England James I 1610, The Powers of the Parliament in England The House of commons 1604, Letter to Christina of Tuscany Science and Scripture Galileo Galilei 1615, Discourse on method Descartes 1637, The papal inquisition of 1633 Galileo condemned, Political Will and testament Richelieu 1624-42
(Visual) War and violence Jan Brueghel and Sebastian Vranx 1568-1625 1573-1647, Ecstasy of Teresa D’Avila 1647,
(Textual) Garcilosa, Equiano
Secondary sources: CR1c Mckay chps 12-14, John Greene Crash Course, Sherman Chps 1-4, Cameron What Was the Reformation?, Elton A Political Interpretation of the Reformation, Olin The Catholic Reformation, Ozment The Legacy of the Reformation, Boxer and Quataert Women in the Reformation, Ogier Civil War in France, Kramer and Sprenger The Hammer of Witches, Burkhardt The civilization of the Renaissance in Italy, Burke the Myth of the Renaissance, Chabod Machiavelli and the Renaissance, Nauert Northern sources of the Renaissance, Kelly Was there a Renaissance for women? Richard Reed The expansion of Europe, M. L. Bush The Effects of expansion on the Non- European world, Gary Nash Red, white and black the peoples of early America, Weber The Religious wars, Holborn A Political Interpretation of the Thirty Years’ War, Friedrich A Religious Interpretation of the Thirty Years’ War, Anderson War and Peace in the Old Regime, Kenneth Clark Civilization, Michelangelo - Baroque, Weber Rise of monarchs, Age of discovery
Maps: CR1b Europe 1526, Central & Eastern Europe 1660, Aging Empire & new powers 1660, Europe 1648, European Discoveries 1400-1600, the low countries 1648, state religions in Europe about 1560, Age of Charles V, Exploration, Expansion, & Politics Overseas exploration, commercial expansion and politics, Germany & the Thirty years war political & religious divisions, main war zones, population change 1618-1648
Analyze works of art to understand Renaissance Humanism & Northern Humanism: Students will work in groups to come up with a definition of Humanism. They will then share and discuss with the larger group and agree upon a definition as a class. Then in their groups using the criteria the class created for Humanism they will analyze how and why the works of Donatello, Da Vinci, Michelangelo, Raphael, and Brunelleschi are examples of Humanism. CR3, CR10
Students will do the same activities to define Christian Humanism and in their groups use their definition to explain how and why the works of Brueghel, Durer & Van Eyck are examples of Christian Humanism. CR3, CR10
Seminar: Students will analyze Pico Della Mirandola, Petrarch, Machiavelli, and Alberti using APPARTS to understand their purpose and perspective in order to discuss in a seminar format how and why their works represent the Hallmarks of the Renaissance Isms. (Individualism, humanism, secularism & scientific naturalism) CR5, CR3, CR4 OS11
Seminar: Was the Renaissance a distinct period in European history? Students will evaluate and compare (interpretation) Burkhardt’s argument in The Civilization of Renaissance in Italy and Burke’s argument in The Myth of the Renaissance to discuss in a seminar format if they think the Renaissance was an actual period of transformation. CR6
Machiavelli & Erasmus seminar:
Students will come to class having used APPARTs to analyze excerpts from The Prince & Erasmus. They will compare Erasmus and Machiavelli’s ideas for a prince in a seminar format. CR5, CR7
Thesis writing: What caused the Reformation? Was the Reformation primarily religiously, politically, or economically motivated? Students will evaluate Euan Cameron's The European Reformation, G.R. Elton's A political interpretation of the Reformation,
R.R. Palmer from A History of the Modern World 9th edition and McKay Chp. 13 to write a thesis paragraph on what were the major causes of the Reformation. CR6
Origins of the scientific revolution seminar activity: Students will discuss in a seminar format the influence of Arab Scholars, the rise of universities, the Renaissance & Renaissance patronage, the impacts of printing, navigational problems, alchemy & astrology to make an argument if the scientific revolution was a revolution or an evolution of ideas. CR14, CR13
Work on Thesis writing activity: Students will watch The Medici’s Godfathers of the Renaissance. Then discuss the following questions in groups to come up with a thesis paragraph on the causes and effects of Renaissance patronage on the scientific revolution. How did the Medici of Florence promote Galileo & the future of Science? How did Galileo try to get around the Church? How did the Church Affect Galileo & the Age of Science? Could the Medicis and Galileo have been as great without each other? CR14
Querrelle de Femme DBQ
1. How to Read a Document:
Students will analyze Renaissance & Reformation documents using APPARTs as they relate to the perceived proper role of women in the 15th through 17th-century European society. Students will use the analysis to determine the perspective of the document and its purpose. CR5
2. Work on thesis writing:
In small groups, students will develop a proposed thesis paragraph on the extent to which women participated in and benefited from the shifting values of European society in the Renaissance & Reformation. A general class discussion of the strengths and deficiencies of each proposal will follow. CR14
3. Interpretation Activity:
Students will compare and discuss in a seminar format Kelly’s Argument Was there a Renaissance for Women?, to determine if there was a renaissance for Women & Boxer & Quataert’s argument in Women in the Reformation and Monter The Devil’s Handmaid: Women in the Age of Reformations to determine the Reformation’s impacts on the role of women in society. CR6
4. Document-Based Essay Assessment: Following the activities students will write a continuity and change document-based essay with a thesis paragraph, group the sources they have analyzed for bias and purpose to support their claims, and draw conclusions using either of the secondary source arguments to support their arguments. CR12, CR15
Thesis writing Activity: Students will work in groups to write a causation thesis for the rise of the new monarchies and to the extent they were Machiavellian. CR11
Document-based Question Assessment: Students will choose between four Atlantic Rim identities, either Pocahantas, Inca Garcilosa, Equiano, or Donna Marina. They will read background on their individual, and then analyze using APPARTs for purpose and perspective primary sources by the individual and interpret secondary sources about the individual in order to make their thesis if the Atlantic rim individual they chose had control over his or her identity? How did he or she gain a new identity? Is identity only determined by nationality? That is, is your identity determined by what your passport says? What is the role of gender and class in shaping the identities and opportunities of each of these individuals? Are the men freer to create their identities than the women?
Why or why not? What other factors influence the creation of identity? CR4 IS10, CR5, CR15, CR8
Document Based Question Assessment: Students will write a Document based essay using a former AP European History free response question on the causes and effects of overseas expansion. CR11, CR5, CR15
Thesis writing activity: students will make an argument for why 1492 was a turning point CR13, CR14
Seminar: Students will compare the arguments of Holborn A political interpretation of the thirty years War, Freidrich A religious interpretation of the thirty years war, Anderson's War and peace in the old regime, Russell The causes of the English civil war to discuss in a seminar format on how religious were the religious Wars. CR6
Unit II mid-October-November – Early Modern Part II: (1648-1815) The rise of Absolutism, Republicanism, the scientific revolution & the Age of Enlightenment, the French Revolution & Napoleon Louis XIV, Ancien Regime, the social contract, late Baroque, Rococo, Neoclassicism CR2
Primary sources: CR1b
(textual) "BODIN" 116-119 "BOSSUET" 178-182, Austria overall if she only will: mercantilism 1684, (visual) Leviathan: political order and political theory Thomas Hobbes 1651, (textual) A secret letter monarchical authority in Prussia Frederick William the great elector 1667, Mathematical principles of natural philosophy 1687, (visual) The early modern chateau 1657-1660, Maternal Care Pieter de Hooch, A vision of the new science 1627, (textual) Memoires: the aristocracy undermined in France saint Simon (1675-1755), Second treatise of civil government legislative power john Locke 1690, Embattled faiths: religion and natural philosophy in the 17th c. Pascal, What is the enlightenment Kant, The system of nature baron d'Holbach, Prospectus for the encyclopedia of arts and sciences Denis Diderot, The philosophe, Philosophical dictionary the English model Voltaire, A vindication of the rights of woman Mary Wollstonecraft, The age of reason; deism Thomas Paine, The social contract jean Jacques Rousseau, Propaganda and the enlightened monarch Joseph II of Austria, Young “Travels in France: Signs of Revolution”, (visual) “Death of Socrates,” Jacques-Louis David, (textual) 1787 “The Cahiers: Discontents of the Third Estate”, Sieyes “What is the Third Estate?”, “The Declaration of the Rights of Man and Citizen”, de Gouges “The Declaration of the Rights of Woman”, Bonaparte (unfinished) (1798) Young visionary looks to the future, (visual) Tennis Court Oath (1791)—Revolutionary hagiography, Death of Marat (1793), (textual) Robespierre “Speech to the National Convention – February 5, 1794: The Terror Justified”, Joliclerc “A Soldier’s Letters to His Mother: Revolutionary Nationalism”, "BURKE" 310-319, de Remusat “Memoirs: Napoleon’s Appeal”, Fouche “Memoirs: Napoleon’s Secret Police”, “Napoleon’s Diary” Speech to the national convention Feb 5, 1794, the terror justified Robespierre, (visual) Napoleon crossing the alps Jacque Louis David 1800, (textual) Napoleon’s Imperial decree at Madrid Dec 4, 1808, (visual) “Napoleon Crossing the Alps,” Jacques-Louis David, 1793
Maps: CR1b North America in 1763, France in 1789, Internal Disturbances & the Reign of Terror Internal Disturbances, The Incidence of the Terror, Haiti 1804, Spanish Settlement in the Americas at the end of the 16th C., Americas in 1804 The dates of abolition and independence, European possession in the Americas 1763, European possession in the Americas 1804
Charts: CR1b French Society during the Reign of Louis XVI, Classes in France, Financial crises during the reign of Louis XVI & reforms, French Governments 1789- 1799, executions during the reign of terror, Atlantic slave trade chart, the population of enslaved people in Saint Dominigue 1681-1791, Total population in Saint Dominigue 1775-1789
Secondary Sources: CR1c McKay 15-19, John Green Crash Course, Choices The French Revolution, The Haitian Revolution, The American Revolution & The U.S. Constitution & a more perfect Union, Sherman Chps. 5-10, Colonies enterprises and wealth: the economies of Europe and the wider world in the 17th c., The causes of the English civil war, Absolutism: myth and reality, The English revolution 1688-1689 66, Aries “Centuries of Childhood”, Laslett “The World We Have Lost: The Early Modern Family, Monter “The Devil’s Handmaid: Women in the Age of Reformations” Why was science backward in the middle ages, Early modern Europe motives for the scientific revolution, No scientific revolution for women, Warfare crisis and absolutism, The great cat massacre & other episodes in French cultural history Peasants tell tales, The age of enlightenment Crocker, Heavenly city of the 18c philosophers Becker, Women in the salons, Problem of enlightened absolutism Scott, Choices The French Revolution, Darnton The great cat massacre & other episodes in French cultural history, Lefebrvre “The Coming of the Revolution”, Sutherland “The Revolution of the Notables”, Graham “Loaves and Liberty: Women in the French Revolution”, Doyle “An Evaluation of the French Revolution”, Bergeron “France Under Napoleon: Napoleon as an Enlightened Despot”, Lyons “Napoleon Bonaparte and the Legacy of the French Revolution”, Smith “Women and the Napoleonic Code”, Holborn “The Congress of Vienna, France under Napoleon: napoleon as enlightened despot, Napoleon as preserver of the revolution rude, Women’s realm virtue reproduction and family
Thesis writing Activity: Students will discuss the intellectual and social changes, which occurred as a result of the Scientific Revolution in order to make a defensible claim about the effects of the scientific revolution. CR11
Art History Activity: Students will define the Rococo and Baroque styles in groups and then discuss with the group at large to come up with a set of criteria. Then they will use the criteria to explain how and why the following sources are examples of Rococo Fragonard the swing, Baroque Gentileschi Judith & Holofernes, Bernini Ecstasy of St. Teresa. CR3, CR10
Jacques Louis David and the French revolution activity:
Students will define and discuss the neoclassical style and then explain and discuss how and why it developed in reaction to Rococo and Baroque. {:gap {:kind :userinput}} will then group them, each group analyzing some of the works of David to explain how they are examples of the neoclassical style. CR3, CR10
Document Based Essay: Students will write a comparison argument for the triumph of Absolutism in France vs. the rise of Republics in England and the Netherlands using a free response DBQ question from a former AP European history exam. CR7
Political Science Activity: Students will write an argument and then deliberate their positions in a fishbowl on the effectiveness of natural rights as an argument for equality during the French & Haitian Revolutions. CR3, CR13, CR7, CR4 SP9
Deliberation Activity: Did Napoleon further the cause of the French Revolution or set them back? Students will make a defensible claim in the form of a clear thesis with support and deliberate in a fishbowl style. CR11, CR14
Unit III December-January Modern Period 1815-1914 Part I reaction, the Victorian Age & the new imperialism: Romanticism, Industrialization in Britain and then of continental Europe, unification of Germany and Italy, Impressionism, Scramble for Africa, British India and the open door to China CR2
Primary sources:
CR1b (visual) Liberty leading the people Delacroix, Snow Storm: Steamboat off a Harbour's Mouth J. M. W. Turner, “The Wanderer Above the Sea of Fog,” Caspar David Friedrich, 1818, (audio) Beethoven 3rd, 5th, and 9th symphonies, (textual) William Wordsworth, ENGLAND IN 1819 Percy Bysshe Shelley, Frankenstein Mary Shelley, Lord Byron Greek Nationalism. Gustave Courbet After Dinner at Ornans, Emile Zola Germinal, Dickens (Coketown, Dombey and Son), Gustave Flaubert, (visual) The Lady of Shalott William Holman Hunt, Ophelia by Sir John Everett Millais Bt PRA (1829- 96). 1851-52. Ecce Ancilla Domini (The Annunciation) Dante Gabriel Rossetti (1828- 1882), Judith Gustav Klimt1901, Odion Redon The cyclops, Gustave Moreau (textual) Baudelaire,(visual) Sultan of Morroco Delacroix 1845, Thomas Seddon, Pyramids of Gizeh — Sunset Afterglow. Oil on canvas, 21 x 31 inches. c. 1856. http://www.victorianweb.org/painting/seddon/paintings/2.html, View from the Benitza Road, near Gastouri — Corfu by Edward Lear, 1812-1888 http://www.victorianweb.org/painting/lear/paintings/1.html, http://www.victorianweb.org/painting/seddon/paintings/1.html Thomas
Seddon, Jerusalem and the Valley of Jehosophat. The Street and Mosque of the Ghoreeyah, Cairo by John Frederick Lewis. Watercolor and oil on paper, 29 3/4 x 40 1/2 inches. Forbes Magazine Collection, Sir Lawrence Alma-Tadema, A Reading from Homer, 1885, oil on canvas, 36-1/8 x 72-1/4 inches / 91.8 x 183.5 cm (Philadelphia Museum of Art), Böcklin's Self-Portrait with Death Playing the Fiddle, Monet Houses of Parliament, London, c. 1904, Gaughan, Munch, Kandinsky, http://smarthistory.khanacademy.org/dada.html Duchamp readymades http://smarthistory.khanacademy.org/twittering-machine.html Klee twittering machine, (textual) Testimony for the factory act of 1833: working conditions in England, Sybil or the two nations: mining towns Benjamin Disraeli Tory aristocrats vs. liberal whigs, Conditions of the working class in England Friedrich Engels, Self-help: middle-class attitudes Samuel smiles, Hugo Father Goriot: money and the middle class, Secret Memorandum to Tsar Alexander I 1820: Conservative Principles Prince Klemens von
Metternich, Carlsbad Decrees 1819 conservative repression, English liberalism Bentham, Liberalism progress and optimism the economist 1851, The first chartist petition demand for change in England, An eyewitness account of the revolutions of 1848 in Germany annual register, The Genuis of Christianity Chateaubriand, Bismarck “Speeches on Pragmatism and State Socialism”, Mazzini “The Duties of Man”, Paris Commune, Fabri “Does Germany Need Colonies?”, Kipling “The White Man’s Burden”, Royal Niger Company “Controlling Africa: The Standard Treaty”, Darwin “The Origin of Species and The Descent of Man”, Spencer “Social Statistics: Liberalism and Social Darwinism”, Mill “On Liberty”, Our Sisters, The salon art exhibit of 1846 art and the bourgeoisie Baudelaire, “Women as Chemists (Pharmacists), Marx and Engels, “The Communist Manifesto”, Maier “Socialist Women: Becoming a Socialist”, Pankhurst “Why We Are Militant”, Pope Pius IX “Syllabus of Errors”, Chamberlain “Foundations of the Nineteenth Century: Racism, Wagner “Judaism in Music: Anti-Semitism”, (visual) The hatch family: the upper middle class, The ages of women, Lunch hour: the working class, (textual) Speech at hamburg 1901 imperialism Kaiser Wilhelm II, The rise of our east African empire lord lugar, Does germany need colonies, The white man’s burden kipling, Conrad
Maps: CR1b
Industrialization & Demographic change population density: England 1801, Population Density: England 1851, Concentration of Industry in England, 1851, Imperialism in Africa Divisions among Indigenous peoples, political and cultural divisions, European control of Africa 1914, Africa on the Eve of the Berlin Conference, Colonial Ghana, Colonial Congo, Colonial Algeria, Colonial Kenya,
secondary sources: CR1c
McKay 20-24, Choices Colonization, John Greene Crash Course, Sherman Chps 11-14 Women in her social and domestic character, Women and the working class, Heilbroner The making of economic society: England, the first to industrialize, Stearns & Chapman Early Industrial society: progress or decline, Michael Anderson Family and industrialization in western Europe, The decline of political liberalism Hinsley, Raymond Grew A sterner plan for Italian unity: nationalism, liberalism, and conservatism, German unification Hajo Holburn, German unification Blackbourn, The age of empire Hobsbawm, Carlton J.H. Hayes Imperialism as a nationalistic phenomenon, Tools of empire Headrick, Gender and Empire Strobel, The effects of imperialism David Landes Letter to the editor of the London Times: War and Political ideology V. Bourtzeff 1914, Ulam The Unfinished Revolution: Marxism Interpreted, Reimer and Fout European Women
Art History Activity: Students will define Romanticism in groups and then have a class discussion to determine the final criteria. Then in pairs, they will discuss how the following visual sources are examples of Romanticism (The Third of May Goya, The wanderer above the Sea and Fog Caspar David Frederich, Delacroix Liberty leading the people, Caspar David Frederich Abbey Graveyard in the Snow). They will then report out and have a class discussion. There will be a final assessment in which students will read
literary sources, Wordsworth, Byron, Shelley, and Keats and see if they can find the same criteria within these works. CR3, CR10
Seminar discussion activity: Students will be grouped and each group will be responsible to present one of the following Movement’s perspectives on the industrial revolution and the new imperialism: the Realists with their images reflecting the harshness of agricultural labor and urban life, with the Aesthetes or Pre-Raphaelites and their escape from the world, with the decadents or symbolists who faced and judged the world, living life as if it were art and therefore beyond good and evil, and the Impressionists and Orientalists. Then we will have a roundtable seminar discussion on these movements’ reactions. CR9
Long Essay Activity: Students will write a long essay discussing the reasons for and impact of industrialization and its spread. CR15, CR11, CR4 PP1
Short essay:
Students will write a causation thesis paragraph (causes and effects) for Bismarck’s use of war to achieve union. CR11, CR14
Discussion:
Students will discuss in a seminar format the causes and effects of the triumph of the western European bourgeoisie and their association with print technology in the Revolutions of 1848. CR11
Short essay:
Students will write a causation thesis for the impact of this era on the women question, anti-slavery movements, the tribal societies of Africa, and the civilizations of India, China, and Japan. CR14, CR11
Long Essay: Students will write an argumentation essay on how the Scientific ideas of Natural Selection and popular anthropology gave rise to the new ideologies of Marxism, and Social Darwinism. CR15, CR9
Unit IV February-Mid March Modern World 1914- 1945 World War I, the Russian Revolution, Depression, instability & World War II. World wars, global depressions, and instability, new physics, Impact of Impressionism & rise of new philosophies, existentialism CR2
Primary sources: CR1b Ernst, Grosz, Otto Dix, Heartfield, http://smarthistory.khanacademy.org/picasso-guernica.html Picasso Guernica, Socialist realism, Photography, Degenerate art, “Report from the Front: The Battle for Verdun, 1916”, Owen “Dulce et Decorum Est: Disillusionment”, Blucher “The Home Front”, Peasant proverbs, Peasants in Literature Tolstoy & Chekov, (visual) The Volga Barge Haulers (textual) “Program of the Provisional Government in Russia”, Lenin “April Theses: The Bolshevik Opposition”, Lenin “Speech to the Petrograd Soviet- November 8, 1917: The Bolsheviks in Power”, Wilson “The Fourteen Points”, Remarque “The Road
Back”, Linke “Restless Days”, Hauser “With Germany’s Unemployed”, “Program of the Popular Front – January 11, 1936”, Gasset “The Revolt of the Moses”, Freud “Civilization and Its Discontents”, Mussolini “The Doctrine of Fascism”, Hitler “Mein Kampf”, Goebbels “Nazi Propaganda Pamphlet”, Diehl “The German Woman and National Socialism (Nazism)”, Kogon “The Theory and Practice of Hell: The Nazi Elite”, Bettelheim “The Informed Heart: Nazi Concentration Camps”, Baron “Witness to the Holocaust”, Stalin “Problems of Agrarian Policy in the U.S.S.R.: Soviet Collectivization”, Stalin “Report to the Congress of Soviets, 1936: Soviet Democracy”, Economic and political development go hand in hand, Unemployment, Appeal to women, nazi mythology, map, Orwell handout Looking back on the Spanish war
Charts: CR1b Selected military casualties of WWI, World War I: The Home Front and Women Women in the labor force, Great Britain 1914-1918, Women in industry, Great Britain 1914-1918, Germany 1871-1932 Unemployment, Politics and Women in the Weimar Republic Elections to the German Reichstag 1924-1932, Unemployment during the Great Depression 1930-1938 Unemployment in Germany 1924-1932, National Unemployment 1930-38, Authoritarianism and Totalitarianism 1919-1937, The Spread of Authoritarian Governments
Statistics: CR1b Peasant life by the numbers
Maps: CR1b The Russian Empire, Physical geography of Russia, Agricultural areas of Russia, Boundaries of the Russian Empire 1905-1914, German occupation by March 1918, Peasant unrest & seizing of land 1905, Power seized by Bolsheviks nov-dec 1917, workers soviets 1905, Growth of Russia 1855-1904, Petrograd 1917, The European powers August 4th, 1914, 1914 Ethnolinguistic map of Europe, German Territorial losses after WWI, German losses overseas 1919, International exchange rate- german marks to
U.S. dollars Jan 1914- Dec 1923, Weekly cost of living in German marks for a low-income family of four, Household spending for a middle-income family of three, Daily per capita food consumption for a middle-income household, Index of German industrial production 1926-32, German industrial production by industry 1928-32, German unemployment (percentage of the labor force), German employment in key economic sectors, Japanese expansion through 1940, the neutrality acts, Axis expansion in Europe through 1939, The Destruction of Europe Dresden 1945, The Cold War and European Integration The Economic and Military division of Europe, Decolonization in Asia and Africa
Secondary sources: CR1c McKay 25-27 Choices The Russian Revolution, WWI, & Weimer, Sherman 15-18, The Guns of August, Stromberg The Origins World War I: Militant Patriotism, Strandmann Germany and the Coming of War, Craig The Revolution in War and Diplomacy, Anderson and Zinsser Women, Work, and World War I, Walsworth Peace and Diplomacy, Service The Russian Revolution, February revolution Florinsky, Red October the Bolshevik revolution of 1917 daniels, Wohl The Generation of 1914 Disillusionment, Crossman Government and the Governed: The Interwar Years, Laux The Great Depression in Europe, Kedward Fascism and Western Europe, Carsten The Rise of Fascism, Fischer Hitler and Fascism, Goldhagen Hitler’s Willing Executioners, Lee Dictatorship in Russia: Stalin’s Purges
Art History Activity: Students will define and discuss the criteria for Cubism in groups and then in the group at large. Then explain how Picasso’s Guernica reveals cubist principles and ideas. Students will define and discuss the criteria for Dada and explain how the following examples show Dada principles (Duchamp Fountain, Paul Klee Twittering machine, John Heartfield Adolf the superman swallows gold and spouts tin. Students will define and discuss the criteria for Socialist realism and explain how Isaak Brodsky’s Stalin is an example of Socialist realism. CR3, CR10
Deliberation activity: Students will make an argument for one of the positions in the spring of 1917 when a tremendous contest for Russia’s future was about to unfold. Students will be divided into four options: 1. Create a liberal democracy, 2. Respect the peasants, 3. Work toward a future Socialist society, 4. Organize now for a second revolution. They will then integrate the arguments and beliefs of the option into a persuasive and coherent presentation that is well supported by primary sources. Option groups will then roleplay the four options and deliberate on Russia’s future. CR14
Long Essay Activity: Students will write a causation argument for how and why WW1 led to WWII. CR11, CR15
Long essay: Students will write a contextualization argument for how the widely held belief in progress began to break down before WWI, and then how the experience of the war intensified a sense of anxiety giving way to a plurality of intellectual frameworks by showing examples either in literature, the visual art and/or music. (Secondary source reading & Khan academy Cubism, futurism, Dadaism, Surrealism, Bauhaus, Modernism, Postmodernism, Compositions of Stravinsky, Shoenberg, Strauss, excerpts from Kafka, Freud (Psychotherapy & Sigmund Freud Ted Lessons), Gertrude Stein & excerpts from lost generation writers) CR8, CR15
Unit V Mid-March- April the post-modern world 1947-present: Cold war, Decolonization, new geopolitical alliances, the reunification of Europe (political and economic), abstract expressionism, theatre of the Absurd, op art, pop art, modern realism, feminism, deconstructionism CR2
Primary sources: CR1b
The Truman Doctrine and the Marshall Plan, Ponomaryov “The Cold War: A Soviet Perspective”, Reich “The Berlin Wall”, Laidler “British Labor’s Rise to Power”, Beauvoir “The Second Sex”, Redstockings “A Feminist Manifesto”, Garthoff “The End of the Cold War”, Heilbroner “After Communism: Causes for the Collapse”, Leff “The Collapse of Communism in Eastern Europe”, Donia “War in Bosnia and Ethnic Cleansing”, The destruction of Europe and indiscriminate bombing of civilians, The cold war and European integration, Decolonization in Asia and Africa, Televised violence desensitizing us to the brutality of war, just another show, Number 1 Pollock, Henry Moore Madonna and child, de Kooning woman series, Bacon Head surrounded by sides of the field, Bearden the prevalence of ritual, Stella empress of India, Albers apparition, jasper johns, and Lichtenstein 1963 and Warhol, Richard Hamilton just what is it that makes today's home so different so appealing? Brancusi the kiss, Hiroshima photo & other effects of photo documentary, Christo Rauschenberg odalisk, Calder lobster trap, and fishtail, Cindy Sherman untitled film still
Maps: CR1b
Europe after WWII, Flashpoints between the Soviet Union and the West August 1946, Selected African anti-colonial and independence movement leaders, Africa today, African independence in the 20th Century, Genocidal acts of the twentieth & twenty-first centuries, Historical Armenian kingdoms, South Asia Today, The Great Revolt of 1857, Pre-and post-partition territories, religious distribution within districts of Bengal, Bengal 1931, The Iranian oil nationalization crisis of 1950-53, Nuclear weapons 2013, Russia & its Neighbors
Statistics: CR1b
Kenya: Government expenditure on education 1936, UN peacekeeping operations statistics 2013
Charts: CR1b
International politics in the postwar world comparing the great powers 1945-50, Charting African Independence Activity, Ecological threats The measure of the 20th C., Projected Global CO2 & temperature range of increases 1750-2100, Protected areas and threatened species 2007, Population growth projection 1750-2100, per capita energy consumption 2007, per capita carbon dioxide emissions 2007, Atmospheric CO2 concentrations 1000- 2007, a summary of the earth’s average annual carbon budget 2000-2007, Amazon rainforest countries, Important post-cold war U.S.-Russian nuclear weapons agreements, primary Russian oil and gas pipelines to Europe, examples of state-sponsored terrorism, The republics of the Yugoslav Federation 1991, 1995 Peace agreement dividing Bosnia into two republics, Total UN membership 1945-present,
secondary sources: CR1c
McKay 28-30 Choices India/Pakistan, Genocide, Origins of the Cold War, Nuclear Weapons, Russia’s Transformation, Responding to terrorism: challenges for democracy & United Nations: challenges & change & Turkey, Sherman 18-19 Khan Academy John Greene, Kennan “Appeasement at Munich Attacked”, Taylor “The Origins of the Second World War: Appeasement Defended”, Gormly “Origins of the Cold War”, Fanon “The Wretched of the Earth, Appeasement at Munich attacked, A world at arms Weinberg, Positive role of the UN in a split world Hammarskjold, Orwell, Camus, Cultural Imperialism, The Rise of a New Conservatism 1969-1988, The short century its over Lukacs, the end of the cold war Garthoff, after communism causes for the collapse Heilbroner, the collapse of communism in eastern Europe Skalnik Leff, terrorism and the clash of civilizations Huntington, the future after 9-11-01, globalization Friedman, ecological threats Mcneil
Memorial Activity: Students will be divided into groups, each group will present their arguments for the causes and effects of one of the following: the Armenian genocide, the Holocaust, the Cambodian genocide, the Bosnian genocide, and the Rwandan genocide. Then students will deliberate if it is possible to have an international policy to prevent future genocide. Then students will create a memorial, thinking about the message of the memorial, the materials and symbols and how they convey the intended message, why is it being remembered, is it meant to preserve history or teach a lesson for the future.
CR14, CR10
Long Essays:
1. Students will write an argument for 1947 as a turning point for Cold War institutions, the arrangement of the world, and the rise of nationalist movements in postcolonial countries. Support their arguments with evidence and then make connections in their conclusions to other historical contexts, periods, themes, or disciplines CR13, CR15, CR10
2. Students will write a continuity and change argument for the challenges facing the post-modern world: environmental, nuclear, & terrorism. They will support and develop their arguments with evidence and then make connections in their conclusions to other historical contexts, periods, themes, or disciplines CR12, CR15, CR10
Short Essay: Students will write a comparison thesis, comparing the Habsburg dream of unity with the challenges the European Union faces today, is it possible for Europe to achieve Unity, if so how and why if not how and why? CR7, CR14, CR8
May Review, take a Mock exam in preparation for the exam.
Post Exam: Collect, organize and evaluate work into a Showcase Portfolio based on AP learning objectives, and historical thinking skills.