Mr
Mr. Grenz
AP European History 2017-2018. Room 240
mgrenz@auburn.wednet.edu
Availability: Before school 7:35-8:00am/Planning period (2nd)
Advanced Placement European History is a class for dedicated, disciplined, and motivated students. You will be expected to work hard and be prepared for class every day. This is a college-level class in which you have an opportunity, if you desire, to take the AP exam to earn college credit. This syllabus will continue to help you understand both what my expectations are and how you can be a successful and positive member of this class. In AP European History, you will learn how to become effective communicators, critical thinkers, and creative and collaborative members within this class.
CLASSROOM RULES AND EXPECTATIONS
THE BIG FIVE: 1. Be Respectful (of others and your environment)
2. Be Positive
3. Be Prepared
4. Be Punctual
5. Be a Contributor
Additionally, all AHS rules as outlined in the student handbook are in full effect.
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GRADING POLICY
Grades in this class are based on the number of points students accumulate during the semester. Grades will be based on the following criteria:
1. Tests and quizzes
2. Daily Work/Homework (Assessments)
** FYI – There is a loss of 10 points for each unexcused tardy and absence.
GRADE SCALE
100-93 = A 92-90 = A- 89-88 = B+ 87-83 = B 82-80 = B- 79-78 = C+
77-73 = C 72-70 = C- 69-68 = D+ 67-60 = D 59-0 = F
ABSENT/LATE WORK
1. If a student has an excused absence, IT IS THE STUDENT’S RESPONSIBILITY to get make-up work from the teacher. Not only that, it is the students’ responsibility to turn in the make-up work on time.
2. Late work: 1 Day late = -20% + # wrong
2 Days late = -50% + # wrong
3+ Days late = NO CREDIT
• If you had an EXCUSED ABSENCE and need to turn in absent work, be sure to (1) write the word “absent” and (2) the date absent at the top of the make-up assignment and turn this into the “absent” work bin upon your return
• 1 day absent = assignment due your next day in class--2 days absent = due 2nd day back/3 days absent = due 3rd day back etc.
• If this procedure is not followed by you, I will not accept your work.
3. You MAY NOT make up work from days missed due to an UNEXCUSED absence or tardy. Students who choose to skip class will find it very difficult to pass the course.
4. Get any missed lecture notes from THE TEXTBOOK.
5. If you are absent for a TEST or QUIZ, you will be expected to make it up the NEXT day you are in class.
6. Same with an assignment: If you are absent the day the assignment is due, the assignment is due the NEXT day you are in class.
Mr. Grenz’s WEBSITE
If you are absent, or misplace an assignment, you can go to my website on the school’s main web page:
The URL for my website is:
ATTENDANCE/TARDY POLICY
1. Successful students are prompt, punctual, and prepared. Arrive to class on time and be prepared to learn. The following actions will result in a loss of 10 points per infraction: (1) Unexcused absences, (2) Unexcused tardies, (3) being sent out of the classroom, (4) sleeping during class or disrupting the learning environment (cell phones or CD/music players), (5) breaking any of the “big five” rules, (6) using inappropriate language (also, no using the “G” or “R” words in a derogatory manner!!), (7) being unprepared for class.
2. Consequences:
a. Loss of 10 points & a verbal warning (tardy #1)
b. Loss of 10 points & lunch detention (tardy #2, unexcused absence #1)
c. Loss of 10 pts & Friday night school/in-school suspension/call home (3+ tardies,2+ unexcused absences) – or multiple lunch detentions
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HALL PASSES
• Students MUST HAVE a student planner/clipboard in order to leave class.
• In order to leave class, you must leave your CELL PHONE WITH ME.
• Do your best to take care of any personal business before class (restroom, water fountain).
• Additionally, hall passes will not be allowed for students who are unprepared for class….so bring your materials and assignments.
• If you are leaving class, you will be required to LEAVE YOUR CELLPHONE (hand to me before leaving)
• YOU WILL NOT BE ALLOWED A PASS THE FIRST OR LAST 10 MINUTES OF THE PERIOD
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SUPPLIES/MATERIALS
Bring the following list of items daily to class:
(1) Your chapter packet
(2) A binder or folder in which your AP Euro materials can be stored
(3) Lined notebook paper
(4) A pen or pencil
(5) Assignments, homework, and any associated reading currently assigned.
(6) Your PLANNER
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THE AP TEST THIS YEAR (Exam Format)
The new exam will feature short-answer, document-based, and essay questions that ask students to demonstrate historical content knowledge and thinking skills through written responses. Multiple-choice questions will ask students to use content knowledge to analyze and interpret primary and secondary sources.
The exam will consist of four parts:
1. 55 multiple-choice questions (55 minutes, 40 percent)
2. 3 short-answer questions (40 minutes, 20 percent)
3. 1 document-based question (60 minutes, 25 percent)
4. 1 long essay question (40 minutes, 15 percent)
The multiple-choice section will consist of 55 questions, organized into sets of three to five questions that ask students to respond to stimulus material (i.e., a primary or secondary source, including texts, images, charts, graphs, maps, etc).
There are THREE kinds of essays on the AP test.
1. “Long Essay” or “Free Response (FRQ)” To provide opportunities for students to demonstrate what they know best, students will be given a choice between two comparable long essay options. As with the document-based question, student essays will require the development of a thesis or argument supported by analysis and synthesis of specific, relevant historical evidence.
2. There will also be a “Document Based Question” (DBQ). The document-based question emphasizes the ability to analyze and synthesize historical evidence, including textual, quantitative, or visual materials. The question also requires students to formulate a thesis and support it with relevant evidence.
3. Additionally, there will be THREE “Short-Answer” questions. The short-answer section will consist of four questions that require students to use historical thinking skills and content knowledge to respond to stimulus material, a historian’s argument, or a general proposition or question about European history. As in the multiple-choice section, stimulus material may consist of a primary or secondary source, including texts, images, charts, graphs, maps, etc. At least two of the four short-answer questions will include stimulus material
This year’s exam
Date: The exam the 2017-2018 school year will be FRIDAY MAY 18TH 2018 AT 12 NOON
AP Address:
You can get sample test questions, look at the testing schedule in May, specific information for all AP subjects, and answers to other AP-related questions you may have.
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UNIT TESTS
Please plan ahead and study hard for the unit tests. They are difficult and are built on the national AP Euro Examination model (except on a smaller scale due to time constraints)IT TESTSon modeland study hard for the unit tests. They are difficult and are built on the AP Euro --------------------------. If you are absent the day of a test, you may only take the make-up test if you have an excused absence the day of the test. Plan on taking the test your FIRST DAY BACK in class after you return. Each test will be worth 100 points.
The unit tests will cover TWO chapters and will consist of the following:
1. 20 multiple choice questions (from both chapters) – 20 minutes
20 questions X 3 points each = 60 points
2. One essay question (from two essay options) – 35 minutes
1 question X 40 points each = 40 points
Additionally, your most recent chapter packet will be due at this time as well.
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QUIZZES
At the end of each chapter, you will be quizzed to make sure you have kept up on your readings and are understanding the concepts. The quizzes will usually be at the beginning of class right after the bell has rung. The quizzes consist of 5-10 multiple choice questions.
• If you have an excused absence the day of a quiz, you will be required to take the quiz your next day back in class.
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ESSAYS
Again this is a college level class. And as is expected in college, you will be writing NUMEROUS essays. We will be working on essay construction during class constantly throughout the year. This will help tremendously in preparing for the AP exam in May and also help you become a more competent and communicative writer.
We will be focusing on THREE types of essays in this class:
1. Free Response (long) Essays (FRQ) – These are very structured with an intro paragraph, thesis statement, body paragraphs with CD’s/CM, and a conclusion paragraph
2. Document Based Question Essays (DBQ) – See information above
3. Short Answer Essays – See information above
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CHAPTER PACKETS
For each chapter you will turn in a chapter packet worth 50-125 points. Each chapter packet that you turn in will consist of the following items:
1. Lecture Notes
2. Chapter Vocabulary
3. Chapter Reading Questions
4. Chapter PSDQ’s (Primary Source Document Questions)
5. PERSIA Chart
(Political, Economic, Religious, Social, Intellectual, Arts/Achievements)
* You will be REQUIRED to turn in each packet at the end of the year. Do not lose the packets or else you will receive a ZERO at the end of the year on your assignment. Consequently, you will probably not pass this class. BE RESPONSIBLE.
DO NOT GET BEHIND IN YOUR DAILY WORK. Procrastination in this class will kill you.
HOMEWORK
You will be expected to work on AP Euro EVERY NIGHT for in order to keep up with the pace of class. Don’t get behind in your assigned readings or packets. If you do fall behind, you will find it very difficult and time-consuming in order to “catch up”.
CHEATING
Cheating consists of turning in work not completed by you, copying answers from another student or source…..etc. If you are caught cheating, you will receive a ZERO on that assignment/test/quiz and will be subject to appropriate disciplinary proceedings, including possible failure of this class. So the bottom line is this: DON’T DO IT!! You will be responsible for failing this class for the semester or school year. I will now explain more……..
RE-DO/RE-TAKE POLICY
This is an Advanced Placement Class and one of the goals of this class is to replicate a college-level history class as closely as possible. This being said, there are no “do-over’s” or “retakes” in college, hence there will NOT BE ANY “do-over’s” or “retakes” for your tests, quizzes, or assessments in this class. Be prepared to do your best the first time around.
VIDEO/MOVIES
During class time, we will occasionally watch documentary-type videos and/or “Hollywood” movies which provide you with a different perspective of a particular topic we have studied. After the AP exam in May, we will be watching several movies to “decompress” after a busy year. During the movies, it is expected that you watch and listen, answer any associated video questions, and not sleep, work on other homework, or converse with other students. No rated “R” movies will be shown. However one or two “PG-13” may be shown (including an unrated NBC broadcast of Schindler’s List which does include some violence, brief nudity, and profanity). Parents may opt their child out by emailing me directly.
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Class Procedures & Expectations – Grenz
1. Turning in work
a. On time (due date) – assignment boxes
b. Absent work – see me for assignments/turn in to “absent” box with date absent and “absent” on top of front page/1 day for each day absent (excused)
2. Checking out books (borrowing)
3. Textbooks (pick up next week)
4. Atlases, dictionaries, etc.
5. Tardy sign in list – 1st tardy (warning), 2nd tardy (lunch detention & -10 pts.). 3 or
more = administrative consequences (+ detention & -10 pts. ea.)
6. Sharpening pencils/leaving seat/drawing on desks
7. At the end of the period, you will be dismissed by ME, from your SEAT.
• Please push chairs under tables
• 6th period will put chairs on table
8. Art supply cabinet/grades posted
9. Fire drills/earthquake/invader drills
10. Picking up new assignments
11. Entry tasks
12. Student planners – Leaving class/restroom/lockers (not the first or last 10
minutes of the period). Restroom = cell phone
• Must use YOUR planner (your name needs to be in it).
• Lost it? Too bad! Go to bookkeeper ($3.00)
13. Food and beverage
14. In class work (on task) – social hour is lunch time, before and after school
15. Fans
16. The big five!!
17. Phones/iPods-MP3 players/cell phones (office)
18. Grenz’s website….
Auburn High School
Advanced Placement European History
Michael Grenz
September, 2018
Dear Parent or Guardian:
Please take a moment to look over the information about the Advanced Placement European History class attached to this letter. I encourage you to refer to this information throughout the year (particularly the syllabus) if you have any questions or concerns about the course. I also encourage you to contact me directly if you have any questions or concerns that aren’t addressed in the handouts.
A primary objective for this class is to prepare students for the national AP European History exam offered in May. Success on this exam can earn students college credit. For this reason, the standards are high; students must demonstrate knowledge of European history as well as an ability to think and write critically about a wide range of historical topics. In order to prepare for this exam AP European history students will be expected to read and take notes on approximately 800 pages of college-level text, take approximately 30 short quizzes, nine unit tests, two comprehensive exams, write approximately 30 essays, and participate in a wide range of classroom activities over the course of the school year. It can seem a little overwhelming to students and parents at first. I assure my students that using the information provided to manage time and develop consistent work habits will result in success in this class. Every year the vast majority of AP Euro students do quite will and benefit enormously from this class. They enjoy the challenges, appreciate the rewards and pass the national exam in May. However, occasionally students do struggle. AP Euro is not a particularly good “fit” for students who struggle with getting assignments in on time and are not particularly self-motivated or organized. Please discuss with your student what undertaking an academic challenge like this represents in terms of time and energy and counsel them accordingly.
I’m looking forward to another great year and want to thank you in advance for your interest in support. Again, I encourage you to contact me if you have any questions or concerns regarding Advanced Placement European History. Please sign and return this letter.
Sincerely,
Michael Grenz
Student Name ____________________________________________________________________
Student Signature ______________________________________________ Date _______________
*Parent/Guardian Signature _______________________________________ Date _______________
*By signing this syllabus sheet, I also understand the video/movie policy stated on the previous page and my signature serves as permission for my child to watch videos/movies in AP Euro this school year. I also understand that I may “opt-out” my student from any video by emailing Mr. Grenz directly at mgrenz@auburn.wednet.edu. I also understand that my student will be REQUIRED to turn in each chapter packet (ch. 12-30) at the end of the year. If these are not turned in, they will retroactively receive a ZERO at the end of the year on each missing packet assignment & consequently, may not pass this class.
Course Name: Advanced Placement European History
Grade Level(s): 10th Grade
Course Description: The study of European history from 1450 to the present introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institution, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of the AP program in European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.
The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full year introductory college courses. Students will learn to assess historical materials, their relevance to a given interpretive problem, their reliability, and their importance, and to weigh the evidence and interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at conclusions on the basis of an informed judgement and to present reasons and evidence clearly and persuasively in essay format.
COURSE OUTLINE
1. Recovery and Rebirth: The Age of the Renaissance
I. Meaning and Characteristics of the Italian Renaissance
II. The Making of Renaissance Society
A. Economic Recovery
B. Social Changes in the Renaissance
C. The Family in Renaissance Italy
III. The Italian States in the Renaissance
A. The Five Major States
B. Independent City-States
C. Warfare in Italy
D. The Birth of Modern Diplomacy
E. Machiavelli and the New Statecraft
IV. The Intellectual Renaissance in Italy
A. Italian Renaissance Humanism
B. Education in the Renaissance
C. Humanism and History
D. The Impact of Printing
V. The Artistic Renaissance
A. Art in the Early Renaissance
B. The Artistic High Renaissance
C. The Artist and Social Status
D. The Northern Artistic Renaissance
E. Music in the Renaissance
VI. The European State in the Renaissance
A. The Growth of the French Monarchy
B. England: Civil War and a New Monarchy
C. The Unification of Spain
D. The Holy Roman Empire: The Success of the Habsburgs
E. The Struggle for Strong Monarchy in Eastern Europe
F. The Ottoman Turks and the End of the Byzantine Empire
VII. The Church in the Renaissance
A. The Problems of Heresy and Reform
B. The Renaissance Papacy
2. Reformation and Religious Warfare in the Sixteenth Century
I. Prelude to Reformation
A. Christian or Northern Renaissance Humanism
B. Church and Religion on the Eve of the Reformation
II. Martin Luther and the Reformation in Germany
A. The Early Luther
B. The Rise of Lutheranism
C. Church and State
D. Germany and the Reformation: Religion and Politics
III. The Spread of the Protestant Reformation
A. Lutheranism in Scandinavia
B. The Zwinglian Reformation
C. The Radical Reformation: The Anabaptists
D. The Reformation in England
E. John Calvin and Calvinism
IV. The Social Impact of the Protestant Reformation
A. The Family
B. Education in the Reformation
C. Religious Practices and Popular Culture
V. The Catholic Reformation
A. Revival of the Old Orders
B. The Society of Jesus
C. A Revived Papacy
D. The Council of Trent
VI. Politics and the Wars of Religion in the Sixteenth Century
A. The French Wars of Religion (1562-1598)
B. Philip II and the Cause of Militant Catholicism
C. The Revolt of the Netherlands
D. The England of Elizabeth
3. Europe and the New World: New Encounters, 1500-1800
I. On the Brink of a New World
A. The Motives
B. The Means
II. New Horizons: The Portuguese and Spanish Empires
A. The Development of a Portuguese Maritime Empire
B. Voyages to the New World
C. The Spanish Empire in the New World
III. New Rivals On the World Stage
A. Africa: The Slave Trade
B. The West in Southeast Asia
C. The French and British in India
D. China
E. Japan
F. The Americas
IV. Toward a World Economy
A. Economic Conditions in the Sixteenth Century
B. The Growth of Commercial Capitalism
C. Mercantilism
D. Overseas Trade and Colonies: Movement Toward Globalization
V. The Impact of European Expansion
A. The Conquered
B. The Conquerors
4. State Building and the Search for Order in the Seventeenth Century
I. Social Crises, War, and Rebellions
A. The Witchcraft Craze
B. The Thirty Years’ War
C. A Military Revolution?
D. Rebellions
II. The Practice of Absolutism: Western Europe
A. Absolute Monarchy in France
B. The Reign of Louis XIV (1643-1715)
C. The Decline of Spain
III. Absolutism in Central, Eastern, and Northern Europe
A. The German States
B. Italy: From Spanish to Austrian Rule
C. Russia: From Fledgling Principality to Major Power
D. The Great Northern States
E. The Ottoman Empire
F. The Limits of Absolutism
IV. Limited Monarchy and Republics
A. The Weakness of the Polish Monarchy
B. The Golden Age of the Dutch Republic
C. England and the Emergence of Constitutional Monarchy
V. The Flourishing of European Culture
A. The Changing Faces of Art
B. A Wondrous Age of Theater
5. The Scientific Revolution and the Emergence of Modern Science
I. Background to the Scientific Revolution
A. Ancient Authors and Renaissance Artists
B. Technological Innovations and Mathematics
C. Renaissance Magic
II. Toward a New Heaven: A Revolution in Astronomy
A. Copernicus
B. Brahe
C. Kepler
D. Galileo
E. Newton
III. Advances in Medicine and Chemistry
A. Paracelsus
B. Vesalius
C. William Harvey
D. Chemistry
IV. Women in the Origins of Modern Science
A. Margaret Cavendish
B. Maria Merian
C. Maria Winkelmann
D. Debates on the Nature of Women
V. Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
VI. The Scientific Method and the Spread of Scientific Knowledge
A. The Scientific Method
B. Spread of Scientific Knowledge
VII. Science and Religion in the Seventeenth Century
A. Spinoza
B. Pascal
6. The Eighteenth Century: An Age of Enlightenment
I. The Enlightenment
A. The Paths to Enlightenment
B. The Philosophes and Their Ideas
C. The Social Environment of the Philosophes
II. Culture and Society in the Enlightenment
A. Innovations in Art, Music, and Literature
B. The High Culture of the Eighteenth Century
C. Crime and Punishment
D. The World of Medicine
E. Popular Culture
III. Religion and the Churches
A. The Institutional Church
B. Popular Religion in the Eighteenth Century
7. European States, International Wars, and Social Change
I. The European States
A. Enlightened Absolutism?
B. The Atlantic Seaboard States
C. Absolutism in Central and Eastern Europe
D. The Mediterranean World
E. The Scandinavian States
F. Enlightened Absolutism Revisited
II. Wars and Diplomacy
A. The War of the Austrian Succession (1740-1748)
B. The Seven Years War (1756-1763)
C. European Armies and Warfare
III. Economic Expansion and Social Change
A. Growth of the European Population
B. Family, Marriage, and Birthrate Patterns
C. An Agricultural Revolution?
D. New Methods of Finance
E. European Industry
IV. The Social Order of the Eighteenth Century
A. The Peasants
B. The Nobility
C. The Inhabitants of Towns and Cities
8. A Revolution in Politics: The Era of the French Revolution and Napoleon
I. The Beginnings of the Revolutionary Era: The American Revolution
A. The War for Independence
B. Forming a New Nation
C. The Impact of the American Revolution on Europe
II. Background to the French Revolution
A. Social Structure of the Old Regime
B. Other Problems Facing the French Monarchy
III. The French Revolution
A. From Estates-General to a National Assembly
B. Destruction of the Old Regime
C. The Radical Revolution
D. Reaction and the Directory
IV. The Age of Napoleon
A. The Rise of Napoleon
B. The Domestic Policies of Emperor Napoleon
C. Napoleon’s Empire and the European Response
9. The Industrial Revolution and its Impact on European Society
I. The Industrial Revolution in Great Britain
A. Origins
B. Technological Changes and New Forms of Industrial Organization
C. Britain’s Great Exhibition of 1851
II. The Spread of Industrialization
A. Limitations to Industrialization
B. Centers of Continental Industrialization
C. The Industrial Revolution in the United States
D. Limiting the Spread of Industrialization to the Nonindustrialized World
III. The Social Impact of the Industrial Revolution
A. Population Growth
B. The Growth of Cities
C. New Social Classes: The Industrial Middle Class
D. New Social Classes: Workers in the Industrial Age
E. Standards of Living
F. Efforts at Change: The Workers
G. Efforts at Change: Reformers and Government
10. Reaction, Revolution, and Romanticism, 1815-1850
I. The Conservative Order (1815-1830)
A. The Peace Settlement
B. The Ideology of Conservatism
C. Conservative Domination: The Concert of Europe
D. Conservative Domination: The European States
II. Ideologies of Change
A. Liberalism
B. Nationalism
C. Early Socialism
III. Revolution and Reform (1830-1850)
A. Another French Revolution
B. Revolutionary Outbursts in Belgium, Poland, and Italy
C. Reform in Great Britain
D. The Revolutions of 1848
E. The Maturing of the United States
IV. The Emergence of an Ordered Society
A. New Police Forces
B. Prison Reform
V. Culture in an Age of Reaction and Revolution: The Mood of Romanticism
A. The Characteristics of Romanticism
B. Romantic Poets
C. Romanticism in Art
D. Romanticism in Music
E. The Revival of Religion in the Age of Romanticism
11. An Age of Nationalism and Realism, 1850-1871
I. The France of Napoleon III
A. Louis Napoleon: Toward the Second Empire
B. The Second Napoleonic Empire
C. Foreign Policy: The Mexican Adventure
D. Foreign Policy: The Crimean War
II. National Unification: Italy and Germany
A. The Unification of Italy
B. The Unification of Germany
III. Nation Building and Reform: The National State in the Mid-Century
A. The Austrian Empire: Toward a Dual Monarchy
B. Imperial Russia
C. Great Britain: The Victorian Age
D. The United States: Slavery and War
E. The Emergence of a Canadian Nation
IV. Industrialization and the Marxist Response
A. Industrialization on the Continent
B. Marx and Marxism
V. Science and Culture in an Age of Realism
A. A New Age of Science
B. Charles Darwin and the Theory of Organic Evolution
C. A Revolution in Health Care
D. Science and the Study of Society
E. Realism in Literature
F. Realism in Art
G. Music: The Twilight of Romanticism
12. Mass Society in an “Age of Progress”, 1871-1894
I. The Growth of Industrial Prosperity
A. New Products
B. New Markets
C. New Patterns in an Industrial Economy
D. Women and Work: New Job Opportunities
E. Organizing the Working Classes
II. The Emergence of Mass Society
A. Population Growth
B. Emigration
C. Transformation of the Urban Environment
D. Social Structure of Mass Society
E. The “Woman Question”: The Role of Women
F. Education in the Mass Society
G. Mass Leisure
III. The National State
A. Western Europe: The Growth of Political Democracy
B. Central and Eastern Europe: Persistence of the Old Order
13. An Age of Modernity, Anxiety, and Imperialism, 1894-1914
I. Toward the Modern Consciousness: Intellectual and Cultural Developments
A. Developments in the Sciences: The Emergence of a New Physics
B. Toward a New Understanding of the Irrational
C. Sigmund Freud and Psychoanalysis
D. The Impact of Darwin
E. The Attack on Christianity
F. The Culture of Modernity: Literature
G. Modernism in the Arts
H. Modernism in Music
II. Politics: New Directions and New Uncertainties
A. The Movement for Women’s Rights
B. Jews within the European Nation-State
C. The Transformation of Liberalism: Great Britain and Italy
D. France: Travails of the Third Republic
E. Growing Tensions in Germany
F. Austria-Hungary: The Problem of the Nationalities
G. Industrialization and Revolution in Imperial Russia
H. The Rise of the United States
I. The Growth of Canada
III. The New Imperialism
A. Causes of the New Imperialism
B. The Scramble for Africa
C. Imperialism in Asia
D. Responses to Imperialism
E. Results of the New Imperialism
IV. International Rivalry and the Coming of War
A. The Bismarckian System
B. New Directions and New Crises
14. The Beginning of the Twentieth-Century Crisis: War and Revolution
I. The Road to World War I
A. Nationalism
B. Internal Dissent
C. Militarism
D. The Outbreak of War: The Summer of 1914
II. The War
A. 1914-1915: Illusions and Stalemate
B. 1916-1917: The Great Slaughter
C. The Widening of the War
D. A New Kind of Warfare
E. The Home Front: The Impact of Total War
III. War and Revolution
A. The Russian Revolution
B. The Last Year of the War
C. Revolutionary Upheavals in Germany and Austria-Hungary
IV. The Peace Settlement
A. Peace Aims
B. The Treaty of Versailles
C. The Other Peace Treaties
15. The Futile Search For a New Stability: Europe Between the Wars, 1919-1939
I. An Uncertain Peace: The Search for Security
A. The French Policy of Coercion (1919-1924)
B. The Hopeful Years (1924-1929)
C. The Great Depression
II. The Democratic States
A. Great Britain
B. France
C. The Scandinavian Example
D. The United States
E. European States and the World: The Colonial Empire
III. Retreat from Democracy: The Authoritarian and Totalitarian States
A. Fascist Italy
B. Hitler and Nazi Germany
C. The Soviet Union
D. Authoritarianism in Eastern Europe
E. Dictatorship in the Iberian Peninsula
IV. The Expansion of Mass Culture and Mass Leisure
A. Radio and Movies
B. Mass Leisure
V. Cultural and Intellectual Trends in the Interwar Years
A. Nightmares and New Visions: Art and Music
B. The Search for the Unconscious in Literature
C. The Unconscious in Psychology: Carl Jung
D. The “Heroic Age of Physics”
16. The Deepening of the European Crisis: World War II
I. Prelude to War (1933-1939)
A. The Role of Hitler
B. The “Diplomatic Revolution” (1933-1936)
C. The Path to War in Europe (1937-1939)
D. The Path to War in Asia
II. The Course of World War II
A. Victory and Stalemate
B. The War in Asia
C. The Turning Point of the War (1942-1943)
D. The Last Years of the War
III. The New Order
A. The Nazi Empire
B. Resistance Movements
C. The Holocaust
D. The New Order in Asia
IV. The Home Front
A. The Mobilization of Peoples
B. Frontline Civilians: The Bombing of Cities
V. Aftermath of the War: Cold War
A. The Conference at Tehran
B. Intensifying Differences
C. The Emergence of the Cold War
17. Cold War and a New Western World, 1945-1970
I. Development of the Cold War
A. Confrontation of the Superpowers
B. Globalization of the Cold War
II. Europe and the World: Decolonization
A. Africa: The Struggle for Independence
B. Conflict in The Middle East
C. Asia: Nationalism and Communism
D. Decolonization and Cold War Rivalries
III. Recovery and Renewal in Europe
A. The Soviet Union: From Stalin to Khrushchev
B. Eastern Europe: Behind the Iron Curtain
C. Western Europe: The Revival of Democracy and the Economy
D. Western Europe: The Move toward Unity
IV. The United States and Canada: A New Era
A. American Politics and Society in the 1950s
B. Decade of Upheaval: America in the 1960s
C. The Development of Canada
V. Postwar Society and Culture in the Western World
A. The Structure of European Society
B. Creation of the Welfare State
C. Women in the Postwar Western World
D. The Permissive Society
E. Education and Student Revolt
F. Postwar Art and Literature
G. The Philosophical Dilemma: Existentialism
H. The Explosion of Popular Culture
18. The Contemporary Western World, Since 1970
I. Toward a New Western Order
A. The Revolutionary Era in the Soviet Union
B. Eastern Europe: The Revolutions of 1989 and the Collapse of the Communist Order
C. The Reunification of Germany
D. The Disintegration of Yugoslavia
E. Western Europe: The Winds of Change
F. The Unification of Europe
G. The United States: Turmoil, Tranquility, and Terrorism
H. Contemporary Canada
III. After the Cold War: New World Order or Age of Terrorism?
A. The End of the Cold War
B. An Age of Terrorism?
C. Terrorist Attack on the United States
D. The West and Islam
IV. New Directions and New Problems in Western Society
A. Transformation in Women’s Lives
B. Guest Workers and Immigrants
C. The Environment and the Green Movements
V. Western Culture Today
A. Postmodern Thought
B. Trends in Art, Literature, and Music
C. Varieties of Religious Life
D. The World of Science and Technology
E. Popular Culture: Image and Globalization
VI. Toward a Global Civilization
____________________________________________________________________________________________________________________
Course Units:
I. Renaissance and Reformation
II. Exploration and Absolutism
III. Scientific Revolution and Enlightenment
IV. Eighteenth Century politics and Social Change and the French Revolution
V. Industrial Revolution and Reaction, Revolution, and Romanticism
VI. Nationalism, Realism, and Mass Society 1850-1894
VII. Modernity, Imperialism and World War I
VIII. Between the Wars and World War II
IX. Cold War and the Contemporary World since 1973
Course Name: AP European History
Grade Level(s): 10
Unit I: Renaissance and Reformation
Unit Length: 2-3 Weeks
Unit Goals: Understand the Renaissance and Reformation
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
|A. Renaissance |Be able to describe the social changes that characterize Renaissance life, particularly |Civics: |Requirements for |Thinking Skills (used through the |Multiple Choice Tests & |
|Meaning and Characteristics of the Italian Renaissance |alterations in the economic system, class structure, and family life. |4.4.3 |this course meet |semester) |College Board Style Essays with |
|The Making of Renaissance Society |Explain the historical events that led to Machiavelli’s theories of statecraft and how his |3.3.1 |the national |Compare & contrast |rubrics specifically set by the |
|The Italian States in the Renaissance |theories differed from the published works of political theorists before him. |Economics: |College Board |Sequencing |College Board |
|The Intellectual Renaissance in Italy |Define Renaissance humanism and show how it reached into all branches of edition, politics, |1.1.1 |Standards for |Cause & effect | |
|The Artistic Renaissance |learning, and into the arts. |3.3.1 |Reading and |Summarize | |
|The European State in the Renaissance |Describe the new forms of art and architecture the Renaissance introduced and sustained, from |3.3.2 |Writing |Finding evidence | |
|The Church in the Renaissance |the early works of Masaccio through those of Raphael. |History: | |Point of view-bias | |
| |Detail the character of the Renaissance Papacy and Church, how it developed skills of survival|1.1.1 | |Integrate information from various | |
| |in a difficult era and how its practices made it vulnerable to attack by reformers. |1.1.2 | |sources to form conclusions | |
| | |1.1.3 | |Media Literacy | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |2.2.2 | | | |
| | |3.3.3 | | | |
|B. Reformation |Be able to describe the status and character of the Catholic Church just prior to the outbreak| |*Unit one box “A” | | |
|Prelude to Reformation |of the Reformation, and show how such things contributed to the breakup of Christianity. | |contains the GLE’s| | |
|Martin Luther and the reformation in Germany |Outline the major points of contention between Martin Luther and the Church, and show why they| |that are found | | |
|The Spread of the Protestant Reformation |did not find a way to compromise and avoid schism. | |through | | |
|The Social Impact of the protestant Reformation |Discuss the various forms Protestantism took and how these groups became dominant in various | |out course | | |
|The Catholic Reformation |parts of Europe. | | | | |
|Politics and the Wars of Religion in the 16th century |Examine the social and economic impact of the Reformation and Protestantism on the continent | | | | |
| |of Europe. | | | | |
| |Describe the Catholic Reformation, show how it responded to Protestant criticism, and how it | | | | |
| |created the modern Catholic Church. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit II: Exploration and Absolutism
Unit Length: 2-3 Weeks
Unit Goals: Understand Exploration, colony building, and Absolutism and their impact on European political history.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
|A. Exploration |Be able to explain the motives that fueled Europe’s early modern overseas exploration and |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|On the Brink of a New World |expansion and the new technologies that made it possible. |1.1.3 | |Sequencing |College Board Style Essays with |
|New Horizons: The Portuguese and Spanish Empires |Describe the way the Portuguese were able to establish an overseas empire and the way it |2.2.2 | |Cause & effect |rubrics specifically set by the |
|New Rivals on the World Stage |functioned. |2.2.3 | |Summarize |College Board. |
|Toward a World Economy |Describe the creation and characteristics of the Spanish Empire in the Americas. |3.3.1 | |Finding evidence | |
|The Impact of European Expansion |Discuss the economic philosophies that dominated Europe and the way they affected the world |4.4.1 | |Point of view-bias | |
| |economy Europeans established. |Economics: | |Integrate information from various | |
| |Explain the religious, social, and economic effects of European conquests around the globe on |1.1.1 | |sources to form conclusions | |
| |both the conquerors and those they conquered. |1.1.2 | |Media Literacy | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |2.2.3 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |3.3.3 | | | |
| B. Absolutism |Be able to analyze the causes and consequences of the witchcraft craze of the seventeenth | |* | | |
|Social crises, War, and Rebellions |century. | | | | |
|The practice of Absolutism: Western Europe |Describe the absolute monarchy of France, how it was established, how it functioned, and its | | | | |
|Absolutism in Central, Eastern and Northern Europe |effects on the nation. | | | | |
|Limited Monarchy and Republics |Trace the rise of Russia to its status as a world power, giving particular attention to the | | | | |
|The Flourishing of European culture |life and work of Peter Romanov. | | | | |
| |Examine the experience of the English monarchy in the seventeenth century, and show how it | | | | |
| |survived its rocky road. | | | | |
| |Explain why the seventeenth century saw such a flowering of culture, particularly in art and | | | | |
| |literature, and discuss the achievements of its finest figures. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit III: Scientific Revolution and Enlightenment
Unit Length: 2-3 Weeks
Unit Goals: Understand the purpose of the Scientific Revolution and the Enlightenment and their impact on European Intellectual History.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
|A. Scientific Revolution |Be able to trace the development of the science of astronomy from the work of Copernicus |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|Background to the Scientific Revolution |through that of Kepler, Galileo, and Newton. |1.1.3 | |Sequencing |College Board Style Essays with |
|Toward a New heaven: A revolution in Astronomy |Trace the development of the science of medicine from its early, primitive day through the |2.2.1 | |Cause & effect |rubrics specifically set by the |
|Advances in medicine and chemistry |discoveries of Paracelsus, Vesalius, and Harvey. |Economics: | |Summarize |College Board. |
|Women in the origins of modern science |Explain the role that women played in the early years of modern science, recalling the |1.1.1 | |Finding evidence | |
|Toward a new earth: Descartes, rationalism, and a new view of |obstacles that faced them. |History: | |Point of view-bias | |
|humankind |Describe the competition between science and religion in the seventeenth century, and account |1.1.1 | |Integrate information from various | |
|The Scientific Method and the spread of scientific knowledge |for their inability to find common ground as Pascal longed to see. |1.1.2 | |sources to form conclusions | |
| |Discuss the new scientific method of learning, the role of the scientific societies on its |1.1.3 | |Media Literacy | |
| |growth and influence, and the impact it had on European society. |2.2.1 | | | |
| | |2.2.2 | | | |
| | |2.2.3 | | | |
| | |Geography: | | | |
| | |3.3.3 | | | |
|B. Enlightenment |Be able to discuss the ideas and trends that formed the foundation for the Enlightenment. | |* | | |
|The Enlightenment |Outline the assumptions and contributions to historical and human development of the | | | | |
|Culture and society in the Enlightenment |philosophes. | | | | |
|Religion and the churches |Describe eighteenth century innovations in the visual arts, music, literature, and the writing| | | | |
| |of history. | | | | |
| |Trace the changing attitudes toward social development, particularly crime and punishment, | | | | |
| |during the Age of Enlightenment. | | | | |
| |Examine the attitude toward religion, both established churches and popular piety, of people | | | | |
| |great and small during the Enlightenment period. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit IV: The Eighteenth Century politics and Social Change and the French Revolution
Unit Length: 2-3 Weeks
Unit Goals: Understand the 18th century and the French Revolution and their impact on Political History.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
|A. 18th Century |Be able to compare and contrast the development of royal power in France and England during |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|The European States |the eighteenth century and how this development affected each nation’s future. |1.1.1, 1.1.2 | |Sequencing |College Board Style Essays with |
|Wars and Diplomacy |Explain the reasons for the War of the Austrian Succession and how it reflected international |2.2.2, 2.2.3 | |Cause & effect |rubrics specifically set by the |
|Economic Expansion and social change |relations on the European continent in the eighteenth century. |3.3.1, 3.3.2 | |Summarize |College Board. |
|The social order of the 18th century |Discuss trends in marriage, birthrates, and family life across the continent during the |4.4.1, 4.4.3 | |Finding evidence | |
| |eighteenth century. |Economics: | |Point of view-bias | |
| |Examine the new developments in industry and trade during the century, and show how they |1.1.1 | |Integrate information from various | |
| |prepared the way for the modern era. |1.1.2 | |sources to form conclusions | |
| |Compare and contrast the lives of peasants, the nobility, and town and city dwellers during |2.2.1 | |Media Literacy | |
| |the century. |2.2.2 | | | |
| | |2.2.4 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |3.3.3 | | | |
|B. French Revolution |Be able to discuss objectively the causes and consequences of the American War for | |* | | |
|The beginning of the Revolutionary Era: The American Revolution|Independence. | | | | |
|Background to the French Revolution |Explain why and how the French Old Regime was destroyed and the consequences for subsequent | | | | |
|The French Revolution |European history. | | | | |
|The Age of Napoleon |Examine the reasons why the French Revolution turned radical and violent and how this affected| | | | |
| |the career of Napoleon. | | | | |
| |Trace the rise of Napoleon and how he restructured France as he redirected the energies of the| | | | |
| |revolution. | | | | |
| |Recount the way Napoleon created his empire, why it did not last, and its effects on nations | | | | |
| |outside France. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit V: Industrial Revolution and Reaction, Revolution, and Romanticism
Unit Length: 2-3 Weeks
Unit Goals: Understand the Industrial Revolution and the politics and art of 1815-1830 and their impact on the development of European economic and political history.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
|A. Industrial Revolution |Be able to explain why Britain was the first nation to be industrialized and how it was |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|The Industrial Revolution in Great Britain |accomplished. |1.1.3, 2.2.2 | |Sequencing |College Board Style Essays with |
|The Spread of Industrialization |Trace the spread of the industrial revolution onto the continent of Europe and to the United |3.3.1 | |Cause & effect |rubrics specifically set by the |
|The social Impact of the Industrial Revolution |States and show how it differed from country to country. |3.3.2 | |Summarize |College Board. |
| |Explain how industrialization affected population growth and life in cities. |Economics: | |Finding evidence | |
| |Describe the effect industrialization had on class structures and the new ways of life for |1.1.2 | |Point of view-bias | |
| |each of the new classes. |2.2.1 | |Integrate information from various | |
| |Outline the various plans of reform offered by people concerned with the working and living |2.2.2 | |sources to form conclusions | |
| |conditions of urban laborers and what happened to each plan. |2.2.3 | |Media Literacy | |
| | |2.2.4 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |3.3.1 | | | |
|B. Reaction, Revolution, and Romanticism, 1815-1830 |Be able to discuss the order which the victorious powers imposed upon post-Napoleonic Europe | |* | | |
|The Conservative Order |and why it was so successful for such a long period of time. | | | | |
|The Ideologies of Change |Describe the way the major powers dealt with liberal and nationalistic uprisings in various | | | | |
|Revolution and Reform |parts of the continent during the nineteenth century. | | | | |
|The Emergence of an Ordered Society |List the primary tenets of the liberalism that challenged the conservative establishment | | | | |
|Romanticism |throughout the century, and determine how successful it was in the challenge. | | | | |
| |Explain the reasons for and the consequences of the revolutions that swept the continent in | | | | |
| |1830 and 1848. | | | | |
| |Discuss the major assumptions and characteristics of Romanticism, and show how its various | | | | |
| |representatives affected literature, music, and art. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit VI: Nationalism, Realism, and Mass Society 1850-1894
Unit Length: 2-3 Weeks
Unit Goals: Understand the Growth of Nationalism and Mass Society and its impact on European History.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
| |Be able to describe the rise of Louis Napoleon and explain why and how he was able to have |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|A. Nationalism and Realism, 1850-1871 |such an influence on France at the middle of the nineteenth century. |1.1.3 | |Sequencing |College Board Style Essays with |
|The France of Napoleon III |Trace the progress of the movement to unify Italy, explaining the effects of ideology, |2.2.2 | |Cause & effect |rubrics specifically set by the |
|National Unification of Italy and Germany |personality, and fortune in its final success. |3.3.1 | |Summarize |College Board. |
|Nation Building and Reform: The National State in mid-century |Trace the progress of the movement to unify Germany, explaining the effects of ideology, |3.3.2 | |Finding evidence | |
|Industrialization and the Marxist response |personality, and fortune in its final success. |Economics: | |Point of view-bias | |
|Science and culture in an age of Realism |Explain Karl Marx’s motives and methods as he wrote his books, and account for his certainty |1.1.2 | |Integrate information from various | |
| |that he knew the future. |2.2.1 | |sources to form conclusions | |
| |Describe the advances in science during the middle and later nineteenth century, and show how |2.2.2 | |Media Literacy | |
| |these advances affected European society, including culture. |2.2.3 | | | |
| | |2.2.4 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |2.2.2 | | | |
| | |3.3.3 | | | |
|B. The mass society in an “age of Progress” 1871-1894 |Be able to describe the Second Industrial Revolution and show how it was different from the | |* | | |
|The growth of Industrial Prosperity |First Industrial Revolution. | | | | |
|The emergence of a mass society |Discuss the characteristics of the nineteenth century working class and how it related to | | | | |
|The National State |national political parties. | | | | |
| |Describe the way the Second Industrial Revolution changed the urban environment and thus the | | | | |
| |lives of urban dwellers. | | | | |
| |Trace the development of education and leisure activities in the new urban environment and how| | | | |
| |these affected nineteenth century families. | | | | |
| |Compare and contrast political developments in the western and eastern parts of the continent,| | | | |
| |and explain why they were so different. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit VII: Modernity and Imperialism and World War I
Unit Length: 2-3 Weeks
Unit Goals: Understand the Modernity and Imperialism and World War I and their impact on Social, Economic, and Political history.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
| |Be able to discuss the “intellectual ferment” of the late nineteenth century and the new ideas|Civics: |* |Compare & contrast |Multiple Choice Tests & |
|A. An age of Modernity, Anxiety, and Imperialism, 1894-1914 |that competed for attention. |2.2.2 | |Sequencing |College Board Style Essays with |
|Intellectual and Cultural Developments |Examine the status of European Jews, why the idea of Zionism proved so appealing to many of |3.3.1 | |Cause & effect |rubrics specifically set by the |
|Politics: new directions and new uncertainties |them, and why it was not implemented. |3.3.2 | |Summarize |College Board. |
|The New Imperialism |Discuss the important political changes seen in Western Europe and the United States at the |4.4.1 | |Finding evidence | |
|International rivalry and the coming of war |turn of the twentieth century. |Economics: | |Point of view-bias | |
| |Explain why Europe pursued a new imperialism toward the end of the nineteenth century and how |1.1.1 | |Integrate information from various | |
| |the creation of broad empires proved so relatively easy. |2.2.1 | |sources to form conclusions | |
| |Describe the international rivalries and intrigues that made it likely there would be a major |2.2.3 | |Media Literacy | |
| |war at the beginning of the twentieth century. |2.2.4 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |3.3.1 | | | |
| | |3.3.3 | | | |
|B. World War I |Be able to outline the conditions that made World War I probable and to explain why and how it| |* | | |
|The road to World War I |began as it did. | | | | |
|The War |Trace the most important turning points in the shifting fortunes of the various nations | | | | |
|War and Revolution |involved in the war. | | | | |
|The Peace Settlement |Describe the effects total war had on the home fronts of the nations engaged on the | | | | |
| |battlefields. | | | | |
| |Discuss and account for the differing attitudes and goals of the Big Four at Versailles, and | | | | |
| |show how the differences led to failure. | | | | |
| |Analyze the peace treaties that ended the war, and show how they gave the world little hope | | | | |
| |that more wars could be avoided. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit VIII: Between the Wars and World War II
Unit Length: 2-3 Weeks
Unit Goals: Understand the interwar time period and World War II and their impact on economic and political history.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
| |Be able to explain why Europe experienced a great depression in the 1930s and how it affected |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|A. Europe between the wars, 1919-1939 |both domestic politics in the democracies and international affairs. |2.2.2, 2.2.3 | |Sequencing |College Board Style Essays with |
|An uncertain peace: The search for security |Give the common characteristics of the various totalitarian states that emerged between the |3.3.1 | |Cause & effect |rubrics specifically set by the |
|The Democratic States |two world wars. |3.3.2 | |Summarize |College Board. |
|Retreat from Democracy: the Authoritarian and Totalitarian |Trace Adolf Hitler’s rise to power, what methods he used, what conditions made it possible for|4.4.1 | |Finding evidence | |
|States |him to become Germany’s leader, and how his career affected world history. |Economics: | |Point of view-bias | |
|Dictatorship in the Iberian Peninsula |Describe the kind of mass entertainment that attracted people between the wars and how it was |1.1.1 | |Integrate information from various | |
|The expansion of Mass Culture and Mass leisure |used by some governments to control them. |1.1.2 | |sources to form conclusions | |
|Cultural and intellectual trends I the interwar years |Discuss the intellectual and cultural trends of the time between the wars, and explain both |2.2.4 | |Media Literacy | |
| |what inspired them and their influence on society. |3.3.1 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |3.3.1 | | | |
| | |3.3.2 | | | |
| | |3.3.3 | | | |
|B. World War II |Be able to explain Hitler’s early successes on the diplomatic front and how he was able to | |* | | |
|Prelude to War |prepare for war without strong enough opposition from the democracies. | | | | |
|The course of World War II |Trace the path to war both in Europe and in Asia, and point out the mistakes the democracies | | | | |
|The New Order |made in their treatment of Hitler. | | | | |
|The Home front |Describe the Nazi Empire, its structure and policies, and show how Hitler’s philosophy formed | | | | |
|Aftermath of the War: Cold War |and directed it, particularly the treatment of the Jews. | | | | |
| |Show how the war affected civilian populations and how governments mobilized their people to | | | | |
| |help win the war. | | | | |
| |Discuss the events and attitudes near the end of the war that precipitated the Cold War that | | | | |
| |followed it. | | | | |
Course Name: AP European History
Grade Level(s): 10
Unit IX: Cold War and the Contemporary World since 1973
Unit Length: 2-3 Weeks
Unit Goals: Understand the Cold War and the Contemporary World and their impact on modern history.
|Components |Learning Outcomes |EALRs |GLEs |Analytical, logical, and creative |Assessments |
| | | | |thinking skills | |
| |Be able to trace the history of the Cold War from its inception through the attempts at |Civics: |* |Compare & contrast |Multiple Choice Tests & |
|A. Cold War |détente in the early 1970s. |1.1.1, 2.2.2 | |Sequencing |College Board Style Essays with |
|Development of the Cold War |Explain why the European nations shed their colonies after the war, and show how |2.2.3, 3.3.1 | |Cause & effect |rubrics specifically set by the |
|Decolonization |decolonization affected both Europe and the parts of the world where their colonies were free.|3.3.2, 4.4.1 | |Summarize |College Board. |
|Recovery and Renewal in Europe |Describe the major events in the Soviet Empire during this period, and show they affected |4.4.2, 4.4.3 | |Finding evidence | |
|The United States and Canada: A new Era |politics in the democracies. |Economics: | |Point of view-bias | |
|Postwar Society and culture in the Western world |Discuss the emergence of the United States as a super power and how it reacted to global |1.1.2 | |Integrate information from various | |
| |challenges in its new role. |2.2.2 | |sources to form conclusions | |
| |Describe post war culture, and show how art, literature, philosophy, and religion both |2.2.4 | |Media Literacy | |
| |reflected and molded it. |3.3.1 | | | |
| | |3.3.2 | | | |
| | |History: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |1.1.3 | | | |
| | |2.2.1 | | | |
| | |2.2.2 | | | |
| | |Geography: | | | |
| | |1.1.1 | | | |
| | |1.1.2 | | | |
| | |2.2.2 | | | |
| | |3.3.2, 3.3.3 | | | |
|B. The Contemporary World since 1973 |Be able to trace the events that shaped the latter part of the Cold War and those that brought| |* | | |
|Toward a new Western order |it to an end. | | | | |
|After the Cold War: New World Order or Age of Terrorism? |Describe the way and explain why the Soviet Union dissolved into its several parts, and | | | | |
|New Directions and new problems in Western society |explain what effect this had on world affairs. | | | | |
|Western Culture today |Discuss the way the former Soviet dependencies responded to their independence, and explain | | | | |
| |why some were brilliant successes while others were dismal failures. | | | | |
| |Describe the way the western democracies have developed over the past thirty years, and show | | | | |
| |how they have responded to terrorist threats. | | | | |
| |Discuss recent trends in culture, including the arts, the sciences, and thoughts about | | | | |
| |globalism. | | | | |
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