WATERFORD
PUBLIIC SCHOOLS
SOCIAL
STUDIES CURRICULUM
AP
EUROPEAN HISTORY
MODERN
WESTERN TRADITIONS 101
Unit Title: Foundations of Early Modern
State Standards:
1. Historical Thinking: 12.1; 12.2;
12.3
2.
3. Historical Themes: 12.1; 12.3;
12.5; 12.6
4. Applying History: 12.1; 12.3; 12.4; 12.5
7. Political Systems: 12.2
8. International Relations: 12.2
9. Places and Regions: 12.1; 12.2
School Standards:
The student will communicate
in Standard English for a variety of reasons.
The student will read a
variety of materials for the understanding, evaluation,
and synthesis
of information.
The student will acquire and
evaluate information in order to interpret
events,
issues/ideas, and to make informed judgments and responses.
Estimated Number of Days to
Complete Unit: 12 Blocks
The student will
understand that:
|
1. |
The Italian Renaissance was a product of multiple causation and emphasized individualism, humanism, secularism and rationality, attributes which in turn led to the modern western world. |
|
2. |
The Renaissance, despite its greatness, also witnessed
both African slavery and a resurgence of Anti-Semitism in |
|
3. |
The Northern Renaissance’s emphasis on reform and the Bible led to the Reformation. |
|
4. |
The Protestant Reformation led to a strong nation state system headed up by rulers whodecided on choice of religion and who were often the heads of the churches. |
|
5. |
The break up of the monolithic Catholic organization in |
|
6. |
The Catholic response to the Protestant Reformation created a stricter, more inflexible Church. |
|
7. |
Religious fanaticism and dynastic competition caused frequent wars in the sixteenth and seventeenth centuries. |
|
8. |
Early Modern Europe witnessed genius in the in the fields of art, architecture, literature, and music. (Renaissance, Baroque Era) |
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1. |
Essays using AP guidelines U-CONN |
|
2. |
Tests using AP examples |
|
3. |
Multiple choice quizzes |
|
4. |
Seminars and discussions in class |
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5. |
Map work |
|
6. |
Analysis of primary sources: art and written work |
|
1. |
What were the causes of the Renaissance? |
|
2. |
How did the Renaissance manifest itself intellectually, artistically, politically, economically, and socially? |
|
3. |
Why and how did the Renaissance spread and what were the effects? |
|
4. |
What are the significant concepts in Machiavelli’s The Prince and More’s Utopia? Why and how do they differ? |
|
5. |
How and why did the beginnings of the modern nation state occur? |
|
6. |
What were the religious effects of the Renaissance? What is Erasmus talking about? |
|
7. |
What were the religious, social, intellectual, political, and economic causes of the Reformation? |
|
8. |
What were the actual events of the Reformation in |
|
9. |
What were the religious, social, political, economic, intellectual, and artistic results of the Reformation? |
|
10. |
What were the causes, courses, and consequences of the
religious wars in sixteenth and seventeenth century |
|
11. |
What is the significance of rulers such as Philip II of |
|
12. |
What was the Baroque Era? |
The student will be
able to:
|
1. |
Analyze the causes of the Renaissance. |
|
2. |
Analyze the characteristics of the Renaissance through the writings of Petrarch, Bruni, Mirandola, Eramus, More and the art and architecture of daVinci, Michelangelo, Brunelleschi, Durer, Brueghel, etc. |
|
3. |
Write analytical essays discussing how Renaissance Humanism changed the role of individuals in society and how the art expresses Renaissance ideas. |
|
4. |
Analyze the political theories of Machiavelli and More and discuss how the reality of Renaissance politics does or does not fit their theories. |
|
5. |
Explain the outsiders in Renaissance society: women, blacks, Jews, homosexuals. |
|
6. |
Explain why centralization did not occur in the German
states and in the Italian states although it did occur in |
|
7. |
Interpret the differences between the Italian Renaissance and the Northern Renaissance with its emphasis of biblical study and social reform. |
|
8. |
Analyze the moral, doctrinal, social, economic, political reasons for the Reformation And discuss its success in terms of the above as well as technology.. |
|
9. |
Analyze the concepts of the Reformation through the writings of Luther, Calvin, etc. and the art of Brueghel, Cranach etc. |
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10. |
Explain the religious, social, economic, political and intellectual results of the Reformation. |
|
11. |
Analyze the Catholic response to the Reformation in terms of the Jesuits, strong Catholic Monarchs, the Council of Trent, and the Inquisition. |
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12. |
Evaluate the changes for women in particular because of the Reformation. |
|
13. |
Analyze the causes, events and results of the Religious Wars in the sixteenth and seventeenth centuries. Cite the results of the Thirty Years War in particular. |
|
14. |
Explain the Baroque Era in terms of its art, architecture, literature, and music. |
|
1. |
McKay, John P., Bennett D. Hill and John Buckler. A
History of Western Society Since |
|
2. |
Perry, Marvin, Joseph R. Peden and Theodore H. Van
Laue. Sources of the Western Tradition.
Vol. II: From the Renaissance
to the Present. |
|
3. |
Adato, P. M. Art of the Western World. WNET/ |
|
4. |
Anderson, Bonnie and Judith P. Zinsser. A
History of Their Own. Women in Prehistory to the Present. Volume II.
|
|
5. |
Cannistraro, Philip V. and John J. Reich. The
Western Perspective. A History of
Civil- ization in the West. Volume
II. Since 1500. |
|
6. |
Kishlansky,
Mark. Editor. Sources
of the West. |
|
7. |
Langer, William L. Ed. Perspectives in Western Civilization. |
|
8. |
Lunt, W. E. History
of |
|
9. |
Machiavelli,
Niccolo. The Prince. |
|
10. |
Montaigne, Michel. Essays. “On Cannibals.” |
|
11. |
Schmiechen, James. History of Western Society: Study Guide. Sixth Edition. (Schmiechen text) |
Unit
Title: Capitalism and the Development of
Overseas Empires:
Causes, Events and Effects.
State Standards:
1. Historical Thinking: 12.1; 12.2; 12.3
2.
3.
Historical Themes: 12.1; 12.4;
12.5; 12.6
4. Applying History: 12.1; 12.2; 12.3; 12.4;12.5
8. International Relations:
12.2; 12.3
9. Places and Regions: 12.2
12. Human and Environmental
Interactions: 12.3
15. Economic Interdependence 12.1
School Standards:
The student will communicate in standard
English for a variety of
purposes.
The student will read a variety of materials
for the understanding,
Evaluation,
and synthesis of information.
The student will acquire and evaluate
information in order to interpret
events,
issues/ideas, and to make informed judgments and responses
Estimated Number
of Days to Complete Unit: 5 Blocks
The student will understand that:
|
1. |
European exploration and expansion had several causes, often misleadingly summed up as “God, gold, and glory.” |
|
|
2. |
The |
|
|
3. |
The Africans lost millions to the slave trade and slavery because of European greed. |
|
|
4. |
The Asians, in this early period of expansion, escaped
western domination even though supplying important commodities except for the
|
|
5. |
The Europeans gained great wealth, land, food, and medicine as well as dominance in the world in this era. |
|
1. |
Tests and essays following AP examples and U-Conn examples |
|
|
2. |
Multiple choice quizzes according to AP examples |
|
|
3. |
Seminars and discussions |
|
|
4. |
Map work |
|
5. |
Analyses of primary resources. |
|
1. |
Why and how did capitalism develop in the sixteenth and seventeenth centuries? |
||
|
2. |
Why and how were western Europeans able to gain control of
major sea lanes and establish economic and political hegemony over the |
||
|
3. |
Why and how did slave labor become the dominant form of
labor organization in the |
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|
4. |
What effects did overseas expansion have on all aspects of European life? |
|
|
5. |
What effects did overseas expansion have on all aspects of the conquered societies? |
|
|
6. |
What is mercantilism and how did it work? |
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The student will be able to:
|
1. |
Investigate the basic concepts of capitalism and explain how it motivated at least part of the expansionism practiced by the western Europeans. |
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|
2. |
Investigate the modern technology used by the western Europeans during this era. To explore and control other societies and regions. |
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|
3. |
Analyze the political, social, and military motivations that led to the expansion. |
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4. |
Explain the concept of Mercantilism and how it worked. |
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|
5. |
Discuss the significance of slave labor in the |
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|
6. |
Explain the effects the Europeans had on all aspects of the conquered societies and those foreign societies that escaped conquest. |
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7. |
Analyze the interactions of Europeans and non-Europeans through primary sources. |
|
1. |
McKay test. Chapter 15. Discovery, Reconnaissance and Expansion |
|
|
2. |
Cannistraro text. Topic IV (6) The Era of Reconnaissance |
|
|
3. |
Kishlansky text.
45. |
|
|
4. |
Schiemechen text. Study Guide to McKay text. Chapter 15. |
|
5. |
DBQ questions from released AP exams. |
Unit Title: Development and Stabilization of Early Modern European
Political and Social Systems
State Standards:
1. Historical Thinking: 12.1; 12.2; 12.3
2.
3. Historical Themes: 12.2; 12.3; 12.5; 12.6
4. Applying History: 12.1; 12.2; 12.3; 12.4; 12.5
7. Political Systems: 12.1; 12.2; 12.4; 12.5
8. International
Relations: 12.3
9. Places and Regions: 12.3
14. Economic Systems: 12.3
15. Economic Interdependence: 12.1
School Standards:
The student will communicate in Standard
English for a variety of
purposes.
The student will read a variety of materials
for the understanding,
evaluation,
and synthesis of information.
The student will acquire and evaluate
information in order to interpret
events,
issues/ideas, and to make informed judgments and
responses.
Estimated
Number of Days to Complete Unit: 6
Blocks
The student will understand that:
|
1. |
Absolutism developed in parts of |
|
|
2. |
Constitutionalism, a government limited by law, developed in England and the Dutch Republic, both of which had fairly open societies and strong trading systems dominated by wealthy merchants. |
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|
3. |
British constitutionalism developed over a period of hundreds of years, beginning with such concepts that the king was beneath the law and that to some extent citizens participate in the government. |
|
|
4. |
The absolutism of |
|
5. |
The break up of the |
|
6. |
Serfdom was a dominant form of labor in eastern absolutist powers. |
|
7. |
The Eastern European states had no commercial cities and no overseas commerce. |
|
8. |
British constitutional theories were transported in some
form to their American sea coast colonies and later were used to help develop
the |
|
9. |
The Russian Empire developed as the Mongol Empire declined and western influences began to permeate. |
|
1. |
Tests following AP and U-Conn guidelines |
|
|
2. |
Multiple choice quizzes |
|
|
3. |
Seminars and discussions |
|
|
4. |
Essays following AP and U-Conn examples |
|
5. |
Map work |
|
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