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Advanced Placement European History Grade Level: 12Th OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Content Area: European History Course Title: Advanced Placement European History Grade Level: 12th Summer Unit Plan Pacing Guide Due Last Thursday of August Unit Plan 1 Pacing Guide The Renaissance 15 days Unit Plan 2 Pacing Guide The Reformation/Counter 15 days Reformation/Religious Wars Unit Plan 3 Pacing Guide Political Philosophy & Organization in the 15 days 16th & 17th Centuries Unit Plan 4 Pacing Guide Society, Science, & Philosophy in the 16th 15 days through 18th Centuries Unit Plan 5 Pacing Guide Society & Economy in the 18th Century and 10 days the Transatlantic Economy, Trade Wars & Colonial Rebellion Unit Plan 6 Pacing Guide The Age of Enlightenment 15 days Unit Plan 7 Pacing Guide French Revolution, Napoleon, and the 15 days Congress of Vienna Unit Plan 8 Pacing Guide Romanticism 10 days Unit Plan 9 Pacing Guide Post Napoleonic Europe to Mid-Century, 10 days 1815-1850 Unit Plan 10 Pacing Guide Unification, Industrialism, Imperialism, 10 days Society, and Culture Up to WWI Unit Plan 11 Pacing Guide World War I and the Russian Revolution 10 days Unit Plan 12 Pacing Guide Interwar Era and WWII 10 days Unit Plan 13 Pacing Guide The Cold War, and Post-Cold War Europe to 15 days the Present Unit Plan 14 Pacing Guide Post Exam Project 15 days Date Created: Ju ly 2019 Board Approved on: August 21, 2019 OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Unit Overview Content Area: European History Unit Title: Summer Unit Plan Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary Consists of reading two different texts during the summer. The first text is Sophie’s World which addresses the history and philosophy of Europe. The second text is The Prince by Machiavelli, which is a classic work that outlines the formation of politics and nation states throughout Europe. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. CPI # Cumulative Progress Indicator (CPI) RH.11-12.2 Determine the theme, central ideas, information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary of how key events, ideas and/or author’s perspective(s) develop over the course of the text. RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. CPI # Cumulative Progress Indicator (CPI) CRP11 Use technology to enhance productivity. 9.3.ST.2 Use technology to acquire, manipulate, analyze and report data. Technology connections: CPI # Cumulative Progress Indicator (CPI) 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial. 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. Learning Targets Focus Standards CPI # Cumulative Progress Indicator (CPI) 6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century. 6.2.12.C.1.c Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. 6.2.12.B.2.a Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. Supporting and Additional Standards 6.2.12.D.1.a Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. Unit Essential Questions Unit Enduring Understandings • What did the transition from Medieval Europe to Students will understand … Modern Europe consist of? • How Europe evolved from Western Christendom to nation states. • What are some of the major events that shaped • The causes and effects that shaped Modern Europe. modern Europe? Unit Objectives Unit Objectives Students will know… Students will be able to… • How to synthesize primary and secondary sources to • Evaluate settlement patterns and the impact of mercantilism through form accurate analysis of historical periods. numerous primary sources. • How to read and chart information from primary • Examine the differences between developing regional European sources and interpret various primary sources. societies. OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning Formative Assessments • Tests: essay, multiple choice, short answer, map. • PowerPoint’s, Web Pages. • Written and/or oral discussions/debates. • Extensive homework. Summative Assessments • End of unit / chapter tests. • End of term / semester tests. o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, and visual identification and description questions. Benchmark Assessments • Quarterlies Alternate Assessments • Visual presentation • Classroom debate English Language Learners Modifications • Peer Tutoring • Cooperative Learning Groups • Modified assignments • Differentiated instruction Special Education Modifications • Follow modifications as established in IEP plans • Differentiated instruction 504 Modifications • Follow modifications as established in 504 plans • Differentiated instruction At-Risk Modifications • Assistance with note-taking • Use of student agenda book to track assignments • Differentiated Instruction Gifted and Talented Modifications: • Additional primary source documents to analyze (DBQs) • Research projects Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: • Text: Sophie’s World • Text: The Prince (available online with Curriculet) https://www.curriculet.com/ Teacher Notes: These are guidelines for the teacher to use. There are many variations that can be used to customize the lessons to each style of teaching. OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Unit Overview Content Area: European History Unit Title: Unit 1-The Renaissance Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The Renaissance in Europe will be covered with close attention to the political and cultural changes brought about not only in Italy but in Northern Europe. It will also address the significance of exploration and the contributions that the renaissance made to this endeavor also. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. CPI # Cumulative Progress Indicator (CPI) RH.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of primary and secondary sources, connecting insights gained from specific details to develop an understanding of the text as a whole. RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. CPI # Cumulative Progress Indicator (CPI) CRP11 Use technology to enhance productivity. 9.3.ST.2 Use technology to acquire, manipulate, analyze and report data. Technology connections: CPI # Cumulative Progress Indicator (CPI) 8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their impact and how they may have changed to meet human needs and wants. 8.2.12.B.5 Research the historical tensions between environmental and economic considerations as driven by human needs and wants in the development of a technological product, and present the competing viewpoints to peers for review. Learning Targets Focus Standards CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.2.A Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa. 6.2.12.B.2.a Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical,
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