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

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.

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, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Supporting and Additional Standards 6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of the Italian city-states as the center of the Renaissance, and the impact on the arts. Unit Essential Questions Unit Enduring Understandings • How did humanism affect culture and the arts in Students will understand … 14th & 15th century Italy? • How the powerful monarchies of Northern Europe were different • What were the causes of Italy’s political decline? from their predecessors? • What the motives for European voyages of discovery and their consequences were. Unit Objectives Unit Objectives Students will know… Students will be able to… • What the impact of the Renaissance was immediately • Identify different individuals and their contributions to the and for he future of the world. Renaissance. • How different individuals played pivotal roles during • Analyze the different aspects of the Renaissance to form a concise the Renaissance. overview of the era.

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: • The Western Heritage since 1300 – Kagan Ch.2. • Selected primary and secondary readings from the Kagan online text. • Possible film choices for reinforcement: o 1492 Conquest of Paradise (1992) o Aguirre: The Wrath of God (1972) o The Life of Leonardo Da Vinci (1972) o Leonardo da Vinci (1952) o Leonardo: A Dream of Flight (1998) o The Agony and the Ecstasy (1965) o Borgias, The (1981 PBS/BBC) o El Cid (1961) o Captain from Castile (1947) o Royal Hunt of the Sun (1969) o Prince of Foxes (1949) o Don Quixote (TV version 2000)

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 2 - The Reformation/Counter Reformation/Religious Wars Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary Religious reformation will be covered with attention to the break from Catholicism, the formation of other protestant religions and their leaders. Also, the Counter-Reformation movement by the Catholic Church and the subsequent religious wars will be covered.

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.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.D.2.b Determine the factors that led to the Reformation and the impact on European politics. 6.2.12.D.2.e Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Supporting and Additional Standards 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. Unit Essential Questions Unit Enduring Understandings • What was the social and religious background of Students will understand … the Reformation? • Why Martin Luther challenged the church. • What was the Counter-Reformation and how • What the social significance of the Reformation was and how it successful was it? affected family life. • How did religious conflict in Europe evolve over • How Phillip II was able to dominate international politics for much the course of the second half of the 16th century? of the latter half of the 16th century. Unit Objectives Unit Objectives Students will know… Students will be able to… • The major individuals and religions that made up the • Evaluate the different stages of the Reformation and the importance Reformation. of each. • The major events that had the greatest impact of the • Analyze the effectiveness of the Counter-Reformation and its Reformation and Counter-Reformation. implications.

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: • The Western Heritage since 1300 – Kagan Ch.3 & 4. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Luther (1973) o Martin Luther (1953): o A Man for All Seasons (1966): o The Six Wives of Henry VIII (1971) o Henry VIII and His Six Wives (1973) o A Man for All Seasons (1988) o Lady Jane (1985) o Nine Days a Queen (1936) o Elizabeth (1998) o Elizabeth R (1971 TV miniseries on PBS) o Anne of the Thousand Days(1969) o The Virgin Queen (1955) o Young Bess (1953) o The Private Lives of Elizabeth and Essex (1939) o The Sword and the Rose (1953) o Fire Over England (1937) o Sea Hawk (1940) o The Black Robe (1991) o The Mission (1986 ) o Mary, Queen of Scots (1971) o Mary of Scotland (1936) o Queen Margot (1994) o Queen Christina (1933) o The Last Valley (1970) o The Abdication (1974) o Elizabeth: The Golden Age (2007)

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 3 - Political Philosophy & Organization in the 16th & 17th Centuries Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The political concepts and practices of absolutism and constitutionalism will be covered as well as the different conflict that would arise due to these ideologies. The repercussions and long term effects of different nation states as a result of these political ideologies will also be covered.

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.11-12.3 Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 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). NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.2.a Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time. 6.2.12.A.2.b Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy). Supporting and Additional Standards 6.2.12.D.2.b Determine the factors that led to the Reformation and the impact on European politics. Unit Essential Questions Unit Enduring Understandings • What factors led to the different political paths Students will understand … taken by England and France in the 17th century. • The difference between Absolutism and Constitutionalism. • Why were the efforts to establish and absolute • The European nations which utilized Absolutism and monarchy in France successful but unsuccessful in Constitutionalism and the reasons they were successful or England? unsuccessful. Unit Objectives Unit Objectives Students will know… Students will be able to… • How England practiced Absolutism and ended in • Synthesize and analyze the main characteristics that defined revolution and Constitutionalism. Austrian, Prussian, and Polish states in the 17th & 18th centuries. • What the Dutch Golden Age was. • Analyze why Peter the Great was able to develop Russia into a strong centralized nation.

OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning Formative Assessments

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: • The Western Heritage since 1300 – Kagan Ch.5. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: • Cromwell (1970) • Cyrano de Bergerac (1950 & 1990) • Restoration (1995) • England My England (1995) • The Three Musketeers (1973) • Mary Queen of Scots (1971)

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 4 - Society, Science, & Philosophy in the 16th through 18th Centuries Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The drastic change to almost all aspects of life due to scientific thought and concepts along with philosophies will be covered. Also the impact of all these things on society at this time as well as the future will be covered.

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.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.D.2.d Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. 6.2.12.D.3.B Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children, and the environment. Supporting and Additional Standards 6.2.12.D.2.e Assess the impact of the printing press and other technologies developed on the dissemination of ideas. Unit Essential Questions Unit Enduring Understandings • What was the scientific revolution? Students will understand … • What efforts were made to reconcile the new • What impact the new science had on philosophy? science and religion? • The role women played in the scientific revolution. • How baroque art served both religious and secular ends. Unit Objectives Unit Objectives Students will know… Students will be able to… • What discoveries and developments of this period • Analyze and evaluate the different scientific and philosophical were most important to the era and future of both advancements of the period. science and philosophy. • Identify and analyze baroque art, architecture and music from the • Who the major individuals and what major time period. discoveries were most influential to the scientific revolution.

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: • The Western Heritage since 1300 – Kagan Ch.6. • Selected primary and secondary readings from the Kagan e- text and other sources.** • Possible film choices for reinforcement: o The Devils (1971) o Galileo (1968) o Galileo (1973) o Galileo (1975) o Galileo: On the Shoulders of Giants(1997) o The Return of Martin Guerre (1982) o Ivan the Terrible (1977) o Peter the Great (1986) o Catherine the Great (1995) o Young Catherine (1991) o Scarlet Empress (1934) o Barry Lyndon (1975 ) o Dangerous Liaisons (1988) o Valmont (1989) o Tartuffe (1984) o Ridicule (1996) o Tom Jones ( 1963) o Joseph Andrews (1977) o Moll Flanders (1996) o Mutiny on the Bounty (1962) o Hard Times (1994 TV)

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 5 - Society & Economy in the 18th Century and the Transatlantic Economy, Trade Wars & Colonial Rebellion Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary With improved technology and discovery, industry greatly advanced during the 18th century. As a result of these advancements, colonial empires and economies greatly expanded and many resulted in rebellion and separation from the controlling countries.

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.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

9.3.ST.2 Use technology to acquire, manipulate, analyze and report data.

peers for review. Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities. 6.2.1 2.D.1.b Compare slavery practices with other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. 6.2.12.D.1.d Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. Supporting and Additional Standards 6.2.12.A.3.b Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. Unit Essential Questions Unit Enduring Understandings • What led to the agricultural revolution of the 18th Students will understand … century? • The impact of the agricultural and industrial revolutions on society. • Why did the industrial revolution begin in Britain? • The significance of different rebellions from colonial holdings. • What were the causes of the American Revolution? Unit Objectives Unit Objectives Students will know… Students will be able to… • The social and economic effects of the agricultural • Synthesize the main causes of revolutions to evaluate their success. and industrial revolutions. • Analyze the different rebellions and revolutions to draw • The global ramifications of various rebellions from comparisons in their successes and failures. colonial holdings.

OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning Formative Assessments

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 6 - The Age of Enlightenment Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary Over the course of the 18th century, the expanding literate sectors of European society became increasingly convinced that the human condition could be improved through science, education, philosophy, economic growth and political reform.

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.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

9.3.ST.2 Use technology to acquire, manipulate, analyze and report data.

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.A.3.b Determine to the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. Supporting and Additional Standards 6.2.12.A.3.a Explain how and why various ideals became driving forces for reforms and revolutions. Unit Essential Questions Unit Enduring Understandings • What was the intellectual and social background Students will understand … of the Enlightenment? • Who the philosophes were. • What was enlightened absolutism? • How the philosophes challenged traditional religious ideas and institutions. Unit Objectives Unit Objectives Students will know… Students will be able to… • How the philosophes applied Enlightenment ideas to • Analyze the role of women during the Enlightenment. social and economic problems. • Evaluate Rococo and Neoclassicism styles and the significance of • How the philosophes applied Enlightenment ideas to their contribution to the trends of the times. political issues.

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: • The Western Heritage since 1300 – Kagan Ch.9. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Amadeus (1984) o The Madness of King George(1994) o The Story of Louis Pasteur (1936) o Newton: A Tale of Two Isaacs (1998) o Gulliver's Travels (1996)

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 7 - French Revolution, Napoleon, and the Congress of Vienna Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The French Revolution brought to the foreground the principles of civic equality and popular sovereignty that challenged the major political and social institutions of 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.11-12.1 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.11-12.3 Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 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.

9.3.ST.2 Use technology to acquire, manipulate, analyze and report data.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.3.a Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions, their influence on Latin American independence movements, and evaluate their impact on government, society, and economic opportunities. 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.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. Supporting and Additional Standards 6.2.12.A.3.d Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. Unit Essential Questions Unit Enduring Understandings • How did the National Constituent Assembly Students will understand … reorganize France? • How the financial weakness of the French monarchy laid the • How did Europe respond to the French foundation for the revolution in 1789. Revolution? • What factors led to the radicalization of the French Revolution. Unit Objectives Unit Objectives Students will know… Students will be able to… • How the calling of the Estates General led to the • Synthesize how war and ideology combined to create the Reign of revolution. Terror. • Who the major participants were and what the major • Evaluate what course the French Revolution took after 1794. events that shaped the revolution were.

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: • The Western Heritage since 1300 – Kagan Ch.10 & 11. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Danton (1982): o La Religieuse (1966) o Marie Antoinette (1938) o La Marseillaise (1938) o A Tale of Two Cities (1958) o The Scarlet Pimpernel (1982 TV version) o Scaramouche (1952) o Master and Commander: The Far Side of the World (2003) 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 8 - Romanticism Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary Through his conquests, Napoleon spread many of the ideas and institutions of the revolution and overturned much of the old political and social order. Throughout these Napoleonic years, new ideas and sensibilities, known by the term Romanticism, grew across 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.11-12.3 Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 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). NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.3.b Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. 6.2.12.A.3.e Analyze the motives and methods by which European nations, Japan, and the United Sates expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. Supporting and Additional Standards 6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914. Unit Essential Questions Unit Enduring Understandings • How did Napoleon build an empire? Students will understand … • What was the Romantic Movement? • How the Consulate ended the revolution in France. • Why Napoleonic rule bred resentment in Europe. • What the characteristics of romantic art are. Unit Objectives Unit Objectives Students will know… Students will be able to… • How Napoleon came to power in France. • Evaluate the consequences of the Congress of Vienna. • How Rousseau and Kant contributed to the • Synthesize the ideals of romanticism reflected in English and German development of Romanticism. literature.

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: • The Western Heritage since 1300 – Kagan Ch.11. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Immortal Beloved (1994) o Beethoven Lives Upstairs (1989) o Napoleon and Josephine (1924) o The Duelists (1977) o The Pride and the Passion (1957) o Conquest (1937) o War and Peace (1956) o Waterloo (1970) o The Buccaneer (1958) o Impromptu (1990) o The Music Lovers (1970) o Mahler (1974) o Gothic (1986) o Frankenstein (1994) o Liszt's Rhapsody (1986) o Damn the Defiant (1962) o Billy Budd (1962)

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 9 - Post Napoleonic Europe to Mid-Century, 1815-1850 Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The Congress of Vienna was followed by a decade in which conservative political forces controlled virtually all of Europe. In the international arena, these forces sought to maintain peace and to prevent the outbreak of war that would unleash destruction and disorder. By 1830, Europe was headed toward an industrial society. What characterized the second half of the 19th century was not the triumph of industrialization but the final protests of those economic groups who opposed it.

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. NSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 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.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.3.C Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government. 6.2.12.C.3.b Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources. Supporting and Additional Standards 6.2.12.B.3.b Relate the role of geography to the spread of independence movements in Latin America. Unit Essential Questions Unit Enduring Understandings • What were the goals of the Concert of Europe? Students will understand … • How did industrialization spread across Europe? • What sparked the wars for independence that occurred in Latin America. • Why a series of revolutions erupted across Europe in 1848. Unit Objectives Unit Objectives Students will know… Students will be able to… • How early 19th century nationalists defined a nation. • Evaluate how Russia, France, and Britain responded to challenges of • How socialism challenged economics. the conservative order. • Synthesize how the formation of police forces and reform of prisons changed society.

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: • The Western Heritage since 1300 – Kagan Ch.12 & 13. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Immortal Beloved (1994) o Beethoven Lives Upstairs (1989) o Napoleon and Josephine (1924) o The Duelists (1977) o The Pride and the Passion (1957) o Conquest (1937) o War and Peace (1956) o Waterloo (1970) o The Buccaneer (1958) o Impromptu (1990) o The Music Lovers (1970) o Mahler (1974) o Gothic (1986) o Frankenstein (1994) o Liszt's Rhapsody (1986) o Damn the Defiant (1962) o Billy Budd (1962) o Colonel Chabert (1994 o Germinal (1993) o Madam Bovary (1991) o Therese Raquin (1980) o Les Miserables (1998) o Jean de Florette (1986) o Moby Dick (1956) o Captains Courageous (1937) o Phantom of the Opera (1925, 1943, 1962, 1989, 1990 TV Burt Lancaster version, ) Anna Karenina (Many versions) o Moulin Rouge (1952)

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 10 - Unification, Industrialism, Imperialism, Society, and Culture Up to WWI Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary The revolutions of 1848 collapsed in defeat for both liberalism and nationalism. In the 1850’s, conservative regimes were entrenched across the continent. Yet, only a quarter century later, many of the goals of early-nineteenth-century liberals and nationalists appeared to have been reached. Within Europe, nation-states with large electorates, political parties, and centralized bureaucracies emerged. The foundations of the welfare state and vast military establishments were laid.

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.11-12.3 Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. NSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.6.B Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. 6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions. Supporting and Additional Standards 6.2.12.D.3.b Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children, and the environment. Unit Essential Questions Unit Enduring Understandings • How was reform and unification achieved in Students will understand … European nations during this time period? • The reasons for the Crimean War being fought. • How did the second Industrial Revolution • What life was like for women in late nineteenth-century Europe. transform European life? • The challenges that faced Christianity in the late 19th century. • What role did science play in the late 19th • How women challenged the existing stereotypes at the end of the 19th century? century and the beginning of the 20th century. Unit Objectives Unit Objectives Students will know… Students will be able to… • The reasons nationalism was such a threat to the • Evaluate the forces that led Great Britain expanding their democracy. Hapsburg Empire. • Evaluate the socialist and labor movements’ significance and role in • The explanation of the prominence of the middle- late nineteenth-century politics. class in late nineteenth-century Europe. • Evaluate how developments in art, psychology, and science reflected a profound shift in Western thought.

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: • The Western Heritage since 1300 – Kagan Ch.14, 15 & 16. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: • Prisoner of Honor (1991) • The Life of Emile Zola(1937) • The Leopard (Il Gattopardo)(1963) • The Charge of the Light Brigade (1936) • Champ d'honneur (1987) and Field of Honor (1984) • Ludwig (1972) • Wagner (1983) • Swann In Love (1984) • The French Lieutenant's Woman (1981) • Sons and Lovers (1960) • Fanny and Alexander (1983) • Fiddler on the Roof (1971) • Death in Venice (1971) • Camille Claudel (1989) • Song of Bernardette (1943 ) • Don Bosco (1988) • Victoria the Great 1937 • Rodin, the Gates of Hell (1981) • Lautrec (1998) • The Portrait of a Lady (1996) • The Age of Innocence (1993) • Nijinsky (1980) • Isadora (1968) • Orlando (1992) • Freud (1962) • Lust For Life (1956) • Madame Curie (1943)

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 11 - World War I and the Russian Revolution Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary Europe began to change in the 1870’s with New Imperialism. For the next half-century, until the outbreak of World War I in 1914, European powers brought much of the world under their dominance and direct control. During this time the United States and Japan will appear for the first time as major players on the world stage. Originally known as the Great War, World War I witnessed unprecedented loss of life and destruction of property.

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.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 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.

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.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.B.4.a Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939. 6.2.12.D.4.a Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances let to World War I. Supporting and Additional Standards 6.2.12.D.4.b Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. Unit Essential Questions Unit Enduring Understandings • Why was India such an important part of the Students will understand … British Empire? • How technological developments in the nineteenth-century made • Why did the alliance system fail? imperialism possible. • How the conflict in the Balkans lead to the outbreak of general war in Europe. Unit Objectives Unit Objectives Students will know… Students will be able to… • How European politics contributed to the “scramble • Evaluate the relationship of missionaries with their home for Africa.” governments. • What factors made the rise of the Bolsheviks to • Evaluate the immediate consequences at the end of World War I. power in Russia Possible.

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: • The Western Heritage since 1300 – Kagan Ch.17 & 18. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Khartoum (1966) o Zulu Dawn (1979) o Breaker' Morant (1980) o The African Queen (1951) o Gandhi (1982) o Heat and Dust (1982) o Jewel in the Crown (1984) o The Wind and the Lion (1975) o Hawaii (1966) o A Passage To India (1984) o Staying On (1979) o The Shooting Party (1985) o Nicholas and Alexandra (1971) o Paths of Glory (1957) o Michael Collins (1996) o The Last Emperor of China. (1989) o Out of Africa (1985) o Lawrence of Arabia (1962) o The Lighthorsemen (1987) o Oh! What a Lovely War (1969) o Gallipoli (1981) o Dr. Zhivago (1965) o Reds (1981) o The Lost Batallion (2001) o Johnny Got His Gun (1971) o Joyeux Noel (2005) o Flyboys (2006) o Warhorse (2011) o Anastasia (1997)

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 12 - Interwar Era and WWII Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary During the two decades that followed the Paris settlement, Europe saw bold experiments in politics and economic life. Only twenty years after the Great War and peace treaties a second great war would break out, more global than the first. During this war, democracies would be fighting for their survival with unlikely allies.

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.11-12.3 Evaluate various perspectives for actions or events; determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. NSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.D.4.d Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II. 6.2.12.D.4.f Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. 6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, victims, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. Supporting and Additional Standards 6.2.12.D.4.e Compare how Allied countries responded to the expansionist actions of Germany and Italy. Unit Essential Questions Unit Enduring Understandings • Why did democracy fail in postwar Germany? Students will understand … • How did World War I sow the seeds of World • Why the Paris peace settlement failed to bring peace and prosperity War II? to Europe. • What was the Holocaust? • How the Allies prepared for a postwar Europe. Unit Objectives Unit Objectives Students will know… Students will be able to… • What fascism meant to Mussolini and his • Evaluate the challenges that successor states faced in Eastern Europe. supporters. • Evaluate the impact that World War II had on European society. • The reason that World War II was a “total war.”

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: • The Western Heritage since 1300 – Kagan Ch.19 & 20. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: • Animal Farm (1955) • Chariots of Fire (1981) • Swing Kids (1993) • Europa Europa (1991) • The Damned (1969) • Triumph of the Will (1934) • The Great Dictator (1941) • The Diary of Anne Frank (1959) • Tora! Tora! Tora! (1970) • Patton (1970) • Saving Private Ryan (1998) • Das Boot (1981) • Night and Fog (1955) • The World At War • Cross of Iron (1977) • The Bridge on the River Kwai (1957) • Schindler's List (1993) • Wallenberg: A Hero's Story (1985) • The Thin Red Line (1998) • The Bridge at Remagen (1969) • Europa Europa (1991) • The White Rose (1982) • Au Revoir, Les Enfants (1987) • Casablanca (1942) • Fat Man & Little Boy(1989) • Judgment at Nuremberg (1961) • The Nasty Girl (1990)

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 13 - The Cold War, and Post-Cold War Europe to the Present Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary After the end of World War II in 1945, two often interrelated sets of fundamental, international political relationships have shaped the experience of Europe, the United States, and the wider global community. This was the Cold War between the United States and the Soviet Union. The Cold War defined the life of the West during most of the second half of the 20th century. This conflict affected not only political developments and military alliances, but also the lives of millions of Europeans and Americans.

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.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances (e.g., NATO, SEATO, Warsaw Pact), and periodic military clashes (e.g., Korean War, conflicts in the Middle East). 6.2.12.B.5.b Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia. Supporting and Additional Standards 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. Unit Essential Questions Unit Enduring Understandings • What were the origins of the Cold War? Students will understand … • Why did European Communism collapse? • How the events of September 11, 2001 transformed the West. • How has migration changed the face of Europe? • What forces gave rise to the emergence of radical political Islamism. • • How cultural and intellectual life was transformed in Europe during What led to Western European unification after th World War II? the 20 century. Unit Objectives Unit Objectives Students will know… Students will be able to… • How the Berlin Wall and Cuban Missile Crisis • Synthesize and evaluate the policies and programs of Soviet and strained relations between the Soviet Union and the Russian leaders since the death of Stalin. United States. • Evaluate if 2008 was a turning point in the relationship between the • The impact of the computer on 20th century United States and Europe. European and world 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: • The Western Heritage since 1300 – Kagan Ch. 21 & 22. • Selected primary and secondary readings from the Kagan e- text and other sources. • Possible film choices for reinforcement: o Swept Away ( 1975) o La Dolce Vita (1959) o The Third Man (1949) o Gentleman's Agreement (1947) o One Day in the Life of Ivan Denisovich (1970) o Radio Bikini (1987 ) o Exodus (1960) o Atomic Cafe (1982) o The Ugly American (1962) o Dr. Strangelove or, How I Stopped Worrying and Learned to Love the Bomb (1963) o The Russians Are Coming! The Russians Are Coming! (1966) o The Spy Who Came In From the Cold (1965) o The Manchurian Candidate (1962) o On The Beach (1959) o White Nights (1985) o Eleni (1985) o The Year of Living Dangerously (1982) o War Games (1983) o Apocalypse Now (1979) o The Plague (1992) o Fahrenheit 451 (1966)

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 14 - Post Exam Project Target Course/Grade Level: Advanced Placement European History / 12th Grade Unit Summary As a wrap up of the course the students will choose one individual that they feel impacted European history the most and do an extensive research paper on that individual as well as a formal presentation in front of the class.

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. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

peers for review.

Learning Targets Focus Standards

CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. 6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. Supporting and Additional Standards 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. Unit Essential Questions Unit Enduring Understandings • Who was the most significant individual in Students will understand … European history? • How to properly form a history research paper. • What were the events and reasons that the • How to properly give a multimedia presentation in front of chosen individual was the most significant? an audience. Unit Objectives Unit Objectives Students will know… Students will be able to… • Proper writing and documentation skills • Write an acceptable college level historical research paper. needed for historical writing. • Comfortably present information to a small audience utilizing • Many different techniques for producing a available media and technological resources. multimedia production for presentation.

OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning Formative Assessments

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.