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CURRICULUM GUIDE for Sherman’S the West in the World

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CURRICULUM GUIDE for Sherman’S the West in the World 2015-2016 AP* European History CURRICULUM GUIDE for Sherman’s The West in the World Correlated to the 2015-2016 College Board Revised Curriculum Framework MHEonline.com/shermanAP5 *AP and Advanced Placement Program are registered trademarks of the College Board, which was not involved in the production of and does not endorse these products. 2015-2016 AP* European History Curriculum Guide for Sherman’s The West in the World A message from Susie Gerard, creator of this guide: The AP* edition of The West in the World, by Dennis Sherman and Joyce Salisbury, is highly regarded as an exceptionally comprehensive and readable European history survey text characterized by strong narrative and clear analysis. Its coherent explanations and abundant examples richly facilitate the teaching of all of the Key Concepts, Supporting Concepts, and Thematic Learning Objectives outlined in the new AP European History curriculum framework developed by the College Board. The text contains distinguished and plentiful written documents and visual sources, which are excellent tools for expediting the development of the nine historical thinking skills defined by the College Board. There are four parts in this Curriculum Guide for Sherman’s The West in the World: Part 1 lists key page numbers where the College Board Concepts, Supporting Concepts, and Historical Development statements are supported in the Sherman text. Part 2 illustrates places in the Sherman text where one can find sample coverage of the College Board’s Thematic Learning Objectives and Historical Inquiries. Although this is merely a snapshot, the Sherman text provides extensive coverage of all five of the Themes. Part 3 provides actual excerpts from the Sherman text—sample text that supports EACH Thematic Learning Objective for EACH Supporting Concept. You may want to use the 100-plus pages in Part 3 to sharpen students’ focus and skills in analyzing Themes, or you may prefer to use Part 3 as a review before the AP Exam. Part 3 is also available online in Excel format for your convenience in sorting information by chapter, Historical Period, Supporting Concepts, or Themes. Part 4—Historical Thinking Skills Activities by Historical Periods—provides dozens of activity options to sharpen students’ Historical Thinking Skills using Sherman’s AP The West in the World. Individual as well as group activities are outlined for every Historical Thinking Skill. These activities will engage students not only in learning European history but also in understanding how to think like a historian. The activities in Part 4 are also available online in Excel format for your convenience in sorting activities by chapter, by Historical Period, or by type of Historical Thinking Skill. Sherman’s AP* The West in the World provides absolutely everything you need as you approach the College Board’s revised curriculum guidelines. Susie Gerard Susie Gerard, chair of the Social Studies Department at Lewis & Clark High School, in Spokane, WA, has taught AP European History for 30 years. Since 1996, she has served as a Reader, Table Leader, and Sample Selector for the AP European History exam. Susie contributed to ONboard for AP European History, created by McGraw-Hill Education, and has written curriculum modules for the College Board, including Peasants in the History of Europe: Political, Social, and Economic Relationships, and Tulipmania. She has been a College Board Faculty Consultant since 1998, teaching workshops and summer institutes in European history around the world. *AP and Advanced Placement Program are registered trademarks of the College Board, which was not involved in the production of and does not endorse this product. PART 1: Correlation of Sherman’s AP* The West in the World to the College Board’s KEY CONCEPTS & SUPPORTING CONCEPTS HISTORICAL PERIODS, KEY CONCEPTS, SUPPORTING CONCEPTS, AND KEY PAGES IN HISTORICAL DEVELOPMENT SHERMAN P A PERIOD 1: c. 1450 to c. 1648 R T Key Concept 1.1 The worldview of European intellectuals shifted from one based on ecclesiastical and classical authority to one based primarily on inquiry and observation of the natural world. 1 1.1.I. A revival of classical texts led to new methods of scholarship and new values in pp. 292-295 both society and religion. (OS-2) (OS-5) (OS-9) (OS-10) (OS-11) (SP-1) (SP-3) A. Italian Renaissance humanists promoted a revival in classical literature and created 292-295 new philological approaches to ancient texts. Some Renaissance humanists furthered the values of secularism and individualism (Petrarch (pre-1450), Lorenzo Valla, Marsilio Ficino, Pico della Mirandola). B. Humanist revival of Greek and Roman texts, spread by the printing press, challenged 292-295 the institutional power of universities and the Roman Catholic Church and shifted the focus of education away from theology toward the study of the classical texts (Leonardo Bruni, Leon Battista Alberti, Niccolò Machiavelli). C. Admiration for Greek and Roman political institutions supported a revival of civic 295 humanist culture in the Italian city-states and produced secular models for individual and political behavior (Niccolò Machiavelli, Jean Bodin, Baldassare Castiglione, Francesco Guiccardini). 1.1.II. The invention of printing promoted the dissemination of new ideas. (OS-2) pp. 297-298, 332, 337, 428 (OS-5) (SP-10) (IS-3) A. The invention of the printing press in the 1450s aided in spreading the Renaissance 297-298, 428 beyond Italy and encouraged the growth of vernacular literature, which would eventually contribute to the development of national cultures. B. Protestant reformers used the press to disseminate their ideas, which spurred religious 332, 337 reform and helped it to become widely established. 1.1.III. The visual arts incorporated the new ideas of the Renaissance and were used pp. 295-297, 309-317, 342- to promote personal, political, and religious goals. (OS-5) (SP-1) 345 A. Princes and popes, concerned with enhancing their prestige, commissioned paintings 295-297 and architectural works based on classical styles and often employing the newly invented technique of geometric perspective (Michelangelo, Donatello, Raphael, Andrea Palladio, Leon Battista Alberti, Filipo Brunelleschi). B. A human-centered naturalism that considered individuals and everyday life appropriate 316-317 objects of artistic representation was encouraged through the patronage of both princes and commercial elites (Raphael, Leonardo da Vinci, Jan Van Eyck, Pieter Brueghel the Elder, Rembrandt). C. Mannerist and Baroque artists employed distortion, drama, and illusion in works 342-345 commissioned by monarchies, city-states, and the church for public buildings to promote their stature and power (El Greco, Artemisia Gentileschi, Gian Bernini, Peter Paul Rubens). 1.1.IV. New ideas in science based on observation, experimentation, and pp. 314-315, 425-434 mathematics challenged classical views of the cosmos, nature, and the human body, though folk traditions of knowledge and the universe persisted. (OS-1) (OS-5) (IS-1) A. New ideas and methods in astronomy led individuals such as Copernicus, Galileo, and 425-432 Newton to question the authority of the ancients and religion and to develop a heliocentric view of the cosmos. B. Anatomical and medical discoveries by physicians, including William Harvey, 432-433 presented the body as an integrated system, challenging the traditional humoral theory of the body and of disease espoused by Galen (Paracelsus, Andreas Vesalius). C. Francis Bacon and René Descartes defined inductive and deductive reasoning and 433-434 promoted experimentation and the use of mathematics, which would ultimately shape the "scientific method.” D. Alchemy and astrology continued to appeal to elites and to some natural philosophers, 427-428 in part because they shared with the new science the notion of a predictable and knowable universe. In oral culture of peasants, a belief that the cosmos was governed by divine and demonic forces persisted (Paracelsus, Gerolamo Cardano, Johannes Kepler, Sir Isaac Newton). Key Concept 1.2: The struggle for sovereignty within and among states resulted in varying degrees of political centralization. 1.2.I. The new concept of the sovereign state and secular systems of law played a pp. 293, 298-309, 315-320, central role in the creation of new political institutions. (PP-6) (OS-3) (OS-9) (SP-1) 324, 334, 347, 351 (SP-2) (SP-3) (IS-2) A. New monarchies laid the foundation for the centralized modern state by establishing a 315-320, 324, 334, 347 monopoly on tax collection, military force, and the dispensing of justice, and by gaining the right to determine the religion of their subjects (Ferdinand and Isabella of Spain consolidating control of the military, Star Chamber, Concordat of Bologna (1516), Peace of Augsburg (1555), Edict of Nantes (1598)). B. The Peace of Westphalia (1648), which marked the effective end of the medieval ideal 351 of universal Christendom, accelerated the decline of the Holy Roman Empire by granting princes, bishops and other local leaders control over religion. C. Across Europe, commercial and professional groups gained in power and played a 293, 298-304 greater role in political affairs (merchants and financiers in Renaissance Italy and northern Europe, nobles of the robe in France, gentry in England). D. Secular political theories, such as those espoused in Machiavelli's The Prince, 304-309 provided a new concept of the state (Jean Bodin, Hugo Grotius). 1.2.II. The competitive state system led to new patterns of diplomacy and new forms pp. 324-329, 344-348, 351 of warfare. (OS-3) (SP-13) (SP-15) A. Following the Peace of Westphalia, religion no longer was a cause for warfare among 351 European states; instead, the concept of the balance of power played an important role in structuring diplomatic and military objectives. B. Advances in military technology (i.e., the "military revolution") led to new forms of 324-329, 344-348 warfare, including greater reliance on infantry, firearms, mobile cannon, and more elaborate fortifications, all financed by heavier taxation and requiring a larger bureaucracy.
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