Texts:  Mark Kishlansky, Patrick Geary, and Patricia O’Brien, Civilization in the West, Since 1300, AP edition (New York: Pearson Longman, 2006)  Dennis Sherman, Western Civilization: Sources, Images, and Interpretations: From the Renaissance to the Present, 7/e (New York: McGraw-Hill, 2006)

Key Class Lesson Objective Instructional Activity Content Themes Skills Concept Prds. Outline (140 in References all)

Unit 1: 1450-1648

Kishlansky readings:  “Introduction: Western Civilization before 1300”  Chap. 10, “The Later Middle Ages, 1300-1500”  Chap. 11, “The Renaissance”  Chap. 12, “The European Empires”  Chap. 13, “The Reform of Religion”  Chap. 14, “Europe at War, 1555-1648”  Chap. 15, “The Experience of Life in Early Modern Europe, 1500-1650”

Sherman readings:  Chap. 1, “The Renaissance”  Chap. 2, “The Reformation”  Chap. 3, “Overseas Expansion and New Politics”  Chap. 4, “War and Revolution, 1560-1660”  Chap. 6 (part), “The Scientific Revolution” 1.1 1-2 1. Use historical evidence to craft 1. Using primary sources, art, music, and secondary 1.1: I.A-D 3, 5 ARGUMENT 1.2 persuasive historical arguments. interpretations, students will address the following II.A, C; EVIDENCE 2. Address a major historiographical question: To what extent can the III.A-E, H; CAUSE historiographical issue. Renaissance be considered a distinct break from the Middle V.A, C CONTINUITY 3. Introduce the major themes and Ages? 1.2: I.A, I.F PERIOD concepts of the Renaissance (by * Relevant documents for both medieval and Renaissance COMPARE comparison with the Middle history may be found at INTERPRET Ages). http://www.fordham.edu/halsall/sbook.html. SYNTHESIS * Art slides may be found at http://witcombe.sbc.edu/ARTHLinks.html. * Gregorian chant (medieval) selections may be found at http://www.christusrex.org/www2/cantgreg/index_eng.html. * Polyphonic compositions of the Renaissance may be found at http://icking-music-archive.org/index.php. 2. Students will read the interpretations by Burckhardt and Burke in Chapter 1 of Sherman. 3. From the various sources, students will identify 2-3 important cultural characteristics of the Middle Ages and Renaissance, and then divide into teams for a debate on whether the Renaissance was a distinct break from or forms a continuity with the Middle Ages. Teacher should moderate to bring out issues of periodization, stereotyping, and selective use of data. 1.1- 3 1. Familiarize students with the 1. Using the Introductory chapter of Kishlansky, students will Background 2, 3, 4, CAUSE 1.6 impact of ancient and medieval work in small groups to identify 10 dates prior to 1450 that to all Unit 1 5 CONTINUITY trends on early modern European represent important trends and contributions of the ancient and key COMPARE history. medieval periods. concepts PERIOD 2. Discuss the ways in which 2. From these same groups, students will analyze how the developments of the Later Middle following relate to the themes of crisis and upheaval in the Ages set the stage for the Later Middle Ages (see Chap. 10 of Kishlansky): Black Renaissance. Death, peasant and urban revolts, Hundred Years’ War/dynastic conflict, Babylonian Captivity/Great Schism, vernacular literature/nominalism, 3. Teacher will lead a discussion directed toward connecting the trends of the Later Middle Ages with those of the Renaissance. 1.5 4 1. Understand the economic and 1. Teacher will introduce relevant concepts of social history 1.5: IV.A; 2, 5 EVIDENCE 1.6 social foundations of the and explain their importance, e.g., class, gender, child-rearing, 1.6: I.A-C, CONTINUITY Renaissance. demographics, education, etc. II.A-C, CONTEXT 2. Introduce important concepts of 2. Using Chap. 11 of Kishlansky, students will identify 2-3 key III.A-B, social history as a basis for the trends and 3-4 relevant terms and present a skit on each of the IV.A-C; course. following elements of Renaissance social life: 1. marriage V.B-C negotiations, 2. economic activities, 3. civic activities/festivals, 4. child-rearing, 5. religion. 1.6 5 1. Introduce students to concepts 1. Teachers may wish to use the APPARTS framework for 1.6: I.C, 5 EVIDENCE of textual analysis. document analysis (see e.g., III.A, IV.A- COMPARE 2. Discuss Renaissance notions of http://ritter.tea.state.tx.us/ssc/primary_resources/apparts.html. B CONTEXT gender and education. 2. Students will read brief selections from Castiglione’s The INTERPRET Book of the Courtier on the education and ideal behavior of men and women and use a chart to compare and contrast gender roles during the Renaissance (for selections, see Merry Wiesner, et al, Discovering the Western Past: A Look at the Evidence, vol. 1, 3/e, Chap. 11). 1.1 6 1. Identify the features of 1. Students can use Chap. 11 of Kishlansky and relevant 1.1: I.A-D, 3, 5 CONTEXT 1.2 Renaissance humanism. documents from Sherman to development a conceptual map of II.A, C, SYNTHESIS 2. Create a visual web for use in Renaissance humanism. III.A-E, H, organizing concepts. 2. Students with computer access can use the Inspiration V.A; 1.2: software program. Otherwise, the visual map can be drawn I.A using pen and paper. 3. Teacher will check for understanding by highlighting and explaining concepts, such as: revival of the classics, glorification of human potential/body, virtú, secularism, etc. 1.2 7 1. Identify the characteristics of 1. Teacher will provide an overview of common features of the 1.2: I.B-F, 2, 4 ARGUMENT 1.3 the New Monarchies. New Monarchs’ efforts at state-building, such as: taming II.A, C; 1.3: COMPARE 1.5 2. Understand the diversity of nobles, creating agencies/bureaucracies, establishing taxation, II.A-E; 1.5: CONTEXT political forms and responses to controlling and creating armies, bringing churches under IV.A INTERPRET political challenges in Europe. greater control, and exploration. 2. Students will take a specific nation and write a brief and focused essay assessing its development according to the model: Challenge → Response → Result. Nations: England, France, Spain, Russia, Holy Roman Empire (see Chap. 12 in Kishlansky). 1.4 8 1. Introduce the exploration era 1. Teacher will project the Psalter map (ca. 13th century) and 1.4: I.A-B, 1, 2, 3, EVIDENCE 1.5 through comparison of two maps. Schoner’s 1520 map and ask students to note conceptual II.A-B, 4 CAUSE 2. Identify the motives and means differences. See III.A-D; COMPARE that supported exploration. http://epress.anu.edu.au/journey/images/figure3.jpg and 1.5: I.A-B http://www.henry-davis.com/MAPS/Ren/Ren1/Reno.html. 2. Using visuals or PPT, teacher will illustrate the means and motives of European exploration. 1.1 9 1. Establish connections among 1. Students will view Episode 3 of James Burke’s Day the 1.1: I.A-D, 1, 2, 3 ARGUMENT 1.4 various developments in the Universe Changed: “Point Of View: Scientific Imagination In II.A, III.A- CAUSE 1.5 chronological period. The Renaissance.” D; 1.4: CONTINUITY 2. Appreciate how the Renaissance 2. Students will respond to this prompt when completed with I.A-B, II.A- CONTEXT era introduces a new quantitative the film: “How were trade, exploration, revival of the classics, B; 1.5: I.A, INTERPRET view of the world. and new methods in art interrelated in the fifteenth century?” IV.A 1.4 10 1. Analyze the impact of European 1. Teacher should introduce the activity by writing “1492” on 1.4: III.A- 1, 2 ARGUMENT 1.5 voyages of exploration and the board and asking students to consider why that date might D, IV: A-D; CAUSE colonization. be considered the most important of the last millennium. 1.5: I.A-B, CONTEXT 2. Use multiple resources to form 2. Students will use maps, Kishlansky text, and on-line sources II.A-B SYNTHESIS historical arguments. to identify the transfer of goods, practices, and microbes that INTERPRET constitute the Columbian Exchange. 3. Student will have read one of the secondary sources (Reed, Bush, and Nash) from Chap. 3 of Sherman and then present this argument to class. 4. Complete class by returning to the date of 1492 and elicit feedback on why it might be considered a turning point in history. 1.1 11 1. Apply understanding of 1. For homework, selected students will have researched, 1.1: I.A-D; 3, 5 EVIDENCE 1.2 Renaissance humanism in a skit. written a short paper on, and present a Renaissance humanist II.A & C, CONTEXT 2. Note common themes of in a book-signing skit. Humanists may include: Castiglione, III.C-D, humanists. Machiavelli, Alberti, Gutenberg, Valla, etc. Each character V.A; 1.2: will read selections from a key work, place these ideas in I.A & F context, and respond to the ideas of the other panelists. 2. Observing students will ask questions of the panelists and then complete a chart in which they identify the concepts of Renaissance humanism. 1.1- 12 Assessment Students will take a MC, short answer, or constructed response 1.6 test on the key concepts of this unit. 1.1, 13 1. Use Northern Renaissance art 1. Teacher will project images of Francesca’s Flagellation (of 1.1: I.A-D, 3, 5 EVIDENCE 1.3 and writings to compare with Christ) and Grunewald’s The Crucifixion and ask students to II.A-C, CONTEXT Italian humanism. compare the paintings on: a) subject matter, b) style, c) goal of III.A-E;1.3: CAUSE 2. Provide background on late the artist. This discussion can be supplemented with additional I.A medieval spirituality as a cause of works of art to bring out the different preoccupations of the the Protestant Reformation. Northern Renaissance. 2. Instructor will supplement this presentation with an overview of late medieval spirituality, focusing on: status of the papacy, heresy, effects of the Black Death, lay piety movement, and anxiety over salvation (e.g., indulgences). 1.1, 14 1. Introduce the key principles of 1. Instructor should begin by recounting the indulgence 1.1: II.B; 3, 4, 5 EVIDENCE 1.2, Protestant Christianity. controversy and providing brief background on Luther’s 1.2: I.D; CONTINUITY 1.3 2. Use textual sources to compare spiritual journey and attack on the Catholic Church. 1.3: I.B-C, COMPARE and contrast various Protestant 2. Students will have read the selections in Sherman (three by II.A- SYNTHESIS theologies with Catholicism. Luther, one by Calvin, and one by Loyola) for homework. 3. Create a visual organizer to gain Supplemented by text reading, students will identify views of a conceptual grasp of the the Catholic Church, Luther, Zwingli, and Calvin on the theological issues of the period. following: justification, spiritual authority, sacraments and their meaning, church-state relations, liturgy/style. 3. For purposes of comparison, students will create a visual organizer, web map, or Venn diagram. 1.2, 15 1. Use evidence to support an 1. From the previous day’s activity, the teacher will lead a 1.2: I.D; 3, 5 INTERPRET 1.3 interpretation. discussion on how the various Christian theologies interpreted 1.3: I.B-C, SYNTHESIS 2. Understand the range of key doctrines (similarly and) differently. II.A-B; 1.5: ARGUMENT Reformed Christianity during the 2. To conclude the lesson, students will write a thesis II.B EVIDENCE sixteenth century. paragraph in response to this prompt: “Comparing Luther to other Protestant reform movements, explain whether he was a conservative or a radical. Justify your conclusion.” 1.1, 16 1. Explain the social impact of the 1. For homework, assign students to research one of the 1.1: II.B-C; 4, 5 EVIDENCE 1.6 Protestant and Catholic following social groups (in the context of the sixteenth century 1.6: I.A-C, COMPARE Reformations. and Reformation): peasants, bourgeoisie, nobility, women, II.B-E, CONTEXT 2. Portray a representative social young, poor. III.A-B, group of the sixteenth century to 2. Allow groups a few moments to exchange ideas with their IV.A-B, understand how it was affected by own members and develop talking points. V.A-C reformed theologies. 3. Teacher should lead a panel discussion on how the Reformation affected social classes, gender, and religious practices. This should include ways in which the movement left traditional norms unaffected. 1.2, 17 1. Understand the difference 1. Explain the terms “evangelical” and “magisterial” reform as 1.2: I.D-F; 4, 5 EVIDENCE 1.3 between evangelical and it relates to the Reformation. As an example of evangelical 1.3: II.A & ARGUMENT magisterial religious reform. reform, ask students to discuss the Anabaptist movement and C, III.C-D COMPARE 2. Trace the development of the reasons for its persecution. Supplement the discussion with CAUSE English Reformation. background on the process of confessionalization and INTERPRET institutionalization of religious dogma. SYNTHESIS 2. Show an appropriate clip from Man for All Seasons (e.g., CONTINUITY More at the Richmond inquest) and ask students to identify the ways in which secular and religious authority clashed and developed in the sixteenth century. Enrich the discussion by providing background on the English Reformation from 1533 until the reign of Elizabeth I (1558-1603). 2. To conclude the discussion, teachers may have students read the selections by Cameron and Elton in Chap. 2 of Sherman. 1.2, 18 1. Evaluate the troubled reign of 1. Project a map of the Habsburg territories controlled by 1.2: I.B-D, 3, 4, 5 INTERPRET 1.3 Charles V in the context of the Charles V and ask students to identify the difficulties he faced II.A, C, 1.3: CAUSE changing relation between church during his reign. Lead a brief discussion, drawing out the I.C, II.A & SYNTHESIS and state. medieval and modern features of Charles’s conception of his D, III.A-B CONTEXT 2. Identify the features of the rule. Catholic (Counter-)Reformation 2. Assist students in identifying the main features of the and evaluate its success. Catholic Reformation, such as new religious orders, Council of Trent, strengthening of the Papacy. Ask students to read the selection by Olin in Chap. 2 of Sherman and then lead a discussion in which students evaluate the degree of success of the Catholic response to the challenge of Protestantism. 1.2, 19 1. Understand the relative 1. For homework, have students read the textbook accounts of 1.2: I.B, D, 4 EVIDENCE 1.3 importance of religious and religious wars, filling out a chart that includes: causes, course, E, II.A-C; ARGUMENT political motives for the religious key figures and groups, outcome. They will use this for class 1.3: II.D-E, CAUSE wars, 1555-1648. activities. III.A-D COMPARE 2. Employ secondary sources to 2. Divide students into small groups and assign each a CONTINUITY form an historical interpretation. religious conflict (French Wars, Dutch Revolt, England v. INTERPRET Spain, Thirty Years War) to discuss the relative importance of SYNTHESIS religious v. political motives. Encourage students to use CONTEXT evidence to support their conclusions. 3. Select a student from each group to form new groups that include at least one student representing each conflict. Have them read the interpretations by Holborn and Friedrich from Chap. 4 of Sherman. Students will then evaluate these interpretations using examples from their conflict. 4. To conclude, ask students to write a thesis paragraph in which they argue for the primacy of religious or political factors in affecting the course of the religious wars. If time permits, lead a discussion to bring out the key issues. 1.1- 20 1. Connect artistic and cultural 1. Write the term “Age of Crisis” on the board and ask students 1.1-1.6 1-5 EVIDENCE 1.6 movements to the political and to identify the trends in the period that would fit this generally; CONTEXT intellectual trends of the period characterization (Little Ice Age, enclosure, Price Revolution, 1.1: I.A-D, PERIOD 1550-1650. religious wars, Scientific Revolution, famines, revolts, etc.). II.C, III.F- INTERPRET 2. Use textual and visual sources 2. For homework, students will have read an Internet version H; 1.3: SYNTHESIS to develop an interpretation of of Montaigne’s essay “On Cannibals.” Ask students to explain III.D; 1.4: Europe’s crisis in the period. the author’s thesis and work at getting them to place the IV.D document in historical context (No. humanism, French religious wars, exploration and colonization). 3. Project some of the representative works of art from the Mannerist (El Greco, Tintoretto) and Baroque artistic movements (Caravaggio, Rubens, Bernini) and have students identify the subject matter, style, and goals of the artists. This can be done with a thesis paragraph or a visual web. 4. Focus student attention on the art’s connection to developments of the period, including Catholic Reformation mysticism, patronage by monarchs, etc. 1.1- 21 Assessment Students will take a MC, short answer, or constructed response 1.6 test on the key concepts of this unit. 1.1, 22 1. Connect students to an 1. Project an image of witchcraft (Google “Why Did Europe 1.1: V.A- 2-5 EVIDENCE 1.2, interesting phenomenon Hunt Witches”--@ Univ. of Oregon). Ask students to C; 1.2: I.C; CONTEXT 1.3, (witchcraft accusations) as a speculate as to reasons for witchcraft accusations during the 1.3: II.A; INTERPRET 1.5, means to enter the mentality of period 1500-1680 and write these on the board. 1.5: I.A-B, SYNTHESIS 1.6 early modern Europe. 2. Explain that to understand the phenomenon, historians must II.A-B, CAUSE 2. Use primary sources to examine recreate several features of early modern society, incl. gender III.A-B, CONTINUITY a specific issue (poor and poverty) attitudes, religious ideology, lack of scientific explanations, IV.A-C; all COMPARE and provide context for early social structure, economic changes, political centralization. of 1.6 modern European society. 3. Develop the lesson further by providing students with the 2004 DBQ on poor and poverty. Have students work in small groups to identify the reasons for poverty and the ways in which various observers interpreted and responded to the problem. Lead a class discussion that works to provide a context for both the issues of poverty and witchcraft (which are related).

1.1, 23 1. Use a film clip to introduce 1. Show an appropriate clip from Return of Martin Guerre 1.1: V.A- 2-5 EVIDENCE 1.5, village and peasant life. (e.g., charivari, harvest and/or wine-making) and ask students C; all of CONTEXT 1.6 2. Assign students to research how to explain what it reveals about rural and village life in early 1.5; all of SYNTHESIS the economic and social modern Europe. 1.6 CAUSE developments of the period affect 2. Students can work with a partner recreating a typical family. COMPARE a specific family (based on Their main source will be Chap. 15 of Kishlansky, but this can CONTINUITY geography and occupation). be supplemented by Peter Stearns, Encyclopedia of European Social History or other social history readers available from major publishers. Families: Russian serf, French peasant, Italian merchant (Jewish), Polish noble, Dutch guildsman, single woman in Germany, et al. Students should aim to integrate the key developments in economic and social life in the period 1500-1650 in their papers (of 5-6 pages). 1.1, 24- 1. Continue to develop their 1. Students will work in small groups completing their papers 1.1: V.A- 2-5 EVIDENCE 1.5, 25 understanding of early modern for homework. C; all of CONTEXT 1.6 economic and social developments 2. As a culminating activity, students will adopt the persona of 1.5; all of SYNTHESIS by writing a family history paper. their families and discuss the impact of developments of this 1.6 CAUSE 2. Compare the effects of these era (such as witchcraft, enclosure, Price Revolution, etc.) on COMPARE developments by participating in a their families. CONTINUITY roundtable discussion of the families. 1.1- 26 Use documents on witchcraft to 1. Access the repository of witchcraft documents and Any and 1-5 EVIDENCE 1.6 form an interpretation of the interpretations from King’s College and University of Oregon various CAUSE phenomenon in the context of and select 7-9 excerpts (both primary and secondary sources). parts of 1.1- CONTEXT early modern society. 2. Conduct a seminar in which students, first, work in small 1.6 SYNTHESIS groups discussing the documents and compiling a catalog of PERIOD causes, and then, lead a discussion that places the witchcraft CONTINUITY hysteria in historical context. 1.1- 27 Assessment Students will take a MC, short answer, or constructed response 1.6 test on the key concepts of this unit. 1.1, 28 1. Introduce the notion of a shift 1. Ask students to identify what they know about the natural 1.1: IV.1A- 3, 5 EVIDENCE 2.3 from a qualitative to a quantitative world. After surveying responses, explain how this knowledge C, V.A-C, CONTEXT view of the cosmos during the is derived (if only indirectly) from a method that involves V.D; 2.3: CAUSE sixteenth and seventeenth investigation of the natural world, especially using materialism I.A, IV.A CONTINUITY centuries. and mathematics. Contrast this with the Aristotelian/Ptolemaic SYNTHESIS 2. Use primary source material to cosmology. understand the features of the 2. Using the lesson plans and primary sources from the Scientific Revolution. National Center for History in the Schools unit “Scientific Revolution” (http://nchs.ucla.edu/World-Era6.html), introduce the features of the Scientific Revolution. 1.1, 29- 1. Use primary source material to Continue with lessons from NCHS unit. 1.1: IV.1A- 2-5 EVIDENCE 2.3 30 understand the features of the C, V.A-C, CONTEXT Scientific Revolution. V.D; 2.3: CAUSE I.A, IV.A CONTINUITY SYNTHESIS 1.1, 31 1. Examine the involvement of 1. Provide brief background on women’s involvement in 1.1: IV.1A- 3, 5 ARGUMENT 1.6, women in the Scientific previous movements of intellectual and cultural change, such C, V.A-C, CONTEXT 2.3 Revolution and the impact the as the Renaissance and Reformation. Note how these V.D; 1.6: CONTINUITY event had on their position in movements were limited in improving women’s position, since IV.A-B; CAUSE society. they were primarily designed to address other concerns. 2.3: I.A, INTERPRET 2. Use primary and secondary 2. Using the 1997 DBQ on women in science, selections from IV.A SYNTHESIS sources to make an argument. books on women’s history (Bridenthal, Becoming Visible; COMPARE Anderson and Zinsser, A History of Their Own, etc.), or simply the Anderson/Zinsser selection in Chap. 6 of Sherman, have students analyze the extent to which the Scientific Revolution altered the position of women. Ask them to write a thesis paragraph or if time permits, a more extended essay. 1.1, 32 1. Appreciate the historical context 1. Show James Burke’s The Day the Universe Changed: 1.1: IV.1A- 2-5 EVIDENCE 2.3 of the Scientific Revolution and Science Revises the Heavens and ask students to write a C, V.A-C, ARGUMENT how it created a quantitative and paragraph explaining how the Scientific Revolution influenced V.D; 2.3: SYNTHESIS objective view of reality. religion. I.A, IV.A CONTEXT 2. Evaluate a film’s interpretation 2. Supplement the film with brief presentation of figures who CONTINUITY of how the Scientific Revolution addressed the relation between science and religion, such as CAUSE affected religious thought. Pascal, Galileo, and Spinoza. 1.1, 33 1. Demonstrate new scientific 1. As a project, assign selected students to various thinkers and 1.1: IV.1A- 3 SYNTHESIS 2.3 theories and methods through a scientists of the period. They should write a brief paper C, V.A-C, EVIDENCE student-led presentation. analyzing how their figures contributed to the development of V.D; 2.3: ARGUMENT 2. Explain the development of the a new scientific method. I.A, IV.A CONTEXT scientific method. 2. Have students adopt the persona of their figure and COMPARE collaboratively present a Science Lab with demonstrations, visuals, and experiments. The remainder of the class should take notes, while working to develop a definition of the new scientific method. 1.1, 34 Assessment Students will take a MC, short answer, or constructed response 1.6, test on the key concepts of this unit. 2.3

Unit 2: 1648-1815

Kishlansky readings:  Chap. 16, “The Royal State in Seventeenth Century”  Chap. 17, “Science and Commerce in Early Modern Europe”  Chap. 18, “The Balance of Power in Eighteenth-Century Europe”  Chap. 19, “Culture and Society in Eighteenth-Century Europe”  Chap. 20, “The French Revolution and the Napoleonic Era, 1789-1815”

Sherman readings:  Chap. 5, “Aristocracy and Absolutism in the Seventeenth Century”  Chap. 6 (part), “The Scientific Revolution”  Chap. 7, “Politics and Society in the Ancien Régime”  Chap. 8, “The Enlightenment”  Chap. 9, “The French Revolution”  Chap. 10, “ The Age of Napoleon” 1.2, 35 1. Introduce the development of 1. Remind students of the Age of Crisis (1550-1650) and 1.2: I.F, 2, 4 EVIDENCE 1.3, political thought in the period explain how this led to a desire for order and security. II.A-C, CONTEXT 2.1, 1600-1789 by providing historical 2. Provide brief background on how political thought III.A-B; CAUSE 2.3 context. developed from 1450-1600, with attention to Machiavelli, 1.3: II.A- PERIOD 2. Understand the various theories international law theorists, and French ideas during the E, III.A-D; CONTINUITY for and against absolutism. religious wars (e.g., Bodin and Duplessis-Mornay). 2.1: I.A-F, COMPARE 3. Use the primary source selections (incl. images) from II.A-B; SYNTHESIS Chaps. 4 and 5 from Sherman (can be done for homework) and 2.3: III.A ask students, using a chart, to identify the arguments for and against absolutism. Encourage them to refer to the historical context of the period 1600-1789 to justify their answers in an impromptu debate. 4. OR focus especially on Hobbes and Locke and lead a seminar discussion on their views of: state of nature, social contract, nature/role of government, rebellion, rights. 1.2, 36- 1. Use tools of visual analysis to 1. Provide brief background on the development of French 1.2: I.F, 2, 4, 5 EVIDENCE 1.3, 37 form an impression of absolutism absolutism prior to Louis XIV (under Henry IV and Louis II.A-C, INTERPRET 2.1, in France under Louis XIV. XIII). III.B; 1.3: SYNTHESIS 2.2, 2. Assess the degree to which 2. Show slides of Versailles (many images can be found with II.E, III.A, CONTEXT 2.3 Louis realized the theory of Google) and use these to explain Louis’s conception of his rule C-D; 2.1: ARGUMENT absolutism. and economic, political, administrative, religious, and I.A-D, diplomatic/military policies. III.C-D; 3. Using various primary sources (available in Chap. 5 of 2.2: II.A- Sherman or at the Internet Modern History Sourcebook) and E, III.A; the interpretation by Durand in Sherman, ask students to 2.3: III.A, evaluate whether Louis’s rule fit the theory of absolutism. V.A-B They should write several paragraphs in support of their position. 4. Lead a discussion/debate on this question, bringing out the achievements and limits of Louis’s rule. 1.2, 38- 1. Understand the limits of 1. Note and provide examples of various governments which 1.2: I.F, 2, 4, 5 EVIDENCE 1.3, 39 absolutism in the seventeenth resisted the trend toward absolutism, especially England. III.A-B; ARGUMENT 1.5, century and constitutional forms of 2. Assuming students have read the textbook sections on the 1.3: II.C, INTERPRET 1.6, government created by some English Civil War and Glorious Revolution, have them read E, III.A, C- SYNTHESIS 2.1, European nations. the interpretations by Russell (Chap. 4) and Trevelyan (Chap. D; 1.5: CAUSE 2.2, 2. Use historical interpretations to 5) in Sherman and discuss in small groups. IV.A-D; CONTEXT 2.3 frame investigation into the 3. Provide time for students to research, using the web and 1.6: I.A-C, CONTINUITY English Civil War. print sources, whether these interpretations are valid. II.B-C, 4. Students will report their findings to the class, after having III.A-B; developed an outline. Lead a discussion that culminates with 2.1: II.A, teacher explanation of the England’s unique form of III.D; 2.2: government—the “king-in-parliament” in the eighteenth II.A-B; century. 2.3: I.C, III.A 1.3, 40 1. Identify the features of 1. Using maps (see http://worth.sohonet.com/browse/music 1.3: II.B, 1, 2, 4 EVIDENCE 1.4, mercantilism and the Commercial and look under Hunt’s text, e.g.), explain mercantilism and the III.D; 1.4: CONTEXT 1.5, Revolution. Commercial Revolution of the 17th and 18th centuries. III.C-D, CAUSE 1.6, 2. Analyze the reasons for the rise 2. Provide students with various scenes from Dutch artists IV: A, C; SYNTHESIS 2.1, and decline of the Dutch Republic. (e.g., Rembrandt, Hals, de Hooch, Leyster, Vermeer, etc.) and 1.5: I.A-B, INTERPRET 2.2, ask them to identify the unique features of Dutch society that IV.A-D; CONTINUITY 2.3 helps explain its rise to commercial prominence. 1.6: I.B-C, 3. Lead a discussion that targets student attention on the III.A-B; reasons for the rise and decline of the Dutch Republic from 2.1: II.B, 1550-1700. III.C; 2.2: I.A, D, II.A-E, III.A-B; 2.3: V.C 2.1, 41- 1. Understand the nature of 1. Assign small groups to research a major absolutist figure in 2.1: I.A-F, 2, 4 ARGUMENT 2.3 42 absolutism as it was practiced in central and eastern Europe (Frederick William the Great III.A-B, INTERPRET central and eastern Europe. Elector, Frederick William I, Frederick II, Maria Theresa, 2.3: IV.B- SYNTHESIS 2. Evaluate the reigns of several Joseph II, Peter the Great, Catherine the Great) and ask them to C, V.A-B CONTINUITY significant monarchs. provide an interpretation of how that figure did the most to CAUSE 3. Offer interpretations and elevate the status and position of his/her nation. EVIDENCE arguments defending a conclusion. 2. Lead a forum in which student findings are presented; make COMPARE sure that students are attentive to the unique situation of each CONTEXT nation/empire and the historical context facing their monarchs. 1.1, 43- 1. Analyze the reasons for the 1. Using print sources and the web, have students in small 1.1: III.H; 1, 2, 4 ARGUMENT 1.2, 44 shifts in the balance of power in groups research a particular nation to analyze its relative 1.2: II.A- EVIDENCE 1.4, Europe from 1600-1789. position in the European balance of power (1600-1789). C, III.A-B; INTERPRET 1.5, 2. Understand the role of the Encourage students to use a conceptual approach, such as 1.3: II.A- SYNTHESIS 1.6, Commercial Revolution and Challenge → Response → Result. E, III.A-D, PERIOD 2.1, Commercial Wars in altering 2. Conduct a forum in which groups present their findings. IV.A-D; CAUSE 2.2, European diplomacy. Each group should concentrate on a clear thesis that explains 1.5: I.A-B, COMPARE 2.3 3. Provide an interpretation for a the political, economic, religious, social, and diplomatic IV.A-D; CONTEXT particular nation’s rise and/or reasons for their nations’ rise and fall. 1.6: I.A-C, CONTINUITY decline in this period. 3. Conclude the lesson with this prompt: “Analyze the reasons II.A-E; for the shifts in the European balance of power, 1600-1789.” 2.1: all of I, II, and III; 2.2: I.A, D, II.A-E, III.A-B; 2.3: III.A- B, IV.B-C, V.A-C 1.1- 45 Assessment Students will take a MC, short answer, or constructed response 1.6, test on the key concepts of this unit. 2.1- 2.3 2.2, 46- 1. Engage in visual analysis of 1. Introduce the eighteenth century by using two paintings: 2.2: I.A-B, 2-5 EVIDENCE 2.3, 47 paintings and place them in Fragonard’s “Visit to the Nursery” and David’s “Oath of the II.C-D; CONTEXT 2.4 historical context. Horatii.” Have students spend 10 minutes analyzing the 2.3: I.A-C, CONTINUITY 2. Provide a chronological paintings for: style, subject matter, symbolism, content, II.A-C, INTERPRET framework for the concept of artist’s purpose. Lead a brief discussion in which the III.E, V.C, SYNTHESIS modern European history. following are identified: a changing attitude toward family and VI.A-B; CAUSE 3. Identify the primary features of children, the development of a civil society, increased social 2.4: I.A- PERIOD eighteenth century society and the and economic stability in the eighteenth century (as the basis D, II.A-D, cultural changes taking place. for the Enlightenment). III.A-B, 2. Assign students in small groups to one of the following IV.A-D topics (in the eighteenth century) and ask them to complete research for a 5-minute public service announcement (or commercial) in which they advertise a new product or process in that field: education/universities, literacy and publishing, crime and punishment, historical writing, agriculture, child- rearing, medicine, popular culture, music. 3. During the presentations, students will complete a chart that helps them identify the relevant changes and continuities in each area. 4. To conclude, students should read the Roberts interpretation (Chap. 7) from Sherman and, with a partner, form a thesis in which they argue for either the conservatism or dynamism of the eighteenth century. 2.1, 48- 1. Use primary sources to analyze 1. Use the National Center for History in the Schools unit on 2.1: I.A-F; 1-5 EVIDENCE 2.2, 50 the major features of the “Enlightenment” (http://nchs.ucla.edu/World-Era6.html) to 2.2: I.A- CONTEXT 2.3, Enlightenment thought. present the major thinkers of the Enlightenment. D; 2.3: all CONTINUITY 2.4 2. Form an interpretation of the 2. Having completed a discussion and review of the major of I-IV, CAUSE Enlightenment based on a careful thinkers of the Enlightenment, students will read the four VI.A-B; ARGUMENT reading of several interpretations interpretations in Chap. 8 of the Sherman text. Assign students 2.4: II.C- INTERPRET by historians. to small groups and ask them to evaluate the interpretations in D; III.A-B SYNTHESIS 3. Defend this interpretation in a light of this prompt: “The Enlightenment philosophés brief forum. radically challenged the assumptions and structure of the Old Regime.” 3. Students should work together to construct a 1-to-2-page argument with support from both the primary and secondary sources. 4. The instructor will lead a discussion on this interpretation, emphasizing the use of evidence in support of conclusions. 2.1, 51 1. Dramatize the ideas of and 1. Assign selected students to research and portray one of the 2.1: I.A-F; 1-5 CONTEXT 2.2, conflicts among various major Enlightenment thinkers. This can be done through 2.2: I.A- SYNTHESIS 2.3, Enlightenment thinkers. creation of a résumé or a brief paper analyzing the thinker’s D; 2.3: all COMPARE 2.4 2. Evaluate the ways in which ideas or contributions. Choices: Hume, Locke, Diderot, of I-IV, CAUSE Enlightenment thought challenged Voltaire, Montesquieu, Catherine the Great, B. Franklin, A. VI.A-B; EVIDENCE or reinforced the status quo. Smith, Rousseau, M. Wollstonecraft, Beccaria, Madame 2.4: II.C- Geoffrin (the host). D; III.A-B 2. The salon can begin with mingling and refreshments, which can include those students not assigned to a figure listening in on the informal conversations. 3. This should be followed by more structured exchanges (as observing students identify the positions on various topics and conflicts) on a variety of topics: role of government in the economy, religion, (in)equality, women’s rights, role of science, social contract, paths to knowledge, possibility for progress/optimism. 2.1- 52 Assessment Students will take a MC, short answer, or constructed response 2.4 test on the key concepts of this unit. 2.1- 53- 1. Introduce and evaluate a 1. Show any standard image of the storming of the Bastille, 2.1: IV.A; 1-5 CAUSE 2.4 54 standard (and flawed) and ask students how the image portrays the causes and nature 2.2: III.A- CONTINUITY interpretation of the French of the conflict (students will often emphasize the spontaneous B; 2.3: EVIDENCE Revolution. anger of “peasants” and the Bastille’s symbolism of the Old I.A-D, INTERPRET 2. Reinforce the importance of Regime). Indicate the importance and “incompleteness” (esp. II.A-D, SYNTHESIS historiography. compared with the American Revolution) of the revolution and III.A-C, CONTEXT 3. Use documents to evaluate how its causes and course are often simplified. IV.A-C, ARGUMENT various interpretations of the 2. Explain to students that the causes of the French Revolution V.D, VI.A- French Revolution. are one of the most hotly debated topics in historiography, C; 2.4: especially for current ideological issues. III.A-B, 3. Using selected documents and the interpretations of IV.A-D Lefebvre and Sutherland in Chap. 9 of Sherman, ask students to work in small groups and develop an interpretation of the primary cause of the French Revolution. Students may also use the text (and other resources, depending on time) as support for their interpretations. Teachers may wish to focus students on one particular area as primary: social inequality, political struggle between monarchy and nobles, Enlightenment ideas, economic instability. 2.1- 55- 1. Understand the phases and 1. Divide students into two large groups. 2.1: IV.B- 1-5 EVIDENCE 2.4 57 accompanying accomplishments of 2. Group 1 will be investigating the various stages of the G; 2.2: PERIOD the French Revolution. revolution: Liberal Phase (1789-91), Radicalization (1791-93), II.A-B, CAUSATION 2. Analyze the reasons for the Reign of Terror (1793-94), Thermidor and Directory (1795- III.A; 2.3: EVIDENCE radicalization of the revolution 99). These students will be using the text, Chap. 9 in Sherman, I.B-D, CONTEXT after 1791. and any other sources to provide a bird’s eye view of each III.A-B, COMPARE 3. Appreciate the role played by phase of the revolution: causes, key issues, conflicts, major IV.A-C, INTERPRET various social orders, political groups and leaders, accomplishments. The group’s work will V.D, VI.A- SYNTHESIS groups, and revolutionary leaders. be presented to the class for 10 minutes using visual aids. D; 2.4: ARGUMENT 2. Group 2 will be describing and analyzing the involvement of IV.A-D a social order in the revolution (1789-99) and the impact of the revolution on this group (using similar sources): women, peasants, bourgeoisie, clergy, nobles, artisans/workers. Student findings will be presented with 5-7 minutes for each group and usual appropriate visuals. 3. Teacher will assist with framing appropriate interpretive questions, identifying key events, and providing the context for student presentations. Also, use of visual organizer to assist students in organizing the information from student presentations is recommended. 4. If time permits, students can write a thesis paragraph in which they evaluate the revolution’s success (by 1799) in achieving its stated ideals of liberty, equality, and fraternity. 2.1- 58- 1. Understand the background of 1. Place the phrase “first modern man” on the board. Explain 2.1: V.A- 1-5 EVIDENCE 2.3 60 Napoleon I and the reasons for his how this characterization fits Napoleon (hint: he derived his D; 2.2.: ARGUMENT accession to power. power not from the old ecclesiastical, intellectual, or II.A-B, CAUSE 2. Use a video clip to appreciate aristocratic structures, but from his own talent and ambition). III.A; 2.3: CONTEXT Napoleon’s appeal. Provide some basic biographical background about Napoleon I.B, D, INTERPRET 3. Explain Napoleon’s domestic that helps explain his rise to power. V.D, VI.C- SYNTHESIS and foreign policies. 2. Show a brief clip from the PBS “Napoleon” biography (e.g., D CONTINUITY 4. Evaluate Napoleon’s reign using from the Brumaire coup to his use of secret police—ca. 14 primary and secondary sources. mins.). Ask students to identify three ways in which Napoleon was able to consolidate his power. Briefly discuss these after the clip. 3. With a worksheet and the text, ask students to categorize Napoleon’s actions as either “successes” or “failures.” Review these with the class. 4. From the text, Chap. 10 in Sherman, and any other appropriate resources, have students develop an interpretation of Napoleon as either: last great enlightened despot, preserver of the revolution, or first modern dictator. Teachers may wish to assign students to groups; however, all groups should use primary sources and evidence to support their conclusions, which can be formulated into 2-page papers. 5. Lead a discussion/debate, encouraging students to interact, defend their views, and critique those of the other groups. 2.1- 61 1. Portray the controversies over 1. At the beginning of the unit, assign several students to 2.1: V.A- 1-5 EVIDENCE 2.3 the rule of Napoleon I. research the background and policies of Napoleon I and write a D; 2.2.: ARGUMENT 2. Evaluate varying interpretations 3-page assessment of his rule. Students should then be II.A-B, CONTEXT of Napoleon’s success and/or assigned to one of the following roles: Napoleon, his domestic III.A; 2.3: INTERPRET failure. policy advisor, his foreign policy advisor, 5-6 reporters. I.B, D, SYNTHESIS 3. Practice public speaking and 2. On the day of the simulation, require that students be in V.D, VI.C- COMPARE debate skills. character (include costumes, props, accents, etc). They should D imagine the year is 1814 (after defeat in Russia but before ultimate exile). Napoleon will enter and provide a brief statement to the press. 3. Reporters (representing various nations and groups) will ask questions of Napoleon. He will answer with the aid of his advisors. 4. Those students observing can fill out a data sheet or write a focused paragraph assessing Napoleon’s importance in European history. 2.1- 62 Assessment Students will take a MC, short answer, or constructed response 2.4 test on the key concepts of this unit.

Unit 3: 1815-1914

Kishlansky readings:  Chap. 21, “Industrial Europe”  Chap. 22, “Political Upheavals and Social Transformations, 1815-1850”  Chap. 23, “State Building and Social Change in Europe, 1850-1871”  Chap. 24, “The Crisis of European Culture, 1871-1914”  Chap. 25, “Europe and the World, 1870-1914” Sherman readings:  Chap. 11, “Industrialization and Social Change”  Chap. 12, “Reactions, Reform, Revolution, and Romanticism: 1815-1848”  Chap. 13, “The National State, Nationalism, and Imperialism: 1850-1914”  Chap. 14, “Culture, Thought, and Society: 1850-1914”

2.2- 63- 1. Introduce the importance of the 1. Offer the following statement to students for consideration: All of 2.2; 1, 2, 5 EVIDENCE 2.4 64 Industrial Revolution through “Many historians consider the Industrial Revolution the most 2.3: III.B- CONTEXT visual sources. important event in human history.” Ask them to reflect for C; 2.4: CAUSE 2. Appreciate the causes and several moments on the reasons for this claim. I.A, II.A- SYNTHESIS process of industrialization in 2. Using the visual sources from Chap. 11 of Sherman, have D, IV.A-D INTERPRET Great Britain. students work in small groups, divide up the sources, read ARGUMENT through them, and identify the issues they highlight related to CONTINUITY industrialization. Lead a brief discussion that surveys student responses. 3. Make a list of 20-25 reasons for Great Britain’s lead in industrialization in the period 1730-1830. Cut these into small strips and once again, have students work in small groups. Their goal this time is to arrange the reasons in some coherent format and then explain their decisions to the rest of the class. Some categories: geographic, social, chronological, economic, political, imperial/commercial, military. 4. If time permits, ask students to write a brief thesis paragraph to this prompt: “Analyze THREE main reasons for Britain’s early prominence in industry.” The interpretation by Heilbroner in Chap. 11 of Sherman will provide some food for student thought. 2.2, 65- 1. Provide an overview of the 1. Explain some of the key industries that marked the early 2.2: I.A, 2, 5 CONTEXT 2.4, 66 major industries that defined the stages of industrialization in Britain: textiles, steam power, C, & D; EVIDENCE 3.1 Industrial Revolution. coal-mining, iron/steel, railroads, chemicals. 2.4: IV.B- CONTINUITY 2. Analyze the nature of 2. Ask students to consider how these industries might be D; 3.1: ARGUMENT technological change. related. This can be done through creation of a visual map I.A-D SYNTHESIS 3. Use statistical data to assess the using Inspiration software or simply paper and pencil. Survey impact of the Industrial student responses, emphasizing that the process of moving Revolution. from guilds to cottage industry to the factory system was incremental and often took generations for full mechanization. 3. Project some statistics on the production in key industries. http://www.spartacus.schoolnet.co.uk/IndustrialRevolution.htm is a useful source for this and other documents. 4. After students consider the data, instruct them to make an assessment about the change this reveals in the economic position of Great Britain. Survey student responses. 2.4, 67- 1. Visually convey the effects of 1. Provide students with a standard blank sheet of paper (8.5” x 2.4: I.A, 2, 5 CAUSE 3.2, 69 rapid industrialization and 11”) and tell them that they will be portraying the effects of IV.A-D; PERIOD 3.3 urbanization. industrialization and urbanization as an English village is 3.2: I.A, CONTINUITY 2. Evaluate the social, economic, transformed from a village to major industrial city. II.A-C, EVIDENCE and environmental consequences 2. To follow the directions for the game, please see: III.A-F; ARGUMENT of rapid industrialization and http://www.thecaveonline.com/APEH/TheUrbanGame.htm. 3.3: II.C SYNTHESIS urbanization. 3. This activity will take about 1.5-2 class periods. INTERPRET 4. To extend the activity, divide students into small groups and CONTEXT ask them to jigsaw the primary text sources from Chap. 11 of Sherman, along with the interpretations by Stearns/Chapman and Anderson. Ask them to share their evidence (using a visual organizer) and then complete a thesis statement or longer essay on this prompt: “Analyze the social, economic, and environmental consequences of the Industrial Revolution from 1780-1850. Assess the extent to which this transformation provided a higher quality of life to Europeans by 1850.” 5. Lead a discussion/debate on these questions. 3.1, 70 1. Understand the experience of 1. Assign students to focus on one of the following nations or 3.1: II.A- 2, 4 COMPARE 3.2 industrialization on the continent regions from Chap. 21 of Kishlansky: France, Germany, E; 3.2: EVIDENCE compared to that of Great Britain. Russia/Eastern Europe, other lands. Ask students to identify I.A-C, ARGUMENT 2. Analyze the factors that tend to the following for their regions—advantages, disadvantages, II.A-C, CONTINUITY promote and hinder technological policies, assessment. V.A-B CONTEXT development. 2. Students will use 4-6 minutes and a visual to present their research to the class. 3. Lead a discussion in which the major factors that promoted and hindered industrialization and technological change are addressed. Instructors might also emphasize the key role played by governments in the continental experience with industry. 3.2, 71 1. Introduce students to the varied 1. Assign students briefly to research for homework one of the 3.2: I.A, 2, 4, 5 EVIDENCE 3.3 responses to industrialization. following responses to industrialization: classical laissez-faire II.A-C, CONTEXT 2. Analyze the effectiveness of economics (e.g., Smith, Malthus, Ricardo), parliamentary III.D-F; CONTINUITY these responses in the period, reform, unions, Chartism, utopian socialism, Luddism. 3.3: I.A-E, COMPARE 1780-1850. 2. Place these terms on the board and ask students in small II.B-C, CAUSE groups (one from each response) to explain their response to III.A-D their group AND then, as a group, arrange these on a continuum from “acceptance” to “rejection” of industrial capitalism. 3. Lead a discussion, providing context and detail, in which student conclusions are surveyed and placed appropriately on the board. 2.1, 72 1. Explain the Congress of Vienna 1. Project maps of Europe in the following three periods: 2.1: V.B 4 CONTINUITY 3.3, settlement. 1789, 1810, 1815. Ask students to explain and contextualize & D; 3.3: CAUSE 3.4 2. Assess the relative success or the territorial changes evident in each map. I.C; 3.4: PERIOD failure of the Congress and 2. Give a lecture in which the settlement and congress system I.A-D INTERPRET Concert of Europe. is explained, paying particular attention to the following ARGUMENT concepts: restoration, legitimacy, balance of power, collective security, Conservatism, role of Metternich, divergent views of Great Britain. 3. Students will read the selection by Holborn in Chap. 12 in Sherman and write a 3-5-sentence response in which the settlement is evaluated for success or failure. 4. Survey responses and draw out reasons and criteria used for determinations of success and/or failure. 3.3, 73- 1. Understand the roots and 1. Assign students in small groups to one of the following 3.3: I.A-F, 2-5 CONTEXT 3.4 74 principles of various nineteenth- nineteenth-century ideologies for homework: Conservatism, III.A-D; ARGUMENT century ideologies. Liberalism, socialism/feminism, nationalism. Tell them to 3.4: I.A-D INTERPRET 2. Use a variety of sources to research and/or create the following: a brief chart that gives SYNTHESIS present an understanding of these the historical roots of the ideology; a selected primary source COMPARE ideologies in historical context. (from Sherman or the Internet Modern History Sourcebook); a one-page pamphlet that includes the key ideas, figures, and groups; a brief presentation explaining how the ideology would best address the issues created by the political and economic revolutions of the day. 2. Teachers can make copies of the charts, primary sources, and pamphlets (or project them) for the class in preparation for the class activities. 3. Allow 10 minutes for each ideology to explain its chart, analyze the primary source in historical context, and argue for the primacy for its ideology in addressing the political and economic revolutions of the era. 4. Instructor should provide thematic context at the end of the lesson to emphasize what gave rise to the Age of Ideologies and how these systems of belief motivated action in this age. 3.6 75 1. Identify the features of the 1. Begin class by surveying students on the characteristic 3.6: I.A-D 3, 4, 5 EVIDENCE Romantic movement. features of the Enlightenment. Explain that while some figures CONTINUITY 2. Evaluate Romanticism as a contributed to both movements (e.g., Rousseau), Romanticism CONTEXT reaction to the Enlightenment. is often viewed as a reaction to the Enlightenment. PERIOD 3. Develop further skills of visual 2. Show selected slides of Romantic artists, read the poem by CAUSE literacy. Wordsworth in Chap. 12 of Sherman, and listen to excerpts of SYNTHESIS music (e.g., Beethoven, Berlioz, Chopin). After presenting the Romantic mindset in these media, ask students to identify the key features of Romanticism. It may be useful to ask students to complete this with a visual organizer. 3. To complete and/or extend the lesson, students can have completed for homework a “baseball card” of a key Romantic figure, which will include a visual of the figures, key “stats” on his/her accomplishments, and a 2-sentence assessment of which Romantic themes they express. Students can exchange this info in a large-group setting to complete their visual organizer. 3.2- 76- 1. Understand the causes and 1. Well in advance, assign a group of students to present a 3.2: I.A-C, 2, 4, 5 CAUSE 3.4, 77 course of the revolutions of 1848. news broadcast on the revolutions of 1848. This can be II.A-C, EVIDENCE 3.6 2. Assess the significance of the presented live or taped in advance. V.A-B; CONTINUITY revolutions of 1848. 2. The broadcast should include the following segments: 3.3: I.A-F, COMPARE 3. Express an understanding of the background on causes and revolutions during 1815-47, updates II.C, III.A- INTERPRET event in a newscast format. from geographic reasons, interviews, an editorial, a mini- D; 3.4: SYNTHESIS debate, a wrap-up on its significance. I.A-D; 3.6: PERIOD 3. To conclude the lesson, ask students to read the I.A-D ARGUMENT interpretations in Sherman by Sperber and Weiss in Chap. 12 of Sherman and react to these interpretations based on the text reading and news broadcast. 4. The instructor can conclude the lesson by emphasizing the following issues: how the revolutions helped destroy the Concert of Europe, the rise of class consciousness and socialism, the impact on subsequent diplomacy, and the increasing desire for an “ordered society.” 2.2- 78 Assessment Students will take a MC, short answer, or constructed response 2.4, test on the key concepts of this unit. 3.1- 3.4, 3.6 3.3 79 1. Explain the evolution of 1. Write the word “nationalism” on the board. Ask students to 3.3: I.F 4, 5 EVIDENCE nationalism during the nineteenth create a brief visual map that identifies the characteristics that CONTINUITY century. might create a sense of common identity in a nation (e.g., CAUSE 2. Understand the role nationalism language, history, heroes, flag, folklore, religion, common PERIOD played in European politics and enemy, citizen army, uniform legal code, culture, etc.). Survey COMPARE diplomacy in the nineteenth responses and help develop the concept further. CONTEXT century. 2. Point out the difference between a nation (a people) and a state (a political entity). People can have a sense of nationhood without necessarily having a state (e.g., contemporary Kurds or Palestinians). 3. To illustrate the shift from Romantic to realist nationalism, ask the students to read the selections by Mazzini and Bismarck in Chap. 13 of Sherman. Students can fill out a worksheet in order for comparison on the following points: tone, bases of unity, effects of unity, context. 4. Lead a discussion that brings out the shifting context and historical evolution in light of the failed revolutions of 1848 and the emergence of a new breed of Realpolitik leader, such as Napoleon III, Cavour, and Bismarck. 3.4 80- 1. Understand the role of the 1. Present a brief overview of the Crimean War, emphasizing 3.4: II. A- 2, 4 INTERPRET 82 Crimean War in setting up the the following points: the breakdown of the Concert of Europe, C, III.A-E ARGUMENT diplomatic situation for unification the role of nationalism, the status of the Eastern Question, the EVIDENCE of Italy and Germany. result for subsequent diplomacy, the industrialization of SYNTHESIS 2. Assess the use of Realpolitik by warfare and new weapons. CONTEXT Cavour and Bismarck in their 2. Explain that the war opened the way for the unification of COMPARE unifications of Italy and Germany. Italy and Germany to be unified after centuries of division. Trace the policies of Cavour and Bismarck and place them in historical context with reference to the history of Italian and German disunity throughout the course. 3. Divide the class in half and assign one side to Cavour and one to Bismarck. Each group is to identify the policies that demonstrate their leader’s Realpolitik approach (e.g., promotion of industry, policies toward internal politic groups, relations with their monarchs, diplomacy, use of war). 4. Conduct a debate in which each side argues that its leader is most deserving of the higher rank as a statesman, based on the challenges he faced and the importance of his accomplishment. Students should cite evidence from the text and their group preparation. 5. Conclude the lesson with the selections from Grew and Blackbourn from Chap. 13 of Sherman. Ask students to respond to these interpretations by writing a letter to the editor of a “Nationalism” newspaper. Encourage students to share their view with the rest of the class. 3.3, 83- 1. Understand several models of 1. Assign students to one of the following nations and have All of 3.3; 2, 4 COMPARE 3.4 84 nation-building. them focus their attention in the Kishlansky reading on 3.4: II.D- EVIDENCE 2. Evaluate the efforts of nations to understanding its model of reform: Great Britain, France, E CONTEXT strengthen their internal unity. Russia, Austria-Hungary. CONTINUITY 2. In their groups, ask students to prepare the following for presentation to the class: a brief skit that illustrates their nation’s problems and reforms and a one-page analysis (to be copied for the class) of the effect of these reforms. 3. Each group should take about 5-8 minutes to present its skit and read its analysis. The observing students can complete a data collection sheet. 4. To conclude the lesson, provide context on the topic with an emphasis on the following: role of nationalism, use of technology and mass communications, development of bureaucracy, and similarities and differences. 3.1- 85 1. Identify the features of the 1. Write the dates “1875-1910” on the board. Tell students that 3.1: III.A- 2, 4, 5 EVIDENCE 3.3 Second Industrial Revolution. even including the present age of computer technology, this D; all of CONTINUITY 2. Analyze the impact of the represents the greatest explosion of technological and scientific 3.2; 3.3: I. CONTEXT Second Industrial Revolution on progress in human history. A-F PERIOD European society. 2. Review some of these developments with students. For CAUSE specifics, see http://www.public.asu.edu/~warrenve/IR2.html. SYNTHESIS 3. Assuming they have read the text or other supplements, ask students to brainstorm with a partner the impact of these technologies, processes, and developments on European society. 4. Survey the responses and add further analysis and context, especially with regard to imperialism, urbanization (and reform), mass politics, leisure, production, labor, consumerism. In short, provide students with an appreciation for the impact of the Second Industrial Revolution. 3.5 86- 1. Explain the major means and 1. Project a map of Africa ca. 1870 and then another ca. 1914. 3.5: I.A-C, 1, 2, 4 EVIDENCE 87 motives for imperialism in the Ask students to explain what differences they notice in the two II.A-C ARGUMENT period 1870-1914. maps. Prompt them to account for these differences. SYNTHESIS 2. Construct an interpretation as to 2. Review some of the major technological, transportation, and CONTEXT which of these motives proved communications developments that allowed for the creation of CAUSE decisive in driving the New direct overseas empires. Briefly review the economic, INTERPRET Imperialism political, and cultural motives for the New Imperialism. Encourage students to place these reasons in context for the following exercise. 3. Create a visual organizer for students that allows them to gather data and make conclusions from the primary, visual, and secondary sources in Chap. 13 related to imperialism. Form them into groups and have them jigsaw the relevant readings. An interpretive question for them to consider (beyond simply discussing each of the sources): “Evaluate the relative importance of economic v. political factors in driving imperial expansion.” 4. Lead a discussion on this question, requiring students to cite support from the sources to justify their conclusions. 3.5 88 1. Compare the methods of control 1. Assign students for homework to one of the following areas 3.5: III.A- 1, 2, 5 CONTEXT employed by European powers to to identify and assess their responses to European imperialism: D, IV.A-C CAUSE establish hegemony in Asia and Africa, India, China, Japan. SYNTHESIS Africa. 2. Ask each group to present its area in 3-5 minutes, while INTERPRET 2. Use a short story to assess the students organize their ideas for purposes of comparison and EVIDENCE impact of imperialism on both contrast. Conduct a brief discussion that draws out the COMPARE Europe and Asia/Africa. different approaches toward Africa and Asia. Work toward establishing clear similarities and differences. 3. Students should have read in advance the (very) short story, “Shooting an Elephant” by George Orwell (see http://www.online-literature.com/orwell/887/). Lead a discussion that draws out the cultural consequences of imperialism, such as dependency, neo-colonialism, racial conflict, etc. Instructors may wish to connect the story to ongoing issues in former colonial areas, especially Africa. 3.1- 89 Assessment Students will take a MC, short answer, or constructed response 3.5 test on the key concepts of this unit. 3.2, 90 1. Introduce the concept of 1. Place the term “modern” on the board and ask students to All of 3.2 2, 3, 4, EVIDENCE 3.3, modernism as it applies to society, identify the essential characteristics of the concept. After a and 3.3; 5 CONTEXT 3.5, ideas, and culture. brief survey, explain that the term has a meaning in a specific 3.5: III.C; CONTINUITY 3.6 2. Analyze trends in modern art historical context, not simply meaning “current.” 3.6: III.D CAUSE through use of a specific painting. 2. To illustrate, project an image of Boccioni’s “Unique Forms SYNTHESIS of Continuity in Space” and prompt students to reflect on the subject matter, style, and purpose of the painting. 3. After a brief discussion/presentation, connect the painting back to themes of technological change and urbanization. Identify for students several of the important developments related to a mass society—medical advances, mass education, mass leisure, urban reform, institutional complexity, etc. Note that these will be developed further throughout the unit. 3.2, 91 Identify the features of reformed 1. Ask students to take out the cities they created from the All of 3.2 2, 4, 5 PERIOD 3.3 urban environments and their previous “urban game.” Tell them they will be reforming these (except V); CAUSE social impact. cities according to the new principles of urban planning. Begin 3.3: II.A- CONTEXT with this thought experiment: Imagine you are walking E CONTINUITY through a European city ca. 1910. What new technologies and amenities would you note compared to the same city ca. 1840? Write these on the board. 2. Now tell students to take a new sheet of paper and, with the basic structure of the old city, add the new features and introduce an element of urban planning. 3. Conclude by asking students to analyze the impact of this urban transformation on social and economic life. 3.1, 92- 1. Research and place in context 1. Assign students in small groups to one of the following 3.1: I.D; 2, 3, 4, SYNTHESIS 3.2, 94 the components of mass society topics: education, sports, New Women, white collar jobs, all of 3.2; 5 CONTEXT 3.3, through a “modernism expo.” medicine, communications/transportation, workers/unions. For 3.3: I.D, COMPARE 3.6 2. Analyze the concept of homework, students can begin researching on these topics. II.A-E, CONTINUITY modernism as it applies to 2. Each group will produce the following for the expo (teachers III.A-D; European developments, 1850- may wish to take a moment to explain the concept of an expo, 3.6: II.C 1914. as it emerged during this period—e.g., the 1893 Columbia Exposition in Chicago): a tri-fold pamphlet with key figures, developments, and analysis of its role; a chart or poster with relevant visuals; costumes and props; a high-interest and cogent presentation of 3-4 minutes. 3. On the day of the expo, students will take turns remaining at their “station” and giving their presentation while partners process through the other stations. Teachers may wish to require completion of a data collection sheet or reflection statement at the end of the expo. 4. After each student has had an opportunity to visit all the exhibits, reconvene the large group and lead a discussion that places each of these in a larger context. This time is appropriate for amplifying the areas and building connections to larger themes. In addition, teachers may wish to require a written analysis of the features of mass society by using examples from the expo. 3.3, 95- 1. Introduce and define the concept 1. Begin the lesson by providing some context with this All of 3.3; 2, 4 COMPARE 3.4 97 of mass politics. question: “What event introduced mass politics, or the idea 3.4: II.C-E CAUSE 2. Analyze the characteristics of that government should represent the will of the people?” EVIDENCE mass politics as experienced in the (Answer: the French Revolution). Explain that the nineteenth ARGUMENT major nations of Europe. century represents an ongoing effort to realize or block this INTERPRET ideal. New communications and transportation technologies CONTEXT ensured the realization of mass politics in some form during the late nineteenth century. 2. Identify the key features of mass politics: reliance on these new technologies, a blend of democracy and authoritarianism, increased conflict (especially with “outsider” groups, such as women, Jews and ethnic minorities, workers, etc.). 3. Students will have researched for homework one of the following: Great Britain, France, Germany, Austria-Hungary, Russia, Italy, Spain. They should focus on how the three features above were (not) evident in their assigned nation. 4. In an informal setting, instruct students to exchange their conclusions with at least one student from each of the other nations. 5. Conclude the lesson by leading a discussion that emphasizes the role of mass politics in the period 1870-1914 and how it was expressed in different national settings. It may be fitting to suggest how it would play a major role in setting the stage of the First World War. 3.6 98- 1. Use primary sources to identify 1. Begin class by noting the significance of the era 1850-1914 3.6: II.A- 3 EVIDENCE 99 and understand the key intellectual for major intellectual developments and the richness of D, III.A-D PERIOD developments of the period. developments in science, social science, and philosophy. CAUSE 2. Evaluate the impact of modern 2. Using a data collection chart, jigsaw the relevant readings, CONTEXT ideas in the period. images, and interpretations in Chap. 14 of Sherman. Employ INTERPRET interpretive questions to direct students toward the relevant ARGUMENT themes: glorification of the irrational, alienation, struggle, COMPARE subjectivity, randomness. SYNTHESIS 3. Allow sufficient time for discussion to bring out these themes especially as they apply to the major intellectual figures of the period: Darwin, Freud, Marx, Einstein (and New Physics). 4. Conclude with a quick-write thesis: “How did intellectual developments in this period challenge Enlightenment notions of reason, purpose, and progress?” 3.5, 100- 1. Understand major artistic 1. Have students read the first part of Guillaume Apollinaire’s 3.5: III.C; 3 PERIOD 3.6 101 movements in the period (1850- The Cubist Painters (available at Googlebooks) and discuss 3.6: I.D, COMPARE 1914). how the artist/writer sees the task of the painter. Emphasize II.D, III.D CONTEXT 2. Analyze the themes and how this task has changed with the advent of photography. CONTINUITY approaches of modern art. Also, note for students several trends in the eclectic era of art EVIDENCE from 1850-1914: self-expression, abstraction, light/shadow, ARGUMENT everyday scenes, technology, social commentary. INTERPRET 2. For homework, assign students to one of the following SYNTHESIS artistic/sculptural/literary schools: realism, Impressionism, post-Impressionism, expressionism, futurism, Dadaism, Cubism, (modern) architecture. In groups, ask the students to give a presentation in which they analyze 2-3 characteristic works that convey the approach of their school. Their attention should be focused on connecting to the themes identified above. 3. Conclude the lesson by asking students to write an introductory paragraph to this prompt: “Define the characteristics of modern art and how it reflects the time period, 1850-1914.” 3.1- 102 Assessment Students will take a MC, short answer, or constructed response 3.6 test on the key concepts of this unit.

Unit 4: 1914-present

Kishlansky readings:  Chap. 26, “War and Revolution, 1914-1920”  Chap. 27, “The European Search for Stability, 1920-1939”  Chap. 28, “Global Conflagration: World War II, 1939-1945”  Chap. 29, “The Cold War and Postwar Economic Recovery: 1945-1970”  Chap. 30, “The End of the Cold War and New Global Challenges: 1970 to the Present”

Sherman readings:  Chap. 15, “War and Revolution: 1914-1920”  Chap. 16, “Democracy, Depression, and Instability: The 1920’s and 1930’s”  Chap. 17, “Communism, Fascism, and Authoritarianism”  Chap. 18, “World War II and the Postwar World”  Chap. 19, “The Present in Perspective”

3.3- 103- 1. Introduce the importance of the 1. Project an image of the Vietnam War Memorial on a screen 3.3: III.A- 1-5 EVIDENCE 3.6, 104 First World War. and ask if students have visited it. Convey the importance of D; 3.4: ARGUMENT 4.1, 2. Analyze the causes of the First the memorial and what it symbolizes about the ca. 58,000 III.C-E; INTERPRET 4.3 World War. Americans who were killed. Now ask how long would a 3.5: III.B; CAUSE memorial have to be to include the roughly 9 million killed 3.6: II.B- CONTEXT during WWI (answer: about 14 miles). Teachers may use C, III.A-D; CONTINUITY additional statistics to convey the scale and scope of the war at: 4.1: I.A; SYNTHESIS http://www.spartacus.schoolnet.co.uk/FWWdeaths.htm. 4.3: I.A, 2. Tell students that one of the most hotly contested historical IV.A controversies is the causes of the First World War. Provide an overview of the causes in the period 1871-1914, emphasizing: nationalism, alliance system, mass politics, imperialism, militarism/military plans, intellectual. 3. For homework and in small groups, instruct students to access http://www.firstworldwar.com/source/index.htm and take notes to determine: A. the key causes of WWI and B. which nation bears the largest responsibility. Small groups should collaborate on writing a précis of their conclusions (ca. 2-3 pp.). 4. Lead a forum discussion on these issues, encouraging student groups to use examples from their research. Teachers may also wish to supplement the discussion with clips from The Great War and Shaping of the Twentieth Century (PBS) at http://www.pbs.org/greatwar/. 5. Conclude the lesson by assigning the Stromberg and Strandmann articles in Chap. 15 of Sherman and asking students to comment on these interpretations. 4.1 105 1. Appreciate the nature of the 1. Ask students to identify the technologies that defined the 4.1: I.B-E 2, 3, 4 EVIDENCE First World War. First World War. Write these on the board and then ask for PERIOD 2. Trace the phases of the First analysis of how these affected the nature of the conflict. CONTINUITY World War. Emphasize the discrepancy between the Napoleonic tactics and CONTEXT modern, industrialized weapons. 2. Provide a brief overview of the phases of the conflict. To give a sense of trench warfare, teachers may wish to show several brief clips from The Great War (e.g., “Verdun” from the Episode “Slaughter”). 3. Conclude by asking a student (in advance and perhaps with acting background) to provide a dramatic reading of Wilfred Owen’s poem ,“Dulce Et Decorum Est,” in Chap. 15 of Sherman. 4.1, 106- 1. Understand the features of total 1. Ask students to define the features of total war (from their 4.1: I.B-E; 1, 2, 4, COMPARE 4.3, 107 war in the twentieth century. textbook reading). Assist in refining the concept and its effect 4.3: II.D; 5 EVIDENCE 4.4 2. Research the expressions of on the political and economic regimes of the combatant 4.4: I.A, INTERPRET total war in the major combatant nations. III.A-B CONTEXT nations. 2. Show relevant clips from the Episode “Total War” from The SYNTHESIS 3. Analyze the similarities and Great War as students develop an outline of visual map of the CAUSE differences in the practice of total concept. war. 3. For homework, students will have research the experience of total war for one of the following nations: Germany, France, Great Britain, Russia. Lead a discussion in which similarities and differences are explored. 4. Conclude the lesson with a special focus on the use of propaganda. Project images of the poster available at http://www.firstworldwar.com/posters/index.htm and discuss the types of appeals and symbols used. Pay particular attention to demonizing the enemy (as this forms the basis for the genocides of the twentieth century, beginning with the Armenian Genocide). 4.2 108- 1. Identify the long- and short-term 1. Begin the lesson by noting that the Soviet Union was the 4.2: I.A-C 2, 4, 5 EVIDENCE 110 causes of the Russian Revolution. first experiment in socialism, and that its existence coincides PERIOD 2. Trace the course of the Russian with the traumatic twentieth century (1914-1991). Note that CAUSE Revolution from 1917-1924. the lesson will explore how the Soviet Union came to be. CONTEXT 3. Evaluate an interpretation of the 2. Provide an explanation of the long- and short-term factors COMPARE Russian Revolution. leading up to the Russian and Bolshevik Revolutions in Russia. INTERPRET Background essays to supplement the presentation can be SYNTHESIS found with the Russian Revolution unit at the Choices ARGUMENT Program: http://www.choices.edu/resources/detail.php?id=46. This can be supplemented by discussion of the Lenin documents in Chap. 15 of Sherman. 3. The Choices lesson plan unit can be abbreviated with a focus on the peasants and the simulation of options for Russia’s future (summer 1917). This schedule will take approximately 1.5-2 class periods. 4. Conclude the lesson by asking students to read and engage the interpretation by Service in Chap. 15 of Sherman. If time permits, ask the class to write a brief response to this interpretation based on what they learned in the lesson. 4.2- 111 1. Understand the toll of the First 1. Begin the lesson with some paintings from artists such as 4.1: II.A- 1-5 EVIDENCE 4.4 World War on European society. Paul Nash and Otto Dix. Ask students to comment on how the D, III.A-F; CAUSE 2. Use a variety of sources to works capture the emotional impact of the First World War. 4.2: I.A- CONTINUITY analyze the psychological impact 2. Show several brief clips from The Great War, such as D, II.A-D, ARGUMENT of the First World War. “Shellshock” (from Episode “Mutiny”) and “The Road Back” III.A-D; INTERPRET and “Pilgrimage” (from Episode “War Without End”). As 4.3: I.A- SYNTHESIS students watch, they can write a focused paragraph on how the D, II.A-D, CONTEXT war helped create the Lost Generation. IV.A-D; 3. Return to the use of statistics (see sites above) and maps in 4.4: I.A-B, attempt to capture the economic, political, diplomatic, and II.A-C, social impact of the conflict. Lead a brief discussion with III.A-B students assessing the overall impact of the conflict. 3.3- 112 Assessment Students will take a MC, short answer, or constructed response 3.6, test on the key concepts of this unit. 4.1- 4.4 4.3, 113- 1. Understand the situation and 1. Begin the lesson by asking students to jigsaw the readings 4.3: I.A- 1, 2, 3, EVIDENCE 4.4 114 mood of Europe following the by Remarque, Linke, Hauser, Gasset, and Wohl from Chap. 16 D, II.A-D, 5 CONTEXT First World War. in Sherman. In small groups, instruct students to identify the IV.A-D; CAUSE 2. Identify the developments in mood and problems facing Europe during the postwar period. 4.4: I.A, CONTINUITY elite and popular culture and Lead a discussion and place these in context of the themes of II.A-C, ARGUMENT evaluate their role in the interwar the unit (upheaval, political instability, economic turmoil, III.A-B INTERPRET period. dissatisfaction with Versailles, etc.). PERIOD 2. Provide background on the developments in elite and SYNTHESIS popular culture during the interwar period. For elite culture, teachers can use images from painters such as Grosz, Hoch, Dali, Mondrian, Picasso, Miro, Braque, Chirico, Stella; architects such as Le Corbusier, Bauhaus school, Wright; literary excerpts from Kafka, Proust, Joyce, and Lost Generation writers. Themes to emphasize: disillusionment, alienation, exploration of consciousness, subjectivity, irrational. For popular culture, trends to be explored: influence of the U.S., experimentation, shifting moral codes, escapism, technology. Involve students by asking them to analyze the impact of new technologies, such as radio, autos, film, airplanes, on social and political life. 3. To illustrate this, show clips from Chaplin’s Modern Times (http://www.youtube.com/watch?v=pZlJ0vtUu4w), as well as from Fritz Lang’s Metropolis (http://www.youtube.com/watch?v=yATrCTOgTLM). Ask students to identify the themes of each of these clips. 4. Conclude the lesson by instructing students to write a paragraph on how governments might seek to use these new technologies to their advantage and how this fits with the readings from Sherman. 4.1, 115 1. Identify the features of the 1. For homework, assign students the relevant pages in 4.1: I.E, 1, 2, 4 CONTEXT 4.2, Treaty of Versailles settlement. Kishlansky and also to visit the following site: II.A-D, CONTINUITY 4.4 2. Evaluate the effectiveness of http://www.johndclare.net/peace_treaties1.htm. They are to III.A-B, INTERPRET postwar collective security develop an outline to be used in class discussion on the VI.A; 4.2: EVIDENCE arrangements in the period, 1918- Versailles settlement. III.A-B; CAUSE 1933. 2. Lead a graded group discussion with questions targeted to 4.4: I.A-B SYNTHESIS identify the features of the Versailles settlement, conflict over its vision, failures of the League of Nations, French efforts at security, U.S. isolationism, German revisionism, and lack of enforcement. This can be done as a whole class or in two sets of inner and outer circles, in which each group grades the other for half the period (discussion leaders will need to be chosen). 3. To conclude, ask students to write an evaluation of the treaty in light of the reading by Walworth in Chap. 15 in Sherman. 4.1, 116 1. Identify the elements and effects 1. For homework, assign students to research one of the 4.1: II.D; 1, 2, 4 COMPARE 4.2, of the Great Depression. following nation’s response to the Great Depression: Great 4.2: II.D, CONTEXT 4.4 2. Assess the responses of the Britain, France, Scandinavia, Spain, Eastern Europe. III.A-D; EVIDENCE democracies to the Great 2. Begin the lesson, by asking students to read a selection from 4.4: I.B SYNTHESIS Depression. J.M. Keynes’s Economic Consequences of the Peace at: CAUSE http://www.fordham.edu/halsall/mod/1920keynes.html. Lead a brief discussion on the main points of the reading, emphasizing the connection between WWI/Versailles and the postwar economic problems. Assist students by identifying the significant shifts that occurred in the world economy between 1914 and 1920 as a result of the war. 3. Divide students into groups with one of each nation or region. Ask them to explain briefly the problems their nation or area faced in the interwar period and how successful it was in responding to these problems. 4. In the large group, help students identify the difficulties faced by governments in this period—classical economic theory, lack of confidence, radical political groups, ethnic tensions, etc. 4.1, 117- 1. Understand the key features of 1. For homework, students will read the selection by Mussolini 4.1: III.A; 4 CAUSE 4.2, 118 fascism and its roots in the pre- in Chap. 17 of Sherman and identify the key features of 4.2: II.A- EVIDENCE 4.4 WWI period. fascism. B; 4.4: CONTEXT 2. Explain the rise of fascism in 2. Begin the lesson, by instructing students to make a Venn III.A-B SYNTHESIS Italy and assess the policies of diagram for the conception and policies of rule for absolutism INTERPRET Mussolini. in the 17th century and totalitarian governments in the 20th ARGUMENT 3. Use primary sources to draw century. Lead a brief discussion that emphasizes the appropriate historical conclusions. importance of mass politics and mass communications in the modern era (instructors may wish to consult the interpretations by Kedward and Carsten in Chap. 17 of Sherman). 3. Using the Mussolini selection, help students identify the primary components of fascist ideology—militarism, anti- democracy, anti-communism, anti-individualism, inequality/racism, glorification of the state and leader, paganism. 4. Teachers can at this point provide an explanation for the rise of fascism in Italy and the ways in which Mussolini consolidated his power after appointment as prime minister in 1922. 5. To enhance and conclude the lesson, teachers may wish to use the 2002 Form B DBQ on population policies from 1922- 1943 in Italy to highlight the features of fascist society. Divide students into small groups and ask them to read through the sources and address the prompt in an introductory paragraph. Lead a brief discussion, focusing on fascist goals and the extent to which these were successful. Work in additional policies (particular foreign) to provide further context. 4.2, 119 1. Explain the policies of the 1. For homework, ask students to read appropriate selections 4.2: I.D-E; 2, 4, 5 EVIDENCE 4.4 Soviet Union under Stalin, 1928- from the Internet Modern History Sourcebook (see sections 4.4: III.A- CONTINUITY 1940. “Russ Rev” and “PW E Europe”) on Stalinism. Make sure that B INTERPRET 2. Evaluate the impact of these they consult sources by Stalin himself on the goals of Soviet ARGUMENT policies for the modernization of policy in the interwar period. SYNTHESIS the Soviet Union and on its 2. To begin class, take the role of a supporter of Stalin. CONTEXT citizens. Provide a 10-minute introduction that provides a positive perspective on how Stalin provides strong leadership and creates an advancing socialist society. 3. Now ask students in small groups to evaluate this perspective by using Kishlansky and the documents they accessed for homework. Lead a discussion in which you provide a balance sheet of perspectives (pro and con) on Stalin’s policies during this era. 4.1, 120- 1. Analyze the reasons for the 1. Write this question on the board to begin class: “Analyze 4.1: II.D, 2, 4 CAUSE 4.2, 121 failure of the Weimar Republic in the economic and political reasons for the failure of VI.A; 4.2: CONTEXT 4.4 Germany. parliamentary democracy in Germany, 1918-1933.” Explain to II.A-B, CONTINUITY 2. Evaluate the consequences of students that they should keep this question in the back of their III.A-D; ARGUMENT this failure for European politics minds as they examine the issue. 4.4: I.A-B, INTERPRET and diplomacy. 2. Teachers may wish to use and adapt the Choices program III.A-B SYNTHESIS 3. Write an effective essay that unit on Weimar Germany: includes an introduction, organized http://www.choices.edu/resources/detail.php?id=14. Use the body paragraphs, and a conclusion. visuals and charts to highlight the issues facing the Weimar Republic. Note: the documents in Chap. 16 of Sherman can also be used to good effect for this purpose. 3. Assign partners to present the four political party programs and speeches (KPD, SPD, Center, Nazis) while the rest of the class acts as German citizens. Depending on time, instructors can allow for some Q & A between the politicians and the citizens. 4. To conclude the lesson, model for students effective essay writing techniques by focusing on the introduction (historical context and clear thesis), clear organization and explicit use of evidence, and conclusion (placing the topic in perspective). Ask students to write one part of the essay and share with the class. 4.1, 122- 1. Use a propaganda film to infer 1. Begin class by explaining that students will be watching 4.1: II.D, 3, 4, 5 EVIDENCE 4.2, 123 Nazi policies and methods. clips from the most (in)famous propaganda film ever made III.A-B; INTERPRET 4.4 2. Explain the goals of Nazi (“Triumph of the Will): 4.2: II.A- CAUSE policies and their impact on http://www.youtube.com/watch?v=wsTBkrrl5Gg. As they B; 4.4: CONTEXT Germany in the period 1933-1945. watch selected clips, ask them to create a visual map of Nazi III.A-B SYNTHESIS goals, rhetoric, and methods of rule. INTERPRET 2. When the film is completed, lead a discussion that focuses ARGUMENT on bringing out how the Nazis came to power, how they consolidated power, and what goals they pursued from 1933- 1945. 3. Provide an overview, with student interaction (based on previously assigned research), of the following areas: political control, education, gender/family, leisure, race, economy, rearmament, etc. 4. To conclude the lesson, ask students to read the selections by Fischer and Goldhagen in Chap. 17 in Sherman. Conduct a brief discussion of student reactions on the issue of Germany’s involvement in the Nazi Third Reich. 4.1, 124 1. Trace the evolution of Nazi 1. For homework, assign students to visit: 4.1: III.B; 1, 4 EVIDENCE 4.2, foreign policy from 1933-1939. http://www.spartacus.schoolnet.co.uk/2WWappeasement.htm 4.2: II.A- ARGUMENT 4.3 2. Explain the reasons for and read the documents on appeasement, taking notes in C, III.A-D; INTERPRET appeasement of Hitler (and preparation for a parliamentary debate. 4.3: II.D CONTEXT fascism). 2. Briefly identify the key foreign policy crises provoked by CAUSE 3. Evaluate the policy of the fascist powers in the period 1933-1939 in the context of appeasement in a simulated their goals. parliamentary debate. 3. Using their notes and Robert’s Rules of Order (see http://www.robertsrules.org/), conduct a brief parliamentary debate ca. 1938 (at time of Sudeten crisis) in Britain on the efficacy and morality of appeasing fascism. Encourage students to use specific historical instances from the period to support their points. 4. Conclude class by asking for a show of hands (or very brief discussion) on this statement: “Given the circumstances, the policy of appeasement by the western democracies was appropriate.” 4.1, 125- 1. Understand the nature and 1. Begin class by noting that World War II constitutes the 4.1: III.C- 1, 4 COMPARE 4.4 126 phases of World War II. largest event in human history. F; 4.4: CONTEXT 2. Analyze the effect of Nazi 2. Provide a brief overview of the phases of the war, focusing I.C, III.A CONTINUITY occupation on various European on new tactics and technologies (e.g, Blitzkrieg), the building CAUSE nations. of the Grand Alliance, and reasons for the defeat of the Axis EVIDENCE 3. Trace the evolution of Nazi powers. PERIOD policies of genocide. 3. For homework, ask students to research the experience of the Nazi occupation in one of the following nations: France, Denmark, Yugoslavia, Poland, Lithuania, Norway. Aim for students to show how Nazi policies differed for racial reasons. Form groups with a student representing each nation and allow them to explore similarities and differences. Lead a brief discussion that assists students in highlighting these issues. 4. Note that the Nazis fought another war in Europe—against Jews and other ethnic minorities. Trace the development of Nazi policies (there are many Holocaust timelines on the web) and note the following issues: how Jews were killed and how these methods developed, other groups target and why, collaboration and resistance, the extent of the world’s knowledge about the genocide. Instructors may find clips from the series World at War: Episode 20 (“Genocide”) useful in this respect: http://www.youtube.com/watch? v=GckmVMtcdlE. 4.1, 127 1. Highlight important interpretive 1. In advance, assign students to research and write a brief 4.1: III.C- 1, 4 EVIDENCE 4.4 issues from the interwar period paper on one of the following topics: A) To what extent did F; 4.4: ARGUMENT and World War II. the outside world know about the Holocaust and should it have I.C, III.A INTERPRET 2. Provide an opportunity for done more to stop it?, B) Analyze the economic, diplomatic, CONTEXT student research and the forming and military reasons for Germany’s failure to win WWII, C) SYNTHESIS of historical arguments. Was strategic bombing, including Hiroshima and Nagasaki, of Axis cities successful and justified? Encourage students to use some print sources and compile an annotated bibliography. 2. On the day of the forum, allow each group about 15 minutes to present their differing perspectives on the question, using their research and papers. Encourage the groups to develop talking points in advance and develop a focused itinerary of topics. 3. Provide feedback and commentary where appropriate. 4. If time permits, finish the unit by providing a brief reflection of the economic, material, political, diplomatic, moral, environmental, and psychological impact of WWII. 4.1- 128 Assessment Students will take a MC, short answer, or constructed response 4.4 test on the key concepts of this unit. 4.1, 129 1. Introduce themes of the postwar 1. Show several pictures of cities almost completely destroyed 4.1: IV.A- 1, 2, 4, EVIDENCE 4.2 era. during World War II, such as Warsaw and Berlin. Ask F, V. A-D; 5 CONTEXT 2. Identify the major features of students to identify the postwar issues that these pictures 4.2: IV.A- CONTINUITY the Cold War. suggest: displaced persons, physical destruction, political B, V.A-D CAUSE division, vacuum of power, moral devastation, etc. PERIOD 2. Note that one of the consequences of the war was Europe’s division into blocs for the next 45 years, dominated by two peripheral powers, the U.S. and Soviet Union. To illustrate this, play the song “Russians” by Sting (available on itunes) and provide students with a copy of the lyrics. Ask for comments on what the song conveys about the Cold War. 3. Provide students with an overview of the nature of the Cold War and its various phases. For example, emphasize that the conflict was military, political, economic, and ideological in nature. 4. Assign students to teams that will be providing varying historiographical interpretations for the Cold War: Soviet Union primarily to blame, U.S. primarily to blame, or a combination of inevitable tensions and misperception. 4.1, 130- 1. Research the important events 1. Students may use both primary sources and secondary 4.1: IV.A- 1, 2, 4, EVIDENCE 4.2 131 and phases of the Cold War. interpretations to support their sides, including Chap. 18-19 of F, V.A-D; 5 ARGUMENT 2. Analyze the causes, Sherman, the Internet Modern History Sourcebook 4.2: IV.A- INTERPRET consequences, and end of the Cold (http://www.fordham.edu/halsall/mod/modsbook46.html), B, V.A-D CAUSE War. http://www.gwu.edu/~nsarchiv/coldwar/interviews/, and SYNTHESIS 3. Use historical evidence to form http://cgi.turnerlearning.com/cnn/coldwar/cw_crcns.html. CONTEXT an interpretation. Each team should devise 3-4 major interpretations, 3-4 CONTINUITY counterarguments, and employ a list of 40 key terms provided COMPARE by the instructor. Some of this research will be completed for homework. 2. To supplement the research, fill in some class time with segments from the CNN Cold War series, e.g, showing parts of the Episode “Marshall Plan” and “The Wall Comes Down.” 3. The forum can be structured by allowing each team 3 minutes in a series of rounds to develop arguments, provide support, and refute the points of the other two groups. Encourage students to use the entire chronology and explain the nuance of their positions. 4. Conclude the forum with appropriate commentary and feedback on the most and least convincing points. 4.1, 132- 1. Understand the development of 1. Provide an overview of Soviet history from 1945-1991 with 4.1: IV.D 2, 4 EVIDENCE 4.3, 133 the Soviet Union and Eastern an emphasis on the issues of economic productivity, internal & F; 4.2: CONTINUITY 4.4 Europe following WWII. dissent, and the changing fortunes of reform. V.A-E; COMPARE 2. Analyze the reasons for the 2. Assign a group of students to use the documents in Chap. 19 4.3: III.C, CAUSE collapse of communism in Eastern of Sherman to research and interpret the reasons for the 4.4: I.E ARGUMENT Europe. collapse of the Soviet Union. Divide the remainder of the class INTERPRET 3. Assess the prospects for the into groups to research an Eastern bloc nation’s development SYNTHESIS integration of the former Soviet in this same period: Poland, East Germany, Hungary, CONTEXT bloc into the EU and NATO. Czechoslovakia, Romania, Yugoslavia. Each group should use PERIOD both print and on-line sources to provide the following: an overview of key events, identification of important leaders and political groups, a focused analysis of how communism collapsed, and a status report of post-1990 developments. Students can also supplement their research and presentations with visuals. 3. After research (including homework), lead a seminar on the issues facing Eastern Europe (incl. the Soviet Union) after 1945. Encourage students to use evidence in support of arguments and assist in making points of comparison and contrast. 4.1, 134- 1. Trace the development of efforts 1. Show maps indicating the membership in NATO and the EU 4.1: IV.F, 1, 2, 4 CONTINUITY 4.2, 135 toward Western European (and its predecessor organizations) from 1949-present. Ask VI.A-D; CONTEXT 4.4 recovery and unity in the postwar students what trend the maps indicate and to account for it. 4.2: IV.A- COMPARE period. 2. Provide an overview of political and economic trends in E; 4.4: EVIDENCE 2. Evaluate the impact and success Western Europe in the postwar period. Give balance to both I.D-E, PERIOD of Europe’s postwar recovery and macro trends and the specific issues of recovery and IV.A-E SYNTHESIS movement toward unity. integration in several nations, esp. Britain, France, Germany, ARGUMENT and Italy. However, teachers may wish to assign individual INTERPRET students to create a PowerPoint that ties other nations to these trends, e.g., Spain, Ireland, Belgium, Netherlands, and Scandinavia. In addition, students will have visited the site for the EU (http://europa.eu/index_en.htm) to identify the history and functions of the organization. 3. Once again, using maps, show the decolonization of the world from 1945-present. Ask students to identify the reasons for Europe’s loss (and relinquishing) of its colonies in the postwar era. Divide students into group and ask them to make a chart of Venn diagram that allows for comparative decolonization. They may use their text or research done for homework to complete this. Possible choices: Indonesia, India, Indochina, Algeria, Congo, Egypt. 4. To supplement the lesson and using a contemporary map, highlight and briefly explain 3-4 areas that have experienced renewed national and ethnic conflict following the fall of the Berlin Wall (e.g., Ireland, Belgium, Yugoslavia, etc.) 5. To conclude the lesson, suggest the theme of Western Europe during the postwar period might be “Pulling Back and Together.” Ask students to evaluate the success of this venture in a focused paragraph with thesis, and perhaps an outline if time permits. 4.2, 136- 1. Understand the key 1. Begin with this prompt and ask students to respond in a brief 4.2: IV.A, 2, 4, 5 COMPARE 4.4 137 developments in economic and paragraph: “What lessons did governments learn from the C & D; CONTINUITY social life following World War II. period 1918-1945 regarding economic and social policy?” 4.4: I.D-E, CONTEXT 2. Analyze the impact of these Lead a brief discussion that identifies some of the following: II.A-E, EVIDENCE developments on various social growth of the welfare state, economic planning, international III.A-F, ARGUMENT groups and explain their responses economic/financial organizations. IV.A-E SYNTHESIS to them. 2. Provide an overview, with comparisons between Western and Eastern Europe, for each of the above areas. Identify the macro trends but also give examples from specific nations. 3. Assign students to one of the following and instruct them to research their group’s position, status, goals, and activities in preparation for a forum: feminists, technocrats, domestic terrorists, foreign workers, Greens, traditional religious, youth/students, Marxist intellectuals (Marcuse, e.g.). 4. Conduct a forum in which students present their views and interact with those of others. Topics to be addressed: the “economic miracle,” welfare state, environment, changing sexual mores, consumerism, medical and genetic advances, generation gap, inequality/racism, technology. 5. Conclude the lesson by asking students to step out of character and analyze the impact of postwar economic and social trends. If time permits or to supplement the forum, provide students with the 2009B DBQ on the 1968 student revolts and have them jigsaw the documents to address the prompt. Discuss this in context of the forum. 4.3 138- 1. Understand the major postwar 1. Ask students what the term “modern” means. After 4.3: II.C- 3 COMPARE 139 cultural and intellectual surveying responses, introduce the term “post-modernism.” D, III.A-D, EVIDENCE movements in Europe. To help define, provide students with 10 terms for each to IV.A-E PERIOD 2. Evaluate how the events of the show the differences between the two and ask them to sort CAUSE twentieth century shaped these them into the appropriate categories—e.g, objectivity and CONTEXT movements. subjectivity, Old Left and New Left, etc. SYNTHESIS 2. Assign students to one of the following and for their group INTERPRET to create a poster, tri-fold pamphlet, and brief presentation on their postwar topic: art, architecture, philosophy, sports, television/film, music, religion, literature, communications technology, postmodernism. Some research should take place for homework. 3. On the day of the “museum,” instruct students to take turns at their stations presenting and then also visiting the other topics. Teachers may wish to require completion of a visual organizer or worksheet. 4. Finish the lesson off by asking students to identify the themes of both elite and popular culture of the postwar period and to analyze the effects of WWII on European intellectual and cultural life. 140 1. Place European history in the 1. Place the phrase of “interaction with the world” on the board 4.1: VI.A- 1 CONTINUITY postwar period in a global context. and instruct students to take 3-4 minutes to brainstorm the key D PERIOD 2. Trace and review a major theme events/developments of the course oriented around this theme ARGUMENT of European history from 1450- for European history. Survey responses briefly. CAUSE present. 2. For homework, students should have read the appropriate selections on this theme from Chap. 19 of the Sherman text. 3. Lead a discussion in which you encourage students to think further about how Europe’s position in and interaction with the world has evolved from 1450-present. Pay particular attention to changes since 1914. Help students define and analyze the theme of globalization, especially on the opportunities it presents and the challenges it proposes. 4. To conclude, students can write a letter to the editor of a European newspaper either supporting or questioning globalization, in context of immigration, security issues, terrorism, neo-colonialism, etc.