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 Concept

Class Prds. (140 in all)

Lesson Objective Instructional Activity Content Outline References

Themes Skills

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”

1.11.2

1-2 1. Use historical evidence to craft persuasive historical arguments.2. Address a major historiographical issue.3. Introduce the major themes and concepts of the Renaissance (by comparison with the Middle Ages).

1. Using primary sources, art, music, and secondary interpretations, students will address the following historiographical question: To what extent can the Renaissance be considered a distinct break from the Middle Ages? * Relevant documents for both medieval and Renaissance history may be found at http://www.fordham.edu/halsall/sbook.html.* 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: I.A-DII.A, C; III.A-E, H; V.A, C1.2: I.A, I.F

3, 5 ARGUMENTEVIDENCECAUSECONTINUITYPERIODCOMPAREINTERPRETSYNTHESIS

1.1-1.6

3 1. Familiarize students with the impact of ancient and medieval trends on early modern European history.2. Discuss the ways in which developments of the Later Middle Ages set the stage for the Renaissance.

1. Using the Introductory chapter of Kishlansky, students will work in small groups to identify 10 dates prior to 1450 that represent important trends and contributions of the ancient and medieval periods.2. From these same groups, students will analyze how the following relate to the themes of crisis and upheaval in the Later Middle Ages (see Chap. 10 of Kishlansky): Black 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.

Background to all Unit 1 key concepts

2, 3, 4, 5

CAUSECONTINUITYCOMPAREPERIOD

1.51.6

4 1. Understand the economic and social foundations of the Renaissance.2. Introduce important concepts of

1. Teacher will introduce relevant concepts of social history and explain their importance, e.g., class, gender, child-rearing, demographics, education, etc.2. Using Chap. 11 of Kishlansky, students will identify 2-3 key

1.5: IV.A; 1.6: I.A-C, II.A-C, III.A-B,

2, 5 EVIDENCECONTINUITYCONTEXT

social history as a basis for the course.

trends and 3-4 relevant terms and present a skit on each of the following elements of Renaissance social life: 1. marriage negotiations, 2. economic activities, 3. civic activities/festivals, 4. child-rearing, 5. religion.

IV.A-C; V.B-C

1.6 5 1. Introduce students to concepts of textual analysis. 2. Discuss Renaissance notions of gender and education.

1. Teachers may wish to use the APPARTS framework for document analysis (see e.g., http://ritter.tea.state.tx.us/ssc/primary_resources/apparts.html.2. Students will read brief selections from Castiglione’s The 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).

1.6: I.C, III.A, IV.A-B

5 EVIDENCECOMPARECONTEXTINTERPRET

1.11.2

6 1. Identify the features of Renaissance humanism.2. Create a visual web for use in organizing concepts.

1. Students can use Chap. 11 of Kishlansky and relevant documents from Sherman to development a conceptual map of Renaissance humanism.2. Students with computer access can use the Inspiration software program. Otherwise, the visual map can be drawn 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.

1.1: I.A-D, II.A, C, III.A-E, H, V.A; 1.2: I.A

3, 5 CONTEXTSYNTHESIS

1.21.31.5

7 1. Identify the characteristics of the New Monarchies.2. Understand the diversity of political forms and responses to political challenges in Europe.

1. Teacher will provide an overview of common features of the New Monarchs’ efforts at state-building, such as: taming nobles, creating agencies/bureaucracies, establishing taxation, controlling and creating armies, bringing churches under 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).

1.2: I.B-F, II.A, C; 1.3: II.A-E; 1.5: IV.A

2, 4 ARGUMENTCOMPARECONTEXTINTERPRET

1.41.5

8 1. Introduce the exploration era through comparison of two maps.2. Identify the motives and means that supported exploration.

1. Teacher will project the Psalter map (ca. 13th century) and Schoner’s 1520 map and ask students to note conceptual differences. See http://epress.anu.edu.au/journey/images/figure3.jpg and 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.

1.4: I.A-B, II.A-B, III.A-D; 1.5: I.A-B

1, 2, 3, 4

EVIDENCECAUSECOMPARE

1.11.41.5

9 1. Establish connections among various developments in the chronological period.2. Appreciate how the Renaissance era introduces a new quantitative view of the world.

1. Students will view Episode 3 of James Burke’s Day the Universe Changed: “Point Of View: Scientific Imagination In The Renaissance.”2. Students will respond to this prompt when completed with the film: “How were trade, exploration, revival of the classics, and new methods in art interrelated in the fifteenth century?”

1.1: I.A-D, II.A, III.A-D; 1.4: I.A-B, II.A-B; 1.5: I.A, IV.A

1, 2, 3 ARGUMENTCAUSECONTINUITYCONTEXTINTERPRET

1.41.5

10 1. Analyze the impact of European voyages of exploration and colonization.2. Use multiple resources to form historical arguments.

1. Teacher should introduce the activity by writing “1492” on the board and asking students to consider why that date might be considered the most important of the last millennium.2. Students will use maps, Kishlansky text, and on-line sources to identify the transfer of goods, practices, and microbes that 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.

1.4: III.A-D, IV: A-D; 1.5: I.A-B, II.A-B

1, 2 ARGUMENTCAUSECONTEXTSYNTHESISINTERPRET

1.11.2

11 1. Apply understanding of Renaissance humanism in a skit.2. Note common themes of humanists.

1. For homework, selected students will have researched, written a short paper on, and present a Renaissance humanist in a book-signing skit. Humanists may include: Castiglione, Machiavelli, Alberti, Gutenberg, Valla, etc. Each character will read selections from a key work, place these ideas in 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: I.A-D; II.A & C, III.C-D, V.A; 1.2: I.A & F

3, 5 EVIDENCECONTEXT

1.1-1.6

12 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

1.1, 1.3

13 1. Use Northern Renaissance art and writings to compare with Italian humanism.2. Provide background on late medieval spirituality as a cause of the Protestant Reformation.

1. Teacher will project images of Francesca’s Flagellation (of Christ) and Grunewald’s The Crucifixion and ask students to compare the paintings on: a) subject matter, b) style, c) goal of the artist. This discussion can be supplemented with additional works of art to bring out the different preoccupations of the 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: I.A-D, II.A-C, III.A-E;1.3: I.A

3, 5 EVIDENCECONTEXTCAUSE

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, 1.3

Protestant Christianity.2. Use textual sources to compare and contrast various Protestant theologies with Catholicism.3. Create a visual organizer to gain a conceptual grasp of the theological issues of the period.

controversy and providing brief background on Luther’s spiritual journey and attack on the Catholic Church.2. Students will have read the selections in Sherman (three by Luther, one by Calvin, and one by Loyola) for homework. Supplemented by text reading, students will identify views of the Catholic Church, Luther, Zwingli, and Calvin on the 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: I.D; 1.3: I.B-C, II.A-

CONTINUITYCOMPARESYNTHESIS

1.2, 1.3

15 1. Use evidence to support an interpretation.2. Understand the range of Reformed Christianity during the sixteenth century.

1. From the previous day’s activity, the teacher will lead a discussion on how the various Christian theologies interpreted key doctrines (similarly and) differently. 2. To conclude the lesson, students will write a thesis 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.”

1.2: I.D; 1.3: I.B-C, II.A-B; 1.5: II.B

3, 5 INTERPRETSYNTHESISARGUMENTEVIDENCE

1.1,1.6

16 1. Explain the social impact of the Protestant and Catholic Reformations.2. Portray a representative social group of the sixteenth century to understand how it was affected by reformed theologies.

1. For homework, assign students to research one of the following social groups (in the context of the sixteenth century and Reformation): peasants, bourgeoisie, nobility, women, young, poor.2. Allow groups a few moments to exchange ideas with their own members and develop talking points.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.

1.1: II.B-C; 1.6: I.A-C, II.B-E, III.A-B, IV.A-B, V.A-C

4, 5 EVIDENCECOMPARE CONTEXT

1.2, 1.3

17 1. Understand the difference between evangelical and magisterial religious reform.2. Trace the development of the English Reformation.

1. Explain the terms “evangelical” and “magisterial” reform as it relates to the Reformation. As an example of evangelical reform, ask students to discuss the Anabaptist movement and reasons for its persecution. Supplement the discussion with background on the process of confessionalization and institutionalization of religious dogma.2. Show an appropriate clip from Man for All Seasons (e.g., 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

1.2: I.D-F; 1.3: II.A & C, III.C-D

4, 5 EVIDENCEARGUMENTCOMPARECAUSEINTERPRETSYNTHESISCONTINUITY

the selections by Cameron and Elton in Chap. 2 of Sherman.1.2, 1.3

18 1. Evaluate the troubled reign of Charles V in the context of the changing relation between church and state.2. Identify the features of the Catholic (Counter-)Reformation and evaluate its success.

1. Project a map of the Habsburg territories controlled by Charles V and ask students to identify the difficulties he faced during his reign. Lead a brief discussion, drawing out the medieval and modern features of Charles’s conception of his rule.2. Assist students in identifying the main features of the 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: I.B-D, II.A, C, 1.3: I.C, II.A & D, III.A-B

3, 4, 5 INTERPRETCAUSESYNTHESISCONTEXT

1.2, 1.3

19 1. Understand the relative importance of religious and political motives for the religious wars, 1555-1648.2. Employ secondary sources to form an historical interpretation.

1. For homework, have students read the textbook accounts of religious wars, filling out a chart that includes: causes, course, key figures and groups, outcome. They will use this for class activities.2. Divide students into small groups and assign each a religious conflict (French Wars, Dutch Revolt, England v. Spain, Thirty Years War) to discuss the relative importance of religious v. political motives. Encourage students to use 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.

1.2: I.B, D, E, II.A-C; 1.3: II.D-E, III.A-D

4 EVIDENCEARGUMENTCAUSECOMPARECONTINUITYINTERPRET SYNTHESISCONTEXT

1.1-1.6

20 1. Connect artistic and cultural movements to the political and intellectual trends of the period 1550-1650.2. Use textual and visual sources to develop an interpretation of Europe’s crisis in the period.

1. Write the term “Age of Crisis” on the board and ask students to identify the trends in the period that would fit this characterization (Little Ice Age, enclosure, Price Revolution, religious wars, Scientific Revolution, famines, revolts, etc.).2. For homework, students will have read an Internet version of Montaigne’s essay “On Cannibals.” Ask students to explain the author’s thesis and work at getting them to place the document in historical context (No. humanism, French religious wars, exploration and colonization).3. Project some of the representative works of art from the

1.1-1.6 generally; 1.1: I.A-D, II.C, III.F-H; 1.3: III.D; 1.4: IV.D

1-5 EVIDENCECONTEXTPERIODINTERPRETSYNTHESIS

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.

1.1-1.6

21 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

1.1, 1.2, 1.3, 1.5, 1.6

22 1. Connect students to an interesting phenomenon (witchcraft accusations) as a means to enter the mentality of early modern Europe.2. Use primary sources to examine a specific issue (poor and poverty) and provide context for early modern European society.

1. Project an image of witchcraft (Google “Why Did Europe Hunt Witches”--@ Univ. of Oregon). Ask students to speculate as to reasons for witchcraft accusations during the period 1500-1680 and write these on the board.2. Explain that to understand the phenomenon, historians must recreate several features of early modern society, incl. gender attitudes, religious ideology, lack of scientific explanations, social structure, economic changes, political centralization.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: V.A-C; 1.2: I.C; 1.3: II.A; 1.5: I.A-B, II.A-B, III.A-B, IV.A-C; all of 1.6

2-5 EVIDENCECONTEXTINTERPRETSYNTHESISCAUSECONTINUITYCOMPARE

1.1, 1.5,1.6

23 1. Use a film clip to introduce village and peasant life.2. Assign students to research how the economic and social developments of the period affect a specific family (based on geography and occupation).

1. Show an appropriate clip from Return of Martin Guerre (e.g., charivari, harvest and/or wine-making) and ask students to explain what it reveals about rural and village life in early modern Europe.2. Students can work with a partner recreating a typical family. Their main source will be Chap. 15 of Kishlansky, but this can 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: V.A-C; all of 1.5; all of 1.6

2-5 EVIDENCECONTEXTSYNTHESISCAUSECOMPARECONTINUITY

1.1, 1.5,

24-25

1. Continue to develop their understanding of early modern

1. Students will work in small groups completing their papers for homework.

1.1: V.A-C; all of

2-5 EVIDENCECONTEXT

1.6 economic and social developments by writing a family history paper.2. Compare the effects of these developments by participating in a roundtable discussion of the families.

2. As a culminating activity, students will adopt the persona of their families and discuss the impact of developments of this era (such as witchcraft, enclosure, Price Revolution, etc.) on their families.

1.5; all of 1.6

SYNTHESISCAUSECOMPARECONTINUITY

1.1-1.6

26 Use documents on witchcraft to form an interpretation of the phenomenon in the context of early modern society.

1. Access the repository of witchcraft documents and interpretations from King’s College and University of Oregon and select 7-9 excerpts (both primary and secondary sources). 2. Conduct a seminar in which students, first, work in small groups discussing the documents and compiling a catalog of causes, and then, lead a discussion that places the witchcraft hysteria in historical context.

Any and various parts of 1.1-1.6

1-5 EVIDENCECAUSECONTEXTSYNTHESISPERIODCONTINUITY

1.1-1.6

27 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

1.1, 2.3

28 1. Introduce the notion of a shift from a qualitative to a quantitative view of the cosmos during the sixteenth and seventeenth centuries.2. Use primary source material to understand the features of the Scientific Revolution.

1. Ask students to identify what they know about the natural world. After surveying responses, explain how this knowledge is derived (if only indirectly) from a method that involves investigation of the natural world, especially using materialism and mathematics. Contrast this with the Aristotelian/Ptolemaic cosmology. 2. Using the lesson plans and primary sources from the 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: IV.1A-C, V.A-C, V.D; 2.3: I.A, IV.A

3, 5 EVIDENCECONTEXTCAUSECONTINUITYSYNTHESIS

1.1, 2.3

29-30

1. Use primary source material to understand the features of the Scientific Revolution.

Continue with lessons from NCHS unit. 1.1: IV.1A-C, V.A-C, V.D; 2.3: I.A, IV.A

2-5 EVIDENCECONTEXTCAUSECONTINUITYSYNTHESIS

1.1, 1.6, 2.3

31 1. Examine the involvement of women in the Scientific Revolution and the impact the event had on their position in society.2. Use primary and secondary sources to make an argument.

1. Provide brief background on women’s involvement in previous movements of intellectual and cultural change, such as the Renaissance and Reformation. Note how these movements were limited in improving women’s position, since they were primarily designed to address other concerns.2. Using the 1997 DBQ on women in science, selections from books on women’s history (Bridenthal, Becoming Visible; 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

1.1: IV.1A-C, V.A-C, V.D; 1.6: IV.A-B; 2.3: I.A, IV.A

3, 5 ARGUMENTCONTEXTCONTINUITYCAUSEINTERPRETSYNTHESISCOMPARE

altered the position of women. Ask them to write a thesis paragraph or if time permits, a more extended essay.

1.1, 2.3

32 1. Appreciate the historical context of the Scientific Revolution and how it created a quantitative and objective view of reality.2. Evaluate a film’s interpretation of how the Scientific Revolution affected religious thought.

1. Show James Burke’s The Day the Universe Changed: Science Revises the Heavens and ask students to write a paragraph explaining how the Scientific Revolution influenced religion. 2. Supplement the film with brief presentation of figures who addressed the relation between science and religion, such as Pascal, Galileo, and Spinoza.

1.1: IV.1A-C, V.A-C, V.D; 2.3: I.A, IV.A

2-5 EVIDENCEARGUMENTSYNTHESISCONTEXTCONTINUITYCAUSE

1.1, 2.3

33 1. Demonstrate new scientific theories and methods through a student-led presentation.2. Explain the development of the scientific method.

1. As a project, assign selected students to various thinkers and scientists of the period. They should write a brief paper analyzing how their figures contributed to the development of a new scientific method.2. Have students adopt the persona of their figure and 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: IV.1A-C, V.A-C, V.D; 2.3: I.A, IV.A

3 SYNTHESISEVIDENCEARGUMENTCONTEXTCOMPARE

1.1, 1.6, 2.3

34 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

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, 1.3, 2.1, 2.3

35 1. Introduce the development of political thought in the period 1600-1789 by providing historical context.2. Understand the various theories for and against absolutism.

1. Remind students of the Age of Crisis (1550-1650) and explain how this led to a desire for order and security.2. Provide brief background on how political thought developed from 1450-1600, with attention to Machiavelli, international law theorists, and French ideas during the religious wars (e.g., Bodin and Duplessis-Mornay).3. Use the primary source selections (incl. images) from Chaps. 4 and 5 from Sherman (can be done for homework) and 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: I.F, II.A-C, III.A-B; 1.3: II.A-E, III.A-D; 2.1: I.A-F, II.A-B; 2.3: III.A

2, 4 EVIDENCECONTEXTCAUSEPERIODCONTINUITYCOMPARESYNTHESIS

1.2, 1.3, 2.1, 2.2, 2.3

36-37

1. Use tools of visual analysis to form an impression of absolutism in France under Louis XIV.2. Assess the degree to which Louis realized the theory of absolutism.

1. Provide brief background on the development of French absolutism prior to Louis XIV (under Henry IV and Louis XIII).2. Show slides of Versailles (many images can be found with Google) and use these to explain Louis’s conception of his rule and economic, political, administrative, religious, and diplomatic/military policies.3. Using various primary sources (available in Chap. 5 of Sherman or at the Internet Modern History Sourcebook) and the interpretation by Durand in Sherman, ask students to evaluate whether Louis’s rule fit the theory of absolutism. 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: I.F, II.A-C, III.B; 1.3: II.E, III.A, C-D; 2.1: I.A-D, III.C-D; 2.2: II.A-E, III.A; 2.3: III.A, V.A-B

2, 4, 5 EVIDENCEINTERPRETSYNTHESISCONTEXTARGUMENT

1.2,1.3,1.5,1.6,2.1,2.2,2.3

38-39

1. Understand the limits of absolutism in the seventeenth century and constitutional forms of government created by some European nations.2. Use historical interpretations to frame investigation into the English Civil War.

1. Note and provide examples of various governments which resisted the trend toward absolutism, especially England.2. Assuming students have read the textbook sections on the English Civil War and Glorious Revolution, have them read the interpretations by Russell (Chap. 4) and Trevelyan (Chap. 5) in Sherman and discuss in small groups.3. Provide time for students to research, using the web and print sources, whether these interpretations are valid. 4. Students will report their findings to the class, after having developed an outline. Lead a discussion that culminates with

1.2: I.F, III.A-B; 1.3: II.C, E, III.A, C-D; 1.5: IV.A-D; 1.6: I.A-C, II.B-C, III.A-B; 2.1: II.A,

2, 4, 5 EVIDENCEARGUMENTINTERPRETSYNTHESISCAUSECONTEXTCONTINUITY

teacher explanation of the England’s unique form of government—the “king-in-parliament” in the eighteenth century.

III.D; 2.2: II.A-B; 2.3: I.C, III.A

1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3

40 1. Identify the features of mercantilism and the Commercial Revolution.2. Analyze the reasons for the rise and decline of the Dutch Republic.

1. Using maps (see http://worth.sohonet.com/browse/music and look under Hunt’s text, e.g.), explain mercantilism and the Commercial Revolution of the 17th and 18th centuries.2. Provide students with various scenes from Dutch artists (e.g., Rembrandt, Hals, de Hooch, Leyster, Vermeer, etc.) and ask them to identify the unique features of Dutch society that helps explain its rise to commercial prominence.3. Lead a discussion that targets student attention on the reasons for the rise and decline of the Dutch Republic from 1550-1700.

1.3: II.B, III.D; 1.4: III.C-D, IV: A, C; 1.5: I.A-B, IV.A-D; 1.6: I.B-C, III.A-B; 2.1: II.B, III.C; 2.2: I.A, D, II.A-E, III.A-B; 2.3: V.C

1, 2, 4 EVIDENCECONTEXTCAUSESYNTHESISINTERPRETCONTINUITY

2.1, 2.3

41-42

1. Understand the nature of absolutism as it was practiced in central and eastern Europe.2. Evaluate the reigns of several significant monarchs.3. Offer interpretations and arguments defending a conclusion.

1. Assign small groups to research a major absolutist figure in central and eastern Europe (Frederick William the Great Elector, Frederick William I, Frederick II, Maria Theresa, Joseph II, Peter the Great, Catherine the Great) and ask them to provide an interpretation of how that figure did the most to elevate the status and position of his/her nation. 2. Lead a forum in which student findings are presented; make sure that students are attentive to the unique situation of each nation/empire and the historical context facing their monarchs.

2.1: I.A-F, III.A-B, 2.3: IV.B-C, V.A-B

2, 4 ARGUMENTINTERPRETSYNTHESISCONTINUITYCAUSEEVIDENCECOMPARE CONTEXT

1.1,1.2,1.4,1.5,1.6,2.1,2.2,2.3

43-44

1. Analyze the reasons for the shifts in the balance of power in Europe from 1600-1789.2. Understand the role of the Commercial Revolution and Commercial Wars in altering European diplomacy.3. Provide an interpretation for a particular nation’s rise and/or decline in this period.

1. Using print sources and the web, have students in small groups research a particular nation to analyze its relative position in the European balance of power (1600-1789). Encourage students to use a conceptual approach, such as Challenge → Response → Result. 2. Conduct a forum in which groups present their findings. Each group should concentrate on a clear thesis that explains the political, economic, religious, social, and diplomatic reasons for their nations’ rise and fall. 3. Conclude the lesson with this prompt: “Analyze the reasons for the shifts in the European balance of power, 1600-1789.”

1.1: III.H; 1.2: II.A-C, III.A-B; 1.3: II.A-E, III.A-D, IV.A-D; 1.5: I.A-B, IV.A-D; 1.6: I.A-C, II.A-E; 2.1: all of I, II, and III; 2.2:

1, 2, 4 ARGUMENTEVIDENCEINTERPRETSYNTHESISPERIODCAUSECOMPARECONTEXTCONTINUITY

I.A, D, II.A-E, III.A-B; 2.3: III.A-B, IV.B-C, V.A-C

1.1-1.6, 2.1-2.3

45 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

2.2,2.3,2.4

46-47

1. Engage in visual analysis of paintings and place them in historical context.2. Provide a chronological framework for the concept of modern European history.3. Identify the primary features of eighteenth century society and the cultural changes taking place.

1. Introduce the eighteenth century by using two paintings: Fragonard’s “Visit to the Nursery” and David’s “Oath of the Horatii.” Have students spend 10 minutes analyzing the paintings for: style, subject matter, symbolism, content, artist’s purpose. Lead a brief discussion in which the following are identified: a changing attitude toward family and children, the development of a civil society, increased social and economic stability in the eighteenth century (as the basis for the Enlightenment).2. Assign students in small groups to one of the following 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.

2.2: I.A-B, II.C-D; 2.3: I.A-C, II.A-C, III.E, V.C, VI.A-B; 2.4: I.A-D, II.A-D, III.A-B, IV.A-D

2-5 EVIDENCECONTEXTCONTINUITYINTERPRETSYNTHESISCAUSEPERIOD

2.1,2.2,2.3,2.4

48-50

1. Use primary sources to analyze the major features of Enlightenment thought.2. Form an interpretation of the Enlightenment based on a careful reading of several interpretations by historians.

1. Use the National Center for History in the Schools unit on the “Enlightenment” (http://nchs.ucla.edu/World-Era6.html) to present the major thinkers of the Enlightenment.2. Having completed a discussion and review of the major thinkers of the Enlightenment, students will read the four interpretations in Chap. 8 of the Sherman text. Assign students to small groups and ask them to evaluate the interpretations in

2.1: I.A-F; 2.2: I.A-D; 2.3: all of I-IV, VI.A-B; 2.4: II.C-D; III.A-B

1-5 EVIDENCECONTEXTCONTINUITYCAUSEARGUMENTINTERPRETSYNTHESIS

3. Defend this interpretation in a brief forum.

light of this prompt: “The Enlightenment philosophés 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.

2.1,2.2,2.3,2.4

51 1. Dramatize the ideas of and conflicts among various Enlightenment thinkers.2. Evaluate the ways in which Enlightenment thought challenged or reinforced the status quo.

1. Assign selected students to research and portray one of the major Enlightenment thinkers. This can be done through creation of a résumé or a brief paper analyzing the thinker’s ideas or contributions. Choices: Hume, Locke, Diderot, Voltaire, Montesquieu, Catherine the Great, B. Franklin, A. Smith, Rousseau, M. Wollstonecraft, Beccaria, Madame Geoffrin (the host).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: I.A-F; 2.2: I.A-D; 2.3: all of I-IV, VI.A-B; 2.4: II.C-D; III.A-B

1-5 CONTEXTSYNTHESISCOMPARECAUSEEVIDENCE

2.1-2.4

52 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

2.1-2.4

53-54

1. Introduce and evaluate a standard (and flawed) interpretation of the French Revolution.2. Reinforce the importance of historiography.3. Use documents to evaluate various interpretations of the French Revolution.

1. Show any standard image of the storming of the Bastille, and ask students how the image portrays the causes and nature of the conflict (students will often emphasize the spontaneous anger of “peasants” and the Bastille’s symbolism of the Old Regime). Indicate the importance and “incompleteness” (esp. compared with the American Revolution) of the revolution and how its causes and course are often simplified. 2. Explain to students that the causes of the French Revolution are one of the most hotly debated topics in historiography, especially for current ideological issues.3. Using selected documents and the interpretations of 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

2.1: IV.A; 2.2: III.A-B; 2.3: I.A-D, II.A-D, III.A-C, IV.A-C, V.D, VI.A-C; 2.4: III.A-B, IV.A-D

1-5 CAUSECONTINUITYEVIDENCEINTERPRETSYNTHESISCONTEXTARGUMENT

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.

2.1-2.4

55-57

1. Understand the phases and accompanying accomplishments of the French Revolution.2. Analyze the reasons for the radicalization of the revolution after 1791.3. Appreciate the role played by various social orders, political groups, and revolutionary leaders.

1. Divide students into two large groups. 2. Group 1 will be investigating the various stages of the revolution: Liberal Phase (1789-91), Radicalization (1791-93), Reign of Terror (1793-94), Thermidor and Directory (1795-99). These students will be using the text, Chap. 9 in Sherman, and any other sources to provide a bird’s eye view of each phase of the revolution: causes, key issues, conflicts, major groups and leaders, accomplishments. The group’s work will be presented to the class for 10 minutes using visual aids.2. Group 2 will be describing and analyzing the involvement of 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: IV.B-G; 2.2: II.A-B, III.A; 2.3: I.B-D, III.A-B, IV.A-C, V.D, VI.A-D; 2.4: IV.A-D

1-5 EVIDENCEPERIODCAUSATIONEVIDENCECONTEXTCOMPAREINTERPRETSYNTHESISARGUMENT

2.1-2.3

58-60

1. Understand the background of Napoleon I and the reasons for his accession to power.2. Use a video clip to appreciate Napoleon’s appeal.3. Explain Napoleon’s domestic and foreign policies.4. Evaluate Napoleon’s reign using primary and secondary sources.

1. Place the phrase “first modern man” on the board. Explain how this characterization fits Napoleon (hint: he derived his power not from the old ecclesiastical, intellectual, or aristocratic structures, but from his own talent and ambition). Provide some basic biographical background about Napoleon that helps explain his rise to power.2. Show a brief clip from the PBS “Napoleon” biography (e.g., from the Brumaire coup to his use of secret police—ca. 14 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

2.1: V.A-D; 2.2.: II.A-B, III.A; 2.3: I.B, D, V.D, VI.C-D

1-5 EVIDENCEARGUMENTCAUSECONTEXTINTERPRETSYNTHESISCONTINUITY

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.

2.1-2.3

61 1. Portray the controversies over the rule of Napoleon I.2. Evaluate varying interpretations of Napoleon’s success and/or failure.3. Practice public speaking and debate skills.

1. At the beginning of the unit, assign several students to research the background and policies of Napoleon I and write a 3-page assessment of his rule. Students should then be assigned to one of the following roles: Napoleon, his domestic policy advisor, his foreign policy advisor, 5-6 reporters.2. On the day of the simulation, require that students be in character (include costumes, props, accents, etc). They should 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: V.A-D; 2.2.: II.A-B, III.A; 2.3: I.B, D, V.D, VI.C-D

1-5 EVIDENCEARGUMENTCONTEXTINTERPRETSYNTHESISCOMPARE

2.1-2.4

62 Assessment Students will take a MC, short answer, or constructed response 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”

2.2-2.4

63-64

1. Introduce the importance of the Industrial Revolution through visual sources.2. Appreciate the causes and process of industrialization in Great Britain.

1. Offer the following statement to students for consideration: “Many historians consider the Industrial Revolution the most important event in human history.” Ask them to reflect for several moments on the reasons for this claim.2. Using the visual sources from Chap. 11 of Sherman, have students work in small groups, divide up the sources, read through them, and identify the issues they highlight related to 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.

All of 2.2; 2.3: III.B-C; 2.4: I.A, II.A-D, IV.A-D

1, 2, 5 EVIDENCECONTEXTCAUSESYNTHESISINTERPRETARGUMENTCONTINUITY

2.2, 2.4, 3.1

65-66

1. Provide an overview of the major industries that defined the Industrial Revolution.2. Analyze the nature of technological change.3. Use statistical data to assess the impact of the Industrial Revolution.

1. Explain some of the key industries that marked the early stages of industrialization in Britain: textiles, steam power, coal-mining, iron/steel, railroads, chemicals. 2. Ask students to consider how these industries might be related. This can be done through creation of a visual map using Inspiration software or simply paper and pencil. Survey student responses, emphasizing that the process of moving 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.

2.2: I.A, C, & D; 2.4: IV.B-D; 3.1: I.A-D

2, 5 CONTEXTEVIDENCECONTINUITYARGUMENTSYNTHESIS

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.

2.4,3.2,3.3

67-69

1. Visually convey the effects of rapid industrialization and urbanization.2. Evaluate the social, economic, and environmental consequences of rapid industrialization and urbanization.

1. Provide students with a standard blank sheet of paper (8.5” x 11”) and tell them that they will be portraying the effects of industrialization and urbanization as an English village is transformed from a village to major industrial city.2. To follow the directions for the game, please see:http://www.thecaveonline.com/APEH/TheUrbanGame.htm. 3. This activity will take about 1.5-2 class periods.4. To extend the activity, divide students into small groups and 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.

2.4: I.A, IV.A-D; 3.2: I.A, II.A-C, III.A-F; 3.3: II.C

2, 5 CAUSEPERIODCONTINUITYEVIDENCEARGUMENTSYNTHESISINTERPRETCONTEXT

3.1, 3.2

70 1. Understand the experience of industrialization on the continent compared to that of Great Britain.2. Analyze the factors that tend to promote and hinder technological development.

1. Assign students to focus on one of the following nations or regions from Chap. 21 of Kishlansky: France, Germany, Russia/Eastern Europe, other lands. Ask students to identify the following for their regions—advantages, disadvantages, policies, assessment.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.

3.1: II.A-E; 3.2: I.A-C, II.A-C, V.A-B

2, 4 COMPAREEVIDENCEARGUMENTCONTINUITYCONTEXT

3.2, 3.3

71 1. Introduce students to the varied responses to industrialization.2. Analyze the effectiveness of these responses in the period, 1780-1850.

1. Assign students briefly to research for homework one of the following responses to industrialization: classical laissez-faire economics (e.g., Smith, Malthus, Ricardo), parliamentary reform, unions, Chartism, utopian socialism, Luddism.2. Place these terms on the board and ask students in small groups (one from each response) to explain their response to their group AND then, as a group, arrange these on a

3.2: I.A, II.A-C, III.D-F; 3.3: I.A-E, II.B-C, III.A-D

2, 4, 5 EVIDENCECONTEXTCONTINUITYCOMPARECAUSE

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.

2.1,3.3,3.4

72 1. Explain the Congress of Vienna settlement.2. Assess the relative success or failure of the Congress and Concert of Europe.

1. Project maps of Europe in the following three periods: 1789, 1810, 1815. Ask students to explain and contextualize the territorial changes evident in each map.2. Give a lecture in which the settlement and congress system is explained, paying particular attention to the following 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.

2.1: V.B & D; 3.3: I.C; 3.4: I.A-D

4 CONTINUITYCAUSEPERIODINTERPRETARGUMENT

3.3,3.4

73-74

1. Understand the roots and principles of various nineteenth-century ideologies.2. Use a variety of sources to present an understanding of these ideologies in historical context.

1. Assign students in small groups to one of the following nineteenth-century ideologies for homework: Conservatism, Liberalism, socialism/feminism, nationalism. Tell them to research and/or create the following: a brief chart that gives the historical roots of the ideology; a selected primary source (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.

3.3: I.A-F, III.A-D; 3.4: I.A-D

2-5 CONTEXTARGUMENTINTERPRETSYNTHESISCOMPARE

3.6 75 1. Identify the features of the Romantic movement.

1. Begin class by surveying students on the characteristic features of the Enlightenment. Explain that while some figures

3.6: I.A-D 3, 4, 5 EVIDENCECONTINUITY

2. Evaluate Romanticism as a reaction to the Enlightenment.3. Develop further skills of visual literacy.

contributed to both movements (e.g., Rousseau), Romanticism is often viewed as a reaction to the Enlightenment.2. Show selected slides of Romantic artists, read the poem by Wordsworth in Chap. 12 of Sherman, and listen to excerpts of 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.

CONTEXTPERIODCAUSESYNTHESIS

3.2-3.4, 3.6

76-77

1. Understand the causes and course of the revolutions of 1848.2. Assess the significance of the revolutions of 1848.3. Express an understanding of the event in a newscast format.

1. Well in advance, assign a group of students to present a news broadcast on the revolutions of 1848. This can be presented live or taped in advance.2. The broadcast should include the following segments: background on causes and revolutions during 1815-47, updates from geographic reasons, interviews, an editorial, a mini-debate, a wrap-up on its significance.3. To conclude the lesson, ask students to read the 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.”

3.2: I.A-C, II.A-C, V.A-B; 3.3: I.A-F, II.C, III.A-D; 3.4: I.A-D; 3.6: I.A-D

2, 4, 5 CAUSE EVIDENCECONTINUITYCOMPAREINTERPRETSYNTHESISPERIODARGUMENT

2.2-2.4,3.1-3.4,3.6

78 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

3.3 79 1. Explain the evolution of nationalism during the nineteenth century.2. Understand the role nationalism

1. Write the word “nationalism” on the board. Ask students to create a brief visual map that identifies the characteristics that might create a sense of common identity in a nation (e.g., language, history, heroes, flag, folklore, religion, common

3.3: I.F 4, 5 EVIDENCECONTINUITYCAUSEPERIOD

played in European politics and diplomacy in the nineteenth century.

enemy, citizen army, uniform legal code, culture, etc.). Survey responses and help develop the concept further. 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.

COMPARECONTEXT

3.4 80-82

1. Understand the role of the Crimean War in setting up the diplomatic situation for unification of Italy and Germany.2. Assess the use of Realpolitik by Cavour and Bismarck in their unifications of Italy and Germany.

1. Present a brief overview of the Crimean War, emphasizing the following points: the breakdown of the Concert of Europe, the role of nationalism, the status of the Eastern Question, the result for subsequent diplomacy, the industrialization of warfare and new weapons.2. Explain that the war opened the way for the unification of 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.

3.4: II. A-C, III.A-E

2, 4 INTERPRETARGUMENTEVIDENCESYNTHESISCONTEXTCOMPARE

3.3, 3.4

83-84

1. Understand several models of nation-building.2. Evaluate the efforts of nations to strengthen their internal unity.

1. Assign students to one of the following nations and have them focus their attention in the Kishlansky reading on understanding its model of reform: Great Britain, France, Russia, Austria-Hungary. 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.

All of 3.3; 3.4: II.D-E

2, 4 COMPAREEVIDENCECONTEXTCONTINUITY

3.1-3.3

85 1. Identify the features of the Second Industrial Revolution.2. Analyze the impact of the Second Industrial Revolution on European society.

1. Write the dates “1875-1910” on the board. Tell students that even including the present age of computer technology, this represents the greatest explosion of technological and scientific progress in human history. 2. Review some of these developments with students. For specifics, see http://www.public.asu.edu/~warrenve/IR2.html. 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.

3.1: III.A-D; all of 3.2; 3.3: I. A-F

2, 4, 5 EVIDENCECONTINUITYCONTEXTPERIODCAUSESYNTHESIS

3.5 86-87

1. Explain the major means and motives for imperialism in the period 1870-1914.2. Construct an interpretation as to which of these motives proved decisive in driving the New Imperialism

1. Project a map of Africa ca. 1870 and then another ca. 1914. Ask students to explain what differences they notice in the two maps. Prompt them to account for these differences.2. Review some of the major technological, transportation, and communications developments that allowed for the creation of direct overseas empires. Briefly review the economic, 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

3.5: I.A-C, II.A-C

1, 2, 4 EVIDENCEARGUMENTSYNTHESISCONTEXTCAUSEINTERPRET

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 employed by European powers to establish hegemony in Asia and Africa.2. Use a short story to assess the impact of imperialism on both Europe and Asia/Africa.

1. Assign students for homework to one of the following areas to identify and assess their responses to European imperialism: Africa, India, China, Japan.2. Ask each group to present its area in 3-5 minutes, while students organize their ideas for purposes of comparison and contrast. Conduct a brief discussion that draws out the 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.

3.5: III.A-D, IV.A-C

1, 2, 5 CONTEXTCAUSESYNTHESISINTERPRETEVIDENCECOMPARE

3.1-3.5

89 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

3.2, 3.3, 3.5, 3.6

90 1. Introduce the concept of modernism as it applies to society, ideas, and culture.2. Analyze trends in modern art through use of a specific painting.

1. Place the term “modern” on the board and ask students to identify the essential characteristics of the concept. After a brief survey, explain that the term has a meaning in a specific historical context, not simply meaning “current.” 2. To illustrate, project an image of Boccioni’s “Unique Forms 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.

All of 3.2 and 3.3; 3.5: III.C; 3.6: III.D

2, 3, 4, 5

EVIDENCECONTEXTCONTINUITYCAUSESYNTHESIS

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 social impact.

previous “urban game.” Tell them they will be reforming these cities according to the new principles of urban planning. Begin with this thought experiment: Imagine you are walking 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.

(except V); 3.3: II.A-E

CAUSECONTEXTCONTINUITY

3.1, 3.2, 3.3, 3.6

92-94

1. Research and place in context the components of mass society through a “modernism expo.”2. Analyze the concept of modernism as it applies to European developments, 1850-1914.

1. Assign students in small groups to one of the following topics: education, sports, New Women, white collar jobs, medicine, communications/transportation, workers/unions. For homework, students can begin researching on these topics.2. Each group will produce the following for the expo (teachers may wish to take a moment to explain the concept of an expo, 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.

3.1: I.D; all of 3.2; 3.3: I.D, II.A-E, III.A-D; 3.6: II.C

2, 3, 4, 5

SYNTHESISCONTEXTCOMPARECONTINUITY

3.3, 3.4

95-97

1. Introduce and define the concept of mass politics.2. Analyze the characteristics of mass politics as experienced in the major nations of Europe.

1. Begin the lesson by providing some context with this question: “What event introduced mass politics, or the idea that government should represent the will of the people?” (Answer: the French Revolution). Explain that the nineteenth century represents an ongoing effort to realize or block this ideal. New communications and transportation technologies

All of 3.3; 3.4: II.C-E

2, 4 COMPARECAUSEEVIDENCEARGUMENTINTERPRETCONTEXT

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 98-99

1. Use primary sources to identify and understand the key intellectual developments of the period.2. Evaluate the impact of modern ideas in the period.

1. Begin class by noting the significance of the era 1850-1914 for major intellectual developments and the richness of developments in science, social science, and philosophy. 2. Using a data collection chart, jigsaw the relevant readings, images, and interpretations in Chap. 14 of Sherman. Employ interpretive questions to direct students toward the relevant themes: glorification of the irrational, alienation, struggle, subjectivity, randomness. 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?”

3.6: II.A-D, III.A-D

3 EVIDENCEPERIODCAUSECONTEXTINTERPRETARGUMENTCOMPARESYNTHESIS

3.5, 3.6

100-101

1. Understand major artistic movements in the period (1850-1914).2. Analyze the themes and approaches of modern art.

1. Have students read the first part of Guillaume Apollinaire’s The Cubist Painters (available at Googlebooks) and discuss how the artist/writer sees the task of the painter. Emphasize how this task has changed with the advent of photography. Also, note for students several trends in the eclectic era of art from 1850-1914: self-expression, abstraction, light/shadow, everyday scenes, technology, social commentary.

3.5: III.C; 3.6: I.D, II.D, III.D

3 PERIODCOMPARECONTEXTCONTINUITYEVIDENCEARGUMENTINTERPRET

2. For homework, assign students to one of the following 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.”

SYNTHESIS

3.1-3.6

102 Assessment Students will take a MC, short answer, or constructed response 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”

3.3-3.6, 4.1, 4.3

103-104

1. Introduce the importance of the First World War.2. Analyze the causes of the First World War.

1. Project an image of the Vietnam War Memorial on a screen and ask if students have visited it. Convey the importance of the memorial and what it symbolizes about the ca. 58,000 Americans who were killed. Now ask how long would a memorial have to be to include the roughly 9 million killed during WWI (answer: about 14 miles). Teachers may use

3.3: III.A-D; 3.4: III.C-E; 3.5: III.B; 3.6: II.B-C, III.A-D;

1-5 EVIDENCEARGUMENTINTERPRETCAUSECONTEXTCONTINUITY

additional statistics to convey the scale and scope of the war at:http://www.spartacus.schoolnet.co.uk/FWWdeaths.htm.2. Tell students that one of the most hotly contested historical 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: I.A; 4.3: I.A, IV.A

SYNTHESIS

4.1 105 1. Appreciate the nature of the First World War.2. Trace the phases of the First World War.

1. Ask students to identify the technologies that defined the First World War. Write these on the board and then ask for analysis of how these affected the nature of the conflict. Emphasize the discrepancy between the Napoleonic tactics and 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: I.B-E 2, 3, 4 EVIDENCEPERIODCONTINUITYCONTEXT

4.1, 4.3, 4.4

106-107

1. Understand the features of total war in the twentieth century.2. Research the expressions of total war in the major combatant nations.3. Analyze the similarities and

1. Ask students to define the features of total war (from their textbook reading). Assist in refining the concept and its effect on the political and economic regimes of the combatant nations.2. Show relevant clips from the Episode “Total War” from The Great War as students develop an outline of visual map of the

4.1: I.B-E; 4.3: II.D; 4.4: I.A, III.A-B

1, 2, 4, 5

COMPAREEVIDENCEINTERPRETCONTEXTSYNTHESISCAUSE

differences in the practice of total war.

concept.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).

4.2 108-110

1. Identify the long- and short-term causes of the Russian Revolution.2. Trace the course of the Russian Revolution from 1917-1924.3. Evaluate an interpretation of the Russian Revolution.

1. Begin the lesson by noting that the Soviet Union was the first experiment in socialism, and that its existence coincides with the traumatic twentieth century (1914-1991). Note that the lesson will explore how the Soviet Union came to be.2. Provide an explanation of the long- and short-term factors leading up to the Russian and Bolshevik Revolutions in Russia. Background essays to supplement the presentation can be found with the Russian Revolution unit at the Choices 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: I.A-C 2, 4, 5 EVIDENCEPERIODCAUSECONTEXTCOMPAREINTERPRETSYNTHESISARGUMENT

4.2-4.4

111 1. Understand the toll of the First World War on European society.2. Use a variety of sources to analyze the psychological impact of the First World War.

1. Begin the lesson with some paintings from artists such as Paul Nash and Otto Dix. Ask students to comment on how the works capture the emotional impact of the First World War.2. Show several brief clips from The Great War, such as “Shellshock” (from Episode “Mutiny”) and “The Road Back” and “Pilgrimage” (from Episode “War Without End”). As students watch, they can write a focused paragraph on how the war helped create the Lost Generation.3. Return to the use of statistics (see sites above) and maps in

4.1: II.A-D, III.A-F; 4.2: I.A-D, II.A-D, III.A-D; 4.3: I.A-D, II.A-D, IV.A-D; 4.4: I.A-B,

1-5 EVIDENCECAUSECONTINUITYARGUMENTINTERPRETSYNTHESISCONTEXT

attempt to capture the economic, political, diplomatic, and social impact of the conflict. Lead a brief discussion with students assessing the overall impact of the conflict.

II.A-C, III.A-B

3.3-3.6, 4.1-4.4

112 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

4.3, 4.4

113-114

1. Understand the situation and mood of Europe following the First World War.2. Identify the developments in elite and popular culture and evaluate their role in the interwar period.

1. Begin the lesson by asking students to jigsaw the readings by Remarque, Linke, Hauser, Gasset, and Wohl from Chap. 16 in Sherman. In small groups, instruct students to identify the mood and problems facing Europe during the postwar period. Lead a discussion and place these in context of the themes of the unit (upheaval, political instability, economic turmoil, dissatisfaction with Versailles, etc.).2. Provide background on the developments in elite and 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.

4.3: I.A-D, II.A-D, IV.A-D; 4.4: I.A, II.A-C, III.A-B

1, 2, 3, 5

EVIDENCECONTEXTCAUSECONTINUITYARGUMENTINTERPRETPERIODSYNTHESIS

4.1, 4.2, 4.4

115 1. Identify the features of the Treaty of Versailles settlement.2. Evaluate the effectiveness of postwar collective security

1. For homework, assign students the relevant pages in Kishlansky and also to visit the following site: http://www.johndclare.net/peace_treaties1.htm. They are to develop an outline to be used in class discussion on the

4.1: I.E, II.A-D, III.A-B, VI.A; 4.2:

1, 2, 4 CONTEXTCONTINUITYINTERPRETEVIDENCE

arrangements in the period, 1918-1933.

Versailles settlement.2. Lead a graded group discussion with questions targeted to 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.

III.A-B; 4.4: I.A-B

CAUSESYNTHESIS

4.1, 4.2, 4.4

116 1. Identify the elements and effects of the Great Depression.2. Assess the responses of the democracies to the Great Depression.

1. For homework, assign students to research one of the following nation’s response to the Great Depression: Great Britain, France, Scandinavia, Spain, Eastern Europe.2. Begin the lesson, by asking students to read a selection from J.M. Keynes’s Economic Consequences of the Peace at: 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: II.D; 4.2: II.D, III.A-D; 4.4: I.B

1, 2, 4 COMPARECONTEXTEVIDENCESYNTHESISCAUSE

4.1, 4.2, 4.4

117-118

1. Understand the key features of fascism and its roots in the pre-WWI period.2. Explain the rise of fascism in Italy and assess the policies of Mussolini. 3. Use primary sources to draw appropriate historical conclusions.

1. For homework, students will read the selection by Mussolini in Chap. 17 of Sherman and identify the key features of fascism.2. Begin the lesson, by instructing students to make a Venn diagram for the conception and policies of rule for absolutism in the 17th century and totalitarian governments in the 20th century. Lead a brief discussion that emphasizes the 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

4.1: III.A; 4.2: II.A-B; 4.4: III.A-B

4 CAUSEEVIDENCECONTEXTSYNTHESISINTERPRETARGUMENT

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, 4.4

119 1. Explain the policies of the Soviet Union under Stalin, 1928-1940.2. Evaluate the impact of these policies for the modernization of the Soviet Union and on its citizens.

1. For homework, ask students to read appropriate selections from the Internet Modern History Sourcebook (see sections “Russ Rev” and “PW E Europe”) on Stalinism. Make sure that they consult sources by Stalin himself on the goals of Soviet policy in the interwar period.2. To begin class, take the role of a supporter of Stalin. 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.

4.2: I.D-E; 4.4: III.A-B

2, 4, 5 EVIDENCECONTINUITYINTERPRETARGUMENTSYNTHESISCONTEXT

4.1, 4.2, 4.4

120-121

1. Analyze the reasons for the failure of the Weimar Republic in Germany.2. Evaluate the consequences of this failure for European politics and diplomacy.3. Write an effective essay that includes an introduction, organized body paragraphs, and a conclusion.

1. Write this question on the board to begin class: “Analyze the economic and political reasons for the failure of parliamentary democracy in Germany, 1918-1933.” Explain to students that they should keep this question in the back of their minds as they examine the issue.2. Teachers may wish to use and adapt the Choices program unit on Weimar Germany: http://www.choices.edu/resources/detail.php?id=14. Use the visuals and charts to highlight the issues facing the Weimar Republic. Note: the documents in Chap. 16 of Sherman can

4.1: II.D, VI.A; 4.2: II.A-B, III.A-D; 4.4: I.A-B, III.A-B

2, 4 CAUSECONTEXTCONTINUITYARGUMENTINTERPRETSYNTHESIS

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, 4.2, 4.4

122-123

1. Use a propaganda film to infer Nazi policies and methods.2. Explain the goals of Nazi policies and their impact on Germany in the period 1933-1945.

1. Begin class by explaining that students will be watching clips from the most (in)famous propaganda film ever made (“Triumph of the Will):http://www.youtube.com/watch?v=wsTBkrrl5Gg. As they watch selected clips, ask them to create a visual map of Nazi goals, rhetoric, and methods of rule. 2. When the film is completed, lead a discussion that focuses 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: II.D, III.A-B; 4.2: II.A-B; 4.4: III.A-B

3, 4, 5 EVIDENCEINTERPRETCAUSECONTEXTSYNTHESISINTERPRETARGUMENT

4.1, 4.2, 4.3

124 1. Trace the evolution of Nazi foreign policy from 1933-1939.2. Explain the reasons for appeasement of Hitler (and fascism).3. Evaluate the policy of appeasement in a simulated parliamentary debate.

1. For homework, assign students to visit: http://www.spartacus.schoolnet.co.uk/2WWappeasement.htm and read the documents on appeasement, taking notes in preparation for a parliamentary debate.2. Briefly identify the key foreign policy crises provoked by the fascist powers in the period 1933-1939 in the context of their goals.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

4.1: III.B; 4.2: II.A-C, III.A-D; 4.3: II.D

1, 4 EVIDENCEARGUMENTINTERPRETCONTEXTCAUSE

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, 4.4

125-126

1. Understand the nature and phases of World War II.2. Analyze the effect of Nazi occupation on various European nations.3. Trace the evolution of Nazi policies of genocide.

1. Begin class by noting that World War II constitutes the largest event in human history. 2. Provide a brief overview of the phases of the war, focusing on new tactics and technologies (e.g, Blitzkrieg), the building of the Grand Alliance, and reasons for the defeat of the Axis powers.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: III.C-F; 4.4: I.C, III.A

1, 4 COMPARECONTEXTCONTINUITYCAUSEEVIDENCEPERIOD

4.1, 4.4

127 1. Highlight important interpretive issues from the interwar period and World War II.2. Provide an opportunity for student research and the forming of historical arguments.

1. In advance, assign students to research and write a brief paper on one of the following topics: A) To what extent did the outside world know about the Holocaust and should it have done more to stop it?, B) Analyze the economic, diplomatic, and military reasons for Germany’s failure to win WWII, C) 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

4.1: III.C-F; 4.4: I.C, III.A

1, 4 EVIDENCEARGUMENTINTERPRETCONTEXTSYNTHESIS

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.

4.1-4.4

128 Assessment Students will take a MC, short answer, or constructed response test on the key concepts of this unit.

4.1, 4.2

129 1. Introduce themes of the postwar era.2. Identify the major features of the Cold War.

1. Show several pictures of cities almost completely destroyed during World War II, such as Warsaw and Berlin. Ask students to identify the postwar issues that these pictures suggest: displaced persons, physical destruction, political division, vacuum of power, moral devastation, etc.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: IV.A-F, V. A-D; 4.2: IV.A-B, V.A-D

1, 2, 4, 5

EVIDENCECONTEXTCONTINUITYCAUSEPERIOD

4.1, 4.2

130-131

1. Research the important events and phases of the Cold War.2. Analyze the causes, consequences, and end of the Cold War.3. Use historical evidence to form an interpretation.

1. Students may use both primary sources and secondary interpretations to support their sides, including Chap. 18-19 of Sherman, the Internet Modern History Sourcebook (http://www.fordham.edu/halsall/mod/modsbook46.html), http://www.gwu.edu/~nsarchiv/coldwar/interviews/, and http://cgi.turnerlearning.com/cnn/coldwar/cw_crcns.html. Each team should devise 3-4 major interpretations, 3-4 counterarguments, and employ a list of 40 key terms provided 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

4.1: IV.A-F, V.A-D; 4.2: IV.A-B, V.A-D

1, 2, 4, 5

EVIDENCEARGUMENTINTERPRETCAUSESYNTHESISCONTEXTCONTINUITYCOMPARE

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, 4.3, 4.4

132-133

1. Understand the development of the Soviet Union and Eastern Europe following WWII.2. Analyze the reasons for the collapse of communism in Eastern Europe.3. Assess the prospects for the integration of the former Soviet bloc into the EU and NATO.

1. Provide an overview of Soviet history from 1945-1991 with an emphasis on the issues of economic productivity, internal dissent, and the changing fortunes of reform. 2. Assign a group of students to use the documents in Chap. 19 of Sherman to research and interpret the reasons for the collapse of the Soviet Union. Divide the remainder of the class into groups to research an Eastern bloc nation’s development in this same period: Poland, East Germany, Hungary, Czechoslovakia, Romania, Yugoslavia. Each group should use 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: IV.D & F; 4.2: V.A-E; 4.3: III.C, 4.4: I.E

2, 4 EVIDENCECONTINUITYCOMPARECAUSEARGUMENTINTERPRETSYNTHESISCONTEXTPERIOD

4.1, 4.2, 4.4

134-135

1. Trace the development of efforts toward Western European recovery and unity in the postwar period.2. Evaluate the impact and success of Europe’s postwar recovery and movement toward unity.

1. Show maps indicating the membership in NATO and the EU (and its predecessor organizations) from 1949-present. Ask students what trend the maps indicate and to account for it.2. Provide an overview of political and economic trends in Western Europe in the postwar period. Give balance to both macro trends and the specific issues of recovery and integration in several nations, esp. Britain, France, Germany, and Italy. However, teachers may wish to assign individual 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

4.1: IV.F, VI.A-D; 4.2: IV.A-E; 4.4: I.D-E, IV.A-E

1, 2, 4 CONTINUITYCONTEXTCOMPAREEVIDENCEPERIODSYNTHESISARGUMENTINTERPRET

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, 4.4

136-137

1. Understand the key developments in economic and social life following World War II.2. Analyze the impact of these developments on various social groups and explain their responses to them.

1. Begin with this prompt and ask students to respond in a brief paragraph: “What lessons did governments learn from the period 1918-1945 regarding economic and social policy?” Lead a brief discussion that identifies some of the following: growth of the welfare state, economic planning, international economic/financial organizations. 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,

4.2: IV.A, C & D; 4.4: I.D-E, II.A-E, III.A-F, IV.A-E

2, 4, 5 COMPARECONTINUITYCONTEXTEVIDENCEARGUMENTSYNTHESIS

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.

4.3 138-139

1. Understand the major postwar cultural and intellectual movements in Europe.2. Evaluate how the events of the twentieth century shaped these movements.

1. Ask students what the term “modern” means. After surveying responses, introduce the term “post-modernism.” To help define, provide students with 10 terms for each to show the differences between the two and ask them to sort them into the appropriate categories—e.g, objectivity and subjectivity, Old Left and New Left, etc.2. Assign students to one of the following and for their group 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.

4.3: II.C-D, III.A-D, IV.A-E

3 COMPAREEVIDENCEPERIODCAUSECONTEXTSYNTHESISINTERPRET

140 1. Place European history in the postwar period in a global context.2. Trace and review a major theme of European history from 1450-present.

1. Place the phrase of “interaction with the world” on the board and instruct students to take 3-4 minutes to brainstorm the key events/developments of the course oriented around this theme for European history. Survey responses briefly.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.

4.1: VI.A-D

1 CONTINUITYPERIODARGUMENTCAUSE