Access the SAS content at: www.pdesas.org Modern Europe (Levels 1 and 2) Unit 1: The Enlightenment Suggested Duration: about 10 days Standards, Big Ideas, and Essential Questions Big Idea: The Enlightenment and Age of Reason witnessed a discovery of new and better ways to govern society, create art, and stimulate trade. Its radical new ideas influenced both the American and French Revolutions. Concepts Standards: •
8.1.12; 8.4.12
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Who were some Enlightenment thinkers and what were their ideas? How did philosophers •
of the Enlightenment influence thinking on political issues? How did the Enlightenment promote revolution in the American colonies? In France? Who were some composers, artists, Vocabulary/Content The Enlightenment RTM Core Social Studies Skills: • Applied reason to the human world, as well as to • Map skills the rest of the natural world
• Interpretation of Enlightenment • Stimulated religious charts and graphs thinkers believed that tolerance • Analysis and human progress was • Fueled democratic interpretation of possible through the revolutions around the political cartoons application of world • Analysis and scientific knowledge interpretation and reason to issues based on synthesis Enlightenment thinkers and their of law and of facts government. ideas • Notetaking and Enlightenment ideas • Thomas Hobbes’ Leviathan: organizational skills influenced the leaders Humans coexist in a of the American • Reading primitive “state of nature” Revolution, the comprehension and consent to government writing of the • Research skills for self‐protection Declaration of • Written and oral • John Locke’s Two Treatises Independence, and expression of facts of Government: People are the French Revolution and concepts sovereign and consent to (which is the topic of the government for the next unit). Students will be able to: protection of natural rights th
The 16th‐18 to life, liberty, and property • Explain the political, centuries brought religious, and social • Montesquieu’s The Spirit of many changes in the ideas of the the Laws: The best form of arts, literature, and Enlightenment and the government includes a political philosophy. ways in which they separation of powers influenced the • Jean‐Jacques Rousseau’s founders of the United The Social Contract: States Government is a contract • Describe the expansion between rulers and the of the arts, philosophy, people. Students should know that: •
Competencies and Social Studies Core Skills Instructional Materials Textbook: Chapter 5 What is the Enlightenment? By Emmanuel Kant Declaration of Independence The Crisis by Thomas Paine Suggested Activities Students should read and analyze What is the Enlightenment in order to understand the different mentality Create a chart comparing each philosopher’s (Hobbes, Locke, Rousseau, Montesquieu, Voltaire, Diderot, Adam Smith) view of nature, his ideas on government, and his impact on the US government Analyze the Declaration of Independence for Enlightenment ideas Translate The Crisis into contemporary philosophers, and writers of the period? literature, and new technology •
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Voltaire: Religious toleration should triumph over religious fanaticism; separation of church and state Denis Diderot: The Encyclopedia Adam Smith’s The Wealth of Nations Laissez faire Influence of the Enlightenment • Political philosophies of the Enlightenment fueled revolution in the Americas and France. • Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas. • The Constitution of the USA and Bill of Rights incorporated Enlightenment ideas. Representative composers, philosophers, and writers • Johann Sebastian Bach: Baroque composer • Wolfgang Amadeus Mozart: Classical composer • Voltaire: philosopher • Miguel de Cervantes: Novelist New schools of art and forms • Painting depicted classical subjects, public events, natural scenes, and living people (portraits) • New forms of literature evolved, such as the novel English and analyze the impact of Enlightenment ideas on the work (e.g., Don Quixote) Access the SAS content at: www.pdesas.org Modern Europe (Levels 1 and 2) Unit 2: The French Revolution and Napoleon Suggested Duration: about 10 days Standards, Big Ideas, and Essential Questions Big Idea: The ideas of the Enlightenment and American Revolution sparked the French Revolution which caused the French to overthrow their absolute monarchy in hopes of creating a democratic new government. Napoleon’s appointment not only ended the revolution but changed the political boundaries of Europe forever. Concepts Students should know that: •
Standards: •
8.1.12; 8.4.12
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How did the ideas of the Enlightenment cause the French Revolution? What was the legacy of Napoleon? What was the significance of the •
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Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of The ideas of the charts and graphs Enlightenment and • Analysis and French participation interpretation of in the American political cartoons Revolution influenced • Analysis and the French people to interpretation view their based on synthesis government in new of facts ways. They overthrew the • Notetaking and absolute monarchy organizational skills and established a new • Reading government. comprehension The French • Research skills Revolution left a • Written and oral powerful legacy for expression of facts world history: secular and concepts society, nationalism, and democratic ideas. Students will be able to: Napoleon’s attempt • Describe the causes to unify Europe under and events of the French domination French Revolution was unsuccessful. • Assess the impact of The Congress of Napoleon and the Vienna attempted to Congress of Vienna, restore Europe as it including changes in had been before the political boundaries in French Revolution Europe after 1815 and Napoleonic Vocabulary/Content Causes of the French Revolution • Influence of Enlightenment ideas • Influence of the American Revolution Events of the French Revolution • Storming of the Bastille • Reign of Terror Outcomes of the French Revolution • End of the absolute monarchy of Louis XVI • Rise of Napoleon Legacy of Napoleon • Unsuccessful attempt to unify Europe under French domination • Napoleonic Code • Awakening of feelings of national pride and growth of nationalism Legacy of the Congress of Vienna • “Balance of power” doctrine • Restoration of monarchies • New political map of Europe
• New political philosophies (liberalism, conservatism) Instructional Materials Suggested Activities Create a political Text: Chapter 6 cartoon from perspective of a The French member of the Revolution – 3rd estate History Channel video Have students Movie clip: Marie write an essay in which they Antoinette decide whether Napoleon’s reign was a sign of the revolution’s failure or triumph. Create a chart comparing Europe before and after the Congress of Vienna Congress of Vienna? conquests. Access the SAS content at: www.pdesas.org Modern Europe (Levels 1 and 2) Unit 3: Industrial Revolution and Imperialism Suggested Duration: about 8 days Standards, Big Ideas, and Essential Questions Big Idea: Advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Though capitalism fueled the Industrial Revolution and led European nations to conquer African and Asian lands in order to acquire resources, new economic systems like socialism were being considered. Concepts Students should know that: •
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Standards: 8.1.12; 8.4.12
Essential Questions: 8. Why did the Industrial Revolution originate in England? 9. Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism? 10. How did the Industrial •
Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of The Industrial charts and graphs Revolution began in • Analysis and England and spread to interpretation of the rest of Western political cartoons Europe and the • Analysis and United States. interpretation With the Industrial based on synthesis Revolution came an of facts increased demand for • Notetaking and raw materials from organizational skills the Americas, Asia, and Africa. • Reading comprehension Advancements in technology produced • Research skills the Industrial • Written and oral Revolution, while expression of facts advancements in and concepts science and medicine altered the lives of Students will be able to: people living in the • Cite scientific, new industrial cities. technological, and Agricultural industrial economies were developments and based on the family explain how they unit. The Industrial brought about Revolution had a urbanization and significant impact on social and the structure and environmental function of the family. changes Vocabulary/Content Industrial Revolution •
Originated in England because of its natural resources and the invention and improvement of the steam engine •
Spread to Europe and the U.S. •
Role of cotton textile, iron, and steel industries •
Relationship to British Enclosure Movement •
Rise of the factory system and demise of cottage industries •
Rising economic powers that wanted to control raw materials and markets throughout the world Technological advances •
Spinning jenny: James Hargreaves •
Steam Engine: James Watt •
Process for making steel: Henry Bessemer Science and medical advancements •
Development of smallpox vaccination: Edward Jenner •
Discovery of Bacteria: Louis Pasteur Impacts of the Industrial Revolution on industrialized countries •
Population increase •
Increased standards of living for many but not all •
Improved transportation Instructional Materials Text Chapters 7, 9, and 12. Rules of a Factory in Berlin and other accounts on factory life Kikuyu tribe fable on imperialism Suggested Activities Create a chart of the inventors and scientists of the IR, what their contribution was and how it changed people’s lives. Create a political cartoon on imperialism from either the perspective of an African/Asian native or an imperialist. Labor union/management simulation in which students break up into 2 sides and negotiate a new contract. Create chart comparing capitalism, socialism, Marxism, and communism. Revolution produce changes in culture and society? 11. How did the Industrial Revolution impact the lives of women, children, and the family? 12. Why did workers organize into labor unions? 13. What was the role of capitalism and market competition in the Industrial Revolution? 14. What were some theories opposed to capitalism? 15. Why did European countries participate in imperialism and a race for colonies? 16. What were some responses of colonized peoples to European imperialism? •
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The Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers’ rights. Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Some dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism. Industrial nations in Europe needed natural resources and markets to expand their economies. These nations competed to control Africa and Asia in order to secure their own economic and political success. Imperialism spread the economic, political, and social philosophies of Europe throughout the world. Resistance to imperialism took •
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Explain the emergence of capitalism as a dominant economic power, and the subsequent development of socialism and communism Describe the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, and the labor union movement Explain the rise of Industrial economies and their links to imperialism and nationalism Assess the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples •
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Urbanization Environmental pollution Increased education Dissatisfaction of working class with working conditions Growth of the middle class •
The nature of work in the factory system •
Family‐based cottage industries displaced by the factory system •
Harsh working conditions with men competing with women and children for wages •
Child labor that kept costs of production low and profits high •
Owners of mines and factories who exercised considerable control over the lives of their laborers Social effects of the Industrial Revolution •
Women and children entering the workplace as cheap labor •
Introduction of reforms to end child labor •
Expansion of education •
Women’s increased demands for suffrage The rise of labor unions •
Encouraged worker‐organized strikes to demand increased wages and improved working conditions •
Lobbied for laws to improve the lives of workers, including women and children •
Wanted workers’ rights and collective bargaining between labor and management Capitalism •
Adam Smith’s The Wealth of Nations many forms, including armed conflict and intellectual movements. •
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Role of market competition and entrepreneurial abilities Impact on standard of living and growth of the middle class Dissatisfaction with poor working conditions and the unequal distribution of wealth in society Socialism and Communism •
Karl Marx’s The Communist Manifesto (written with Friedrich Engels) and Das Kapital •
Response to the injustices of capitalism •
Importance to communists of redistribution of wealth Forms of imperialism •
Colonies •
Protectorates •
Spheres of Influence Imperialism in Africa and Asia •
European domination •
European conflicts carried to the colonies •
Christian missionary efforts •
Spheres of influence in China •
East India Company’s domination of Indian states •
Suez Canal •
America’s opening of Japan to trade Responses of colonized peoples •
Armed conflicts (e.g. Boxer Rebellion and Sepoy Rebellion) •
Rise of nationalism (e.g. first Indian nationalist party founded in mid‐1800s) Access the SAS content at: www.pdesas.org Modern Europe (Levels 1 and 2) Unit 4: Unifications of Germany and Italy Suggested Duration: about 4 days Standards, Big Ideas, and Essential Questions Big Idea: Nationalism drove the people of Germany and Italy to create their own nation‐states long after the rest of Europe. Concepts Students should know that: •
Standards: 8.1.12; 8.4.12
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Essential Questions: 17. How did nationalism influence the German and Italian people? 18. What events led to the unification of Italy? 19. What role did Otto von Bismarck play in the unification of Germany? •
The rise of nationalism was a powerful force behind European politics during the 19th century. Widespread demands for political rights led to revolutions and legislative actions in Europe. Italy and Germany became nation‐states long after the rest of Europe. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: •
Map skills •
Interpretation of charts and graphs •
Analysis and interpretation of political cartoons •
Analysis and interpretation based on synthesis of facts •
Notetaking and organizational skills •
Reading comprehension •
Research skills •
Written and oral expression of facts and concepts Students will be able to: •
Explain the events related to the unification of Italy and the role of Italian nationalists •
Explain the events related to the unification of Germany and the role of Bismarck Vocabulary/Content The terms of the Congress of Vienna led to widespread discontent in Europe, especially in Italy and the German states. Unsuccessful revolutions of 1848 increased nationalistic tensions. Unification of Italy •
Count Cavour unified Northern Italy •
Giuseppe Garibaldi joined southern Italy to northern Italy •
The Papal States (including Rome) became the last to join Italy Unification of Germany •
Bismarck led Prussia in the unification of Germany through war and by appealing to nationalist feelings •
Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power •
The Franco‐Prussian War led to the creation of the German state. Instructional Materials Text Chapter 10 Famous quotes of Bismarck Suggested Activities Analyze quotes of Bismarck to gauge his political beliefs. Create a chart comparing both unifications according to: the year of unification, the cause of nationalism, the state that led the way, the prime ministers who unified it, the kings they worked for, and the opponents of unification in each country. Modern Europe (Levels 1 and 2) Unit 5: World War I Suggested Duration: about 12 days Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Big Idea: WWI was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European life, wrecked European economies, and planted the seeds for a second world war. Concepts Students should know that: •
Standards: 8.1.12; 8.4.12
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Essential Questions: 20. What were the factors that produced WWI? 21. What were the major events of the war? 22. Who were the major leaders? 23. What were the outcomes and global effects of WWI? 24. What were the terms of the Treaty of Versailles? Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of WWI (1914‐1918) was charts and graphs caused by • Analysis and competition among interpretation of industrial nations in political cartoons Europe and a failure •
Analysis and of diplomacy. The interpretation war transformed based on synthesis European and of facts American life, •
Notetaking and wrecked European organizational skills economies, and • Reading planted the seeds for comprehension a second world war. •
Research skills After WWI, •
Written and oral international expression of facts organizations and and concepts agreements were established with the Students will be able to: purpose of avoiding • Explain economic future conflicts. causes, political causes, and major events of the war • Identify major leaders of the war • Explain the outcomes and global effects of the war and the Treaty of Versailles Vocabulary/Content Causes of WWI •
Alliances that divided Europe into competing camps •
Nationalistic feelings •
Diplomatic failures •
Imperialism •
Competition over colonies •
Militarism Major events •
Assassination of Austria’s Archduke Francis Ferdinand •
United States enters the war •
Russia leaves the war Major leaders •
Kaiser Wilhelm II •
Woodrow Wilson •
David Lloyd George •
Georges Clemenceau Outcomes and global effects •
Colonies’ participation in the war which increased demands for independence •
End of the Russian Imperial, Ottoman, German, and Austro‐
Hungarian empires •
Enormous cost of the war in lives, property, and social disruption Treaty of Versailles •
Forced Germany to accept responsibility for war and loss Instructional Materials Text Chapter 14 Primary and secondary sources on the assassination of Francis Ferdinand All Quiet on the Western Front Propaganda posters Suggested Activities Analyze political cartoons regarding who was at fault for causing WWI Analyze primary and secondary sources on the assassination of Francis Ferdinand to understand the strengths and weaknesses of each Read and quiz on All Quiet on the Western Front to develop an understanding of trench warfare and the troops’ changing views on war that occurred. Analyze and create propaganda posters to motivate others to join the war 25. What was the League of Nations and why did it fail? 26. Why was the mandate system created? •
Describe the League of Nations and the mandate system •
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of territory and to pay reparations Limited the German military League of Nations League of Nations •
International cooperative organization •
Established to prevent future wars •
United States not a member •
Failure of League because it did not have power to enforce its decisions The mandate system •
During WWI, Great Britain and France agreed to divide large portions of the Ottoman Empire in the Middle East between themselves. •
After the war, the “mandate system: gave Great Britain and France control over the lands that became Iraq, Transjordan, and Palestine (British controlled) and Syria and Lebanon (French controlled) •
The division of the Ottoman Empire through the mandate system planted the seeds for future conflicts in the Middle East effort. Create chart comparing and contrasting the ideas listed in the 14 Points to the actual deal made in the Treaty of Versailles and how each addressed the causes of WWI. Modern Europe (Levels 1 and 2) Unit 6: The Russian Revolution Suggested Duration: about 8 days (including 4 for project time and presentations) Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Big Idea: Russians revolted against their Tsar due to his autocratic rule, their military defeats in World War I, and poor economic conditions. The end result was the creation of the first communist state that ultimately became the U.S.S.R. Concepts Students should know that: •
Standards: 8.1.12; 8.4.12
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Essential Questions: 27. Why did Russia erupt in revolution while fighting in World War I? 28. How did communism rise in Russia? •
Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and the peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R. Competencies and Social Studies Core Skills Vocabulary/Content RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Cite the causes and consequences of the Russian Revolution Causes of the 1917 Revolutions •
Defeat in war with Japan in 1905 •
Landless peasantry •
Incompetence of Tsar Nicholas II •
Military defeats and high casualties in World War I Rise of Communism •
Bolshevik Revolution and civil war •
Vladimir Lenin’s New Economic Policy •
Joseph Stalin, Lenin’s successor Instructional Materials Text Chapter 14, section 5 Joseph Stalin: Red Terror History Channel DVD Suggested Activities Create a propaganda video that attempts to convert others to communism and the Soviet way of life under Stalin. Modern Europe (Levels 1 and 2) Access the SAS content at: www.pdesas.org Unit 7: The Interwar Period and World War II Suggested Duration: about 12 days Standards, Big Ideas, and Essential Questions Concepts RTM Core Social Studies Skills: • Map skills •
Interpretation of A period of uneven charts and graphs prosperity in the •
Analysis and decade following interpretation of World War I (the political cartoons 1920s) was followed •
Analysis and by worldwide interpretation depression in the based on synthesis 1930s. of facts Depression weakened •
Notetaking and Western democracies, organizational skills making it difficult for •
Reading them to challenge the comprehension threat of •
Research skills totalitarianism. • Written and oral The Depression in the expression of facts 1930s provided and concepts opportunities for the rise of dictators in the Students will be able to: Soviet Union, • Examine events Germany, Italy, and related to the rise, Japan. aggression, and The Treaty of human costs of Versailles worsened dictatorial regimes in economic and the Soviet Union, political conditions in Germany, Italy, and Europe and led to the Japan, and identify rise of totalitarian the major leaders. regimes in Italy and • Cite causes and assess Germany. the impact of Japan emerged as a worldwide depression Big Idea: The unrest created by the Treaty of Versailles and the effects of the Great Depression led to the rise of dictatorships in the Soviet Union, Italy, Germany, and Japan whose aggression caused World War II and the Holocaust. Students should know that: Standards: •
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8.1.12; 8.4.12
Essential Questions: 29. Why did the world experience depression in the 1930s? 30. What political changes resulted from the worldwide depression? 31. Why did dictatorial governments emerge in Germany, Italy, Japan, and the U.S.S.R. after World War I? 32. How did these regimes affect the world following World War I? 33. What were the causes of WWII? •
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Competencies and Social Studies Core Skills Vocabulary/Content Instructional Materials Suggested Activities Causes of worldwide depression •
German reparations •
Expansion of production capacities and dominance of the United States in the global economy •
High protective tariffs •
Excessive expansion of credit •
Stock Market Crash of 1929 Impact of worldwide depression •
High unemployment in industrial countries •
Bank failures and collapse of credit •
Collapse of prices in world trade •
Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse U.S.S.R. during the Interwar Period‐
Joseph Stalin •
Entrenchment of communism •
Stalin’s policies: Five‐year plans, collectivization of farms, state industrialization, secret police •
Great Purge Germany during the Interwar Period‐
Adolf Hitler •
Inflation and depression •
Democratic government weakened •
Anti‐Semitism Text Chapters 16 and 17 Mein Kampf excerpt Schindler’s List or other appropriate video on the Holocaust Primary and secondary source documents on appeasement and the Holocaust Document Based Questions on appeasement and its role in causing WWII 34. What were the major events of WWII? 35. Who were the major leaders of WWII? 36. Why did the Holocaust occur? 37. What are other examples of genocide in the twentieth century? •
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world power after WWI and conducted aggressive imperialistic policies in Asia. A communist dictatorship was established in the Soviet Union by Vladimir Lenin and continued by Joseph Stalin. Many economic and political causes led to World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory. There had been a climate of hatred against Jews in Europe and Russia for centuries. •
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in the 1930s. Explain the economic and political causes of World War II as well as describe the major events and identify the major leaders of the war. Analyze the causes, events, and effects of the Holocaust. •
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Extreme nationalism National Socialism (Nazism) German occupation of nearby countries Italy during the Interwar Period‐Benito Mussolini •
Rise of fascism •
Ambition to restore the glory of Rome •
Invasion of Ethiopia Japan during the Interwar Period‐
Hirohito and Hideki Tojo •
Militarism •
Industrialization of Japan, leading to drive for raw materials •
Invasion of Korea, Manchuria, and the rest of China Economic and Political causes of WWII •
Aggression by the totalitarian powers of Germany, Italy, and Japan •
Nationalism •
Failures of the Treaty of Versailles •
Weakness of the League of Nations •
Appeasement •
Tendencies towards isolationism and pacifism in Europe and the United States Major events of the war (1939‐1945) •
German invasion of Poland •
Fall of France •
Battle of Britain •
German invasion of the Soviet Union •
Japanese attack on Pearl Harbor •
D‐Day (Allied invasion of Europe) •
Atomic bombs dropped on Hiroshima and Nagasaki Major leaders of the war •
Franklin D. Roosevelt: U.S. president •
Harry Truman: U.S. president after death of Roosevelt •
Dwight Eisenhower: Allied commander in Europe •
Winston Churchill: British Prime Minister •
Hirohito: Emperor of Japan •
Hitler •
Stalin •
Mussolini •
Tojo Term to know •
Genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group Elements leading to the Holocaust •
Totalitarianism combined with nationalism •
History of anti‐Semitism •
Defeat in World War I and economic depression blamed on German Jews •
Hitler’s belief in the master race •
Final solution: Extermination camps, gas chambers