CURRICULUM GUIDE Western Civilizations SOW03 Honors SOW05 Regular Level: This course examines European History from the age of democratic revolutions to the space age. Special attention is paid to those 19th century events which have helped to shape the modern world: liberalism, nationalism and imperialism. Emphasis is also given to the two World Wars, European varieties of democracy, socialism and totalitarianism. Honors: This course is for students of above average ability and interest in social studies. It parallels Western Civilization - Modern West, but there is more work with primary sources. Outside reading includes material of greater difficulty and there is greater attention to historical detail. The student is expected to grasp the intellectual as well as the material aspects of Western Civilization.
District 219 Niles Township High Schools Niles North and Niles West Skokie, Illinois
Social Studies Director: Ed Noyes Submitted by: Barbara Buzan, Albert Chan, Angie Sideris, Shaun Waldron Fall 2004
Course Offerings and Requirements
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Instructional Materials
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Agreed Upon Elements
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Units of Instruction
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Each unit includes Student Learning Outcomes Coded to State Goals and Benchmarks
Unit 1 Unit 2 Unit 3A Unit 3B Unit 4 Unit 5 Unit 6 Unit 7 Unit 8A Unit 8B Unit 9 Unit 10
Review of Rise of Western Civilization and Global Studies The Scientific Revolution and Enlightenment The French Revolution The Rise and Fall of Napoleon The Industrial Revolution Imperialism and Nationalism World War I Between the Wars World War II The Holocaust Cold War 1949—1989 Post-Cold War 1989. . . .
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Instructional Materials Required Text(s): Farah, Mounir A., and Andrea Berens Karls. World History: The Human Experience. Columbus, Ohio: National Geographic Society, 1997. Chase, Myrna., James R. Jacob, Margaret C. Jacob, and Marvin Perry. Western Civilization: Ideas, Politics, and Society. Geneva, Illinois: Houghton Mifflin Company, 1996.* Perry, Marvin., Joseph R. Peden, Theodore H. Von Laue, Sources of Western Tradition. 2 vols. Geneva, Illinois: Houghton Mifflin Company, 1995.*
* Honors Level Course 3
Agreed Upon Elements: Course Overview Unit Title Unit 1
Unit Length In weeks 1
Unit 2
Review of Rise of Western Civilization and Global Studies The Scientific Revolution and Enlightenment
Unit 3A
The French Revolution
Unit 3B
The Rise and Fall of Napoleon
Unit 4
The Industrial Revolution
2-3
Unit 5
Imperialism and Nationalism
1-2
Unit 6
World War I
1
Unit 7
Between the Wars
1
Unit 8A
World War II
Unit 8B
The Holocaust
1
Unit 9
Cold War 1949—1989
1
Unit 10
Post-Cold War 1989. . . .
2-3 2-3 1
1-2
3 days
4
Unit 1: Review of Global Studies Second Semester Summary of Unit: This unit will provide the content and the skills necessary for a good foundation for further study of Western Civilizations. This unit shall serve as a review of the important topics that should have been covered second semester in Global Studies. The unit includes a review of the Renaissance, the Reformation, and the Age of Exploration. Course level objectives of topics to be addressed during this unit: Explain the significance of the concept of “revolution” and what role it played in development of Western Civilization. Identify and describe the events which caused Europe to move from the Middle Ages to the modern era. Understand major concepts of the Renaissance, the Reformation, and the Age of Exploration. Explain the significance of these events to the development of European thought. Discuss the global changes that took place as a result of the Age of Exploration. Know the difference between the Catholic Church and the Protestant Church. Make comparisons between Catholic Church and the Protestant Church. Understand the importance of humanism. Demonstrate the ability to identify and describe major works of art created during the Renaissance.* Evaluate the changes that took place in religion, art, architecture, and exploration.* Key concepts and vocabulary: Renaissance Reformation Indulgences Theocracy Predestination Humanism secular Circumnavigation Conquistador Triangular trade Middle Passage Mercantilism Balance of trade Lutheranism 95 Theses Niccolo Machiavelli- The Prince Lorenze de’Medici Michelangelo Buonarroti- David, Sistine Chapel Leonardo da Vinci- Mona Lisa Martin Luther Johannes Gutenberg John Calvin Henry VIII Vasco da Gama Christopher Columbus Ferdinand Magellan Length or Timeline: 1 week Instructional Materials: course textbook 5
Essential Questions that will guide the unit: • What is “Revolution”? • What events caused Europe to transition from the Middle Ages to the “modern” era? • What was humanism? What type of influence did humanism have on the changes in Europe? • What types of technology were developed that allowed for the great advances in exploration? • Who were the great artists of the Renaissance? • What were the causes for the Protestant Reformation? • How did Europe change as a result of the Renaissance, Reformation, ands the Age of Exploration? • Identify and describe major works of art created during the Renaissance.* • Evaluate the changes that took place in religion, art, architecture, and exploration.*
* Honors Level Course
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Unit 2: Scientific Revolution and Enlightenment Summary of Unit: This unit will provide students the opportunity to explore the concept of “revolution” that was first presented in Unit 1, by gaining a greater understanding of the Scientific Revolution and the Age of Enlightenment. Course level objectives of topics to be addressed during this unit: Evaluate the changes that took place in European government as a result of the theories of the Enlightenment challenging absolutism. Identify and describe the events of the Inquisition and the role the Catholic Church played in these events. Identify and describe the scientists and philosophes of the period. Understand the importance of the philosophes and their role in the spread of the Enlightenment. Know the difference between a heliocentric and geocentric universe. Discuss the changes that took place in government, religion and society as a result of the Scientific Revolution and the Enlightenment. Analyze the contribution that each of the scientists and philosophes made to society.* Analysis of the separation between reason and religion that arises as a result of the Scientific Revolution and the Enlightenment.* Key concepts and vocabulary: Enlightenment Scientific Revolution Geocentric Hobbes Heliocentric Locke Cosmology Rousseau Galileo Natural law Copernicus Philosophe Newton Salon Kepler Enlightened despot Scientific Method Montesquieu Diderot Classicism Romanticism Deism Length or Timeline: 2-3 weeks Instructional Materials: course textbook Essential Questions that will guide the unit: • What were the causes of the Enlightenment? • What were the causes of the Scientific Revolution? • What role does the Scientific Revolution play in changing Europe’s cosmology? • What influence did each of the above scientists have on the Scientific Revolution? • What influence did each of the above thinkers have on the spread of the Enlightenment? • What types of technology were developed that allowed for the great advances in science? • How did the changes that took place during the Scientific Revolution and the Enlightenment affect the Church? • How did the changes that took place during the Scientific Revolution and the Enlightenment affect the power and responsibility of government?* • Evaluate the changes in Europe as a result of these movements?*
* Honors Level Course 7
Unit 3A: The French Revolution Summary of Unit: This unit will provide students the opportunity to define the changes that take place in France following the Enlightenment. Similarly, students will also further explore the idea of “revolution” by studying the political changes that take place in the France at the end of the 18th century. Course level objectives of topics to be addressed during this unit: Evaluate the social, political and religious changes that took place in France as a result of the spread of Enlightenment ideas throughout Europe. Analysis of the struggle between monarchy and republic that arose in France as a result of the Scientific Revolution and the Enlightenment.* Compare and contrast the old order to the new order in French society. Identify and describe the causes of the French Revolution. Evaluate that changes that take place in France as a result of the Revolution. Know the key players who took part in the Revolution. Compare and contrast the goals of the Revolution with the results of the Revolution.* Key concepts and vocabulary: Three Estates Louis XVI Marie Antoinette Versailles Bourgeoisie Estates-General National Assembly National Convention Bastille Great Fear Jacobins Girondists Declaration of the Rights of Man Constitution of 1791
Unicameral legislature Émigrés Republic Committee of Public Safety Reign of Terror Robespierre Guillotine The Directory Coup d’etat Napoleon Bonaparte
Length or Timeline: 2-3 weeks Instructional Materials: course textbook Essential Questions that will guide the unit: • What were the causes of the French Revolution? • What were the goals of the French Revolution in 1789? • Which groups formed each of the 3 Estates? How did this lead to Revolution? • What Enlightenment ideas played a role in the French Revolution? • How did Robespierre and the Committee of Public Safety change the course of the Revolution? • How did the changes that took place in France affect the rest of Europe? • Was the French Revolution a success?* • What types of social and political changes took place in France as a result of the French Revolution?* * Honors Level Course 8
Unit 3B: The Rise and Fall of Napoleon Summary of Unit: This unit will take students through the years following the French Revolution. Students will study the rise and fall of Napoleon Bonaparte. Students will analyze the effects and influence that his rule had on France as well as the rest of Europe. Course level objectives of topics to be addressed during this unit: Evaluate the social, political and religious changes that took place in France as a result of the French Revolution Analysis of the struggle between republic and dictatorship that arose following the French Revolution. * Know the events that lead to Napoleon’s rise to power. Evaluate that changes that take place in France as a result of Napoleon’s control of France. Understand the impact of Napoleon’s changes in government, society, education, and religion. Identify and describe the events that led to Napoleon’s loss of power in France. Evaluate the influence of his rule on France and the rest of Europe.* Key concepts and vocabulary: coup d’etat Napoleon Bonaparte Consulate dictatorship Napoleonic Code Civil Constitution of the Clergy Concordat of 1801
empire Continental System nationalism invasion of Russia Waterloo Congress of Vienna Concert of Europe
Length or Timeline: 1 week Instructional Materials: course textbook Essential Questions that will guide the unit: • How did Napoleon rise to power in France? • What types of social and political changes took place in France as a result of Napoleon? • Why did Napoleon’s Empire lead to a rise in nationalism throughout Europe? • How did Napoleon’s rule lead to the Concert of Europe? * • How did Napoleon lose power in France? • How did the Napoleonic Code influence Western European thought and government? *
* Honors Level Course Unit 4: Industrial Revolution 9
Summary of Unit: This unit will provide students information about the development of Europe through the Industrial period. It will have students examines the causes for this period, and it will connect the period to later European history including the move towards Imperialism, Nationalism, and eventually World War I. Course level objectives of topics to be addressed during this unit: - Know and comprehend the components and developments of the Industrial Revolution - Understand the effects of the Industrial Revolution on European History - To know and comprehend basic economic relationships in a capitalist system - To comprehend the change in European social and economic structure from a domestic to a factory system - To apply knowledge of new 19th Century technologies to developments in European History - To analyze the effects of urbanization in European political, social, and economic life. * - To compare the capitalist system to the socialist system of economics. *
Key concepts and vocabulary: Vocabulary Domestic System/ Cottage Industry Factory System Land, Labor, Capital Laissez- Faire Entrepreneur Mass Production Interchangeable Parts Urbanization Collective Bargaining Labor Union Concepts Capitalism Marxism/ Socialism Communism Romanticism
People and Innovations Karl Marx Eli Whitney Bessemer Steel Process James Watt Alexander Graham Bell Cotton Gin Steam Engine Telegraph Steel Assembly Line Enclosure Movement
Length or Timeline: 2-3 Weeks Instructional Materials: course textbook
Essential Questions that will guide the unit:
What role do land, labor and capital play in production? What effects did new technology and innovations from the Industrial Revolution have on European society? Why did European society urbanize during this time period? Describe and compare the lifestyle of Europeans using the cottage system to the lifestyle of Europeans using the factory system. How did inventions like the steam engine and the telegraph contribute to the Industrial Revolution?* Identify and describe the social, political, and economic effects that urbanization had on Europe.*
* Honors Level Course
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Unit 5: Imperialism and Nationalism Summary of Unit: This unit will have students trace the development of Nationalism in European countries and evaluate this development in terms of European political climate. Students will also survey the Imperialist actions of European nations that follow the period of nationalism as a prelude towards World War I. Course level objectives of topics to be addressed during this unit: - Know and comprehend the causes and effects of Imperialism on European and Non- European countries - Understand the development and rise of Nationalism in European countries - Compare maps of Europe from 1815 to 1870 - To connect the rise of Nationalism to European imperialist actions as Nation- States - To know and comprehend the development of Italy, Germany, Austria-Hungary as modern Nation-States - To identify analyze the effects of Imperialism and spheres of influence on a colony, protectorate * - To evaluate the necessity and the implications of Imperialism* - To analyze rising competition in Europe that creates tension leading towards World War I* Key concepts and vocabulary: Concepts Nationalism Patriotism Unification Militarism Imperialism People Victor Emmanuel Garibaldi Zollverein Otto Von Bismarck Vocabulary Serfs Russification Duma Dual Monarchy Colony Protectorate Sphere of Influence Scramble for Africa Realpolitik Length or Timeline: 1-2 Weeks Instructional Materials: course textbook Essential Questions: How did Germany industrialize and nationalize according to Otto Von Bismarck’s leadership? How does the dual- monarchy form in Austria- Hungary? What are the main reasons why leaders like Victor Emmanuel and Giuseppe Garibaldi have for unifying Italy? How does Russia attempt to reassert power in its “Russification?” What did the Scramble for Africa mean for African countries in terms of society, politics, and economics? * How are Europeans really competing against each other when they adopt an Imperialist policy towards other foreign countries? * How does Imperialism and Nationalism lead towards World War I? *
* Honors Level Course 11
Unit 6: World War I Summary of Unit: This unit will provide students with an overview of World War I and its causes. Course level objectives or topics to be addressed: Identify and describe how the concepts of nationalism, militarism and imperialism led to growing tensions in Europe Explain the system of alliances and the difficulties caused by such entanglements Evaluate how the development of new technology influenced the war. * Explain significant battles and turning points in the war Analyze the effect of the Russian Revolution on the war Compare and contrast the “14 Points” to the Treaty of Versailles Discuss the debate between the Allied Powers over the handling of the losers Understand Woodrow Wilson and America’s role in the war and in the creation of the League of Nations Evaluate the war’s lasting impact on society. * Key concepts or vocabulary to include: Imperialism Militarism Nationalism Alliance system Wilhelm II Nicholas II Allied and Central Powers Woodrow Wilson Gavrilo Princip Von Schlieffen Plan Trench warfare War of attrition Verdun and Somme
Weapons: o Airplanes, zeppelins, submarines, tanks, gas, grenades, machine guns The Lusitania Zimmermann Telegram Treaty of Brest-Litovsk Russian Revolution: o Lenin, the Reds and the Whites Cordon sanitaire Peace of Paris and the various treaties War Guilt Clause 14 Points Map of Europe (pre- and post-war)
Length of Unit: 1 week Instructional Materials: course textbook Essential questions that will guide the unit: How did the national goals of individual European countries encourage war? How did the alliance system encourage war? What type of warfare was used in World War One? Why was this war different than previous wars? How did the geography of France effect the outcome of the war? What were the effects of the Treaty of Versailles? What parts of the Fourteen Points were accepted? What parts of the Fourteen Points were rejected? Why? How did Europe change – geographically, psychologically, and socially -- as a result of the war? * What role did the League of Nations play in Europe following the war? *
* Honors Level Course 12
Unit 7: Between the Wars Summary of Unit: This unit will provide students with an understanding of the connections between World War I, its repercussions in Germany, the rise of Hitler, and the attitude of the Western world, all leading toward World War II. Course level objectives or topics to be addressed: Explain the social, political, and economic effects of the Treaty of Versailles. Understand the differing attitudes toward post-war Germany, especially between France and Great Britain. Evaluate the economic impact of the war on Germany and the subsequent social upheaval. * Know the characteristics of fascism and the rise of Mussolini. Identify Adolf Hitler, and describe his philosophy and that of the Nazi party. Analyze why Germans found Hitler and his philosophy attractive. * Understand the rise of anti-Semitism during this time period Discuss the reluctance of the Western world to stand up to Hitler and the policy of appeasement. * Understand Hitler’s Third Reich and his plans for European domination Key concepts or vocabulary to include: Adolf Hitler Neville Chamberlain Mussolini Treaty of Versailles Reparations Mein Kampf Great Depression Kristallnacht
lebensraum Rhineland, Sudetenland Munich Conference Nazi-Soviet Non-Aggression Pact Pact of Steel Blitzkrieg Sudetenland Appeasement
Length of Unit: 1 week Instructional Materials: course textbook Essential questions that will guide the unit: Why was Germany punished so severely by the Allies? What efforts were made by the Allies to help Germany with reparations? How did the Great Depression affect Europe, and Germany in particular? * Who was Adolf Hitler and why was he appealing to Germans at this time? * How did Hitler’s fascist government come to power? Why was it so successful? How did Mussolini’s fascist government come to power? Why was it so successful? Why did Hitler support anti-Semitism? What military moves did Hitler make that should have alarmed world leaders? Why was the Western world hesitant to rein in Hitler? * What event finally resulted in the beginning of WWII?
* Honors Level Course 13
Unit 8A: World War II Summary of Unit: This unit will primarily focus on teaching students the key European aspects of World War II and its causes. The War in the Pacific (i.e. Japanese) aspects will be touched upon but not examined in detail as this is more US history than Western Civilization. Course level objectives of topics to be addressed during this Unit: Identify and analyze the invasion of Poland as the beginning of war Analyze the German military leaders and their battle plans for war Identify and analyze the European, Euro-Asian, North African battles and their success or failure Identify turning points of the war for Allies (1942--45) and Axis powers (1939--1942) Analyze the turning points of the war for Allies (1942--45) and Axis powers (1939--1942). * Analyze the changing German -- Soviet Union relationship from 1939 through 1946. Key concepts, people, terms, and vocabulary to include: Neville Chamberlain Winston Churchill Clement Attlee Bernard Montgomery Henri Petain Charles de Gaulle Joseph Stalin Erwin Rommel "The Desert Fox" Benito Mussolini Franklin D. Roosevelt Harry S. Truman Gen. Dwight D. Eisenhower Chester W. Nimitz Douglas MacArthur George Patton Blitzkrieg of Poland Dunkirk evacuation Battle of Britain Fall and Division of France Battle of Stalingrad Battle of El Alamein D-Day landing; Operation Overlord; June 6, 1944 Battle of the Bulge Pearl Harbor December 7, 1941 "Day that will live in infamy" Guadalcanal Midway Hiroshima Nagasaki Bismarck May 7, 1945 VE Day August 15 1945 VJ Day Evacuation Scorched-earth policy lebensraum or "living space"
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lend-lease cash-and-carry policy blitz / blitzkreig kamikaze Yalta Potsdam Length of Unit: 1-2 weeks Instructional materials: course textbook Essential questions that will guide the Unit: Why did the German invasion of Poland "force" Great Britain and France to declare war on Germany? What were Hitler's objectives in Europe? What were the unique German military strategies used from 1939--1945? What assistance did the USA provide Great Britain before December 1941? Analyze why Stalin wanted the Allies to speed the opening of a second front and why Churchill and Roosevelt did not do it. * What were Japan's objectives in Asia? Evaluate whether the Japanese bombing of Pearl Harbor made it certain that the USA would enter the war.
* Honors Level Course 15
Unit 8B: World War II and the Holocaust Summary of Unit: This section of Unit 8 will primarily focus on the key German philosophy of scapegoating the Jewish people for the German economic and social problems. It will also identify the systematic process of Jewish isolation in the ghetto, identification, concentration camp starvation and forced labor and the "final solution" created by the Nazi officials. Moreover, the Nuremberg Trials will be briefly mentioned to bring the people responsible for the concentration camps and murders to trial. Course level objectives of topics to be addressed during this Unit:
Analyze and identify historical events to determine cause-and-effect relationships Evaluate the worldwide consequences of the Holocaust policy and its importance to the present day. * Identify the impact of the Jewish migrations on Europe and the world Describe the geographic factors that affect cooperation and conflict among the German, Arab, and Jewish societies
Key concepts, people, terms, and vocabulary to include:
Adolph Hitler Josef Mengele Eichmann Elie Wiesel Thomas Keneally Oskar Schindler
Auschwitz Treblinka Buchenwald Dachau
New order Master race Kristallnacht Holocaust Genocide Final solution Crimes against humanity Nuremberg Trials
Length of Unit: 1 week Instructional materials: course textbook, possibly a "holocaust movie," and any documentary video [see PBS list] on the Nuremberg trials. Essential questions that will guide the Unit: What was the "new order" that Hitler wanted to create in Europe? How was the "new order" philosophy adopted by other Axis powers during the war? What were the geographic locations of the concentration camps and the Jewish populations within these countries? What was the impact of the genocide on various countries? * How did the Jewish people resist the Germans? Where do we see the impact of this history in our society today? *
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* Honors Level Course
Unit 9: Cold War 1949--1989 Summary of Unit: This unit will analyze the 50-year period of the Cold War Era. It will provide students with a continuing "story" of the results of WWII and the evolving tension that grew between the two superpowers -- USA and USSR. Moreover, it will emphasize the effects of the tension on the economy and culture of each country. The unit will conclude with a focus on Pres. Reagan and Premier Gorbachev as the leaders who ended the Cold War. Course level objectives of topics to be addressed during this Unit:
Explain how the national economies vary between capitalist and communist/socialist Analyze the impact of political actions (e.g. Cuban Missile Crisis) on military industrial complex. * Describe how the US policies during the Cold War affected overall levels of employment, output and consumption Explain the tentative nature of historical interpretations in the 5 decades of the Cold War Explain the ability of modern technology (e.g. space systems and weapons) to impact human activities. * Describe the geographic factors that affected cooperation and conflict between USA and USSR
Key concepts, people, terms, and vocabulary to include: Harry S. Truman John F. Kennedy Lyndon B. Johnson Richard M. Nixon Gerald R. Ford Jimmy Carter Ronald Reagan Winston Churchill King George VI Queen Elizabeth II Charles de Gaulle Nikita Khrushchev Leonid Brezhnev Alexander Dubcek Imre Nagy Janos Kadar Wladyslaw Gomulka Truman Doctrine Marshall Plan COMECON Berlin Airlift NATO “kitchen debate” Cuban Missile Crisis SALT talks / treaties Berlin Wall Warsaw Pact Vietnam War Brezhnev Doctrine Welfare state Iron curtain
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“hot line”
Ideologies Blocs Superpower Satellite Containment Blockade Arms race ICBMs Peaceful coexistence Dissident Détente Oil embargo Double-digit inflation Trade deficit Stagflation Mutually assured destruction
Length of Unit: 1 week Instructional materials: course textbook, PBS videos of events Essential questions that will guide the Unit:
Why did Stalin order the Berlin blockade and how did this contribute to launching the Cold War? When and how did the US decide to assume the global responsibility for containing communism? * Why did America fear communism during 1950s--1980s? Why did USSR see western democratic policies as a challenge to their way of life? What countries (and leaders) in Europe resisted Soviet policies and were brutally suppressed? Why? *
* Honors Level Course 18
Unit 10: Post-Cold War 1989. . . . Summary of Unit: This mini-unit will provide students with a chronological view of how quickly the Cold War was declared "over." It will ask students to reflect on the 50-year escalation of tension and evaluate the suddenness of the end of tense relations. These events will also encourage students to research "current" results. Course level objectives of topics to be addressed during this Unit:
Explain how American competition is maintained and encouraged in the US economy Describe the US economy in 1980 "Reaganomics" terms to increase military spending and the ways it forced the USSR to compete. * Compare and evaluate the 1961 building of the Berlin Wall with the 1989 tearing down of the wall and the ways it affected cooperation among countries. * Compare and evaluate John F. Kennedy with Ronald Reagan and their effect on US--USSR relations Describe geographic break-up of the USSR to become CIS
Key concepts, people, terms, and vocabulary to include:
Ronald Reagan George H.W. Bush Bill Clinton Mikhail Gorbachev Boris Yeltsin Lech Walesa Nicolae Ceausescu Helmut Kohl Vaclev Havel
glasnost perestroika Commonwealth of Independent States [CIS] Nuclear Nonproliferation Treaty Privatization Trade deficit Budget deficit Solidarity
Length of Unit: 3 days Instructional materials: course textbook and current affairs research Essential questions that will guide the Unit: What developments changed the relationship of the superpowers by the mid-1990s? Why is the transition from communism to free enterprise so difficult for the former Soviet republics? * What are the issues facing many of the republics of the CIS? How did Gorbachev's policy of glasnost contribute to ethnic unrest in the former Soviet republics and open the way for independence movements there? How did the fall of communism in Eastern Europe affect Germany? * What movement rallied public (and international) support for democracy in Poland?
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Why were some of the revolutions in Eastern Europe more violent than others? What kinds of changes have occurred rapidly in Eastern European countries? What kinds of changes have occurred slowly in Eastern European countries? What changes came to the Yugoslav area with the fall of communism?
* Honors Level Course
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