Fall+term

**Fall Term**

This term will introduce students to the concept of Euroepan studies, by looking at goegraphy, culture, language, art, and much more.

Year long essential questions include the following: • Which forces unify Europe? Which forces pull it apart? • Who is a European? Who decides? • Why isn’t there a United States of Europe? • What is Europe? Where is it? • Europe is the story of conflict and cooperation--which theme is more prevalent? Why? • What role does nationalism play in a large, multinational entity? How has nationalism been both a unifying and dividing force throughout European history? • Why isn’t there a United States of Europe? • What proper relationship between a government and her people? • How has Europe viewed the ‘other’ both inside and outside of Europe? • Where is Europe headed? • What is at the root of conflict in Europe? Who is to blame? • What is the best political system for the greatest amount of people? • Europe has undergone many revolutions: what is a revolution? Is there a sense of European exceptionalism? Why or why not? What does it mean to be "civilized"? Why did many Europeans feel that they were more "civilized" than other peoples? From __The Human Tradition__ How did (and do) Europeans shape “their lives and communities large and small,” and what forces seem to be out of their control? (xiv) How did the decline of feudalism and monarchy contribute to the events of 1789 and beyond? How did “ordinary people not blessed with wealth or the inherent status of noble birth” fight for and gain individual and collective rights? (xiv) While modernity brought “modern bureaucratic and totalizing states,” how did individuals and groups “negotiate and even oppose the homogenizing and bureaucratizing efforts of modern states—whether capitalist, fascist, or communist?” (xv)

In this unit, we will introduce the major themes of the region, from religion to language to customs to race. You will hopefully come away with a rich and deep introduction to the varied region of Europe, while mastering much of the geography—political and physical—of the region.
 * First unit: Intro to the course **

**Major understandings: **

Students will understand that… • It is nearly impossible to speak in generlizations about Europe • Europe is rich in language, culture, and history and every region/ nation has its own unique flavor

Essential questions • Why study Europe? • Who is a European and how has the definition changed over time? • What role does national identity play in Europe?

Knowledge: students will know • Key geographical areas and the languages they speak • How rich, complicated and complex Europe is culturally and politically

**Curriculum/ content **/ **Topics**

Geography-- SPICE geography unit, from Stanford, Hand out a blank map of Europe—see how many countries they can fill in from memory [|Blank map of Europe, 2009] [|Answers] Lesson 2, Political Map hunt clues, done in pairs, use whatever source you need to do it. How many countries are there? Keeps changing Lesson 3—on ethnicities, borders, and political map after 1989 Lesson 4—physiographic map hunt, done in pairs, debrief Lesson 5—silhoettes of euro countries, copy and see if they can guess Appendix—handout for students to keep in notebooks

Languages— English, French, and much more—color maps by language. perhaps do a family tree of languages, so to speak. See where the places are in Europe and world where they speak French Race and ethnicity—who lives in Europe? How many different ethnicities? Debunk the myth that Europe is white? What about the gypsies? People geography: Is Russia a part of Europe? Boundaries: political, cultural, linguistic, national and more. Which do you think have posed the biggest barriers? Why? Indigenous peoples—Roma, who else? Religions—who is what, where? Can talk about the Protestant Reformation, split in Christianity. Eastern Orthodox--major differences between What we know about Europe and how we know it--'braindump' The EU—see lesson 6 from SPICE Lesson plan from Yale on the [|EU constitution] and more Art---powerpoints on the Renaissance and Baroque--rich artistic tradition Discussion on the summer reading, The People of the Book [|Map of People of the Book] Possible discussion question/paper topic: On page 50 Brooks writes, "Isak pushed his wire-rimmed glasses up the bridge of his nose. 'Maybe what you say is true for Jews in Germany. We all hear troubling news from there. But not here. Anti-Semitism has never been part of our lives in Sarajevo. Look where the synagogue is: between the mosque and the Orthodox church. I'm sorry, but Palestine is the Arabs' home, not yours. Certainly not mine. We are Europeans. Why turn our backs on a country that has offered us prosperity and education, in order to become a peasant among people who don't want us?'" What do you think Brooks meant by "We are Europeans"? From the back of the book: There is an amazing array of 'people of the book'--both base and noble--whose lifetimes span some remarkable periods in human history. Who is your favorite and why? Summer reading debrief, see Europe as a confluence of different religions and more

Introduce the framework of SERGE or GREASES

European exceptionalism? Dominance of the West? reading from Taking Sides: Clashing viewpoints on Controversial Issues, Did the West Define the Modern World?

**Assessments **

It is late September and you are writing a letter home to your parents, telling them about the new course you are taking called European studies. You need to tell them why you are taking it, what the course will be about, and what you have learned from the course so far—or have unlearned about Europe. You can compare and contrast what you thought Europe was and is now. 

The summer reading, The People of the Book, introduces us to many layers of life in Europe. Based on the book, what themes, questions, comments do you have about Europe? About religion, ethnicity, race, identity and more?

**Teaching strategies **

What is Europe? Why? How do you know it? Braindump. Pre-survey--from the geography unit and we can make our own. Geography exercises from SPICE.

Terms like the West and exceptionalism--did this for the 10th grade US exam. Is there a European exceptionalism? Research the languages spoken and where McKay on what is Europe Why we start around the Enlightenment?

Read perry, xv, xviii

Have students trace any European blood in themselves

Intro to skills like reading primary sources, visiting the library to see what is there on Europe.




 * Unit 2: The Protestant Reformation**

To begin our study of Europe and to reflect further on the summer reading, we will look at the Protestant Reformation. We will see how individuals like Calvin and Luther sent shock waves through Europe, thus altering Christianity, national economies, and balance of power around the Continent.

__Enduring understanding:__ The Reformation was as much a religious movement as it was political and economic.

__Essential Questions:__ • What does Protestant Reformation mean? • What is the best relationship between the church and the state? • Do we have free will/ social obligations?

Assessment

Schedule of Assignments:

Day 1—intro • Debrief paper, brainstorm differences between Catholic and Protestant

Day 2--Luther • Read Perry, Pgs. 13-17. Write answers to the review questions on page 17 and Read “On the Jews and the Lies” p. 321, (from Perry, Volume II) • WRITE: what are Luther’s main complaints with the Catholic church? Are they valid? Was he being a heretic or a good catholic? Why?

Day 3—Catholic Response • Read The Catholic Response, p. 327, Council of Trent the Spiritual Exercises, Saint Ignatius Loyola, p. 330 (from Perry, Volume I) • Write answers to review questions

Day 4--paper Examine the term Reform. The Protestant Reformation was one of the most shattering events in European history. What exactly was reformed? Do you think the formation of hundreds of new Christian sects reformed the Christian church?

Unit 3: Intellectual revolutions: The Scientific Revolution and the Enlightenment

 • Why does man continue to invent and question? • To what extent can laws of nature apply to laws of men?
 * What does it mean to be enlightened?
 * What factors resist new ideas in society? Which give rise to new ideas?

Major understandings These intellectual movements ignited a debate about where ultimate authority lies and people still debate that today.

Readings McKay, chapter 18 (589-619) Enlightenment


 * the Scientific Revolution
 * the Enlightenment
 * The Enlightenment and Absolutism

(skip McKay chapters 19 and 20)

Perry, volume 1—red book, chp. 10 on the Reformation, Luther and the Jews, p 320—connection with the summer reading—On the Jews and Their Lies, p. 321, The Catholic Response, p. 327, Council of Trent the Spiritual Exercises, Saint Ignatius Loyola, p. 330 Perry, chp 1,2-26 on the Rise of Modernity, focus on the intellectual part and the protestant reformation Perry, chapter 2 (27-49) primary sources on the Scientific Revolution (just a few) Perry, chapter 3 (50-93) primary sources on the Enlightenment

Readings for us: from Taking Sides: Clashing viewpoints on controversial issues in World History: Was the scientific revolution revolutionary?

Interdisciplinary connections: Art—Renaissance and Baroque movements, reflected the art Literature—Machiavelli Music-- Renaissance music Language—printing press 1492, printing in the venacular, slow decline of Latin, Luther printed in German

Teaching strategies introduction to reading primary sources primary source evaluation form, doc.anal.09.doc

From Documents Workbook, red book, Kagan editor, in-class activities Analyze a primary visual source, Martin Luther tempting Christ, p. 38, Analyze Peace of Westphalia, 1648, p. 42 Analyze map of religious divisions about 1600, p. 47 Galileo Defends the heliocentric view, p. 49

From Sherman, Loyola, Rubens image, p. 37 Luther images, p. 35-36

DBQ in class on the causes of the Reformation

Assessments Informal debate on the causes of the Protestant Revolution Students do a Colbert type interview with different thinkers of the Enlightenment, highlighting the major intellectual ideas of the movement

Unit 4: The French Revolution

As a result of the ground breaking intellectual changes brought upon by the Scientific Revolution and the Enlightenment, the people rose up to apply the laws of science to the laws of man. The French Revolution is an event in world history that marks a break, when people argue that they are citizens, not merely subjects to an arbitrary king.

Essential questions How revolutionary was the French Revolution? What does it mean to be a revolutionary? Did the revolution fail or succeed? Why?

Enduring understanding

from Taking Sides: Clashing viewpoints on controversial issues in World History: Was the French Revolution worth its human costs?

Materials from Human Rights in the Making: The French and Haitian Revolution, spiral packet, compare/ contrast the revolutions

McKay, chapter 21 (683-715) The French Revolution


 * background to revolution
 * revolution in Metropole and Colony, 1789-1791
 * world war and Republican France 1791-1799
 * the Napoleonic Era, 1799-1815

Perry, chapter 4 primary sources on the French Revolution (95-121)

Human Tradition, chapter 1 (1-13) secondary: "The Abbe Gergoire and the Problem of Diversity in the French Revolution," Alyssa G. Sepinwall

Interdisciplinary connections: Art--power points on the major artistic movements. Goya, David Literature--excerpts from the great thinkers from this time period Music--major musical movements, Beethoven, Mozart, analyze the music in the film Danton

Movie: Danton Power point of the artwork, art and propaganda, David, created a fine line between art and propaganda

Assessments Debates: Did Napoleon destroy or preserve the revolution? The French Revolution failed due to its radicalism. Film analysis: was Danton or Robespierre more true to the revolution?

primary source evaluation form, **
 * i

Movie: Danton Power point of the artwork, art and propaganda, David, created a fine line between art and propaganda


 * Unit 4: Industrial Revolution

Essential questions

Enduring understandings

Assessments

Curriculum** From the Taking Sides book, Did the Industrial Revolution lead to a sexual revolution? From Wiesner, Discovering the Global Past, Industrializing the Nation: Germany and Japan


 * Unit 4: Survival of the fittest: isms

Imperialism**

Curriculum From Wiesner, Discovering the Global Past, Constitutional Responses to Euro expansion in Africa and the Pacific