The+Rise+and+Fall+of+Europe

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 * BRONX** **ACADEMY** **OF LETTERS**
 * CURRICULUM PLAN**


 * Part I: Course Overview**


 * Course: Humanities 10-The Rise and Fall of the European Empire**
 * Instructor(s): Mr. C.P. Clarke**

10 grade Humanities-“The Rise and Fall of the European Empire” seeks to examine how Europe emerged from the Middle Ages in the 15th to become the dominate world power by the 19th century, only to be replaced by America and Russia in the 20th century. We will analyze how Europe changed the world and how the world changed Europe. More than a history course, humanities aims to present a rich collage of art, literature, music, architecture, and food to enhance an understanding of how the world has changed over the past 500 years. The course will begin with the Renaissance and end with the war in Iraq.
 * Description:**


 * Objectives:**


 * To learn how to discuss ideas about Humanities using evidence
 * To learn how apply study skills to humanities’ assessments
 * To understand the relationship between cause and effect and the sequence of historical events
 * To learn how to apply economics, politics, social class, and geography to understanding history
 * To identify the characteristics of different worldviews from different places and times in history
 * To learn how to write a thematic essay using a five paragraph essay format
 * To view history through the lenses of several themes, including but not limited to:


 * Course Themes:**


 * //Europe////'s growth as global power//
 * //Europe////’s fall as a global power//
 * //The shift in political power from the Church to the State//
 * //The ongoing conflict between science and religion in society//
 * //The way the arts reflect a society’s values//
 * //The way the idea of human rights has changed over time//
 * //Individual vs. Society//


 * Essential Skills:**


 * Sequence (of historical events)


 * Identification (of people, places, and events)


 * Cause and Effect (of people, places, and events)


 * Application (of themes to historical events)


 * Analyzing (Maps, Timelines, Charts, Graphs, Tables and Primary Sources)


 * Essential Questions:**


 * Should the needs of the individual come before community?


 * Should art be important in society?


 * Should morality be taught in the classroom?


 * Can a person be moral without religion?


 * Why do so many wealthy people not believe in God?


 * Is there such a thing as one truth?


 * Has Western religion done more good or bad for the world?


 * Unit 1: The Resurgence of Europe: the Renaissance, the Reformation, and the First Global Age 1450-1700**

//After the devastation of the Plague, Europe's population was decimated, bewildered, and nearly non-existent. From the ashes of the Plague, came the Renaissance. Begun in Italy, it soon spread to the rest of Europe. It was a time of flourishing arts and questioning minds. The invention of the printing press led to dramatic increases in Western literacy. Martin Luther led the religious revolution against the Catholic Church, just as Galileo led the scientific revolution. In short, a re-imagined version of Ancient Greece and Rome, and the beginning of what would become the birth of modern democracy. Some of the greatest artists in European history emerged in this time period: Dante, Shakespeare, Cervantes, DaVinci, Michaelangelo, and Raphael.//


 * Unit 2: The Enlightenment: The Growth of Political Philosophy and the American Revolution 1700-1790**

//As the Church weakened, the State strengthened. Monarchies grew strong and centralized power. The Church, Religion, and Faith were replaced by Kings, Science, and Reason. Philosophers such as Locke, Hobbes, Rousseau, and Montesquieu struggled to define the relationship between the individual and the government. The result was the ideological seeds for political revolution in America and France. In terms of art, we see the rise of classical music, the beginning of the novel, and metaphysical poetry.//


 * Unit 3: Age of Revolutions: The end of Aristocracy; Industrialization; and Charles Darwin 1790-1850**

//Just as the Catholic Church before it, the authority of European Aristocracy was severely damaged in the 19th century. The bourgeoisie/merchant class grew in social and political power as the result of the changes brought on by the Industrial Revolution. Capitalism replaced Feudalism as the dominant economic system in Europe. Democracy soon replaced Absolute monarchies as the dominant political system in Europe. The artistic movement known as Romanticism flourishes in the 19th century. Romantic poets Coleridge, Wordsworth, and Keats developed ideas of reality, elevate the common to poetry, and challenge the gains of industrialization. In science, Darwin's theory of natural selection causes a philosophical revolution.//


 * Unit 4: Imperialism: Europe Takes over the World 1800-1914**

//As the industrial revolution transformed the economy of Europe the need for markets became paramount and the second age of Colonization began. Whereas North and South America were the original 17th century targets of Europe, the second age of European Imperialism focused on Asia and Africa. The rise of European Nationalism paralleled the quest to acquire foreign territory. European powers carved up Africa geopolitically, economically, and culturally. Realism gives way to Impressionism during this time period. Manet, Monet, Renoir, Van Gogh, and Cezanne dominate the world of art.//


 * Unit 5: World at War: The End of European Dominance 1914-1945**

//World War I has been called the Great War, or the Last Great War, because it was the last war of the "old World." Directly the result of rising nationalism and imperialism, World War I killed more men than war in history. An entire generation of young European men was lost forever. In fact, the years between World War I and World War II belonged to the "Lost Generation." The world between the wars rebelled against the cultural, political and economic foundations of the old War. Russia had a Revolution in 1917, Modernism destroyed the concept of realism, Free Verse replaced traditional poetry. The Great Depression rocked the West in the 1930's. World War II continued wear World War I left off. Nazi Germany led the Fascist Triumvirate of Germany, Italy and Japan in a quest to take over the world. World War II was the culmination of Nationalism. In reaction to this massive devastation came the philosophy known as existentialism.//


 * Unit 6: The World Since World War II: The Collapse of Imperialism, the Rise of America, and the Third World 1945-2001**

//Two countries remained standing after World War II, America and Russia, and these two countries represented two radically opposite ideologies. . In their quest for global dominance these two “Superpowers” turned the world into a ruthless chess match. Although they never confronted each other directly, they did fight through satellite countries. Paradoxically, both countries worked together to form the UN. The UN symbolized the reality of the new world order. this included the first, second and third world. As Europe relinquished its territorial claims on its colonies, the realities of post-colonialism became apparent. Trouble brewed in the Middle East, Asia, and Africa as each had to deal with the brutal realities of Imperialism of the “third world.” On September 11, 2001, it became obvious that the first world could not ignore the third world. From this increasingly globalized world comes the philosophy of postmodernism.//


 * Assessments (e.g., //paper, projects, labs, exams)//:**

//1.// //Reader Responses-Students will be asked to respond regularly to images, music, and documents. Their responses will be assessed for thoughtfulness, honesty, and improvement.// //2.// //Current Events Project: Students can earn points bringing in articles that demonstrate one of the course’s themes for the year// //3.// //Quizzes, Test, and Exams – Students take regular quizzes covering content areas and vocabulary; each project unit culminates in a content-focused test; and students sit for a final exam at the end of each semester.// //4.// //Class work: Class work will be any project involving timeliness, comparing and contrast, and cause and effect.// //5.// //Shared Inquiries: Students will learn to articulate their thoughts about a text by participating in regular formal roundtable discussions.// //6.// //Essays: Students will write analytical, personal, and creative essays to demonstrate their understanding of text and/or historical concept// //7.// //Map Tests: To understand history, one must understand geography. Students will take regularly scheduled map tests.// //8.// //Independent Research Projects-Students are expected to complete one independent research project per Unit, for a total of six projects.// //9.// //Oral Presentations: At the end of each semester Students will present a cumulative portfolio and answer questions covering the most salient issues covered in each semester.//


 * Materials:**


 * __Instructional Material__**


 * __Unit I__**
 * “All the World’s a Stage”-Shakespeare
 * “Shall I Compare Thee” –Shakespeare
 * Slides of “David” “The Last Supper” “The Mona Lisa” “The Sistine Chapel”
 * Various models of what different philosophers and scientists believed the Solar System looked like
 * 95 Theses
 * Maps of Renaissance Europe
 * Maps of the New World
 * Vivaldi’s “Four Seasons”
 * Timeline Blanks
 * Content Background/Historical Notes


 * __Unit II__**
 * “The Social Contract”- Rousseau
 * “On Civil Government”- Locke
 * “Declaration of Independence”- Jefferson
 * Excerpts from Mozart’s Symphonies
 * Timeline Blanks


 * __Unit III__**
 * “Declaration of Rights of Man”
 * “Theory of Natural Selection” –Darwin
 * “A Few Lines Composed above Tintern Abbey” –Wordsworth
 * “Songs of Myself” –Whitman
 * “Beethoven’s 5th, 6th, and 9th Symphonies”
 * “Division of Labor”-Adam Smith
 * Maps of Asia and the Americas
 * “Two Brothers” –Tolstoy
 * “1812 Overture” –Tchaikovsky
 * “Mont Blanc” – Shelley
 * Timeline Blanks

· //The Time Machine-// H.G. Wells · “White Man’s Burden”- Kipling · Images of Manet, Monet, Renoir, and Cezanne · Maps of 19th Century Africa and Asia
 * __Unit IV__**


 * __Unit V__**
 * “The Hollow Men” –T.S. Eliot
 * Images of Cubism, Dadaism, Surrealism, and Constructivism
 * Excerpts from //Triumph of the Will//
 * Maps of Europe post WWII


 * __Unit VI__**
 * “Universal Declaration of the Rights of Man”
 * **“**My Forbidden Face” by Latifa
 * “Equality” by Isaiah Berlin
 * “Red Scarf Girl” Ji-li Tiang
 * “We Say No” Eduardo Galeano;
 * “The Censors” Luisa Valenzuela
 * //Blackhawk Down; Hotel Rwanda//


 * Part II: Course Calendar**


 * Course: Humanities 10-The Rise and Fall of the European Empire**
 * Instructor(s): Mr. C.P. Clarke**
 * Year: 2005-2006**

Forthcoming is course calendar template that you will be required to use as you create your curriculum plan. The template incorporates elements of the thoughtful calendars that so many of you have already created.