Content Area: European History Course Title: Advanced .
OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTContent Area: European HistoryCourse Title: Advanced Placement European HistoryGrade Level: 12thSummer Unit PlanPacing GuideDue Last Thursday of AugustUnit Plan 1Pacing GuideUnit Plan 2Pacing GuideUnit Plan 3Pacing GuideUnit Plan 4Pacing GuideUnit Plan 5Pacing GuideUnit Plan 6Pacing GuideThe RenaissanceThe Reformation/CounterReformation/Religious WarsPolitical Philosophy & Organization in the16th & 17th CenturiesSociety, Science, & Philosophy in the 16ththrough 18th CenturiesSociety & Economy in the 18th Century andthe Transatlantic Economy, Trade Wars &Colonial RebellionThe Age of Enlightenment15 days15 days15 days15 days10 days15 days
Unit Plan 7Pacing GuideUnit Plan 8Pacing GuideUnit Plan 9Pacing GuideUnit Plan 10Pacing GuideUnit Plan 11Pacing GuideUnit Plan 12Pacing GuideUnit Plan 13Pacing GuideUnit Plan 14Pacing GuideFrench Revolution, Napoleon, and theCongress of ViennaRomanticismPost Napoleonic Europe to Mid-Century,1815-1850Unification, Industrialism, Imperialism,Society, and Culture Up to WWIWorld War I and the Russian RevolutionInterwar Era and WWIIThe Cold War, and Post-Cold War Europe tothe PresentPost Exam ProjectDate Created:July 2019Board Approved on:August 21, 201915 days10 days10 days10 days10 days10 days15 days15 days
OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Summer Unit PlanTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryConsists of reading two different texts during the summer. The first text is Sophie’s World which addresses thehistory and philosophy of Europe. The second text is The Prince by Machiavelli, which is a classic work that outlinesthe formation of politics and nation states throughout Europe.Primary interdisciplinary connections:Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21stCentury Life and Careers; and Technology.CPI #RH.11-12.2RH.11-12.4RH.11-12.9Cumulative Progress Indicator (CPI)Determine the theme, central ideas, information and/or perspective(s) presented in a primary or secondarysource; provide an accurate summary of how key events, ideas and/or author’s perspective(s) develop overthe course of the text.Determine the meaning of words and phrases as they are used in a text, including analyzing how an authoruses and refines the meaning of a key term over the course of a text (e.g., how Madisondefines faction in Federalist No. 10).Integrate information from diverse sources, both primary and secondary, into a coherent understanding ofan idea or event, noting discrepancies among sources.21st Century Themes:Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to functionsuccessfully as both global citizens and workers in diverse ethnic and organizational cultures.CPI #Cumulative Progress Indicator (CPI)CRP11Use technology to enhance productivity.9.3.ST.2Use technology to acquire, manipulate, analyze and report data.Technology connections:CPI #8.1.12.B.28.1.12.F.1Cumulative Progress Indicator (CPI)Apply previous content knowledge by creating and piloting a digital learning game or tutorial.Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,personal and or social needs.Focus StandardsCPI #6.2.12.B.1.aLearning TargetsCumulative Progress Indicator (CPI)Explain major changes in world political boundaries between 1450 and 1770, and assess the extent ofEuropean political and military control in Africa, Asia, and the Americas by the mid-18th century.6.2.12.C.1.cAssess the role of mercantilism in stimulating European expansion through trade, conquest, andcolonization.6.2.12.B.2.aRelate the division of European regions during this time period into those that remained Catholic and thosethat became Protestant to the practice of religion in the New World.Supporting and Additional Standards6.2.12.D.1.aAssess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, andpathogens on Europeans and Native Americans.
Unit Essential QuestionsUnit Enduring Understandings How Europe evolved from Western Christendom to nation states. The causes and effects that shaped Modern Europe. What did the transition from Medieval Europe toModern Europe consist of?What are some of the major events that shapedmodern Europe?Students will understand Unit ObjectivesUnit Objectives How to synthesize primary and secondary sources to Evaluate settlement patterns and the impact of mercantilism throughStudents will know form accurate analysis of historical periods. How to read and chart information from primarysources and interpret various primary sources.Students will be able to numerous primary sources. Examine the differences between developing regional Europeansocieties.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTEvidence of LearningFormative Assessments Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. PowerPoint’s, Web Pages. Extensive homework.Summative Assessments End of unit / chapter tests. End of term / semester tests.o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, andvisual identification and description questions.Benchmark Assessments QuarterliesAlternate Assessments Visual presentation Classroom debateEnglish Language Learners Modifications Peer Tutoring Cooperative Learning Groups Modified assignments Differentiated instructionSpecial Education Modifications Follow modifications as established in IEP plans Differentiated instruction504 Modifications Follow modifications as established in 504 plans Differentiated instructionAt-Risk Modifications Assistance with note-taking Use of student agenda book to track assignments Differentiated InstructionGifted and Talented Modifications: Additional primary source documents to analyze (DBQs) Research projectsCurriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Text: Sophie’s World Text: The Prince (available online with Curriculet) https://www.curriculet.com/
Teacher Notes: These are guidelines for the teacher to use. There are many variations that can beused to customize the lessons to each style of teaching.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Unit 1-The RenaissanceTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryThe Renaissance in Europe will be covered with close attention to the political and cultural changes brought about not only inItaly but in Northern Europe. It will also address the significance of exploration and the contributions that the renaissance made tothis endeavor also.Primary interdisciplinary connections:Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21stCentury Life and Careers; and Technology.CPI #RH.11-12.1RH.11-12.5RH.11-12.9Cumulative Progress Indicator (CPI)Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), tosupport analysis of primary and secondary sources, connecting insights gained from specific details todevelop an understanding of the text as a whole.Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs,and larger portions of the text contribute to the whole.Integrate information from diverse sources, both primary and secondary, into a coherent understanding ofan idea or event, noting discrepancies among sources.21st Century Themes:Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfullyas both global citizens and workers in diverse ethnic and organizational cultures.CPI #Cumulative Progress Indicator (CPI)CRP11Use technology to enhance productivity.9.3.ST.2Use technology to acquire, manipulate, analyze and report data.Technology connections:CPI #8.1.12.F.18.2.12.B.48.2.12.B.5Cumulative Progress Indicator (CPI)Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,personal and or social needs.Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or informationage, and identify their impact and how they may have changed to meet human needs and wants.Research the historical tensions between environmental and economic considerations as driven by humanneeds and wants in the development of a technological product, and present the competing viewpoints topeers for review.Focus StandardsLearning Targets
CPI #6.2.12.A.2.ACumulative Progress Indicator (CPI)Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) withsimilar ideas in Asia and the Muslim empires of the Middle East and North Africa.6.2.12.B.2.aRelate the division of European regions during this time period into those that remained Catholic and thosethat became Protestant to the practice of religion in the New World.6.2.12.D.2.dAnalyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewedthemselves and how they viewed their physical and spiritual worlds.Supporting and Additional Standards6.2.12.D.2.aDetermine the factors that led to the Renaissance, the significance of the location of the Italian city-statesas the center of the Renaissance, and the impact on the arts.Unit Essential Questions How did humanism affect culture and the arts in14th & 15th century Italy?What were the causes of Italy’s political decline?Unit Enduring UnderstandingsStudents will understand How the powerful monarchies of Northern Europe were differentfrom their predecessors? What the motives for European voyages of discovery and theirconsequences were.Unit ObjectivesUnit Objectives What the impact of the Renaissance was immediately Identify different individuals and their contributions to theStudents will know and for he future of the world. How different individuals played pivotal roles duringthe Renaissance.Students will be able to Renaissance. Analyze the different aspects of the Renaissance to form a conciseoverview of the era.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTEvidence of LearningFormative Assessments Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates.Summative Assessments PowerPoint’s, Web Pages. Extensive homework.End of unit / chapter tests.End of term / semester tests.o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, andvisual identification and description questions.Benchmark Assessments QuarterliesAlternate Assessments Visual presentation Classroom debateEnglish Language Learners Modifications Peer Tutoring Cooperative Learning Groups Modified assignments Differentiated instructionSpecial Education Modifications Follow modifications as established in IEP plans Differentiated instruction504 Modifications Follow modifications as established in 504 plans Differentiated instruction
At-Risk Modifications Assistance with note-taking Use of student agenda book to track assignments Differentiated InstructionGifted and Talented Modifications: Additional primary source documents to analyze (DBQs) Research projectsCurriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: The Western Heritage since 1300 – Kagan Ch.2. Selected primary and secondary readings from the Kagan online text. Possible film choices for reinforcement:o 1492 Conquest of Paradise (1992)o Aguirre: The Wrath of God (1972)o The Life of Leonardo Da Vinci (1972)o Leonardo da Vinci (1952)o Leonardo: A Dream of Flight (1998)o The Agony and the Ecstasy (1965)o Borgias, The (1981 PBS/BBC)o El Cid (1961)o Captain from Castile (1947)o Royal Hunt of the Sun (1969)o Prince of Foxes (1949)o Don Quixote (TV version 2000)Teacher Notes: These are guidelines for the teacher to use. There are many variations that can beused to customize the lessons to each style of teaching.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Unit 2 - The Reformation/Counter Reformation/Religious WarsTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryReligious reformation will be covered with attention to the break from Catholicism, the formation of other protestantreligions and their leaders. Also, the Counter-Reformation movement by the Catholic Church and the subsequentreligious wars will be covered.Primary interdisciplinary connections:Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21stCentury Life and Careers; and Technology.CPI #Cumulative Progress Indicator (CPI)RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing theauthors' claims, reasoning, and evidence.NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually andquantitatively, as well as in words.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them withother information.
21st Century Themes:Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to functionsuccessfully as both global citizens and workers in diverse ethnic and organizational cultures.CPI #Cumulative Progress Indicator (CPI)CRP11Use technology to enhance productivity.9.3.ST.2Use technology to acquire, manipulate, analyze and report data.Technology connections:CPI #8.1.12.F.18.2.12.B.48.2.12.B.5Cumulative Progress Indicator (CPI)Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,personal and or social needs.Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or informationage, and identify their impact and how they may have changed to meet human needs and wants.Research the historical tensions between environmental and economic considerations as driven by humanneeds and wants in the development of a technological product, and present the competing viewpoints topeers for review.Learning TargetsFocus StandardsCPI #Cumulative Progress Indicator (CPI)6.2.12.D.2.bDetermine the factors that led to the Reformation and the impact on European politics.6.2.12.D.2.eAssess the impact of the printing press and other technologies developed on the dissemination of ideas.Supporting and Additional Standards6.2.12.B.2.aRelate the division of European regions during this time period into those that remained Catholic and thosethat became Protestant to the practice of religion in the New World.Unit Essential QuestionsUnit Enduring Understandings Why Martin Luther challenged the church. What the social significance of the Reformation was and how it What was the social and religious background ofthe Reformation?What was the Counter-Reformation and howsuccessful was it?How did religious conflict in Europe evolve overthe course of the second half of the 16th century?Students will understand affected family life. How Phillip II was able to dominate international politics for muchof the latter half of the 16th century.Unit ObjectivesUnit Objectives The major individuals and religions that made up the Evaluate the different stages of the Reformation and the importanceStudents will know Reformation. The major events that had the greatest impact of theReformation and Counter-Reformation.Students will be able to of each. Analyze the effectiveness of the Counter-Reformation and itsimplications.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTEvidence of LearningFormative Assessments Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates.Summative Assessments PowerPoint’s, Web Pages. Extensive homework.
End of unit / chapter tests.End of term / semester tests.o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, andvisual identification and description questions.Benchmark Assessments QuarterliesAlternate Assessments Visual presentation Classroom debateEnglish Language Learners Modifications Peer Tutoring Cooperative Learning Groups Modified assignments Differentiated instructionSpecial Education Modifications Follow modifications as established in IEP plans Differentiated instruction504 Modifications Follow modifications as established in 504 plans Differentiated instructionAt-Risk Modifications Assistance with note-taking Use of student agenda book to track assignments Differentiated InstructionGifted and Talented Modifications: Additional primary source documents to analyze (DBQs) Research projectsCurriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: The Western Heritage since 1300 – Kagan Ch.3 & 4. Selected primary and secondary readings from the Kagan e- text and other sources. Possible film choices for reinforcement:o Luther (1973)o Martin Luther (1953):o A Man for All Seasons (1966):o The Six Wives of Henry VIII (1971)o Henry VIII and His Six Wives (1973)o A Man for All Seasons (1988)o Lady Jane (1985)o Nine Days a Queen (1936)o Elizabeth (1998)o Elizabeth R (1971 TV miniseries on PBS)o Anne of the Thousand Days(1969)o The Virgin Queen (1955)o Young Bess (1953)o The Private Lives of Elizabeth and Essex (1939)o The Sword and the Rose (1953)o Fire Over England (1937)o Sea Hawk (1940)o The Black Robe (1991)
The Mission (1986 )Mary, Queen of Scots (1971)Mary of Scotland (1936)Queen Margot (1994)Queen Christina (1933)The Last Valley (1970)The Abdication (1974)Elizabeth: The Golden Age (2007)ooooooooTeacher Notes: These are guidelines for the teacher to use. There are many variations that can beused to customize the lessons to each style of teaching.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Unit 3 - Political Philosophy & Organization in the 16th & 17th CenturiesTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryThe political concepts and practices of absolutism and constitutionalism will be covered as well as the different conflict that wouldarise due to these ideologies. The repercussions and long term effects of different nation states as a result of these politicalideologies will also be covered.Primary interdisciplinary connections:Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21stCentury Life and Careers; and Technology.CPI #RH.11-12.3RH.11-12.4NJSLSA.R7Cumulative Progress Indicator (CPI)Evaluate various perspectives for actions or events; determine which explanation best accords with textualevidence, acknowledging where the text leaves matters uncertain.Determine the meaning of words and phrases as they are used in a text, including analyzing how an authoruses and refines the meaning of a key term over the course of a text (e.g., how Madisondefines faction in Federalist No. 10).Integrate and evaluate content presented in diverse media and formats, including visually andquantitatively, as well as in words.21st Century Themes:Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to functionsuccessfully as both global citizens and workers in diverse ethnic and organizational cultures.CPI #CRP119.3.ST.2Cumulative Progress Indicator (CPI)Use technology to enhance productivity.Use technology to acquire, manipulate, analyze and report data.Technology connections:CPI #8.1.12.F.18.2.12.B.48.2.12.B.5Cumulative Progress Indicator (CPI)Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,personal and or social needs.Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or informationage, and identify their impact and how they may have changed to meet human needs and wants.Research the historical tensions between environmental and economic considerations as driven by humanneeds and wants in the development of a technological product, and present the competing viewpoints topeers for review.
Learning TargetsFocus StandardsCPI #6.2.12.A.2.aCumulative Progress Indicator (CPI)Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace theimpact of these ideas over time.6.2.12.A.2.bDetermine the reasons for, and the consequences of, the rise of powerful, centralized nation states inEurope (i.e., the French absolute monarchy and the English limited monarchy).Supporting and Additional Standards6.2.12.D.2.bDetermine the factors that led to the Reformation and the impact on European politics.Unit Essential QuestionsUnit Enduring Understandings The difference between Absolutism and Constitutionalism. The European nations which utilized Absolutism and What factors led to the different political pathstaken by England and France in the 17th century.Why were the efforts to establish and absolutemonarchy in France successful but unsuccessful inEngland?Students will understand Constitutionalism and the reasons they were successful orunsuccessful.Unit ObjectivesUnit Objectives How England practiced Absolutism and ended in Synthesize and analyze the main characteristics that definedStudents will know revolution and Constitutionalism. What the Dutch Golden Age was.Students will be able to Austrian, Prussian, and Polish states in the 17th & 18th centuries. Analyze why Peter the Great was able to develop Russia into astrong centralized nation.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTEvidence of LearningFormative Assessments Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. PowerPoint’s, Web Pages. Extensive homework.Summative Assessments End of unit / chapter tests. End of term / semester tests.o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, andvisual identification and description questions.Benchmark Assessments QuarterliesAlternate Assessments Visual presentation Classroom debateEnglish Language Learners Modifications Peer Tutoring Cooperative Learning Groups Modified assignments Differentiated instructionSpecial Education Modifications Follow modifications as established in IEP plans Differentiated instruction
504 Modifications Follow modifications as established in 504 plans Differentiated instructionAt-Risk Modifications Assistance with note-taking Use of student agenda book to track assignments Differentiated InstructionGifted and Talented Modifications: Additional primary source documents to analyze (DBQs) Research projectsCurriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: The Western Heritage since 1300 – Kagan Ch.5. Selected primary and secondary readings from the Kagan e- text and other sources. Possible film choices for reinforcement: Cromwell (1970) Cyrano de Bergerac (1950 & 1990) Restoration (1995) England My England (1995) The Three Musketeers (1973) Mary Queen of Scots (1971)Teacher Notes: These are guidelines for the teacher to use. There are many variations that can beused to customize the lessons to each style of teaching.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Unit 4 - Society, Science, & Philosophy in the 16th through 18th CenturiesTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryThe drastic change to almost all aspects of life due to scientific thought and concepts along with philosophies will becovered. Also the impact of all these things on society at this time as well as the future will be covered.Primary interdisciplinary connections:Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21stCentury Life and Careers; and Technology.CPI #RH.11-12.1RH.11-12.5RH.11-12.9Cumulative Progress Indicator (CPI)Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), tosupport analysis of primary and secondary sources, connecting insights gained from specific details todevelop an understanding of the text as a whole.Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs,and larger portions of the text contribute to the whole.Integrate information from diverse sources, both primary and secondary, into a coherent understanding ofan idea or event, noting discrepancies among sources.
21st Century Themes:Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to functionsuccessfully as both global citizens and workers in diverse ethnic and organizational cultures.CPI #CRP119.3.ST.2Cumulative Progress Indicator (CPI)Use technology to enhance productivity.Use technology to acquire, manipulate, analyze and report data.Technology connections:CPI #8.1.12.F.18.2.12.B.48.2.12.B.5Cumulative Progress Indicator (CPI)Evaluate the strengths and limitations of emerging technologies and their impact on educational, career,personal and or social needs.Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or informationage, and identify their impact and how they may have changed to meet human needs and wants.Research the historical tensions between environmental and economic considerations as driven by humanneeds and wants in the development of a technological product, and present the competing viewpoints topeers for review.Learning TargetsFocus StandardsCPI #6.2.12.D.2.dCumulative Progress Indicator (CPI)Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewedthemselves and how they viewed their physical and spiritual worlds.6.2.12.D.3.BExplain how industrialization and urbanization affected class structure, family life, and the daily lives ofmen, women, and children, and the environment.Supporting and Additional Standards6.2.12.D.2.eAssess the impact of the printing press and other technologies developed on the dissemination of ideas.Unit Essential Questions What was the scientific revolution?What efforts were made to reconcile the newscience and religion?Unit Enduring UnderstandingsStudents will understand What impact the new science had on philosophy?The role women played in the scientific revolution.How baroque art served both religious and secular ends.Unit ObjectivesUnit Objectives What discoveries and developments of this period Analyze and evaluate the different scientific and philosophicalStudents will know were most important to the era and future of bothscience and philosophy. Who the major individuals and what majordiscoveries were most influential to the scientificrevolution.Students will be able to advancements of the period. Identify and analyze baroque art, architecture and music from thetime period.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTEvidence of LearningFormative Assessments Tests: essay, multiple choice, short answer, map. Written and/or oral discussions/debates. PowerPoint’s, Web Pages. Extensive homework.
Summative Assessments End of unit / chapter tests. End of term / semester tests.o All evaluations may contain some or all: Multiple choice, true/false, short answer, essay, andvisual identification and description questions.Benchmark Assessments QuarterliesAlternate Assessments Visual presentation Classroom debateEnglish Language Learners Modifications Peer Tutoring Cooperative Learning Groups Modified assignments Differentiated instructionSpecial Education Modifications Follow modifications as established in IEP plans Differentiated instruction504 Modifications Follow modifications as established in 504 plans Differentiated instructionAt-Risk Modifications Assistance with note-taking Use of student agenda book to track assignments Differentiated InstructionGifted and Talented Modifications: Additional primary source documents to analyze (DBQs) Research projectsCurriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: The Western Heritage since 1300 – Kagan Ch.6. Selected primary and secondary readings from the Kagan e- text and other sources.** Possible film choices for reinforcement:o The Devils (1971)o Galileo (1968)o Galileo (1973)o Galileo (1975)o Galileo: On the Shoulders of Giants(1997)o The Return of Martin Guerre (1982)o Ivan the Terrible (1977)o Peter the Great (1986)o Catherine the Great (1995)o Young Catherine (1991)o Scarlet Empress (1934)o Barry Lyndon (1975 )o Dangerous Liaisons (1988)o Valmont (1989)o Tartuffe (1984)o Ridicule (1996)
Tom Jones ( 1963)o Joseph Andrews (1977)o Moll Flanders (1996)o Mutiny on the Bounty (1962)o Hard Times (1994 TV)oTeacher Notes: These are guidelines for the teacher to use. There are many variations that can beused to customize the lessons to each style of teaching.OCEAN COUNTY SOCIAL STUDIES CURRICULUMSOUTHERN REGIONAL SCHOOL DISTRICTUnit OverviewContent Area: European HistoryUnit Title: Unit 5 - Society & Economy in the 18th Century and the Transatlantic Economy, TradeWars & Colonial RebellionTarget Course/Grade Level: Advanced Placement European History / 12th GradeUnit SummaryWith improved technology and discovery, industry gr
o 1492 Conquest of Paradise (1992) o Aguirre: The Wrath of God (1972) o The Life of Leonardo Da Vinci (1972) o Leonardo da Vinci (1952) o Leonardo: A Dream of Flight (1998) o The Agony and the Ecs tasy (1965) o Borgias, The (1981 PBS/BBC) o El Cid (1961) o Captain from Castile (1947
Rosamond Ben. (2000) Theories of European Integration. The European Union Series. Palgrave; Pierson P. The Path to European Integration: A Historical Institutional Analysis (1996). The European Union. Readings on the Theory and Practice of European Integration, Nelsen B.F. and Alexander C – G. Stubb (eds.), Palgrave, 1998; Marks G., Hooge L., Blank K. European Integration from .
- common aspects of European cultures, heritage and history as well as European integration and current European themes European artists and transnational cooperation with operators from different countries, including other ECOCs. A strategy to attract the interest of a broad European public. Culture European dimension
SURVEILLANCE REPORT Annual Threat Report 2009 v ARI Acute respiratory infection E. Escherichia ECDC European Centre for Disease Prevention and Control EEA European Economic Area EFTA European Free Trade Association EMA European Medicines Agency EMCDDA European Monitoring Centre for Drugs and Drug Addictio
Printable Math Worksheets @ www.mathworksheets4kids.com 1) Area 2) Area 3) Area 7) Area 8) Area 9) Area 4) Area 5) Area 6) Area Find the area of each triangle. 6 cm 6 cm 6 ft t 10 cm m 3 in 6 in 7 m 10 m 5
History 1301 Department of History Department: Social Sciences Discipline: History Course Number: HISTORY 1301 Course Title: United States History I Credit: 3 Lecture, 0 Lab Satisfies a core curriculum requirement? Yes, American History Prerequisites: TSI complia
AP European History is a survey course which explores topics in European History from the 14th to 21st century. In order to ensure that all material is covered, it is imperative that students get a head start. New students are often not used to the content or the rigorous requirements of AP, having said that, do not feel overwhelmed by this .
Advanced Placement European History: Mrs. Matyskiel SUMMER Reading Assignments 2020-2021 WELCOME to A. P. European History!!!! So that you have time to digest some history on your own time and at your own speed, there IS summer reading with accompanying study guides. These will be your first 2 grades in the course.
Course No. 211 : History of Western Education in Bengal B. A (Hons.) Part 3 Examination : 2018 Marks : 750 Course No. 301 : History of Bengal, 1757-1947 Course No. 302 : History of th e United States of America 1776-1865 Course No. 303 : History of Europe, 1453-1789 Course No. 304 :
