Unit 5: Expansion of Europe in the Eighteenth Century and the
Changing Life of the People
Chapters:
19,20
Essential Questions
1) During the 18th century western Europe experienced an agricultural change, population explosion, and a growth of rural industry. Explain
these changes. In what way are these three interrelated?
2) Did the common people of preindustrial Europe enjoy a life of simple comfort and natural experiences? Or was theirs a life of brutal and
cruel exploitation? Discuss this in terms of the nature of family life, childhood, diet and health, and education and religion.
3) What form did popular religion take in the 18th century? What impact did religious revival have on common people—and would this have set
well with the Enlightenment view of religion of the educated classes?
Agricultural
Revolution/Rural Industry
Building the Atlantic
Economy
Family and Children
Food and Medicine
Religious Revival
Concepts
Agrarian economy
Famine foods
Common land
Open-field system
Enclosure
Cottage industry
Putting-out system
Spinning jenny
Fallow fields
Agricultural revolution
Crop rotation
Primogeniture
Concepts
Economic liberalism
Mercantilism
Creole
Mestizo
Asiento
Concepts
Blood sports
Preindustrial childhood
Extended family
Nuclear family
Illegitimacy explosion
Coitus interruptus
Killing nurses
Population growth
Foundling homes
Swaddling
Concepts
Smallpox inoculation
Demonic view of disease
Purging
Midwives
Hospital reform
Concepts
Methodists
Jesuits
People
-Jethro Tull
-Charles Townsend
-Cornelius Vermuyden
Topics
--Why uncultivated land while
people starved?
--Where did Agricultural
Revolution originate? Why?
--Was enclosure a swindle of the
poor by the rich?
--What three factors led to the
population explosion?
Important People
Adam Smith
Topics
--What was mercantilism and
how did it promote both wars and
growth?
--Which country was attempting
to alter the balance of power?
--Did America benefit or suffer
from British mercantilist
policies?
--What role did Creoles,
mestizos, and Indians play in
Spanish colonial policy?
--How did Adam Smith’s ideas
impact government?
Topics
--Did preindustrial
families
consist of extended or nuclear
families?
--When did the custom of
later marriage begin to change
and why?
--What methods of birth and
population control existed?
--Why did an explosion of
illegitimate children occur
after 1750?
--How and why did
childrearing attitudes change?
Important People
Edward Jenner
Lady Mary Montigue
Topics
--How and why did life
expectancy improve?
--How did diets differ by class?
What deficiencies existed?
--How did the view of the causes
and treatments of disease
change?
--Why was there so much
controversy around smallpox
inoculation?
--How was mental illness
treated?
Important People
John Wesley
Topics
--Describe the forms in which
popular religious culture
remained in Catholic Europe.
--Define pietism and describe
how it is reflected in the life
and work of John Wesley.
--Describe popular forms of
leisure and how and why they
were beginning to change.
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
_____ Compare and contrast farming methods and the supply of food before and after the Agricultural Revolution.
_____ Account for the dramatic population increase in Europe during the 18th century.
_____ Explain how European nations developed world trade in the 18th century.
_____ Discuss the consequences of European expansion for the common people.
_____ Describe the living conditions of the people and the changing attitudes about marriage, pregnancy, women, and children.
_____ Describe in what ways and why diet and medical care changed for the masses.
_____ Describe the influence of religion and the church in everyday life—and the mixing of religion and leisure.
Sample Essay Questions from past AP Tests Relevant to this Unit
How and to what extent did the Commercial Revolution transform the European economy and the diplomatic balance of power in the period
1650 to 1753?
Identify features of the eighteenth-century Agricultural Revolution and analyze its social and economic consequences.
Analyze how and why western European attitudes toward children and child-rearing changed in the period from 1750 to 1900.
Describe and analyze how overseas expansion by European states affected global trade in international relations from 1600 to 1750.
Common Core Reading Standards:
CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
CC.11-12.R.L.1
Keyliterature,
Ideas and Details:
Cite
strong
textual
supporttreat
analysis
of what
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says explicitly as well as inferences drawn
works
of American
including
how
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or thorough
more texts
fromevidence
the sametoperiod
similar
themes
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from
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text,
including
determining
where
the
text
leaves
matters
uncertain.
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories,
CC.11-12.R.L.2
Key in
Ideas
Details:
Determine
two or more band
themes
or central ideas
a text and analyze
their at
development
over
thethe
text,
dramas,
and poems,
theand
grades
11–CCR
text complexity
proficiently,
withofscaffolding
as needed
the high end
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end of
including
how
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interact
and
build
on
one
another
to
produce
a
complex
account;
provide
an
objective
summary
of
the
text.
grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band
CC.11-12.R.L.3 Key Ideas and Details: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a
independently and proficiently.
story is set, how the action is ordered, how the characters are introduced and developed).
CC.11-12.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or
Common
Literacy
Standards:
beautiful. Core
(Include
Shakespeare
as well as other authors.)
CC.11-12.W.HST.1
Text
Types
andAnalyze
Purposes:
arguments
on discipline-specific
content.
CC.11-12.R.L.5 Craft and Structure:
howWrite
an author’s
choicesfocused
concerning
how to structure specific
parts of a text (e.g., the choice of where to begin or end
CC.11-12.W.HST.1.a
Text Types
and or
Purposes:
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precise,toknowledgeable
claim(s),
establish
ofimpact.
the claim(s), distinguish the
a story, the choice to provide
a comedic
tragic resolution)
contribute
its overall structure
and meaning
as the
wellsignificance
as its aesthetic
CC.11-12.R.L.6
Craft and
casecreate
in which
grasping pointthat
of view
requires
distinguishing
what is directly
stated in reasons,
a text from
what
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claim(s)
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logically
sequences
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meant (e.g., satire, sarcasm, irony, or understatement).
CC.11-12.R.L.7 Integration of Knowledge and Ideas: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
CC.11-12.R.L.9 Integration of Knowledge and Ideas: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems,
in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend
literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
Common Core Literacy Standards:
CC.11-12.W.HST.1 Text Types and Purposes: Write arguments focused on discipline-specific content.
CC.11-12.W.HST.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
CC.11-12.W.HST.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
CC.11-12.W.HST.1.c Text Types and Purposes: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CC.11-12.W.HST.1.d Text Types and Purposes: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CC.11-12.W.HST.1.e Text Types and Purposes: Provide a concluding statement or section that follows from or supports the argument presented.
CC.11-12.W.HST.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
CC.11-12.W.HST.5 Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.11-12.W.HST.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
CC.11-12.W.HST.10 Range of Writing: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.