Advanced Placement United States History s3

Advanced Placement European History

Syllabus

Course Description The curriculum of this comprehensive European History course is based on the Core Curriculum, Power Standards and Learner Goals as dictated by the Kentucky Department of Education. Extensive writing, analysis of text and non-text sources, in-class and individual note-taking skills, and an ability to read quickly with comprehension and retention is needed. The primary focus of this course is the transition of a regionally divisive world to the interconnected global society of today. Additionally, other elements of society will be looked at such as trends in: culture, religion, government, economics and other elements as needed.

Course Objectives/Learner Targets (to reflect Kentucky Core Content)

Students will: 1. Understand the democratic principles of justice, equality, responsibility and freedom and apply them to real-life situations. 2. Accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens. 3. Observe, analyze, and interpret human behaviors, social groupings and institutions to better understand people and the relationships among individuals and among groups. 4. Understand economic principles of current and past European History. 5. Recognize and understand the relationship between people and geography. 6. Understand, analyze, and interpret historical events, conditions, trends and issues to develop historical perspective. 7. Use, interpret and apply data from primary and secondary sources. 8. Use historical data to support an argument or position. 9. Work in group settings to produce projects .

Course Texts and Readings:

Main Texts

Kagan, Donald, Ozement, Steven and Turner, Frank. The Western Heritage since 1300. (Boston, Prentice Hall, 2010) Supplemental Texts

Elizabeth Ellis and Paul Burke. World History: The Modern Era. (Boston, Prentice Hall, 2007).

Margaret King. Western Civilization: A Social and Cultural History. (Upper Saddle NJ, Prentice Hall, 2000)

Howard Spodek. The World’s History. (Upper Saddle NJ, Prentice Hall, 2001).

John P. McKay et al. A History of Western Society. (Boston, Houghton Mifflin, 1999). John Merriman. A History of Modern Europe. (New York, Norton, 2004).

Lynn Hunt et al. The Making of the West: Peoples and Cultures. (Boston, Bedford/St. Martins, 2005).

Richard Bulliet et al. The Modern Era (Boston, Prentice Hall, 2007).

Mark Kishlansky et al. Civilization in the West (New York, Longman, 2001).

Patricia Ebrey et al. East Asia: A Cultural, Social and Political History (Boston, Houghton Mifflin, 2006).

Cheryl Martin et al. Latin America and Its People. (New York, Pearson, 2008).

Marilyn Stokstad. Art: A Brief History. (Upper Saddle NJ, Prentice Hall, 2007).

Ernst Breisach. Historiography: Ancient, Medieval and Modern. (Chicago, University of Chicago Press, 1983).

Various Readings from: Alfred Andrea The Human Record (Boston, Houghton-Mifflin, 2005) Kevin Reilly Reading in World Civilizations (New York, St. Martins, 1995) Eugene Weber The Western Tradition (Lexington, Mass., DC Heath, 1995) Richard Tarnas The Passion of the Western Mind (New York, Ballantine, 1991) Merry Wiesner et al. Discovering the Global Past (Boston, Houghton-Mifflin, 2002) World History Series Rise of Christianity

Course Purpose:

The purpose of this course is two-fold: a. To provide you with the skills and information that will allow you to meet high school graduation requirements, and b. To prepare you to successfully complete the Advanced Placement European History Course and exam at RCSHS.

Organization:

This class will be taught as a primarily sophomore-level class, will utilize general high school level/College Level materials but will have college-level expectations of students. This means students will share responsibility for learning through in-class work and outside readings, projects and reports. You will not be able to succeed in this class by merely reading, listening to lectures, and feeding back information on a test. You will be expected to learn to think, not just memorize.

A variety of teaching and learning strategies will be used, including but not limited to: lecture-discussion, group and individual work, projects, presentations, reading, writing, tests and other activities.

The course will be divided into Four units/eight sub units, generally corresponding to the Kagan text in the following manner:

Unit I Europe in Transition Part A Renaissance and Reformation Part B 1600’s and 1700’s Unit II Enlightenment and Revolution Part A Enlightenment to Napoleon Part B Conservative Order, Reform and Social Contract Unit III Toward the Modern Age Part A Nation States to European Supremacy Part B Imperialism to World War I Unit IV Global Conflict, Cold War and New Directions Part A World War II Part B Cold War and Modern History

Within the given time-Periods, the subject matter will be loosely categorized into political, economic, social and foreign affairs/intellectual history. As can be told by the unit time-periods, the chronological approach will be the guiding force in the organization of the course. However, within the chronological presentation of materials, there will be times when a thematic approach may be utilized, particularly in relation to such topics as:  Religions  Art o Students will have the opportunity to study several pieces of art throughout the class. Among the periods we will look at are but are not limited to: . Renaissance . Baroque . Rococo . Neo-Classic . Romantic . Impressionism . Realism . Naturalism . Cubism  Various Literature Case Studies  Various in-class Simulations

An attempt will be made to provide students with a syllabus for each of the eight units.

Each syllabus will contain:  Unit  Readings  Unit Outline  Essential Questions  Major Assignments and Assessments

However, the syllabus will not necessarily limit the content or conduct of the class. Adjustments can and will be made depending on the needs of the class.

You will be required to take notes during class discussions, lectures, from reading assignments and from presentations by class members and others. These notes will make up the major portion of your notebook requirements, but more importantly will form the basis for review for Exams.

Tests will consist of multiple-choice questions, open response questions and document based questions (DBQ). On occasion, you will be required to interpret maps, charts, graphs and political cartoons. Open response and DBQ’s must be written in blue or black ink. There will be both chapter and unit exams. Unit exams will deal with all material assigned during study of a unit (text and non-text). Unit exams will usually consist of both multiple choice and essay questions. Chapter tests will be multiple choice and short answer, numbering generally from 30-40 questions.

According to school policy, there will be two semester final exams. One at the end of the first semester (approx. first week of Novemeber) will cover all material from the first semester and the last (approx. last week of February) will cover all material from the second semester. There will be no comprehensive exam.

Practically all units will have a regular assortment of reading excerpts, map work, artistic analysis, historiography, quizzes and practice DBQ’s. It can be assumed that these will be general assignments and thus not listed under the Major Assignments and Assessments section. Teaching Strategies When using primary sources for analysis, students will be using a Primary Source Analysis Worksheet developed with the assistance of and based on the Fred Brown model. It includes the following: Document Title, Author, Date of Document, Historical Era, Identification of Thesis, Identification of the purpose/agenda, Evaluation of the document’s point of view and Identification of the audience for which the document was created. Many times a year, students will be instructed in and take part in grading activities with DBQ’s and FRQ’s. We will be analyzing the 9-point scoring guides and students will then be given a chance to critique each other’s work on the DBQ/FRQ’s. They will identify Thesis Statements, main points and various other writing points. Afterward, there will be class debriefing. Students will be analyzing art work from different periods on a consistent basis. They will be shown various works of art and expected to note the major differences in style and substance of the several periods as outlined in the organization section above. Using specific pieces of art students will generally be using an art analysis worksheet that follows these basis lines: What do you see (a literal view of the work with listing), What do you think you see (add in your emotional take on the work), What hints do you find (are there any historical clues in the work that give you an idea of the background), What questions do you have (what would you need to have answered to make a decision on the work’s purpose) and What do you have (make a decision about what you are looking at, purpose, audience, statement, etc.). Historiography will be addressed regularly in class. Students will be reading additional text from Breisach’s Historiography: Ancient, Medieval and Modern work. This will help to understand the changing nature of historical interpretation during the passing of eras. Focus will of course be on the periods starting in the Renaissance and continuing forward. Historians looked at in the various readings will range from Bede to Burckhardt, Hegel to Marx and Boorstin to Zinn. Additionally, the class will utilize various methods of lecture, power points, documents, documentary films and secondary source readings to supplement learning.

Course Outline

Unit I Europe in Transition 1300-1750 Part A Renaissance and Reformation Part B 1600’s and 1700’s

Readings: Kagan- chapters 9-16

Breisach- Chapter 11-13 Two Turning Points the Renaissance and the Reformation The Continuing Modification of Traditional Historiography The Eighteenth Century Quest for a New Historiography

Primary source readings: Second Isaiah, Homer, Plato, Juvenal, Mark, Christine de Pisan, Montaigne, Zwingli, Theodore Beza, Louis XIV, Peter the Great, Margaret Cavendish, Galileo, Priscilla Wakefield etc.

Unit Outline:

I. Introduction: The West Before 1300 II. The Late Middle Ages: Social and Political Breakdown a. The Black Death b. The Hundred Years War and the Rise of National Sentiment c. Ecclesiastical Breakdown and Revival d. Medieval Russia III. Renaissance and Discovery a. The Renaissance in Italy b. Italy’s Political Decline i. Renaissance Art 1. Giotto 2. Raphael-School of Athens 3. Michelangelo- Sistine Chapel, Pieta, David 4. Donatello-David 5. Durer- Self Portrait at 28, Melincolia 6. Da Vinci-Vitruvian Man, Mona Lisa, Last Supper c. Revival of Monarchy in Northern Europe d. The Northern Renaissance e. Voyages of Discovery and the New Empires in the West and East IV. Age of Reformation a. Society and Religion b. Martin Luther and German Reformation to 1525 c. The Reformation Elsewhere d. Political Consolidation of the Lutheran Reformation e. The English Reformation to 1553 f. Catholic Reform and Counter-Reformation g. The Social Significance of the Reformation in Western Europe h. Family Life in Early Modern Europe i. Literary Imagination in Transition V. The Age of Religious Wars a. Renewed Religious Struggle b. The French Wars of Religion c. Imperial Spain and Philip II d. England and Spain e. The Thirty Years War VI. European State Consolidation in the Seventeenth and Eighteenth Centuries a. The Netherlands: Golden Age to Decline b. Two Models of European Political Development c. Constitutional Crisis and Settlement in Stuart England d. Rise of Absolute monarchy in France e. Central and Eastern Europe f. Russia Enters the European Political Arena g. The Ottoman Empire VII. New Directions in Thought and Culture in the Sixteenth and Seventeenth Centuries a. The Scientific Revolution b. Philosophy Responds to Changing Science c. The New Institutions of Expanding Natural Knowledge d. Women in the World of Scientific Revolution e. The New Science and Religious Faith f. Continuing Superstition g. Baroque Art i. Caravaggio- The Incredulity of St. Thomas, Conversion of St. Paul, David with the Head of Goliath, The Calling of St. Matthew ii. Louis LaNain- Peasant Family in an Interior iii. Bernini-St. Peter’s Basilica, St. Teresa of Avila iv. Rubens- Judgment of Paris, Head of Medusa, The Last Supper VIII. Society and Economy under the Old Regime in the Eighteenth Century a. Major Features of Life in the Old Regime b. The Aristocracy c. The Land and Its Tillers d. Family Structures and the Family Economy e. The Revolution in Agriculture f. The Industrial Revolution of the Eighteenth Century g. The Growth of Cities h. The Jewish Population: the Age of the Ghetto IX. The Transatlantic Economy, Trade Wars and Colonial Rebellion a. Periods of European Overseas Development b. Mercantile Empires c. The Spanish Colonial System d. Black African Slavery, the Plantation System, and the Atlantic Economy e. Mid-Eighteenth-Century Wars f. The American Revolution and Europe

Major Assignments and Assessments:

1. DBQ selection: students may have a DBQ from the following topic.  Religion and Geography  The Reformation  Patterns of Trade 1000-1450  Middle Ages  Peasants Revolts in German States  Responses to the “Poor” 1450-1700  The Concept of the Nobility in France 16th Century to 18th Century  Various assumptions about children in early modern Europe  Political, social and religious factors in scientists work in the 16th/17th Centuries  The Pilgrimage of Grace

2) Unit Exam and Quizzes

Unit II Enlightenment and Revolution 1700-1850 Part A Enlightenment to Napoleon Part B Conservative Order, Reform and Social Contract

Readings: Kagan: Chapters 17-21 Primary Source Readings: Voltaire, Adam Smith, Diderot, Rousseau, Mary Wollstonecraft, Burke, Napoleon, Madame de Stael, Hegel, Marx and Engel, etc.

Breisach- Chapters 13-15 The Eighteenth Century Quest for a New Historiography Three National Responses Historians as Interpreters of Progress and Nation

Unit Outline: I. The Age of Enlightenment: Eighteenth Century Thought a. Formative Influences on the Enlightenment b. The Philosophes c. The Enlightenment and Religion d. The Enlightenment and Society e. Political Thought of the Philosophes f. Women in the Thought and Practice of the Enlightenment g. Rococo and Neoclassical Styles in Eighteenth-Century Art i. Boucher- Leda and the Swan, Portrait of Mde. De Pompadour, A Summer Pastoral, The Birth of Venus ii. Tiepolo- interior of the Imperial Hall iii. Watteau- Embarkation for Cythera iv. Fragonard- The Reader, The Swing v. David- The Oath of the Horatii h. Enlightened Absolutism II. The French Revolution a. The Crisis of the French Monarchy b. The Revolution of 1789 c. The Reconstruction of France d. The End of Monarchy: A Second Revolution e. Europe at War with the Revolution f. The Reign of Terror g. The Thermidorian Reaction III. The Age of Napoleon and the Triumph of Romanticism a. The Rise of Napoleon Bonaparte b. The Consulate in France c. Napoleon’s Empire d. European Response to the Empire e. The Congress of Vienna and the European Settlement f. The Romantic Question g. Romantic Questioning of the Supremacy of Reason h. Romantic Literature i. Romantic Art i. Constable-Salisbury Cathedral from the Meadow ii. Delacroix- Liberty Leading the People, Death of Sardanapalus j. Religion in the Romantic Period k. Romantic Views of Nationalism and History IV. The Conservative Order and the Challenges of the Reform a. The Challenges of Nationalism and Liberalism b. Conservative Governments: The domestic Political Order c. The Conservative International Order d. The Wars of Independence in Latin America e. The Conservative Order Shaken in Europe V. Economic Advance and Social Unrest a. Toward an Industrial Society b. The Labor Force c. Family Structures and the Industrial Revolution d. Women in the Early Industrial Revolution e. Problems of Crime and Order f. Classical Economics g. Early Socialism h. 1848: Year of Revolutions

DBQ selections: students may have a DBQ from the following topic  Literacy and Education in the 16 to 19th Century  French Revolution  Industrial Revolution in England  Role of Science and Empiricism in 19th Century Europe  Adoption of new calendar in revolutionary France Unit Exam and Quizzes

Unit III Toward the Modern Age 1850-1939 Part A Nation States to European Supremacy Part B Imperialism to World War I

Readings: Kagan: Chapters 22-26 Primary Source Readings: Zola, Emmeline Pankhurst, Pope Leo XIII, H.S. Chamberlain, Herzl, Virginia Woolf, T.B. Macaulay, Churchill, Bismarck, Lenin, etc.

Breisach-Chapters 16-19 Historians as Interpreters of Progress and Nation II A First Prefatory note to Modern Historiography History and the Quest for a Uniform Scheme The Discovery of Economic Dynastics

Unit Outline: I. The Age of Nation-States a. The Crimean War b. Reforms of the Ottoman Empire c. Italian Unification d. German Unification e. France: From Liberal Empire to the Third Republic f. The Habsburg Empire g. Russia: Emancipation and Revolutionary Stirrings h. Great Britain: Toward Democracy II. The Building of European Supremacy: Society and Politics to World War I a. Population Trends and Migration b. The Second Industrial Revolution c. The Middle Class in Ascendancy d. Late-Nineteenth-Century Urban Life e. Varieties of Late-Nineteenth-Century Women’s Experiences f. Jewish Emancipation g. Labor, Socialism and Politics to World War I III. The Birth of Modern European Thought a. The New Reading Public b. Science at Midcentury c. Christianity and the Church under Siege d. Toward a Twentieth Century Frame of Mind i. The Coming of Modern Art 1. Manet-A Bar at the Folies-Bergere 2. Monet- Haystack, Water Lilies 3. Pissaro-Boulevard Montmartre at Night 4. Renoir-Le Moulin de la Galette 5. Degas-several of his ballet dancers, Woman Combing her hair, Women Ironing 6. Seurat-A Sunday Afternoon on the Island of La Grande Jatte 7. Cezanne- Pyramid of Skulls, The Lake at Annecy 8. Van Gogh-Self Portrait (1887), Starry Night 9. Gauguin- On the Beach 1891 10. Picasso-Guernica, The Old Guitarist 11. Braque- Violin and Palette e. Women and Modern Thought IV. The Age of Western Imperialism a. The Close of the Age of Early Modern Colonization b. The Age of British Imperial Dominance c. India- The Jewel in the Crown of the British Empire d. The “New Imperialism” 1870-1914 e. Motives for the New Imperialism f. The Partition of Africa g. Russian Expansion in Mainland Asia h. Western Powers in Asia i. Tools of Imperialism j. The Missionary Factor k. Science and Imperialism V. Alliances, War and a Troubled Peace a. Emergence of the German Empire and the Alliance Systems b. World War I c. The Russian Revolution d. The End of World War I e. The Settlement of Paris

Major Assignments and Assessments: 1) DBQ selections: students will be given a DBQ from the following topics:  19th and 20th Century Socialism  Imperialism  Role of Treaties and Alliances in WWI  Italian Unification  Weimar Republic in the years 1918-1933  European acquisition of African Colonies 1880-1914  Organized Sports in Europe 1860-1940  Natural identity in Alsace-Lorraine during the period 1870-1919  Concept of “Civil Peace” in Germany 1914-1918 2) Unit Exam and Quizzes

Unit IV Global Conflict, Cold War and New Directions 1939-2008 Part A World War II Part B Cold War and Modern Era

Readings: Kagan: Chapters 27-30 Primary Source Readings: Keynes, Mussolini, Hitler, Khrushchev, Gandhi, Putin, Simone De Beauvoir, Sartre, Pope Benedict XVI

Breisach- Chapters 20-23 Historians Encounter the Masses The Problem of World History A Second Prefatory Note to Modern Historiography Questions of Historical Truth- The Theoretical Discussion

Unit Outline: I. The Interwar Years: The Challenge of Dictators and Depression a. After Versailles: Demands for Revision and Enforcement b. Toward the Great Depression in Europe c. The Soviet Experiment d. The Fascist Experiment in Italy e. German Democracy and Dictatorship f. Trials of the Successor States in Europe II. World War II a. Again the Road to War b. World War II c. Racism and the Holocaust d. The Domestic Fronts e. Preparations for Peace III. The Cold War Era, Decolonization and Emergence of a New Europe a. The Emergence of the Cold War b. The Khrushchev Era in the Soviet Union c. Later Cold War Confrontations d. The Brezhnev Era e. Decolonization: The European Retreat from Empire f. The Turmoil of French Decolonization g. The Collapse of European Communism h. The Collapse of Yugoslavia and Civil War i. Putin and the Resurgence of Russia j. The Rise of Radical Political Islamism k. A Transformed West IV. The West at the Dawn of the Twenty-First Century a. The Twentieth-Century Movement of Peoples b. Toward a Welfare State Society c. New Patterns in Work and the Expectations of Women d. Transformation in Knowledge and Culture e. Art Since World War II f. The Christian Heritage g. Late-Twentieth-Century Technology: The Arrival of the Computer h. The Challenges of European Unification i. New American Leadership and Financial Crisis

1) DBQ selections: students will be given a DBQ from the following topics:  The causes and responses to the 1968 crisis in France  Western Europe unity 1946-1989  The Vichy Regime 1940-1944 2) Unit Exam and quizzes