Advanced Placement European History

Advanced Placement European History Syllabus and Course Requirements

Course Description: Advanced Placement European History is designed to increase the student’s understanding of European History from 1450 through the present. This course places attention upon understandings equivalent to those gained in a college-level introductory course. The emphasis is on the general European narrative of European history but also includes an examination of the political and diplomatic, intellectual and cultural, and social and economic history of Europe. In covering these themes it is a goal of the course that the students develop an appreciation for the rich cultural contributions made by those who created our Western heritage, to reveal the problems faced by people at any given time in history, to relate these problems to the present, to investigate the attempts to find remedies for these problems, and to plot the path toward the future, and to develop an awareness of the consequences of European contacts with other areas of the world.

The goals of this course will be realized through a variety of activities designed to use and develop the student’s higher order cognitive skills including

 the ability to read historical documents in a discriminating way  to develop the ability to see the facts of history in context  distinguish courses of movements or trends  to develop the ability to weigh evidence and reach conclusions on the basis of facts, not prejudices.

These goals are facilitated by a heavy emphasis on the development of writing skills.

At the conclusion of this course, the student will be prepared to take the Advanced Placement test in European history.

I. Course Texts—Palmer, R.R. and Joel Colton. A History of the Modern World. New York: Alfred A Knopf, 1984

Weber, Eugen. The Western Tradition: From the Renaissance to the Present. Lexington: D.C. Heath and Company, 1990.

II. Supplies Needed (Everyday) Paper Pen Colored Pencils Textbook Notebook ****Notebook: Each student must maintain an AP European notebook. The notebook must be a large Three-ring binder with a set of dividers. It must be organized into the following fashion:

Section 1—Homework and class notes (dated with the correct heading) (more on note-taking later) Section 2—Tests quizzes and review sheets Section 3—Worksheets and handouts Section 4---Maps Section 5—Art

****Notebooks will be checked and evaluated at the instructor’s discretion

III. Evaluation Process—Throughout the length of this course you will be evaluated periodically on the basis of tests, quizzes, participation in role plays, simulations and trials, essays, document based questions, class participation, and homework. You will be informed at the time of the assignment the weight given to each assignment. Your final quarter grade will be based on the following formula:

Grades will be reported numerically for all work assigned during the designated marking period.

Mid-Term Exam—This exam is a rigorous as it is intended to challenge students at the AP level. It is designed to give students experience with the types of multiple-choice questions, free response questions, and document-based questions that appear on the AP European History exam.

Final Exam—Students will be exempt from the final exam if they choose to take the AP exam in European History. Otherwise, the format of the final exam is the same as the mid-term.

1. Grades for the 1st, 2nd, 3rd marking periods and the midterm exam are numerical representations of earned grades with a minimum reported score of 50.

2. The 4th marking period grade and the final exam grade are reported as earned.

3. Final grades for year long courses are computed as follows: a. Find the sum of all four marking period grades. b. Multiply the sum of the four marking periods by 2. c. Add the mid-term and final exam grade to the product. d. Divide the sum by 10. e. The quotient is the final grade. IV. Extra Help—I am available after school on Mondays until 3:15. If you need to see me and cannot find me check the Social Studies Workroom before leaving. Days other than Monday I am also usually available just let me know ahead of time.

V. Make-Up Work—It is your responsible to see me for work missed during an absence. You will be given a calendar at the beginning of each unit with the work assigned and the due dates—please follow that if you are absent. VI. Now for few rules 1. You are expected to spend about one hour outside of class preparing for each class period. If after two weeks you find yourself spending more than one hour, please notify your instructor 2. You must submit work on time. I will not accept late assignments without a penalty 3. Each student is to do any work independently unless otherwise directed. The submission of a paper, map exercise, examination, or quiz attests that the writer has not received help 4. You are expected to contribute to class discussion 5. You are expected to learn how to write an analytical essay 6. You are expected to develop skills in interpreting maps, charts, graphs, and various kinds of statistical data VII. Note taking—Note-taking is a vital skill. I encourage you to read and take notes for each assignment in the following manner. You will actually be taking two sets of notes—one from your homework reading and second from filling in those notes during class lecture and discussion. I suggest you choose two colors to take your notes in (one for homework and one for class discussion—stick with these colors or you will get hopelessly confused)

1. Write the lesson number and title of the reading at the top of a piece of paper. 2. Do not taking running notes. Instead identify what generalization is being made and write Down. As you continue reading the section identify the supporting details for your generalization and write them down.

VIII. Marking Period Projects (Writing Assignments)

For each of the four quarters, students will write a minimum of one Document- Based-Question (DBQ) and complete one short research paper. For the fourth quarter students will complete a visual closure project.

DBQ Topics:

First Quarter: Renaissance Education, Did Women Have a Renaissance?, Witchcraft, Dutch Wars

Second Quarter: Gin Laws, Dutch Wars

Third Quarter: Corn Laws, Juvenile Crime in England, Peterloo Massacre, German Nationalism—1848, Manchester

Fourth Quarter: Civil Peace in Germany, Attitudes Toward Russian Peasants, Pan-Slavism, Attitudes About EU First and Second Quarter Papers:

For AP Euro Social and Cultural History or Interpretive Biography From 1450- 1648 (First Quarter) or from 1648-1789 (Second Quarter)

 Five pages with normal type and margins,  Minimum of five sources and evidence of their use within the paper. Primary sources are considered a big plus  Footnotes or endnotes  100 points

Social and Cultural History

Find out a lot about an experience in everyday life of Early Modern Europe. Choose from among various classes, genders, and ages under various conditions in different countries. The idea is to understand the experience from the point of view of those who were living it, AND ALSO to put the experience in a broader context—to interpret it as a reflection of the values and limitations of the times, and the trends of change it may represent. That’s a lot of thinking and learning! Then choose an assertion you know is true and want to prove to your reader: that’s your THESIS!

In general the longer you think about your project, and the more you talk about it, the better your question will be, the better your understanding will be, the better your thesis will be, and therefore, the better your paper will be.

Interpretive Biography, or The Life and Times of…

Find out a lot about a person who interests you who was relevant to European History between 1450 and 1648 or between 1648-1789. Your essay will INTERPRET the person’s life: discussing it in the context of his/her times, evaluating his/her importance, judging his/her contributions, successes, failure by his/her own standards or by modern ones. You will explain the MEANING of your subject’s life, interpret his/her actions, or otherwise explain something significant about him/her to your reader. That means, naturally, that you will need a thesis about what that meaning is. Of course, you will NOT use the first person in your writing.

Use the life of the person you study to enrich your understanding of the period in which he/she lived and worked. Be sure to consider the appropriate social, political, economic, religious or military events/issues he or she lived through. Third Quarter Paper For AP Euro Historians and Historiography

 Five pages with normal type and margins,  Minimum of five sources and evidence of their use within the paper. Primary sources are considered a big plus  Footnotes or endnotes  100 points

Your goal is write an essay discussing different historians’ treatments or one topic in European History from the 1450-1991 OR the body of work of ONE historian. Make your choice from the list I provide or talk with me about your own ideas.

For Historiography Historiography is the history of history. How have people thought about and written about an historical person or event over the course of time.

After reading and pondering the works you choose, you will write a paper discussing our topic in light of the similarities and differences in the works you read. OR you will write a paper discussing the historical debate surrounding the event or issue you choose.

You may try to discover a trend in historical interpretation or to trace how the different interpretations of you topic changed over time. If you are really good you can relate the historiographical changes to the other cultural ideas of the period in which they were written. Sometimes historians will argue over interpretation of events or personalities. Discuss their different positions. How do the combatants use the same evidence, or different evidence to make their points? Here are some ideas, not an exhaustive list, to consider as you read and prepare to write:

 What is each author’s thesis  Author’s political, social, religious, or economic biases  Context in which each work was written  Do the authors consciously argue with each other or refer to each other  Are the authors doing the same kind of history  How does each work contribute to an understanding of the topic  Do any of the authors contradict each other  If they do, what sense can you make of the disagreement  Authors motives  Are any of their interpretations generally accepted  Have any interpretations been accepted in the past but are now discredited  What evidence does each author use  What questions remained unasked or unanswered For Historians: You will read several of his/her works and you will also read assessments by other historians of his/her work. Your paper will discuss his/her contributions to scholarship, personal point of view, changes in how his/her work is perceived by historians, ways in which the work reflects the time in which it was written, or ways in which the work reflects the ideological biases of the author

Fourth Quarter Project Visual Closure Project for Euro

Devise and be able to defend a visual project worth 100 points relevant to European History from 1450-2005. It is supposed to be a learning tool, for you and for others.

You may make a map or series of maps, create a piece of art, make a graph, table, pie chart, creative “safety net” project, concept map, flow chart, family tree, cartoon or series of cartoon, or something else with my approval.

You may choose to use other kinds of media such as videos, music videos, powerpoint (not encourage) original art work (encouraged) or miscellaneous evidence of genius. You must provide a bibliography showing the sources of your information.

XIV. Primary Source Readings—You will need to keep a separate spiral notebook for your primary source readings—a “Document Log”. For each primary source reading you are to include the following in your “document log”: (this is to be turned in at the end of the chapter)

1. Name of the document 2. Author 3. Time Period 4. Summary of content 5. The intent of the author 6. The significance of the document 7. Any historical events and personalities that influenced the writer SYLLABUS

All assignments, readings, and time schedules are subject to change. You will be notified well in advance of any changes. For each unit you will receive a calendar containing assignments due on each day.

Unit One—The Renaissance (10 days)

Palmer and Colton pages 53-75 Readings: Machiavelli—The Prince Erasmus—In Praise of Folly Castiglion—The Courtier

Topics: The New Conception of Life Humanism—“The Birth of Literature” Politics The Renaissance Outside of Italy The new Monarchies Art

Additional Reading: The Prince or Utopia Unit Two—The Reformation, Religious Wars, and the Emergence of the Nation-State (10 days)

Palmer and Colton pages 106-140 Readings: Martin Luther John Calvin Council of Trent

Topics: Causes of the Protestant Reformation The philosophies of Luther, Calvin, and Henry VIII The reaction of the Catholic Church and the Counter Reformation Causes and effects of the series of religious wars The Thirty Years’ War Baroque art Unit Three—The Age of Exploration (7 days)

Palmer and Colton Readings: To be announced

Topics: Identify and trace various European explorers, their discoveries, and the impact of their discovery Compare the different motivations of the various European countries Analyze the changing social structure Compare the social differences between eastern and western Europe Development of racism toward non-Europeans

Unit Four—The Politics of the Seventeenth and Eighteenth Centuries: The Age of Louis XIV, the Stuarts of England and the Transformation of Eastern Europe (15 days)

Palmer and Colton pages 161-245 Readings: Louis XIV, Revocation of the Edict of Nantes, Letter to His Heir, Memoirs of the Duke of Saint Simon, Declaration of the Gallican Church (excerpts) John Locke, Two Treatises on Government Duc de Saint Simon, Historical Memoirs of the Duc de Saint Simon Frederick II, the Great, Antimachiavelli Hugo Grotius, On the Law of War and Peace

Topics: Explain and analyze the term “balance of power” Trace the development of parliamentary rule in England Identify the reasons for France’s ascendancy to power Analyze the development of absolutism in France Explain the political developments in the Eastern European nations of Austria, Prussia and Russia Analyze the different political development of eastern and western Europe

Unit Five—The Scientific Revolution and the Age of Enlightenment (10 days)

Palmer and Colton pages 286-351 Readings: Francis Bacon, The Great Instauration Galileo Galilei, The Starry Messenger, The Assayer Isaac Newton, Mathematical Principles of Natural Philosophy Baron de la Brede et de Montesquieu, The Spirit of the Laws Immanuel Kant, What is Enlightenment David Hume, A Treatise on Human Nature Jean-Jacques Rousseau, The Social Contract Topics: Assess the role of science before the seventeenth century List the people associated with the new scientific view of the world Identify the new directions in political theory Interpret the writings of the philosophes Analyze the success or failure of the “enlightened monarchs Relate new era revolutionary developments to the Enlightenment Art of the Enlightenment

Oral Presentations Enlightenment Salon will be held during this unit

Unit Six—The French Revolution and Napoleon (10 days)

Palmer and Colton pages 361-441 Readings: Abbe Sieyes, What is the Third Estate? The National Assembly, The Declaration of the Rights of Man Olympe de Gouges, The Declaration of the Rights of Women William Wordsworth, The Prelude Napoleon Bonaparte, Letters Victor Hugo, To the Napoleon Column

Topics: Relate the Enlightenment ideas to the French Revolution Analyze the French social structure Compare the first to the second revolution Evaluate the revolution Map the organization of Napoleon’s Empire Identify the resistance to the Napoleonic system Assess the success or failure of the Congress of Vienna Unit Seven—The Industrial Revolution and the Advent of the “Isms” (10 days)

Palmer and Colton pages pages 453-533 Readings: Charles Dickens, Bleak House, Hard Times, Great Expectations (excerpts) Evidence Given Before the Sadler Commission Evidence Given Before Lord Ashley’s Mine Conditions Adam Smith, The Wealth of Nations Jeremy Benthem, Utilitarianism William Blake, Mock On William Wordsworth, Tables Turned

Additional Reading: The Communist Manifesto

Topics: Causes of the Industrial Revolution in Great Britain Impact of the Industrial Revolution on social classes, roles in families, etc. Compare the new political philosophies Explain the new economic theories of Adam Smith and Jeremy Benthem Explain the new philosophy of Romanticism and the art of the romantic age Examine the impact of the revolutions of 1848 in France, Germany, and Italy Assess utopian socialism and Marxist socialist theories

Unit Eight—The Rise of Nationalism and Nation-States (10 days)

Palmer and Colton pages 542-637) Readings: Mary Wollenstonecraft, The Vindication of the Rights of Women John Stuart Mill, On Liberty George Bernard Shaw, Fabian Manifesto Andrew Carnegie, The Gospel of Wealth

Topics: Explain the idea of a nation-state Illustrate the new unified countries of Germany and Italy Compare the methods of Otto von Bismarck and Camillo Cavour Analyze the reasons for democratic growth in England Compare the roles of Napoleon I and Napoleon III Analyze the philosophies of Darwinism and Social Darwinism Describe the art of the pre-modern era (realism, impressionism and post- impressionism)

Unit Nine—Europe’s World Supremacy (5 days)

Palmer and Colton pages 642-683 Readings: Rudyard Kipling, The White Man’s Burden Daniel Achebe, When Things Fall Apart Edward D. Morel, The Black Man’s Burden David Livingstone, Cambridge Speech of 1857

Topics: Causes of European imperialism Assess the impact of European colonization on indigenous peoples Map the partition of Africa Compare imperialism in Africa to imperialism in Asia Relate European rivalry for colonies to the causes of World War I Analyze the attitudes toward Third World peoples today and those attitudes at the turn of the Century

Unit Ten—World War I and the Russian Revolution (15 days) Palmer and Colton pages 695-772 Readings: The Trench Poets of World War I Ernest Junger, Storm of Steel R. Scotland Liddell, On the Russian Front The Treaty of Versailles Woodrow Wilson, Fourteen Points John Maynard Keynes, The Economic Consequences of the Peace John Reed, Ten Days that Shook the World Alexandra Kollontai, The Autobiography of a Sexually Emancipated Communist Woman

Additional Reading: All Quiet on the Western Front

Topics: Identify the causes of World War I Chronicle the course of World War I Evaluate the collapse of Russia and the intervention of the US on the course of WWI Compare a liberal democracy to a totalitarian system Compare the two proposals for ending the war Identify the events of the Russian Revolution Analyze the international impact of communism

Unit Eleven—Between the World Wars—The Rise of Totalitarians (15 days)

Palmer and Colton pages 777-822 Readings: Benito Mussolin, The Doctrine of Fascism Adolf Hitler, Mein Kampf (excerpts) Joseph Goebells, Nazi Propaganda Bruno Bettleheim, Nazi Camps Sigmund Freud, Civilization and its Discontents T.S. Eliot, The Love Song of J. Alfred Prufrock Topics: Analyze the problems of the post-war world as a catalyst for the rise of dictators Assess the impact of the collapse of the world economy Identify the reasons for continued democracies in England and the United States Compare France with the United States and England in the post-war years Identify the beliefs of fascism, Trace the development of Germany into a totalitarian state

Unit Twelve—The Second World War (10 days)

Palmer and Colton pages 834-860 Readings: from Treaty of Non-Aggression Between Germany and the Soviet Union Winston Churchill, Wars Are Not Won by Evacuation (excerpt) Hilde Marchant, Women and Children Last: A Woman Reporter’s Account of the Battle of Britain (excerpt) Anny Latour, The Jewish Resistance in France From …The Nuremburg Trials From… The United Nations Charter

Additional Reading: Night t Topics: Analyze the policy of pacifism Construct a time-line of Axis victories Analyze the events leading to the turning of the tide in World War II Identify the events surrounding the end of World War II in Europe Compare the European strategy to the Pacific strategy Assess the political ramifications of the wartime conferences Compare the Treaty of Versailles to the peace agreements ending World War I

Unit Thirteen—Postwar Europe: The Rise of the Superpowers and the Cold War (7 days)

Palmer and Colton pages 867-914; 978-1002 Readings: Winston Churchill, The Sinews of Peace George C. Marshall, The Marshall Plan (excerpts) Khruschev, Nikita, On the Cult of Personality of its Consequences Reinhold Wagnleitner, Coca-Colonization and the Cold War

Topics: Identify the problems that led to the Cold War Identify the attempts at the economic restructuring of Europe Analyze the policies designed to avoid economic nationalism Relate events in the USSR t the rise of dictatorships in Eastern Europe Analyze the manifestations of the Cold War Unit Fourteen—A World Transformed—The Collapse of Communism and a United Europe (5 days)

Palmer and Colton pages 1011-1057 Readings Margaret Thatcher, Speech to the Conservative Party Conference Jean-Yves Potel, The Promise of Solidarity: Inside the Polish Workers’ Struggle Mikhail Gorbachev, On Restructuring the Party’s Personnel Policy Treaty on European Union Simon de Beauvoir, The Second Sex

Topics: Identify the events in the Soviet Union, which led to the revolution of 1991 Relate the events in the USSR to the collapse of communism in Eastern Europe Design an integrated economic and political system of the countries of Europe Analyze contemporary European intellectual and social development