Download European History AP Mr. Cook

Course Syllabus
European History Advanced Placement
2011/2012
Ron Cook
[email protected]
Planning:
blocks 1 & 5
Home Phone: 785/499-0125
Cell Phone:
785/565-1413
Course description & Purpose:
Advanced Placement European History is a yearlong class that surveys modern
European History from 1450 AD to the present. The class is designed for the Advanced
Placement test in May and to be equivalent to a college introductory course. The study of
European History since 1450 introduces students to cultural, economic, political, and social
developments that played a significant and fundamental role in shaping the world in which we
live. A very important part of the European History AP is to advance students in
understanding principal themes in European History, develop an ability to analyze historical
evidence, and express their understanding in writing. Please remember that this is an
Advanced Placement course and therefore everyone will take a final exam at the end of
each semester. There is no opt out opportunity for this course.
Course Materials:
Each student will be issued the textbook A History of Western Society. This is a
college textbook and was not intended to endure years of use like high school books, so
treat it gently. Unless specifically requested students do not need to bring the book to
class. Students should take the book home or wherever they study and leave it there.
Success in this course will depend greatly on the information provided by the textbook.
Every student will also need a large 3 ring binder for handouts and notes and some type of
organizer or calendar to keep track of assignments and due dates. The 3 ring binder and
the organizer should be brought to class daily.
Course Objectives:
By the end of the course students will …….
 Be prepared to achieve an acceptable test score of AP test
 Enhance reading, writing, and discussions skills
 Describe changes in religious thought and institutions
 Identify major trends in literature and the arts
 Appraise the impact of global expansion on European culture
 Tell how Europe related to other parts of the world through: colonialism,
imperialism, decolonization, and global interdependence
 Summarize war and civil conflicts
 Analyze the significance of the Industrial Revolution
 Know basic timeline of significant events in European History
 Match leaders to their countries and eras
A few things to ponder before we begin:
 Do you want to learn about European History? Are you prepared for the
challenge of a college-level course? Is achievement on the AP test in May
important? If you answered no to any of these you may wish to reconsider
taking this class.
 European History AP should not be the center of your life, however if academics
are not a top priority this may be the wrong course.
 Time? Most college courses anticipate 3 hours working outside of class for every
1 hour in class. Depending on your unique abilities you should anticipate at least
an hour a day.
 Reading is an essential part of this course. Most of your outside work will be
focused on reading and comprehending the textbook. There is a direct link
between success in AP classes and reading ability. If you are a committed
reader you will have an advantage in this class.
 European History AP requires the ability to connect and apply information from
one area to another and you should be able to relate your comprehension
through writing. Writing is a vital aspect of this class. Writing does not have to
be lengthy to be effective. An organized paper with a thesis statement and
appropriate documentation is key to your ability to demonstrate understanding.
I believe your motivation is more important than your ability. If you make the effort to
succeed in this course you will.
Tips for Success:
 Come to class.
 Do not be hesitant to ask for help.
a) Ask a classmate
b) I am at school every day by 7:15
c) I stay late after school almost every day
d) I am available during my planning
e) Email me
f) Call me at home (before 10:00 I need my rest)
 KEEP UP!
 Take good notes and never just write something down you do not understand,
ASK.
 Read effectively.
a) Preview the chapter
b) Break chapters into sections.
c) Enjoy the pictures, diagrams, and sidebars in the book. They are there
for a reason.
 Take notes as you read. Condense the information.
 Study groups. You may think you know the material, but studying and reviewing
together can really help.
Policies:
 All written reports and homework must be word-processed
 I do not alter class work around extracurricular or social events.
 While in this class we only work on this class. Do not use this class time to work on any
other course or to copy notes from previous days.
 DO NOT CHEAT. Please do not put yourself in position where I am required to
question your integrity and honesty. Reputation and trust are 2 very difficult things to
repair.
Grading:
STANDARDIZED GRADING SCALE
The goal of this grading system is 3 fold:
1. Every student should have the appropriate understanding of every important
concept in this class.
2. Every student will have the opportunity to retake every assessment.
3. Every student will realize the advantage of succeeding the first time. (not having to
see me before or after school or during SIP time.
Classroom rules:
In addition to following the behavior guidelines of the school as outlined in the agenda.
We have one absolute rule:
“No one will disrupt the learning of others in the classroom.”
Expectations:
In our classroom our expectations are as follows:*
 There must be a supportive classroom environment
 Students should do only useful work
 Students are asked to do the best they can do
 Students are asked to reflect on their own work and improve it
 Quality work feels good
 Quality work is never destructive
*Dr. William Glasser's 6 conditions of Quality Education
Units of Study:
Every unit will explore the following themes:
 Intellectual and cultural history
 Political and diplomatic history
 Social and economic history
(Note Units & objectives based directly on A History of Western Society, written by John McKay,
Bennett Hill, and John Buckler. Published by Houghton Mifflin Company, 2006)
Unit 1: European Society in the age of the Renaissance
Essential Question: What does the Renaissance mean in terms of society, economics, and
politics?
Objectives:
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Define the terms humanism, secularism, & individualism
Evaluate the impact of Machiavelli, da Vinci, Michelangelo, Gutenberg,
Castiglione, Boccaccio, Charles V
Comprehend the role of the city-states of Italy and the balance of power
Explain how art, power, and money were linked
Describe the impact of the printing press
Show how the Renaissance migrated to Northern Europe
Evaluate the impact of Northern humanists, Thomas More, Erasmus, and
Rabelais
Understand how Spain, England, and France were ruled in the late 15th
century
Assessments:
Primary Sources:
 Interpret excerpts of Machiavelli’s “The Prince” and apply to creation of the
new Monarchies in Europe
 Contrast excerpts of Alberti’s “On the Family”, Vives’s “Instruction of the
Christian Woman”, and Smith’s “The English Commonwealth” and discuss the
role and attitudes of women of the era.
Art:
 DVD of the art of the Italian Renaissance & Northern Renaissance
Test:
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Multiple Choice exam over unit
DBQ 1: Attitudes about Religion in the Late Middle Ages and Early
Renaissance.
To what degree do the religious criticisms in the late Middle Ages influence
attitudes towards religion during the early Renaissance?
 Essay: In many ways the Renaissance was primarily an artistic movement.
Describe Renaissance art. What were its themes and techniques? (Be sure
to use examples) How were the artists trained? What was their status in
society? Who was their audience? How did Renaissance art reflect the
changing attitudes and interests of Europeans?
Unit 2: Reform & Renewal in the Christian Church
Essential Question: What was the impact of the Protestant Reformation on Western
society?
Objectives:
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Explain the disorder of the Roman Catholic Church in the late 15th & early
16th centuries
Describe the motivation of Martin Luther
Evaluate the results of Luther’s actions
Differentiate between the beliefs of Roman Catholics and followers of
Luther
Evaluate the impact of the Protestant Reformation on the peasants,
Compare the beliefs of Calvin to Luther
Show how the reformation came to England, Scotland, Ireland, and Northern
Europe
Discuss how the Roman Catholic Church reacted to the Protestant
Reformation
Assessments:
Primary Sources:
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Read the excerpted essays of Luther and Erasmus and contrast their views
of religious reform.
Test:
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Multiple Choice quizzes over unit
DBQ 2: Reform & Renewal in the Christian Church
Discuss to what extent the religious schism during the 16th century was also
symptomatic of political, social, and economic problems in Europe
Read excerpts of “The Civilization of the West” by James M. Powell and
create a thesis for the writing, list the evidence cited, and compare and
contrast your knowledge of the era to Powell’s
Essay: What were the political motivations for European rulers to join the
Protestant Reformation? Give specific examples of the links between
politics and the Reform movement?
Unit 3: The Age of Religious Wars & Overseas Expansion
Essential Question: How did having overseas possessions affect Europe?
What were the results of the wars of religion in the 16th & 17th
centuries?
Objectives:
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Discuss the Habsburg-Valois Wars.
Explain the significance of the St. Bartholomew’s Day Massacre.
Describe the War of the 3 Henry’s.
Evaluate the impact of the Spanish Armada.
Summarize the results of the Thirty Years’ War
Analyze the affects of the Thirty Years’ War on Germany
Describe how the governments of Spain, France, and England aided overseas
exploration
Describe the technological changes that aided exploration
Analyze the motives of the explorers
Assess the impact of the explorers on the “New World”
Discuss the changing status of women and marriage
Describe the Great European witch-hunt
Understand the origins of slavery in the New World the beginnings of
modern racism
Discuss Elizabethan literature, the writings of Montaigne, and Baroque Art &
music
Assessments:
Primary Sources:
In essay form respond to the following:
 Contrast excerpt of the reading from “Book of the First Navigation and
Discovery of the Indies” from S. E. Morrison’s “Admiral of the Ocean Sea”
to general thoughts and opinions of Christopher Colombus.
Test:
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Multiple choice quizzes
Multiple choice test over Units 1-3
DBQ 3: Women in the 16th and 17th Centuries.
In what ways were European women’s lives affected by the upheavals and
changes of the 16th & 17th centuries?
Essay: The period from 1450-165- witnessed a profound extension of
European society beyond the borders of the Continent. What were the
factors that facilitated this expansion? What was the motivation, both for
the individual European explorers and the states that supported them?
Unit 4: Absolutism and Constitutionalism in Western Europe & Eastern Europe.
Essential Question: How did absolutism develop in Western & Eastern Europe in the
16th & 17th centuries?
Objectives:
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Define absolute monarchy
Define divine right
Describe the monarchy of Louis XIV
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Summarize the Edict of Nantes
Show how constitutionalism developed in England during the reigns of
Elizabeth I and James I.
Explain how the English Civil War impacted England
Analyze the English restoration and the Glorious Revolution
Discuss the medieval background in Eastern Europe
Differentiate the Ottoman Empire from European states
Assess the role of feudalism in eastern Europe
Describe how Russia developed under the reign of the Romanovs
Assessments:
Primary Sources:
 Baroque music, specifically Bach & reflect on how the music depicts the
politics, religion, and society of the era.
 ART DVD: Renaissance through Baroque
 Read pertinent passages from “A Source Book of Russian History from Early
Times to 1917” from Verdansky and Fisher.
Test:
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Multiple choice quizzes
DBQ 4: Absolutism. To what extent did rulers and their subjects view the
proper role of the absolute monarchy differently?
Essay: 17th Century France has been called the model of royal absolutism.
How did the French crown create an absolutist state out of the anarchy of
the civil-religious wars of the last half of the 16th century? How absolutist
was the French monarchy?
Unit 5: Toward a New World-View & the expansion of Europe in the 18th Century
Essential Question: How did the Newtonian & enlightened worldview affect society,
religion, the economy, and politics?
How did improvements in agriculture impact the population of
Europe?
Objectives:
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Define the Scientific Revolution
Evaluate the impact of Copernicus, Brahe, Galileo, Bacon, Descartes, &
Newton
Describe the consequences of the Scientific Revolution
Define the Enlightenment
Evaluate the impact of Rousseau, Bayle, Fontenelle, Montesquieu, Voltaire,
and Locke
Assess the enlightened leaders of Europe; Frederick the Great, Catherine
the Great, Joseph II, & Maria Theresa
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Contrast the Enlightenment in France, Austria, & Russia
Discuss the Agricultural Revolution
Explain how the open-field system was changed
Evaluate the impact of enclosure, crop rotation, and farming innovations on
the population of Europe
Analyze the slow growth of population in Europe during the era
Define mercantilism
Assess the theories of Adam Smith
Assessments:
Primary Sources:
 “Candide” by Voltaire read excerpts and discuss how art reflects historical
events.
Test:
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Multiple choice quizzes
DBQ 5 Toward a New-World View. How did the new world-view of the 17th
and 18th centuries affect the way Europeans thought about society and
human relations.
Essay; The Scientific Revolution transformed the way Europeans perceived
the world around them. Discuss the change in detail. How did this new way
of thinking spread?
Unit 6: The Revolution in Politics, 1775-1815
Essential Question: What caused the revolutions in France and America?
Objectives:
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Assessments:
Define liberty & equality in terms of 18th century Europe.
Interpret the Declaration of the rights of Man
Assess the impact of Locke & Montesquieu on the revolts.
Identify the 3 estates of France and explain their role in government.
Analyze the bourgeoisie and their motives in the revolution
Analyze the political moves of Louis XVI
Show the impact of Marie Antoinette on both the revolution and the king
Describe the poor of France in pre-Revolutionary France
Describe the major events of the Revolution; Tennis Court Oath, Storming
of the Bastille, Great Fear.
Explain the importance of the bread riots of October of 1789.
Discuss the evolving role of Robespierre during the revolution
Contrast the motivations of the Jacobins and Girondists
Describe the reign of terror & the Thermidorean Reaction
Explain the role of Napoleon in the termination of the Revolution
Assess the impact of Napoleon on France and Europe during his reign
Primary Sources:
 Compare the French “Declaration of the Rights of Man” to excerpts of the
Magna Carta. What evidence of enlightened thinking is their in the
“Declaration of the Rights of Man”?
Art:
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Test:
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Art from the Renaissance through Romanticism, DVD
Multiple choice quizzes
DBQ 6: European Expansion and the Changing Life of the people. How did
the fundamental changes of the 18th & early 19th century European economy
affect the standards of living for the urban and rural working classes?
DBQ 7: French Revolution. To what extent did the ideas and objectives of
the men and women who participated in the French Revolution change over
time?
Essay; The French Revolution and the Napoleonic era produced profound
change in Europe. What were the gains and losses of the various social
groupings---nobility, bourgeoisie, workers, peasants, women—in this era?
Who gained the most? Who benefited the least?
Unit 7: The Revolution in Energy and Industry
Essential Question: What factors led to the revolution in energy and industry?
Objectives:
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Describe where, why, and how the Industrial Revolution began.
Discuss the development of energy during the Industrial Revolution.
Assess the role of transportation during the era.
Compare the theories of Malthus and Ricardo.
Contrast the growth of industrialization in France, Great Britain, Belgium,
Germany, and other countries of Europe.
Evaluate the growth of the middle class.
Describe the new urban dwellers and urban life of the factory workers.
Analyze the evolution of the working conditions during the era.
Explain the sexual division of work
Show how the Industrial Revolution gave rise to socialist ideas.
Assessments:
Primary Sources:
 Bach to Beethoven. Discuss differences in music.
 Coleridge’s “Kublai Khan”, analyze the nature of Romantic poetry.
Art:
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In 6 teams students research and report back on:
Wordsworth, Scott, Sand, Hugo, Delacroix, Beethoven
Test:
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Multiple choice quizzes
DBQ 6: European Expansion and the Changing Life of the people. How did
the fundamental changes of the 18th & early 19th century European economy
affect the standards of living for the urban and rural working classes?
DBQ 7: The French Revolution. To what extent did the ideas and objectives
of the men and women who participated in the French Revolution change over
time?
Essay; How did the Industrial Revolution impact political and economic
thought in the 18th and early 19th century Europe?
Unit 8: Ideologies and Upheavals, 1815-1850 & the emerging Urban Society
Essential Question: How did Europe react politically, socially, and economically to the
end of the French Revolution?
Objectives:
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Tell what the Congress of Vienna was and why it was convened.
Explain balance of power.
Identify the significant people of the Congress of Vienna.
Differentiate between Liberalism, Conservatism, Nationalism, and Socialism.
Discuss French socialism.
Describe the ideas of Marxian socialism.
Show the liberal reforms in Great Britain.
Describe the great famine of Ireland and impact upon the people of Ireland.
Compare & contrast the revolutions of 1848.
Discuss the changes in city life in the 1800s.
Analyze how views on sex, marriage, gender roles, and child rearing changed
in the 1800s.
Assessments:
Primary Sources:
 Reading selections from Darwin’s “The Origin of Species” and discuss the
ideas.
Art:
 Realism
Test:
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Multiple choice quizzes
DBQ 8: Women in the Industrial Revolution. To what extent were women’s
experiences in the factories reflections of the profound social changes
because of the Industrial Revolution and to what extent did their
experiences reflect continuities with traditional working-class ways of life.
DBQ 9: Ideologies and Nationalism. Discuss the concepts that became the
foundations of aggressive nationalism during the period 1815-1914.
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Essay: The uprisings of 1848 enjoyed early success, only to see their gains
destroyed by counterrevolution. How do you account for the early success
and later collapse of the revolutionary movements?
Unit 9: The Age of Nationalism & Imperialism
Essential Question: How did Italy, Germany, and France develop in the last half of
the 19th century?
What was the impact of 19th century imperialism?
Objectives:
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Describe the successes and failures of Napoleon III.
Demonstrate how Italy was unified because of the efforts of Mazzini,
Victor Emmanuel, Cavour, and Garibaldi.
Assess the methods of Bismarck in the unification of Germany.
Evaluate the Franco-Prussian war of 1871 and its immediate and long term
effects.
Explain the attempts of Russia at modernization during the 19th century.
Analyze the Dreyfus affair in terms of nationalism and religion.
Describe the relationship between Great Britain and Ireland during the late
19th century.
Describe the Third world in terms of society, government, and economics in
the late 19th century.
Evaluate the growth of the world economy in last half of the 19th century.
Analyze the Great migration both as a social and economic movement.
Interpret the results of the Berlin Conference.
Assessment:
Primary Sources:
 Hobson’s “Imperialism” and Kipling’s “White Man’s Burden” and contrast the
views on the era.
Art:
 Impressionism DVD
Test:
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Multiple choice quizzes
DBQ 10: The West and the World. Discuss the variety of responses that
the colonized peoples advocated toward the Euroean colonists in the late
19th and early 20th centuries?
Essay: The decade of the 1860s saw the the success of the nation-building
efforts of Cavour and Bismarck in Italy and Germany respectively. Choose
either case and describe the process by which unification was achieved,
assess the reasons for success, and indicate the consequences.
Unit 10: The Great Break: War & Revolution
Essential Question: What were the causes and results of World War I?
Objectives:
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Show how the alliances of Bismarck had avoided war in the late 19th century.
Analyze how alliances caused World War I.
Know the initial causes of World War I
Describe the stalemate of the war and war tactics.
Assess the social impact of the war.
Evaluate the effects of the Russian revolution on both the war and Russia.
Describe the roles of Lenin and Trotsky in the Russian Revolution.
Evaluate the Treaty of Versailles.
Identify the territorial changes in Europe after World War I.
Explain the Balfour Declaration
Assessment:
Primary Sources:
 Student debate after reading selections from: “The Long Fuse”, “The
Origins of World War I”.
 The war in literature, excerpts for “All Quiet on the Western Front” by
Remarque. How was the war viewed?
Art:
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Test:
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Post impression to expressionism
Multiple choice quizzes
DBQ 11: World War I and the Home Front: What effects did the Great
War have on European home fronts during the course of the war?
Essay: Explain the importance of Bismarck’s dismissal (1890) in the total
course of events that led to the outbreak of WWI.
Unit 11: The Age of Anxiety
Essential Question: How was post WWI alienation demonstrated in the arts,
psychology, philosophy, and literature?
Objectives:
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Describe the philosophical views of Nietzsche, Bergson, Sorel, Wittgenstein,
and Sarte.
Assess the views of existentialists and empiricists.
Describe the factors that create the age of anxiety post World War I.
List and describe the scientists of the era specifically; Curies, Einstein, &
Planck.
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“Analyze” the views of Freudian psychology.
Show how the literature of the era identified with the age of anxiety.
Define functionalism in architecture.
Assess the art of the impressionists, neo-impressionists, and cubists.
Assessment:
Primary Sources:
 “The Love Song of J. Alfred Prufrock” by T. S. Eliot. Discuss the anxiety
that is depicted in the work.
Art:
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Test:
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Slides of art work of Cezanne, Picasso, Matisse, Dali, & others.
Multiple choice quizzes
DBQ 12: In what ways did post-World War I European culture challenge the
assumptions of the pre-war, 19th century Europe?
Essay: Although anxiety seems to have affected everyone in the 1920s,
upper and lower classes retained a sharp division between high and popular
culture. Which aspects of the development in arts, literature,
entertainment, and philosophy had an impact on the common person?
Unit 12: Dictatorships and the Second World War
Essential Question: What were the differences in the governments of Russia,
Germany, and Italy?
How did World War I cause World War II?
Objectives:
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Define Keynesian economics.
Contrast France and Great Britain immediately after World War I.
Define the Dawes Plan.
Describe the rise of Hitler in German politics.
Assess the impact of the Great Depression on Europe in the 1930s.
Evaluate the success of recovery and reform in Britain and France.
Define Authoritarian and Totalitarian dictatorships.
Compare and Contrast the fascist governments of Italy, Russia, and Germany
pre World War II.
Identify the attempts at economic improvement in Stalin’s Russia.
Describe life in Russia during Stalin’s rule.
Show how Mussolini came to power and stayed in power.
Define the Nazi state and its impact on society in Germany.
List the steps leading to World War II from 1933-1939.
Describe World War II from the invasion of Poland to the invasion of Russia.
Analyze Hitler’s “New Order” and attempted genocide of “subhumans”.
Assessment:
Primary Sources:
 View excerpts of the movie “Triumph of Will” and write interpretative essay
on what the director was expressing about Nazism.
Art:
 Political cartoons of the era.
Test:
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Multiple choice quizzes
DBQ 13: What were the key concepts of the authoritarian governments and
rulers and why were they so appealing in the interwar years (1919-1939)?
Essay: The leftist interpretation of totalitarianism argues that despite
excesses, there were positive aspects of the Stalinists revolution. To
ascertain the validity of this interpretation, compare the experience of
women in the Soviet Union, Nazi Germany, and fascist Italy. Based on this
comparison, does the leftist interpretation seem valid? Why, or why not?
Unit 13: Cold War Conflicts and Social Transformations, 1945-1985
Essential Question: What led to the Cold War and how did it realign Europe?
Objectives:
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Explain the motives of the “Big Three” in the defeat of Germany.
Describe how the Potsdam Conference failed.
Identify and define: Iron Curtain, NATO, Marshall Plan, and Cold War.
Show how Europe was divided post WWII.
Define and explain Cold War.
Define Common Market.
Discuss decolonization and its impact on the civilizations of the former
colonies.
Assess how decolonization led to the troubles in Southeast Asia and the
Middle East.
Describe the de-Stalinization of Russia.
Identify the Russian leaders Khrushchev & Brezhnev and their political and
economic policies.
Describe the changing class structure and the role of women in Europe in the
1960s and 1970s.
Apply the theory of détente to the Cold War and analyze the results.
Assessment:
Primary Sources:
 Class discussion with retired WWII veteran, Norman Winter. Mr. Winter
lived in occupied Germany from 1949 through 1969 and was a first observer
of the building of the Berlin Wall and Nazi war crime trials.
 Students read the Life magazine article by W. Bullitt, “How we won the war,
and lost the peace” (Life, August 30, 1948, p. 94.) What were the authors
main points? What does the author mean when he says the “we lost the
peace”?
Art:
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Test:
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Excerpts of the Beatles film “A Hard Day’s Night”. After viewing the
excerpts write a short essay on youthful attitudes in postwar era.
Multiple choice quizzes
DBQ 14: To what extent did the criticisms of Communism from citizens of
the Eastern socialist states change over time?
Essay: Historians use the term détente to describe the relations between
the Soviet bloc and the Western democracies in the 1970s. How did the
policy evolve? What were the key elements of this diplomatic change?
What were the limits of détente? What impact did détente have on the
subsequent cold war?
Unit 14: Revolution, Rebuilding, and New Challenges: 1985 to the Present
Essential Question: How did the Soviet Empire unravel?
Objectives:
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Describe how Communism declined in Eastern Europe.
Evaluate the solidarity movement of Poland and its impact throughout
Eastern Europe.
Describe the rise in politics of Gorbachev.
Assess the importance of glasnost and perestroika.
Explain the revolutions of 1989, their causes and their results.
Demonstrate how the revolutions of 1989 led to the disintegration of the
Soviet Union.
Describe the impact of German unification on the society, economy, and
politics of the country.
Define the European Union.
Describe Russia under the rule of Putin.
Explain the Balkan problems of the early 1990s.
Assess the future of Europe in terms of economics, societal changes,
politics, and as a world power.
Assessment:
Primary Sources:
 Video of Ronald Reagan’s speech “Tear down this wall”. News clips of
Eastern European uprisings.
Art:
 Music of the era from the Beatles to U2.
Test:

Multiple choice quizzes