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Marcus High School
Lewisville Independent School District
Advanced Placement European History
Course Syllabus, 2010-2011
Instructor: Danelda Crouse
e-mail: [email protected]
Conference period: 1st
Textbook: Western Civilization, 4th
ed. - Spielvogel
 Course Objective: This course will aim to heighten students’ ability to see relationships and distinctions
in European political, social, economic, and intellectual history. The study of history goes far beyond
the mastery of content. The study of history is about developing critical skills that will serve students in
college and as a life long learner. Objectively, this course will help students improve on the following
skills:
1. time management, organization, and study skills
2. critical reading of primary and secondary sources
3. constructing and evaluating historical interpretations
4. essay writing and oral communication
5. cause and effect relationships
6. comparative analysis
7. making historical analogies
8. inductive and deductive reasoning
 Course Purpose: Advanced Placement European History course is a college-level survey course that
introduces students to the rich political, cultural, social, and intellectual heritage of Europe. It is part of a
cooperative endeavor by high schools, colleges, and the College Board to provide highly motivated
students the challenge and opportunity to earn college credit during their high school years.
Performance on the College Board’s AP European History exam determines a student’s eligibility to
earn college credit. Course curriculum, materials, and expectations are designed to prepared students
for success with this three-hour exam. The overall purpose of this course, however, extends beyond the
possibility of earning college credit by providing students the opportunity to develop sills and knowledge
that will form a foundation for their continuing educational endeavors.
 Course Description: Advanced Placement European History develops an understanding of the main
themes in modern European history including political and diplomatic, intellectual and cultural, and
social and economic history. Analyzing historical evidence and reading critical literary narratives is
integrated into the chronologically ordered picture of the modern history of Europe. Using a collegelevel textbook, this course begins with the Renaissance and concludes with the demise of communism
in Eastern Europe, the reunification of Germany, and the crisis of global terrorism.
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Course Themes:
the growth in power of the state and competition among nation-states
individualism as a force for progress and its conflict with the demands of society
the impact of economic innovation on the standard of living and traditional ways of life
the struggle by women, workers, peasants, and ethnic minorities for emancipation and power
the dynamism and destructiveness resulting from Europe’s quest for mastery of its natural and human
environments
 Course Format: This course will be taught as a seminar, which means that each student will play a vital
role in the learning process. There is a tremendous amount of discussion. In the traditional seminar,
students are responsible for completing outside readings so that the interpretation of the literature can
be discussed for deeper analysis and understanding in class. As part of class participation, each
student is expected to guide a class session over an assigned problem and/or concept.
 Exams: Each 9 weeks, students will take 2-3 objective exams covering material from the textbook,
supplemental readings, discussions, and lectures. The design of each exam will be multiple-choice and
essay questions. Several essays will be assigned over the course of the 9 weeks as a part of the exam
or for a test grade itself. Exams and essays measure not only how well a student can answer basic
factual information, but one’s ability to understand the concept.
 Quizzes: Scheduled quizzes will be given to insure that the student is preparing for class by completing
the readings and continuing to add to a base of content knowledge.
 Class Participation: A student will earn points during each class meeting by taking an active leadership
role in explaining a concept and/or problem and engaging in a dialogue of historical significance.
 Grading: Per the Social Studies Department standard policy, AP test grades and major projects or
assignments will account for seventy percent (70%) of your course grade. The remaining thirty percent
(30%) of your grade will be made up of quizzes, daily work, minor writing assignments, and homework,
etc. Your final exam is 20% of your overall grade.
 Late Policy: In order to receive credit for all work, that work must be submitted when it is due. A
maximum of a 70 will be earned for work turned in 1 day late. A maximum of a 50 will be earned for
work turned in 2 days late. A zero will be issued for work turned in 3 or more days late.
 Teacher’s Expectations and Classroom Rules – Read your student handout for school rules and
policies. They are to be followed in this classroom. These include rules regarding dress code, food,
tardies, and behavior. Rules that are left to the teacher’s discretion will be handled according to the
level of maturity of the class. I take for granted, that by the time you get to high school you are, by and
large, adults. You will be treated that way until you wish to be treated otherwise. I expect you to be in
your seat by the time the bell rings. Being late, wandering around the room, and wasting time will not
be tolerated. We have too much work to do in too short a period of time for any of it to be wasted. Any
of the supplies available in the classroom are expected to be returned to their appropriate place when
you have finished with them. Nothing is less welcome by me than someone talking or being disruptive
while I (or a fellow student) am lecturing/sharing. Please do not even consider it. Parents will be
contacted, detention assigned, or referrals issued for those whose behavior is inappropriate. A daily log
is made regarding behavior to insure that students and parents understand the behavior issues. The
three strike rule will be enforced. If I have to remind you of your inappropriate behavior three times,
parents will be contacted. If the behavior continues, you will be assigned detention. If you still have
not learned the lesson regarding appropriate classroom behavior, I will write a discipline referral and
your assigned assistant principal will handle the consequences. All students have a right to their
opinions (however unpopular). How you support your opinions is a key to doing well on the AP
exam and in this class. Respect for the opinion of others is a class requirement.
AP European History
1ST
NINE WEEKS LESSON PLANS
CONTENT
ACTIVITIES