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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. 1. 2. 3. 4. 5. 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