Download Advanced Placement European History

Advanced Placement European History
Course Syllabus
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Course Description:
In addition to providing a basic exposure to the factual narrative, the goals of Advanced
Placement European History are to develop
a) an understanding of some of the principal themes in modern European history
b) an ability to analyze historical evidence, and
c) an ability to express that understanding and analysis in writing.
A major goal is for students to prepare to take the college-level examination in May,
which provides students with an opportunity to demonstrate that they are qualified to pursue
upper-level history studies at college.
Throughout the year, students will be exposed to a variety of primary source documents,
including journals, letters, graphs, maps, works of art, photography, and statistical data. Students
will be required to interpret and analyze this documentary evidence, often within the context of
historical themes such as the early British labor movement or 1960s European pop culture. In
addition, students will be confronted with differing historical interpretations of this evidence and
the events and people associated with them. They will be required to analyze, compare, and
contrast these interpretations. A range of activities will be employed so that students may
demonstrate their understanding of both the historical materials and the varying interpretations of
those materials including Socratic seminars, group and individual presentations, timed writings,
at least one multi-media project (e.g. photographic gallery guide, digital museum), one formal
debate and/or a mock trial.
As part of writing component to AP United States history, students will engage in both
document-based question (DBQ) and free response question (FRQ) writing exercises. This will
include frequent practice in developing thesis statements and structuring the expository essay. A
combination of at least eight DBQ and FRQ essays will be completed during the year in addition
to frequent scaffolding activities. Students will peer evaluate, assess, and re-write these essays
as part of the writing process. Additional opportunities for analytic writing will include film
reviews, daily “quickwrites” or reflections, and a range of other classwork and homework
activities (including primary source analysis exercises such as SOAPS).
In colleges and universities European history is increasingly seen in a broad perspective,
with teaching methods reflecting an awareness of other disciplines and a diversity of techniques
of presentation, including visual and statistical materials. European history is also taught in a
rather more global framework emphasizing Europe’s interactions with Asia, the Americas, and
Africa.
All sections of the examination reflect college programs in terms of subject matter and
approach. Therefore, questions in intellectual-cultural, political-diplomatic, and socio-economic
history form the basis for the examination. Students are expected to demonstrate a knowledge of
basic chronology and of major events and trends from approximately 1450 to the present, that is,
from the High Renaissance to the recent past. The entire chronological scope and a range of
approaches are incorporated throughout the exam. In addition to developing critical thinking
skills, APEH incorporates the literacy approaches developed by the San Diego City Schools
Institute for Learning and exceeds the Content and Performance Standards for History-Social
Science.
Texts:
Western Civilization, Jackson Spielvogel, Wadsworth/ Thomson, Belmont, 2004
Western Civilization: Images and Interpretations, Dennis Sherman ed.
The Kidnapping of Edgardo Mortara, David Kertzer, Random House, NY, 1998
Of Paradise and Power, Robert Kagan, Random House, NY, 2004
Class Website: The class website (URL listed above) will be an invaluable resource for students
and parents. The site should be bookmarked and visited regularly. In addition to providing
access to secure, online grades, the site includes school and class announcements, syllabi,
information on homework and class assignments, AP testing information, textbook resources,
study aids, and a wealth of useful links to course-related resources. The site is updated regularly.
Comments and suggestions by students and parents about the site’s design and content are
welcomed.
State Standards and the College Board: Students in APEH will be expected to exceed their
grade 10 peers in a challenging and rigorous curriculum that will cover the state world history
standards for grade 10 as well as the College Board requirements for European history. The
outline for this course was set by the College Board to replicate a full year of European history
in a freshman survey course. See the course description below for complete details:
http://apcentral.collegeboard.com/
The complete California content and performance standards can be located at the California State
Department of Education web page at: http://www.cde.ca.gov/be/st/ss/hstmain.asp
The modern world history component will be emphasized throughout the year, including regular
discussion of world events. Students who plan on taking the SATII in World History should
purchase a review book to independently review the material from ancient and non-western
cultures after the AP exam. The SAT II exam is recommended only if student skills and interests
will sustain the independent study. Otherwise, it is recommended that students take the SATII in
U.S. History as juniors. The students will be a year older and the AP U.S. History course more
closely aligns with the content of the exam.
Course Requirements:
Grade Distribution:
1. Tests
2. Activities/Essays
3. Classwork/Homework (including binder)
Grade Conversion:
98+
= A+
93 – 97 = A
90 – 92 = A-
88 - 89 = B+
83 - 87 = B
80 - 82 = B-
50%
30%
20%
78 - 79 = C+
73 - 77 = C
70 - 72 = C-
68 - 69 = D+
63 - 67 = D
60 - 62 = D-
Students are expected to maintain an A or B average in the Humanities Seminar. Class materials
are to be kept in a comprehensive notebook. Do not throw anything away. Objective tests will be
discussed in class following the test and then returned to the teacher. Students do NOT keep test
copies or their answer sheets.
Homework: AP European History is a demanding course with homework most nights. For
students planning to earn a grade of "A" or "B," a total of six to eight hours per week is minimal.
Students should begin preparing now, in September, to take the APEH Exam in May.
In addition to the textbook, assignments include supplementary reading varying from a few
pages to book length, research projects, seminar presentations, oral reports, group discussions,
quizzes, objective and essay tests, current events, and documentary programs. Because the
course covers such a breadth of material, students will be expected to manage sections of the
textbook and/or projects independently. Students should print out and keep the syllabus and
reading schedule in their three ring binder. Although I may delay or alter the schedule slightly,
lost time will always be made up with independent study. Major assignments will be given with
specific due dates and enough advance notice to allow students to organize their time.
Participation/Citizenship: A significant part of the academic and citizenship grades will be
voluntary student participation. Student grades will be rewarded by:
• Being on time to class
• Bringing all necessary materials to class
• Being prepared for classroom discussion and activities
• Cooperating with the teacher and working well with peers
• Focusing on the coursework
Student grades may be reduced for:
• Excessive or unexcused absences
• Tardiness (LJHS Universal Tardy Policy info available on class website)
• Failure to bring required materials
• Being unprepared for class discussion and activities
• Disruptive or disrespectful behavior
• Working on non-course related materials
• Using cell phones, iPods, PDAs, or other distractions in class
A special emphasis will be placed on students independently managing their school
schedule, projects and assignments. Students are encouraged to fully participate in the
Humanities Seminar program as well as a full range of school and community activities.
Students who are achieving at a high level may propose an independent study project or earn
credit for a non-class activity with the prior agreement of the teacher. Seminar students are
expected to take advantage of the classroom resources, environment and privileges of the
Independent Study program within the rules established at the beginning of the year.
Make-up Work: It is the responsibility of students to determine what work they have missed
due to absence. Questions for the teacher about missed work should be asked after school.
Truancy will result in a score of 0 on all of the work for that day, and a “U” in citizenship for the
grading period. Students who are excused from class and who miss work will receive a zero on
the assignment(s) unless they submit the completed makeup work after school by the day after
their return to class. Unless the student has made arrangements with me ahead of time or has an
excused absence from class, any work submitted after the due date will be marked down
(generally 10% for each day it is late). Tests and quizzes that are missed due to excused absence
must be made up on a mutually agreeable day after school. Tests must be made up within a
week of the originally scheduled date and will be given in a different format (e.g. essay questions
may be given in lieu of an objective test). Failure to make-up tests and quizzes as described will
result in a grade of zero for that assignment.
Academic Honesty: Students are expected to demonstrate the highest standards of personal
integrity in every class endeavor, large and small. The academic honesty policy of La Jolla High
School will be enforced strictly with regard to cheating and plagiarism. A first time violation will
result in a zero on the assignment, a referral to the counselor and a parent conference. The
second offense will result in a failing grade for the semester. While I will discuss the matter with
a student, my professional judgment with regard to what I observe will be the final determinant
of whether cheating occurred. Neither a student’s intentions nor awareness of policies is an
acceptable reason or mitigating factor in such instances. Homework that is done as part of a
group effort should indicate the names of the people that were partners when the assignment is
turned in. In such cases the actual writing of the responses should be individual in nature.
Sections that are copied verbatim are considered a form of plagiarism.
Course Outline and Reading Schedule:
In order to keep up with this reading schedule, students will need to plan on 7-8 pages of reading
a night. This is typically one chapter a week. Students will benefit by reading ahead during the
week so that they come to class prepared to ask better questions and engage the material at a high
level. This schedule is for the textbook reading only. Reading primary sources and other
supplementary sources will also be part of coursework. I will assume that the reading is taking
place according to this schedule. Quizzes based on the reading assignment will be given
periodically. If the class falls behind schedule, for whatever the reason, the balance of the work
will be made up independently. For example, if we postpone a test one day, it will mean one less
day for the next chapter. Should we find ourselves multiple days behind schedule, independent
work may be assigned over vacations or long weekends.
Chapter 11 The Late Middle Ages
(5 Days)
A Time of Troubles: Black Death and Social Crisis
War and Political Instability
The Decline of the Church
The Cultural World of the Fourteenth Century
Society in an Age of Adversity
273
280
289
293
296
Chapter 12 Recovery and Rebirth: The Age of the Renaissance
(9 Days)
The Making of Renaissance Society
The Italian States in the Renaissance
The Intellectual Renaissance in Italy
The Artistic Renaissance
The European State in the Renaissance
The Church in the Renaissance
302
309
315
319
327
331
Chapter 13 Reformation and Religious Warfare in the Sixteenth Century
(7 Days)
Prelude to Change: The Northern Renaissance
Martin Luther and the Reformation in Germany
The Spread of the Protestant Reformation
336
340
347
The Social Impact of the Protestant Reformation
The Catholic Reformation
353
356
Chapter 14 Europe and the World: New Encounters 1500 - 1800
(8 Days)
On the Brink of a New World
New Horizons: The Portuguese and Spanish Empires
New Rivals on the World Stage
Toward a World Economy
Impact of European Expansion
368
371
380
391
393
Chapter 15 State Building and the Search for Order in the 17th Century
(9 Days)
Social Crisis, War and Rebellions
The Practice of Absolutism: Western Europe
Absolutism in Central, Eastern and Northern Europe
Limited Monarchy and Republics
The World of 17th Century Culture
401
408
416
424
431
Chapter 16 Toward a New Heaven and a New Earth: The Scientific Revolution and the
Emergence of Modern Science
(6 Days)
Background to the Scientific Revolution
Toward a New Heaven: A Revolution in Astronomy
Advances in Medicine/Women in Science
Toward a New Earth: Descartes, Rationalism and
New View of Humankind
Science and Religion in the 17th Century
The Spread of Scientific Knowledge
439
441
449
453
456
458
Chapter 17 The Eighteenth Century: An Age of Enlightenment
(6 Days)
The Enlightenment
Culture and Society in an Age of Enlightenment
Religion and the Churches
464
476
484
Chapter 18 The Eighteenth Century: European States, International Wars and Social
Change
(5 Days)
The European States
Wars and Diplomacy
Economic Expansion
The Social Order of the 18th Century
492
503
507
513
Chapter 19 A Revolution in Politics: The Era of the French Revolution and Napoleon
(10 Days)
The American Revolution
The French Revolution
The Age of Napoleon
523
528
544
Chapter 20 The Industrial Revolution and Its Impact on European Society
(5 Days)
The Industrial Revolution in Great Britain
The Spread of Industrialization
The Social Impact of the Industrial Revolution
553
560
566
Chapter 21 Reaction, Revolution and Romanticism, 1815-1850
(9 Days)
The Conservative Order
Ideologies of Change
Revolution and Reform
The Emergence of an Ordered Society
Culture in an Age of Reaction and Revolution: The Mood
of Romanticism
580
588
593
601
603
Chapter 22 An Age of Nationalism and Realism, 1850-1871
(9 Days)
France of Napoleon III
National Unification
Nation Building and Reform
Industrialization and the Marxist Response
Science and Culture in an Age of Realism
612
616
622
629
633
Review for Semester Final Exam 1450-1815
Semester Final Exam 1450-1815
Fall Semester ends
Chapter 23 Mass Society and an “Age of Progress,” 1871-1894
(5 Days)
The Growth of Industrial Prosperity
The Emergence of Mass Society
The National State
643
651
665
Chapter 24 An Age of Modernity and Anxiety, 1894-1914
(6 Days)
Toward the Modern Consciousness
673
Politics: New Directions and Uncertainties
The New Imperialism
International Rivalry and the Coming of War
682
690
700
Chapter 25 The Beginning of the 20th Century Crisis: War and Revolution
(9 Days)
The Road to World War I
The War
War and Revolution
The Peace Settlement
708
712
726
733
Chapter 26 The Futile Search for a New Stability: Europe between the Wars, 1919-1939
(9 Days)
An Uncertain Peace: The Search for Security
The Democratic States
The Retreat from Democracy: The Authoritarian and
Totalitarian States
Expansion of Mass Culture
Cultural and Intellectual Trends
740
744
746
762
764
3/20-3/30
Chapter 27 The Deepening of the European Crisis: World War II
(9 Days)
Prelude to War
The Course of World War II
The Nazi New Order
The Home Front
The Aftermath of the War: The Emergence
of the Cold War
772
776
785
791
797
Ch. 28 Cold War and a New Western World
(9 Days)
The Development of the Cold War
Recovery and Renewal in Europe
The United States and Canada: A New Era
The Emergence of a New Society
804
816
824
826
Ch. 29 The Contemporary Western World
(9 Days)
Moving Beyond the Cold War
Toward a New Western Order
New Directions and New Problems in Western Society
The World of Western Culture
836
838
853
858
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