Download Syllabus for A_P_ European History Chicago Military Academy

Overview of A.P. European History
2008-2009 School Year
Chicago Military Academy-Bronzeville
Course Design
AP European History is a rigorous academic course that furnishes a basic narrative of events and movements in
European History from 1450 to the present. It prepares students for the demands of a college education by
providing experience in college level reading, writing and responsibility for learning. AP European History is
challenging and stimulating yet requires much more time than other high school courses. Solid reading and
writing skills, along with a willingness to devote considerable time to homework and study, are necessary to
succeed. Students can expect to spend between five and seven hours a week outside of class on coursework.
Students will investigate the broad themes of intellectual, cultural and political history and will appreciate how
those ideas are reflected in trends of philosophy, popular literature and the arts. As events in history can only
be understood in terms of their social context, this course will examine demographics and the influences of
social classes and gender roles on history. The course will also focus on economic history and the role of
industrialization by reviewing the development of commercial practices and changing economic structures to
recognize Europe ’s influence on the world.
In addition to traditional lectures on important themes of history, students are expected to participate in class
through discussions of primary documents and events, debates of key issues, role playing of historic figures and
mock trials. Furthermore, students are expected to continually develop their writing skills through regular short
essays and essay exams. The volume of material involved in a survey course covering over five hundred years
of history of an entire continent is immense and therefore organization and the maintenance of a notebook of all
class materials is essential. Students can expect to do a lot of reading not only in the text, but from outside
sources and research both in the library and on the Internet.
AP European History is organized on the assumption that students will take the College Board AP examination,
which allows qualified candidates to receive college credit for the course. Consequently, there will be a focus
on strengthening skills in taking objective exams, in addition to writing clear and compelling expository essays.
Students will also learn the Document Based Question (DBQ) process and will practice the DBQ numerous
times throughout the course.
The course will be rigorous and rewarding. Attention will also be given to preparing students with the skills necessary to
engage in the A.P. European History Examination that is given in May 2009. One of these skills involves taking good
notes, both in class and while reading. The ultimate benefits of this course will be an informed view of how the world has
developed to the start of the third millennium, plus stimulating and intellectual growth.
Course Outline
The course will have five basic units:
1. Europe in Transition 13001750
2. Enlightenment and
Revolution 1700-1850
3. Toward the Modern World
1850-1939
4. Global Conflict, Cold War
and New Directions 19392005
5. A.P. Test Preparation
25%
7 Weeks
25%
9 Weeks
25%
9 Weeks
20%
9 Weeks
5%
2 weeks
Grading
Students will receive a number of grades based on hour exams (essay and objective sections) and papers prepared outside
of class. To help prepare for the AP exam, students will be given practice work in DBQ’s, multiple choice questions,
change over time essays, and comparative essays. Your grading and weighting scale is as follows
Grading Scale
93%-100%:
85%-92%:
84%-75%:
65%-74%:
Below 65%:
A
B
C
D
F
Tests/Quizzes: 20%
Projects: 20%
Papers: 20%
Participation: 20%
Bellringers: 5%
Homework 15%
Textbook
Students will not have to purchase any books for this class. All required materials and readings will be supplied.
The follow text will be used in this class:
Kagan, Ozment, Turner. The Western Heritage, Ninth Edition. Pearson/Prentice Hall, 2006
Readings will be provided to students at the time they are needed. We will also be using the Companion Document
Set which contains a collection of primary source documents.
Website
We will be using a companion website for this book. The website will allow you to work on your vocabulary, geography
skills, practice quizzes and other online resources. We will be using this website on a regular basis so please bookmark
this page immediately. The website is as follows:
www.prenhall.com/kaganap
Again, please bookmark this page right away.
Overarching Themes
Influence of Geography
Patterns of Global Connection (Trade)
Similarities and Differences in the rise and fall of empires
Gender roles and how they have changed
Development and nature of the global economy
Factors affecting European ascendancy
Relation of geographic issues to life styles, culture, and regional historical developments
Political systems and their evolution over time
Religious systems, similarities and differences, effects on specific societies
Performance Indicators
Students will construct and completes assignments during this course that draw on a wide range of taxonomy levels
and learning styles such as, but not limited to:
Analysis of primary and secondary sources
Multiple-choice skills
Essay writing
Cartoon analysis
Point-of-view
Compare/Contrast
Mapping/Geography analysis
Outlining
Timelines
Venn Diagrams
Cause/Effect
Graphic Organizers
Technology (Laptop, companion website)
Video
Overheard
Library/Online research
Unit One: Europe in Transition – 1300-1750
Some of the fundamental ideas and questions that we will cover in this unit include:
1. The Late Middle Ages: Social and Political Breakdown (1300-1453)
a. The Black Death
b. The Hundred Years’ War and the Rise of National Sentiment
c. Ecclesiastical Breakdown and Revival: The Late Medieval Church
d. Medieval Russia
2. Renaissance and Discovery
a. The Renaissance in Italy (1375-1527)
b. Italy’s Political Decline
c. Revival of the French Monarchy
d. The Northern Renaissance
e. Voyages of Discovery and the New Empires in the West and East
3. The Age of Reformation
a. Society and Religion
b. Martin Luther and the German Reformation to 1525
c. The Reformation Elsewhere
d. Political Consolidation of the Lutheran Reformation
e. The English Reformation to 1553
f. Catholic Reform and Counter-Reformation
g. The Social Significance of the Reformation in Western Europe
h. Family Life in Early Modern Europe
i. Literary Imagination in Transition
4. The Age of Religious Wars
a. The French Wars of Religion (1562-1598)
b. Imperial Spain and Philip II (1556-1598)
c. England and Spain (1553-1603)
d. Mary I (1553-1558)
e. Elizabeth I (1558-1603)
f. The Thirty Years’ War (1618-1648)
5. European State Consolidation in the Seventeenth and Eighteenth Centuries
a. The Netherlands: Golden Age to Decline
b. Two Models of European Political Development
c. Rise of Absolute Monarchy in France: The World of Louis XIV
d. Central and Eastern Europe
e. Russia Enters the European Political Arena
f. The Ottoman Empire
6. New Directions in Thought and Culture in the Sixteenth and Seventeenth Century
a. The Scientific Revolution
b. Philosophy responds to Changing Science
c. The New Institutions of Expanding Natural Knowledge
d. Women in the World of the Scientific Revolution
e. The New Science and Religious Faith
f. Continuing Superstition
7. Society and Economy Under the Old Regime in the Eighteenth Century
a. Major Features of Life in the Old Regime
b. The Aristocracy
c. The Land and Its Tillers
d. Family Structures and the Family Economy
e. The Revolution in Agriculture
f. The Industrial Revolution of the Eighteenth Century
g. The Growth of Cities
h. The Jewish Population
8. Transatlantic Economy, Trade Wars and Colonial Rebellion
a. Periods of European Overseas Empires
b. Mercantile Empires
c. The Spanish Colonial System
d. Black African Slavery, The Plantation System and the Atlantic Econmy
e. Mid-Eighteenth Century Wars
f. The American Revolution and Europe
Readings for Unit 1
The Decameron of Giovanni Boccaccio: The Black Death
Encountering the Past: Dealing with Death
Map Exploration: The Hundred Years’ War
Joan of Arc Refuses to Recant Her Beliefs
Marsilius of Padua Denies Coercive Power to the Clergy
A Closer Look: The Delights and Dangers of the Medieval Bath
Map Exploration: Renaissance Italy
Encounter the Past: The Renaissance Garden
Christine De Pisan Instructs Women on How to Handle Their Husbands
A Closer Look: Leonardo Plots the Perfect Man
Michelangelo and Pope Julius II
Machiavelli Discusses the Most Important Trait for a Ruler
A Defense of American Natives
German Peasants Protest Rising Feudal Exactions
Henry IV Recognizes Huguenot Religious Freedom
Discussion and Activities for Unit 1
Introduction to Class/How to succeed in A.P.
Renaissance Project
Essay on Philosophy
Essay on The Colonial World
Discussion Topics for Unit 1
1. How would modern society react to a health crisis like the Black Death? In what ways would the modern world
view create a reaction different reaction than that of the 1350s?
2. Describe the trends of the papacy's decline during the fourteenth century. How did these trends and scholasticism
provide the foundation of the Protestant Reformation?
3. What social and economic factors helped create Renaissance society?
4. Why did the Renaissance have an impact on education and manners? How were the ideas of “courtier” and
“gentleman” developed in this age?
5. What were the distinctive characteristics of the Renaissance artists? How does their art reflect the political and
social events of the period?
6. The 19th century historian Jacob Burckhardt believed that the Italian Renaissance marked the beginning of the
modern world. Do you agree or disagree with his thesis? What attitudes and beliefs contrast the Renaissance with
the Middle Ages?
7. What was Luther's fundamental religious problem? Trace the development of this problem and how Luther solved
it. How did Luther's religious ideas differ from those of Catholicism?
8. How did the Reformation in England differ from the Reformation in Germany and in Switzerland?
9. What were the contributions of the papacy, Council of Trent, and the Jesuits to the revival of Catholicism?
Tests for Unit 1
Weekly Quizzes every Friday
Unit Test
DBQ’s for Unit 1
9-1 (Page 1058); How did the Europeans respond to the plague that struck Europe in 1347? What does their response
tell us about their understanding of disease and its spread?
10-1 (Page 1060): How did fifteenth and sixteenth century Europeans see the inhabitants of the New World? How did
knowledge of new world peoples shape Europeans’ vision of themselves?
11-1 (Page 1062): Why was Luther so adamantly opposed to Indulgences? What role did this issue play in sparking the
Reformation?
12-1 (Page 1064): What were the limits of Henry IV of Frances’s willingness to embrace religious toleration? How were
his views shaped by the events of decades leading up the Edict of Nantes (1598)?
13-1 (Page 1065): In Louis VIV’s view, what were the qualities of an effective monarch? In his opinion, what were the
main obstacles to absolute rule?
14-1 (Page 1067): Based on the attached documents, how would you characterize Galileo’s attitude toward religious and
classical authorities? In his view, what was the relationship between science and theology and between science and
classical scholarship?
15-1 (Page 1069): What role did women play in the eighteenth century economy? Do you agree or disagree with the
assertion that eighteenth century women were limited to the domestic sphere?
16-1 (page 1071): Why was it so difficult for the Spanish to control their New World Empire? Why was it so tempting
for landowners, merchants, and traders to try to evade government oversight and regulation?
Unit Two: Enlightenment and Revolution – 1700-1850
Some of the fundamental ideas and questions that we will cover in this unit include:
1. The Age of Enlightenment: Eighteenth Century Thought
a. Formative Influences on the Enlightenment
b. The Philosophies
c. The Enlightenment and Religion
d. The Enlightenment and Society
e. Political Thought of the Philosophers
f. Women in the Thought and Practice of the Enlightenment
g. Rococo and Neoclassical Styles in Eighteenth Century Art
h. Enlightened Absolutism
2. The French Revolution
a. The Crisis of the French Monarchy
b. The Revolution of 1789
c. The Reconstruction of France
d. The End of the Monarchy: A Second Revolution
e. Europe at War with the Revolution
f. The Reign of Terror
g. The Thermidorian Reaction
3. The Age of Napoleon and the Triumph of Romanticism
a. The Rise of Napoleon Bonaparte
b. The Consulate in France (1799-1804)
c. Napoleon’s Empire (1804-1814)
d. European Response to the Empire
e. The Congress of Vienna and the European Settlement
f. The Romantic Movement
g. Romantic Questioning and the Supremacy of Reason
h. Romantic Literature
i. Romantic Art
j. Religion in the Romantic Period
k. Romantic Views of Nationalism and History
4. The Conservative Order and the Challenges of Reform (1815-1832)
a. The Challenges of Nationalism and Liberalism
b. Conservative Governments: The Domestic Political Order
c. The Conservative International Order
d. The Wars of Independence in Latin America
e. The Conservative Order Shaken in Europe
5. Economic Advance and Social Unrest (1830-1850)
a. Towards and Industrial Society
b. The Labor Force
c. Family Structures and the Industrial Revolution
d. Women in Early Industrial Revolution
e. Problems of Crime and Order
f. Classical Economics
g. Early Socialism
h. 1848: Year of Revolutions
Readings for Unit 2
Coffeehouses and Enlightenment
Immanuel Kant Defines Enlightenment
Denis Diderot Condemns European Empires
Rousseau Argues for Separate Spheres for Men and Women
Mary Wollstonecraft Criticizes Rousseau’s View of Women
Political Cartoon: Challenging the French Political Order
The Third Estate of a French City Petitions the King
The National Assembly Decrees Civic Equality in France
The Paris Jacobin Club Alerts the Nations to Internal Enemies of the Revolution
Napoleon Makes Peace With the Papacy
Napoleon Advises His Brother to Rule Constitutionally
Mazzini Defines Nationality
Benjamin Constant Discusses Modern Liberty
Thomas Babington Macaulay Defends the Great Reform Bill
The Potato and the Great Hunger in Ireland
Readings for Unit 2 (cont.)
Women Industrial Workers Explain Their Economic Situation
A Frenchwoman Writes to her Father about Marriage
Karl Marx and Friedrich Engles Describe the Class Struggle
The Abolition of Slavery in the Transatlantic Economy
Activities for Unit 2
Karl Marx Essay Project
Essay: 1848 – The Year of Revolution
Discussion Topics for Unit 2
1. What correlation is there between overseas expansion and economic, social, and political development in
Europe?
2. What role did religion play as a motivation in the age of discovery? Was it as important a motive as
economics? Explain with examples.
3. Were the "politiques" ahead of their time? What was Henry IV really saying when he said the "Paris is well
worth a mass?"
4. No one in modern history held as much power for as long as Louis XIV. how did he rule France? how did he
increase his power through (a) military and administrative reforms, (b) economic and financial policies, and (c)
religious policy? What role did France play in foreign affairs during his reign?
5. Given its relatively small population and lack of obvious resources, why was the Dutch Republic so successful
in establishing a profitable overseas empire?
6. Why did Parliament come into conflict with Charles I? How did the special nature of Parliament make its
resistance effective?
7.
Compare the reigns of Frederick William of Brandenburg-Prussia and Peter the Great of Russia. How are their
policies similar? How are they different?
Tests for Unit 2
Weekly Quizzes every Friday
Unit Test
DBQ’s for Unit 2
17-1 (Page 1073): Speculate on the relationship between the means through which Enlightenment thought spread and the
actual content of the Enlightenment thought. How were the values of the Enlightenment reflected in the spaces where
ideas were discussed and the vehicles that were used to disseminate them?
18-1 (page 1075): What does the conflict over the role of the Third Estate in the Estates General tell us about the broad
goals of the leaders of the Third Estate in the early years of the French Revolution?
19-1 (Page 1077): What do the documents below tell us about the Romantic’s view of nature and history? What about
religion?
20-1 (Page 1079): What did supporters of the Great Reform Bill of 1832 hope it would accomplish? What did opponents
of the bill fear would be its result?
21-1 (Page 1081): On the basis of the evidence provided in the documents, describe the experiences of women workers
during the early Industrial Revolution. What drew women into the factories and mines of Britain?
Unit Three: Enlightenment and Revolution – 1700-1850
1. The Age of Nation States
a. The Crimean War (1853-1856)
b. Italian Unification
c. German Unification
d. France: From Liberal Empire to the Third Republic
e. The Habsburg Empire
f. Russia: Emancipation and Revolutionary Stirrings
g. Great Britain: Toward Democracy
2. The Building of European Supremacy: Society and Politics to World War I
a. Population Trends and Migration
b. The Second Industrial Revolution
c. The Middle Classes in Ascendancy
d. Late Nineteenth Century Urban Life
e. Varieties of Late nineteenth Century Women’s Experiences
f. Jewish Emancipation
g. Labor, Socialism and Politics to World War I
3. The Birth of Modern European Thought
a. The New Reading Public
b. Science at Midcentury
c. Christianity and the Church under Siege
d. Toward a Twentieth Century Frame of Mind
e. Women and Modern Thought
4. Imperialism, Alliances and War
a. Expansion or European Power and the new Imperialism
b. Emergence of the German Empire and the Alliance Systems (1873-1890)
c. World War I
d. The Russian Revolution
e. The End of World War I
f. The Settlement at Paris
5. Political Experiments of the 1920’s
a. Political and Economic Factors after the Paris Settlement
b. The Soviet Experiment Begins
c. The Fascist Experiment in Italy
d. Joyless Victors
e. Trials of the Successor States in Eastern Europe
f. The Weimar Republic in Germany
6. Europe and the Great Depression of the 1930’s
a. Toward the Great Depression
b. Confronting the Great Depression in the Democracies
c. Germany: The Nazi Seizure of Power
d. Italy: Fascist Economics
e. Stalin’s Soviet Union: Central Economic Planning, Collectivization and Party Purges
Readings for Unit 3
Heinrich Von Treitschke Demands the Annexation of Alsace and Lorraine
Lord Acton Condemns Nationalism
The People’s Will Issues a Revolutionary Manifesto
The Arrival of Penny Postage
Parnell Calls for Home Rule For Ireland
A French Physician Describes a Slum In Lille
The Second Industrial Revolution
An English Feminist Defends the Female Franchise
Eduard Bernstein Criticizes Orthodox Marxism
The Birth of Science Fiction
Herzl Calls for a Jewish State
Virginia Woolf urges Women to Write
Social Darwinism and Imperialism
Bismark Explains his Foreign Policy
Trotsky Urges the Use of Terror
Alexandra Kollontai Demands a new Family Life in the Soviet Union
The Coming of Radio: The BBC
An American Diplomat Witnesses Kristallnacht in Leipzig
Stalin Calls for the Liquidation of the Kulaks as a Class
Activities for Unit 3
PowerPoint Presentations
Essay on Rise of Great Britain as the Exemplary Liberal State
Essay: Imperialism - Ancient and Modern
Women and Warfare
Compare/Contrast Essay: Stalin and Hitler
Discussion Topics for Unit 3
1. How were European international relations affected in the years 1905 to 1913 by the crisis over (a) Morocco and
(b) the Balkans.
2. How did the assassination of the Archduke Francis Ferdinand lead to the outbreak of a general European war?
3. How would you summarize the major military campaigns of 1915 and 1916? What was the general state of
affairs at the end of 1916?
4. What impact did this "total war" have on life at home? How were domestic, economic, and political moments
affected by it?
5. Describe the Paris Peace Conference and the Treaty if Versailles. Why were they later deemed failures? To what
extent did they assure another world war?
Tests for Unit 3
Weekly Quizzes every Friday
Unit Test
DBQ’s for Unit 3
22-1 (Page 1082): Compare and contrast the three visions of nineteenth century nationalism contained in the attached
documents. How does each author conceive of the nation and national rights?
23-1 (Page 1083): What do the images below tell us about the relationship between economic change in the late
nineteenth century and changes in the experience of middle class women? What role did women play in the exploding
consumer society of late nineteenth century Europe?
24-1 (Page 1085): How did the theory of evolution influence racial thinking in the late nineteenth century?
25-1 (Page 1086): In what ways was World War I a “new kind of war”? What role did technology play in making world
War I different from previous conflicts?
26-1 (Page 1088): Describe Lenin and Kollontai’s vision of the place of women in the new communist order. What
connections did they make between the traditional family, traditional women’s roles and capitalism?
Unit Four: Global Conflict, Cold War and New Directions 1939-2005
Some of the fundamental questions that we will cover in this unit include:
1. World War II
a. Again the Road to War (1933-1939)
b. World War II (1939-1945)
c. Racism and the Holocaust
d. The Domestic Fronts
e. Preparation for Peace
2. The Cold War Era and the Emergence of a New Europe
a. The Emergence of the Cold War
b. The Khrushchev Era in the Soviet Union
c. Later Cold War Confrontations
d. The Brezhnev Era
e. Decolonization: The European Retreat from Empire
f. The Turmoil of French Decolonization
g. The Collapse of European Communism
h. The Collapse of Yugoslavia and Civil War
i. The Rise of Radical Political Islamism
j. A Transformed West
3. The West at the Dawn of the Twenty-First Century
a. The Twentieth Century Movement of People
b. Toward a Welfare State Society
c. New Patterns in Work and Expectations of Women
d. Transformations in Knowledge and Culture
e. Art since World War II
f. The Christian Heritage
g. Late Twentieth Century Technology: The Arrival of the Computer
h. The Challenges of European Unification
Readings for Unit 4
Selected portions of the Munich Agreement
Churchill’s Response to Munich
Rosie the Riveter and American Women in the War Effort
Mass Murder at Belsen
The Truman Doctrine Declared
The Church and the Communist Party Clash over Education in Hungary
Khrushchev Denounces the Crimes of Stalin: The Secret Speech
Music and Political Protest
Gorbachev Proposes the Soviet Communist Party Abandon its Monopoly of Power
Rise of the European Union
Toys from Europe Conquer the United States
Energy and the Modern World
Activities for Unit 4
PowerPoint Presentations
War Propaganda Posters
Essay: The Turmoil of Decolonization
Discussion Topics for Unit 4
1. Describe the regime that Mussolini established. What was the purpose of the corporative state and what was it
actually like?
2. How did Hitler became chancellor. Of what significance were the months from June, 1932 to January, 1933?
The elections of March 1933? How would you rate him as a politician?
3. Munich is considered one of the great failures of all time. Was it really a failure? How did the French, the British
and the Russians view the policy of appeasement? How was this policy abandoned?
4. In what sense did Hitler dominate the European continent by the summer of 1940?
5. Analyze the alternatives open to the Allies in meting out conditions for peace. Assess the terms given to
Germany, Italy and Japan. Compare and contrast the peace settlements of World Wars I and II?
6. Describe the factors that led to the development of the Cold War between the United States and the Soviet Union.
Which country was more responsible for the outbreak of the Cold War?
7. Describe the circumstances and events that led to (a) the Truman Doctrine and (b) the Berlin Airlift.
8. Discuss the restlessness in the Soviet Satellites in the 1950s and 1960s. How did the Soviets react in (a) Poland,
(b) in Hungary, (c) in Czechoslovakia?
9. Discuss the link in Gorbachev’s program between economic reform and political liberalization.
10. How did the relaxation of controls unleash ethnic unrest? What did this unrest reveal about the nature of the
U.S.S.R?
11. Describe the origins, course, and outcomes of the revolutions of 1989 in (a) Poland, (b) Hungary, (c) the German
Democratic Republic, (d) Czechoslovakia, (e) Romania, (f) Bulgaria.
12. Describe the events that led to the collapse of the Soviet Union. What role did Gorbachev play? Yeltsin?
13. How did the American response to the 9/11 attacks divide the NATO alliance? Why do some European nations
feel able to dissent from the U.S. position in the Middle East when they rarely did so during the Cold War?
14. In what ways was Europe Americanized in the second half of the 20th century? How do you explain the trend
toward a consumer society?
15. What were the technological steps in the emergence of the computer? What changes will computers bring in the
next decade?
16. What were the major steps in the emergence of the European Union? Why is the Union now facing crisis?
17. How is the U.S. responding to the rise of China as a world power and the re-emergence of Russia as a force to be
dealt with on the world stage?
Tests for Unit 4
Weekly Quizzes every Friday
Unit Test
DBQ’s for Unit 4
27-1 (Page 1089): What were the most important themes of Nazi propaganda? Why did so many Germans find the Nazi
message so appealing?
28-1 (Page 1090): What were the arguments for and against appeasement? Why were France and Britain so eager to
avoid war?
29-1 (page 1091): What common ideals inspired anticolonialists in the years immediately following World War II? To
what extent were anticolonialists inspired by Western notions of freedom and independence?
30-1 (Page 1093): Does the movement toward European unification represent a fundamental break with Europe’s past?
What new challenges to unification have emerged since 1990?
Post AP Unit
There will be approximately a 3 week period after the AP exam in which students will be able to work on a project of
their choice. The project will involve the creation of a presentation of approximately 7-10 minutes as well as a
companion 3-5 page paper. Students may work alone, in pairs or in groups no larger than 4. The project may take
any form such as PowerPoint, collages, classroom lectures, activities or any other instructor approved activity. We
will take the last week of school to do classroom presentations. I will provide any needed supplies or technology to
you in order for you to do your presentations. Just let me know ahead of time what you will need.