Download AP European History

Pre AP Modern World History
Course Syllabus
Greg Cozad
Saraland High School
Saraland, Alabama
School Profile
Saraland High School is a new school and is part of a new school district, Saraland City Schools.
Our school has 9th through 12th grades. Almost 47% of our students are economically
disadvantaged and receive a free or reduced lunch price.
Grades:
Type:
Total Enrollment:
Ethnic Diversity:
9-12
Public high school
800 students
African Americans comprise 21 percent of the student population;
Whites make up 75 percent; Hispanics, Native Americans and
Asian Americans make up 1 percent each.
Personal Philosophy
My own success in college was due in large part to the thorough preparation that my high school
teachers gave me. Their rigorous course work and high expectations made my later college
classes seem very manageable. That awareness shall guide my instruction in this course. I expect
students to spend time every day on preparation for the course and consumption of reading
materials. With self motivated reading, valuable class time can be used to challenge and analyze
what the students have read and to deepen their knowledge. My goal is to prepare each student
for the rigor of AP Coursework in 10th through 12th grades. I hope to convey each day that we are
working together toward that success.
Class Profile
There are three sections of Pre AP Modern World History. Classes will be composed of 9th
graders. The school is on a traditional schedule. Classes will meet 5 days a week for 52 minutes.
There are two 9 week quarters in each semester. Modern World History has 80 instructional days
each semester, leaving five days each quarter for testing, review and distractions like pep rallies
and fire drills.
Course Overview
Students who enroll in Pre AP Modern World History course should be aware that the AP courses
are taught and graded at the college level and that they significantly exceed the demands and
expectations of regular courses. The intention of this Pre AP Course is to approach the level of
rigor that AP courses expect. It is also to prepare students to read and write at a college level.
Consequently, there will be a considerable amount of reading, writing and homework assigned in
this class.
Course Description
In addition to providing a basic exposure to the factual narrative, the goals of the Modern World
History course are to develop (1) an understanding of the principal themes in modern World
History, (2) the ability to analyze historical evidence, and (3) the ability to express that
understanding and analysis effectively in writing.
Students in this course are expected to demonstrate knowledge of basic chronology and
major events and trends from the year 1500 to the present. The broad themes of intellectualcultural, political-diplomatic, and social-economic history form the basis of the course within that
chronology.
This course includes history both as content and as methodology. Emphasis is placed on
students developing intellectual and academic skills including (1) effective analysis of such
primary sources as documents, maps, statistics, and pictorial and graphic evidence; (2) effective
note taking; (3) clear and precise written expression; and (4) the ability to weigh evidence and
reach conclusions on the basis of facts.
Course Planner
The Course Planner does not attempt to show everything we do in class; instead, it is meant to be
a guide that indicates the course’s pacing, readings, and test schedule. The principal textbook for
the course is Modern World History Patterns of Interaction, by Roger B. Beck. Most of the
secondary source readings come from Dennis Sherman’s Western Civilization readers. We will
also read “Night”, by Elie Wiesel.
Pacing
First Semester
15 Aug - 19 Aug Hymnal / Cold War focus / Writing FRQs
22 Aug - 29 Aug The Rise of Democratic Ideals
30 Aug – 7 Sep Renaissance and Reformation
8 Sep - 9 Sep The Ottoman Empire
12 Sep - 19 Sep Age of Exploration
20 Sep - 27 Sep The Atlantic World
28 Sep - 5 Oct Absolute Monarchs in Europe
6 Oct - 12 Oct Review Days
13 Oct
End of First Quarter
17 Oct – 28 Oct Enlightenment and Revolution
31 Oct – 4 Nov French Revolution & Napoleon
15 Nov – 30 Nov Nationalist Revolutions Sweep the West
1 Dec – 13 Dec The Industrial Revolution
14 Dec - 15 Dec Review Days
16 Dec
End of Second Quarter
Chapter 17
Prologue
Chapter 1
Chapter 2-1 only
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Second Semester
3 Jan – 13 Jan
17 Jan –30 Jan
31 Jan – 13 Feb
14 Feb – 7 Mar
8 Mar – 13 Mar
16 Mar
19 Mar – 29 Mar
30 Mar – 11 Apr
16 Apr – 20 Apr
12 Apr – 1 May
2 May – 3 May
4 May - 7 May
8 May – 18 May
31 May
Age of Democracy and Progress
Age of Imperialism
Transformations around the Globe
The Great War
Revolutions in Russia / Totalitarianism
End of Third Quarter
Years of Crisis
World War II
Spring Break
Restructuring the Post War World
The Indian Subcontinent achieves freedom
The Collapse of the Soviet Union
Global Interdependence
End of Fourth Quarter
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14-2 and 14-2
Chapter 15
Chapter 16
Chapter 17
Chapter 18-1
Chapter 19-3
Chapter 20
Week 1 / Student FRQ Handout / Cold War Focus
Textbook
Modern World History
Unit readings
Chapter 17
Primary Sources
Readings from
Sherman, Chapter 18
James L. Gormly, Origins of the Cold War (265), The Truman Doctrine and
the Marshall Plan (249), Jens Reich, The Berlin Wall (251)
Week 1
The Week 1 Student Handout will be used to teach the FRQ method required for this class.
Students will analyze art and political cartoons to learn about the Cold War. A free response
question will be assigned as homework at the end of the first week.
Textbook
Modern World History
Unit readings
Chapter 1
Primary Sources
Readings from
Sherman, Chapters 1
and 2
Peter Paul Vergerio, On the Liberal Arts (6), Christine de Pizan, The City of
Ladies (6), Niccolo Machiavelli, The Prince (7), Baldesar Castiglione, The
Courtier (8), Raphael, School of Athens (10), Arnolfini & Bride (11), Johann
Tetzel (20), Martin Luther (21) John Calvin (23)
Chapter 1
Additional web video content: Leonardo Da Vinci (Dear Prudence), Lorenzo Magnifico (A
Renaissance Music Video), Renaissance Man (Blister in the Sun – by the Violent Femmes), 95
Theses (Rap music video), The Reformation Polka
Extra Lecture Content: King Henry VIII and the English Reformation. The Counter
Reformation.
Textbook
Modern World History
Unit readings
Chapter 3
Primary Sources
Readings from
Sherman, Chapter 3
M.L. Bush, Effects of Expansion (42), Christopher Columbus (35), Bernal
Diaz, (36)
Chapter 3
Possible FRQs: 1. To what extent and in what ways did women participate in the Renaissance?
(2003B).
2. How and to what extent did the methods and ideals of Renaissance humanism contribute to the
Protestant Reformation? (2006B)
3. Compare and contrast the motives and actions of Martin Luther in the German states and King
Henry VIII in England in bringing about religious change during the Reformation. (2005)
Textbook
Unit readings
Modern World History
Chapter 4
Primary Sources
Howard Zinn, People’s
History of the United
States
Christopher Columbus (1-5)
Bartholomew De Las Casas (6-12)
Chapter 4
Project: Students will create a chart of the Columbian Exchange.
Textbook
Unit readings
Modern World History
Chapter 5
Primary Sources
Readings from
Sherman, Chapters 4
and 5
James I (49), Thomas Hobbes (53), Hajo Holborn (56), Carl J. Friedrich
(56), John Locke (64), Frederick William, The Great Elector (63), Conrad
Russell, Causes of the English Civil War (58), George Macaulay Trevelyan
(67)
Chapter 5
Web Content: Show Power points on Phillip II’s El Escorial, Absolutism in France. Music
Video: Elizabeth I (She’s not there, by the Zombies)
Extra Lecture Content: Queen Elizabeth I – Politique
Possible FRQ: Describe the policies of Peter the Great of Russia. (2002B)
Possible FRQ: Describe the causes of the English Civil War.
Possible FRQ: Philip II of Spain (1556-1598) built the Escorial and Louis XIV of France (16431715) built Versailles. Starting with the pictures of these palaces shown below,
analyze the similarities and differences in the conception and practice of
monarchy between these two kings. (1988)
ESCORIAL
VERSAILLES
Textbook
Modern World History
Unit readings
Chapter 6 – Enlightenment and Revolution
Primary Sources
Readings from
Sherman, Chapters 6
and 8
Rene Descartes (72), Galileo Galilei (73), Rembrandt Van Rijn (74), Bonnie
S. Anderson (78), Immanuel Kant (94), Denis Diderot (95), Voltaire (97),
Mary Wollstonecraft (98) Jean Jacques Rousseau, the Social Contract (99),
Joseph Wright, Experiment with an Air Pump (100)
Chapter 6
Home Reading Assignment / Thanksgiving: Voltaire, Candide.
Possible FRQs:
1. Explain the development of the scientific method in the seventeenth century and the impact of
scientific thinking on traditional sources of authority. (2000)
2. Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550
to 1750. (2004)
Textbook
Modern World History
Unit readings
Chapter 7 – French Revolution and Napoleon
Primary Sources
Readings from
Sherman, Chapters 9
and 10
Cahiers de Doleances (111), Emmanuel Sieyes (111), Declaration of the
Rights of Man and Citizen (113), Olympe de Gouges (114), Robespierre
(116), Ruth Graham, Women in the French Revolution (123), Joseph
Fouche (128), Jacques Louis David (130)
Chapter 7
Additional Web Content: Video: Marie Antoinette, Viva la Vida, by Lady Ga Ga. Also video
“French Revolution”, by Lady Ga Ga. “Napoleon, gone daddy gone”, by Violent
Femmes
Possible FRQs:
1.
Analyze how the political and economic problems of the English and French
Monarchies led to the English Civil War and the French Revolution. (2011)
2.
Identify the major social groups in France on the eve of the 1789 Revolution. Assess the
extent to which their aspirations were achieved in the period from the meeting of the EstatesGeneral (May 1789) to the declaration of the republic (September 1792). (1996)
3.
How and to what extent did Enlightenment ideas about religion and society shape the
policies of the French Revolution in the period 1789 to 1799? (2003)
Textbook
Modern World History
Unit readings
Chapter 8 – Nationalist Revolutions Sweep the West
Primary Sources
Readings from
Sherman, Chapters 13
and 14
Jonathan Sperber (165), Otto von Bismarck (168), Giuseppe Mazzini (170),
Rudyard Kipling, The White Man’s Burden (173), Caspar David Friedrich
(160), Eugene Delacroix, Liberty Leading the People (162)
Chapter 8
Possible FRQs:
1. Compare and contrast Enlightenment and Romantic views of the relationship between God
and the individual. (2005B)
2. To what extent did Romanticism challenge Enlightenment views of human beings and of the
natural world? (2004B)
3. Describe and analyze the ways in which artists and writers portrayed the individual
during the Italian Renaissance and the Romantic era of the late eighteenth and early nineteenth
centuries? (2002 B)
Textbook
Modern World History
Unit readings
Chapter 9 – The Industrial Revolution
Primary Sources
Readings from
Sherman, Chapters 13
and 14
Heinrich von Treitschke, Militant Nationalism (171), Friedrich Fabi, Does
Germany Need Colonies? (172), Map of European control of Africa (179),
Herbert Spencer, Social Darwinism (187), Karl Marx, The Communist
Manifesto (189), Emmeline Pankhurst, Why We Are Militant (192), The
Stages of a Worker’s Life (196)
Chapter 9
Additional Web Content: Video: Emily Davison, Deeds not words
Possible FRQs:
1. Describe and analyze responses to industrialization by the working class between 1850 and
1914. (2003B)
2. Contrast how a Marxist and a Social Darwinist would account for the differences in
the conditions of these two mid-nineteenth-century families.
Textbook
Modern World History
Unit readings
Chapter 11 – The Age of Imperialism
Primary Sources
Readings from
Sherman, Chapters 13
Rudyard Kipling (173), Controlling Africa: The Standard Treaty (174), Eric
Hobsbawn (181)
Chapter 11
Special Lecture: Comparing Old Imperialism and New Imperialism
Possible FRQs:
1. Compare and contrast the motives for European overseas expansion during the Age of
Discovery (fifteenth and sixteenth centuries) and during the Age of New Imperialism (nineteenth
and early twentieth centuries). (1982)
2. Analyze the policies of three European colonial powers regarding Africa between 1871 and
1914. (1997)
3. How and in what ways were economic and political factors responsible for intensifying
European imperialist activity in Africa from the mid-nineteenth century to the beginning of the
First World War? (1990)
Introduce Document Based Questions (DBQs): Point of view training – The Football DBQ
4. DBQ: Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how
Elizabeth responded to these ideas. (2010)
Textbook
Modern World History
Unit readings
Chapter 13 – The Great War
Primary Sources
Readings from
Sherman, Chapter 15
The Battle for Verdun 1916 (204), Wilfred Owen, Dulce et Decorum Est
(204), Program of the Provisional Government in Russia (206), V.I. Lenin,
April Theses (206), Woodrow Wilson, 14 Points (207), The Paths of Glory
(209)
Chapter 13
Additional Web Content: Video: Shell Shock – Verdun
Possible Additional Reading: Erich Remarque, “All Quiet on the Western Front”
Possible FRQs:
1. Contrast the impact of nationalism in Germany and the Austrian Empire between 1848 and
1914. (2004)
2. Explain the degree of success of the Treaty of Versailles (1919) in achieving European
stability. (1999)
Textbook
Modern World History
Unit readings
Chapter 14-1 and 14-2 – Revolutions in Russia / Totalitarianism
Primary Sources
Readings from
Sherman, Chapters 15
Revolutionary Propaganda (212), Robert Service, The Russian Revolution
(216)
Chapter 14-1
Possible FRQs:
1. Analyze anti-Semitism in Europe from the Dreyfus affair in the 1890s to 1939. (2006B)
2. Compare and contrast the extent to which the French Revolution (1789-1799) and the Russian
Revolution (1917-1924) changed the status of women. (2004)
Possible DBQ: Identify the various assumptions about children in early modern Europe, and
analyze how these assumptions affected child-rearing practices. (2007)
Textbook
Modern World History
Unit readings
Chapter 15 – Years of Crisis
Primary Sources
Readings from
Sherman, Chapters 15
Benito Mussolini, The Doctrine of Fascism (230), Adolf Hitler, Mein Kampf
(231), Joseph Goebbels, Nazi Propaganda Pamphlet (233), Map
Authoritarianism and Totalitarianism (240), Fascism (241)
Chapter 15
Special Lecture: Comparing Old Imperialism and New Imperialism
Possible FRQs:
1. Analyze the ways in which technology and mass culture contributed to the success of dictators
in the 1920’s and 1930’s. (2004)
2. Analyze the impact of the First World War on European culture and society in the interwar
period (1919-1939). (2002)
Possible DBQ: Analyze factors that contributed to the instability of the Weimar Republic in the
period 1918 – 1933 (2010)
Textbook
Modern World History
Unit readings
Chapter 16 – World War II
Primary Sources
Readings from
Sherman, Chapters 18
Mrs. Robert Henrey, The Battle of Britain (248), William Hoffman, A
German Soldier at Stalingrad (248)
Chapter 16
Possible FRQs:
1. Considering the period 1933-1945, analyze the economic, diplomatic, and military reasons for
Germany’s defeat in the Second World War. (2006)
2. Analyze anti-Semitism in Europe from the Dreyfus affair in the 1890s to 1939. (2006B)
3. Compare and contrast the victorious Allied powers’ treatment of Germany after the First
World War with their treatment of Germany after the Second World War. Analyze the reasons
for the similarities and differences. (2005B)
Possible DBQ: How did France view the Vichy Regime? (2003B)
Textbook
Modern World History
Unit readings
Chapter 17 – Restructuring the Post War World
Primary Sources
Readings from
Sherman, Chapters 18
The Truman Doctrine and the Marshall Plan (249), Jens Reich, The Berlin
Wall (251), Televised Violence (260), Jason Pollock, Number 1 (261),
James L. Gormly, Origins of the Cold War (265), Raymond L. Garthoff, The
End of the Cold War (271), Carol Skalnik Leff, The Collapse of Communism
in Eastern Europe (273)
Chapter 17
Special Assignment: Read Chapter 19-3 before attempting the FRQ for this chapter.
Possible FRQs:
1. Compare and contrast the political and economic policies of Joseph Stalin in the period before
the Second World War and those of Mikhail Gorbachev (1985-1991). (2000)
Possible DBQs:
2. Analyze how political, religious and social factors affected scientists in the 16th and 17th
centuries. (2005B)
3. Analyze various views regarding Western European unity from 1946 – 1989. (2005)
A Note about Homework
There will be homework assigned nearly every day. At the minimum there will be 3 homework
assignments per week. Homework will be posted in the classroom on the dry erase board.
Students are expected to write down the assignments at the beginning of the week. Completing
the homework will be an important key to success in this class and future success in the AP
program.
Contacting the Instructor
You can reach the instructor by email at: [email protected] It is also strongly
recommended to parents that they get their grade book password from the front office of
Saraland High School and check your student’s grades a few times per week. The instructor will
not send grades via email, but will be happy to discuss an assignment or student progress in
general.