MIME-Version: 1.0 Content-Location: file:///C:/8E4C1D94/APEuropeanHistoryAudit.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" AP European History

AP European History

2007-08 Cour= se Syllabus

 

Instructor: Paul A. Oswald

E-mail Address: poswald@jths.org

Office Phone: 815.727.6957

 

Texts:

McKay, Hill, and= John Buckler. A History of Western Socie= ty. Boston:= Houghton Mifflin Company, 2006.  

 

Sherman, Dennis,= ed. Western Civilization: Images and Interpretations. New York= : McGraw-Hill, Inc., 1991.

 

Perry, Marvin, J= oseph Peden and Theodore Von Laue, eds. S= ources of the Western Tradition: Volume One. Boston: Houghton-Mifflin Company, 2006. 

 

Perry, Marvin, J= oseph Peden and Theodore Von Laue, eds. S= ources of the Western Tradition: Volume Two. Boston: Houghton-Mifflin Company, 2006. 

 

Viorst, Milton. = The Great Documents of Western Civiliz= ation. New York: Barnes and Noble Books, 1994.

            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;    

 

Materials: Binder, Notebook, Pen, and Textbook.

 

Course Description:

 

The goals of the= AP European History course are for students to gain knowledge of basic chronol= ogy and of major events and trends from approximately 1450 to the present and to develop an understanding of some of the principal themes in modern European history, an ability to analyze historical evidence, and an ability to analy= ze and express historical understanding in writing. For further information see www.collegeboard.com.

 

Themes of AP European History (www.collegeboard.com):

 

The outlined the= mes that follow indicate some of the important areas that might be treated in an AP course in European History. The ideas suggested do not have to be treated explicitly as topics or covered inclusively, nor should they preclude development of other themes. In addition, questions on the exam will often = call for students to interrelate categories or to trace developments in a partic= ular category through several chronological periods. For this reason, students a= nd teachers need to address periodization in European history and to relate periodization, as appropriate, to the following themes.

 

 

Intellectual and Cultural History

 <= /p>

  • Changes in religious thought and institutions
  • Secularization of learning and culture=
  • Scientific and technological developme= nts and their consequences
  • Major trends in literature and the art= s
  • Intellectual and cultural developments= and their relationship to social values and political events
  • Developments in social, economic, and political thought
  • Developments in literacy, education, a= nd communication
  • The diffusion of new intellectual conc= epts among different social groups
  • Changes in elite and popular culture, = such as the development of new attitudes toward religion, the family, work,= and ritual
  • Impact of global expansion on European culture

 

Political and Diplomatic History <= /p>

  • The rise and functioning of the modern= state in its various forms
  • Relations between Europe and other parts of the world: colonialism, imperialism, decolonization, and global interdependence
  • The evolution of political elites and = the development of political parties, ideologies, and other forms of mass politics
  • The extension and limitation of rights= and liberties (personal, civic, economic, and political); majority and minority political persecutions
  • The growth and changing forms of natio= nalism
  • Forms of political protest, reform, and revolution
  • Relationships between domestic and for= eign policies
  • Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations
  • War and civil conflict: origins, developments, technology, and their consequences

 

Social and Economic Histor= y

 <= /p>

  • The character of and changes in agricu= ltural production and organization
  • The role of urbanization in transformi= ng cultural values and social relationships
  • The shift in social structures from hierarchical orders to modern social classes: the changing distributio= n of wealth and poverty
  • The influence of sanitation and health= care practices on society; food supply, diet, famine, disease, and their im= pact
  • The development of commercial practice= s, patterns of mass production and consumption, and their economic and so= cial impact
  • Changing definitions of and attitudes = toward mainstream groups and groups characterized as the "other"
  • The origins, development, and conseque= nces of industrialization
  • Changes in the demographic structure a= nd reproductive patterns of Europeans: causes and consequences
  • Gender roles and their influence on wo= rk, social structure, family structure, and interest group formation =
  • The growth of competition and interdependence in national and world markets
  • Private and state roles in economic ac= tivity
  • Development and transformation of raci= al and ethnic group identities

 

Grading Scale:

A         93-100

B          86-92=

C          78-85=

D         70-77  

F          0-69<= /o:p>

 

Activities/Assignments: <= /b>

 

Advanced Placeme= nt European History “…is intended to offer motivated students an opportunity to experience historical development in greater depth than poss= ible at any other high school level.” One of the main goals of AP European History is to prepare students for success on the AP European History Examination.

 

As such, this co= urse is taught traditionally, but there are many other activities to ensure students comprehend the material. In addition to just comprehension, the course aims= to promote higher order thinking. This is done primarily through analysis and interpretation of primary sources, artwork, political cartoons, statistics,= and maps. The input strategies used for instruction include lecture, reading, discussion, essays, DBQs, Socratic Seminars, and multiple-choice/essay exam= s. All of this is to prepare students for the AP exam.

 

With the amount = of material needed to be covered in a relatively small amount of time, students are expected to do a majority of the work outside of the classroom setting. This work is primarily reading, writing, and research projects. Class-time = is reserved for discussion of the material that was assigned.

 

Students are exp= ected to bring all materials to class daily as well as having the assigned readings read. All readings and returned homework needs to go directly into the bind= er. Aside from the physical materials needed daily, participation is essential = in classroom discussions. There will be quizzes to show assessment of reading.=

 

All assignments = will be allotted a certain amount of points based on difficulty. Typically, each semester consists of at least = 500 points.

 

 

 

 

Curriculum: First Semester (August –December)

 

Unit One – The Later Middle Ages=

The purpose of t= his unit is to provide students with a background to the Renaissance and, ultimately= , to the entire course. This unit is quite brief and usually takes less than a w= eek.

  • Students are required to read a sectio= n of Chapter 12 as part of a jigsaw activity, i.e. Black Death, Hundred Years’ War, or Decline of Church’s Prestige. 
  • Students are grouped to create a poster about their area of study and then to present their section to the res= t of the class.
  • This whole activity takes a couple of = days followed by a short assessment over the material.

 

Unit Two – The Renaissance=

The purpose of t= his unit is to familiarize students with the economic, political, social, and cultur= al significance of the Renaissance.

 

Required Readings:

  • Chapter 13 in McKay<= /li>
  • The Prince
  • Excerpts from Thomas More’s Utopia
  • Excerpts from In Praise of Folly
  • A Letter from Petrarch = to a Friend by Petrarch
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • Art of the Renaissance Project
  • Discussion Questions=
  • Graphic Organizers

 

Multiple-Choice = and Essay Exam

&= nbsp;

Unit Three – The Reformation

The purpose of t= his unit is to show students the causes and effects of the Protestant Reformation, English Reformation, and the Counter-Reformation upon Europe.

 

Required Readings:

  • Chapter 14 in McKay<= /li>
  • Selected Reading by Martin Luther (i.e. Twe= lve Articles, Justification by Faith, Peasant’s Revolt)
  • Free Will and PredestinationAssorted Primary and Secondary Readings

 

Special Activiti= es:

  • Discussion Questions=
  • Graphic Organizers
  • After School Movie: Luther

 

Multiple-Choice = and Essay Exam

 

 

Unit Four – Age of Exploration and Religious Wars

The purpose of t= his unit is to discuss the causes of exploration by Europeans and the effects that it had on the “new world”. Also, this unit focuses on the formatio= n of the new state and the role of religion in the development of these new stat= es.

 

Required Readings:

  • Chapter 15 in McKay<= /li>
  • Elizabeth, The Armada, and “The Black Legend”
  • Selections from the Chapter entitled The Age of Exploration and Conqu= est
  • Assorted Primary and Secondary Readings

 <= /p>

Special Activiti= es:

  • Age of Exploration Project<= /span>
  • Thirty Years War PowerPoint Discussion=
  • Slavery and Witchcraft Jigsaw
  • Socratic Seminar on  role of Religious Wars
  • Discussion Questions=

 

Multiple-Choice = and Essay Exam

 

Unit Five – Absolutism and Constitutionalism: France, England and Eastern= Europe

The purpose of t= his unit is to analyze why certain nations chose the type of government that they adopted.

 

Required Readings:

  • Chapters 16 and 17 in McKay=
  • Staging Absolutism
  • Excerpts from Thomas Hobbes’ Leviathan
  • Excerpts from John Locke’s Second Treatise of Government=
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • Dutch DBQ
  • Absolutism and Constitutionalism Photo= Essay Project
  • Louis XIV Jigsaw
  • Louis XIV Essay
  • Leadership of the 16th and = 17th Centuries Activity
  • Discussion Questions
  • Graphic Organizers
  • Socratic Seminar on Louis XIV

 

Multiple-Choice = and Essay Exam

 

Unit Six – Scientific Revolution and Enlightenment

The purpose of t= his unit is to highlight the significant developments in science and thought and how this ultimately lead to the revolutions in = America and France.

 

Required Readings:

  • Chapter 18 in McKay<= /li>
  • Candide
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • Candide Essay
  • Scientific Revolution and Enlightenment Portfolio Project
  • Catherine the Great and Frederick the Great Compare/Contra= st
  • Socratic Seminar on Enlightened Monarc= hs
  • Discussion Questions=
  • Graphic Organizers

 

Multiple-Choice = and Essay Exam

 

Unit Seven – The French Revolution and Napoleon

The purpose of t= his unit is to identify the causes and effects of the French Revolution and how the revolution gave way to the military dictatorship of Napoleon.

 

Required Readings:

  • Chapter 21 in McKay<= /li>
  • English Bill of Rights, Declaration of Independence, Declaration of Rights of Man
  • Assorted Primary and Secondary Readings

 <= /p>

Special Activiti= es:

  • Significance of French Revolution Essa= y
  • Napoleon: Giant or Midget? =
  • Napoleon – Child or Betrayer of = the Revolution?
  • Discussion Questions=
  • Graphic Organizers
  • After School Movie: The French Revolut= ion

 

Multiple-Choice = and Essay Exam

 

 

************= **********Final – Semester One*********************

&= nbsp;

&= nbsp;

Curriculum: Second Semester (January –= ; May)

&= nbsp;

Unit Eight – The Industrial Revolutio= n

The purpose of t= his unit is to identify the causes and effects of industrialization on Europe. Focus is on economics, societal problems, and politics. <= /p>

 

Required Readings:

  • Chapter 22 and 24 in McKay<= /span>
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • DBQ
  • Discussion Questions=
  • Graphic Organizers
  • Socratic Seminar on the Costs of Rewar= ds of Industrialization

 

Multiple-Choice = and Essay Exam

 

Unit Nine – Reaction and Revolution 1= 815-1848

The purpose of t= his unit is to identify causes of the revolutions of 1830 and 1848 and how this brou= ght about fundamental changes to on European governments.

 

Required Readings:

  • Chapter 23 in McKay<= /li>
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • ISMS Project
  • Significance of the Revolutions of 1848 Essay

 

Multiple-Choice = and Essay Exam

 

Unit Ten – Nationalism and Imperialis= m

The purpose of t= his unit is to identify the significance of the rise of nationalism and imperialism = on Europeans and the rest of the world. Also, it will begin to set the stage f= or World War I.

 

Required Readings:

  • Chapters 25 and 26 in McKay=
  • Excerpts from Communist Manifesto
  • Imperialism by V.I. Lenin
  • Imperialism by J.A. Hobson
  • White Man’s Burden by Rudyard Kipling
  • Killing an Elephant by George Orwell
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • DBQ
  • Imperialism Project<= /li>
  • Socratic Seminar on necessity of Imper= ialism
  • After School Movie: Out of Africa

 

Multiple-Choice = and Essay Exam

 

Unit Eleven – World War I and the Rus= sian Revolution

The purpose of t= his unit is to identify the causes and effects of both World War I and the Russian Revolution.

 

Required Readings:

  • Chapter 27 in McKay<= /li>
  • Excerpts from All Quiet on the Western Front
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • WWI Propaganda Slideshow
  • Horrors of WWI PowerPoint
  • Nicholas II and Lenin Compare/Contrast=
  • Analysis of Russian Propaganda Posters=
  • Discussion Questions=
  • Graphic Organizers <= /li>

 

Multiple-Choice = and Essay Exam

 

&= nbsp;

Unit Twelve – The Age of Anxiety=

The purpose of t= his unit is to provide the cultural, social, economic and political framework for the rise of dictatorships in the 1930s. The emphasis will be on the aftermath of World War I and how life had changed for the common European.

 

Required Readings:

  • Chapter 28 in McKay<= /li>
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • Age of Anxiety Project/Essay
  • Discussion Questions=
  • Graphic Organizers

 

Multiple-Choice = and Essay Exam

 

Unit Thirteen – World War II

The purpose of t= his unit is to identify the causes and effects of World War II.

 

Required Readings:

  • Chapter 29 in McKay<= /li>
  • Excerpts from Mein Kampf by Adolph Hitler

 

Special Activiti= es:

  • Rise of Dictators DBQ
  • Discussion Questions=
  • Graphic Organizers
  • After School Movie: Downfall

 

Multiple-Choice = and Essay Exam

 

 

Unit Fourteen – The Cold War to Prese= nt

The purpose of t= his unit is to identify the causes and effects of the Cold War.

 

 Required Readings:

  • Chapters 30 and 31 in McKay=
  • Assorted Primary and Secondary Readings

 

Special Activiti= es:

  • Discussion Questions=
  • Graphic Organizers
  • After School Movie: Dr. Strangelove

 

Multiple-Choice = and Essay Exam

 

Unit Fifteen: Final Review

The purpose of t= his unit is to provide time to review the main concepts of the course. This time will help students prepare for the AP exam. The Saturday before the exam will be used as a special day for review. It is optional, but strongly recommended.=

 

 <= /o:p>

************= *********Final – Semester Two*********************

 

 

 

 

 

 

 

 

Assistance an= d Information:

        &= nbsp;   If you have any questions or problems pleas= e come and see me right away, most problems can be minimized or eliminated if caug= ht early.  Do not let things buil= d up until you are completely overwhelmed.  The reading assignments may seem overwhelming at times but do try to keep up.  The textbook is but = one resource, many sources will give you the same or similar information, so if= you find a good website that describes the Enlightenment, for example, feel fre= e to use that as your primary source, using the text as a guide.  Also, feel free to email or call m= e if you have any problems or questions outside of class time.=

 

 

Extra Help: 

  &nbs= p;         I will = be available before and after school each day and period 5 and 6A, let me know= if you need extra help at those times.  Also, I will have a test prep session at 7:30 on the day of the test; let me know the day before if you need a morning pass.