AP European History Syllabus (DOC)

Document Sample
AP European History Syllabus (DOC) Powered By Docstoc
					Oley Valley High School
Mr. Shawn M. Meals

                           AP European History: Course Syllabus

Course Description:
      AP European History is a college-level survey course meant to challenge students using higher order
thinking skills to help them attain a greater understanding and knowledge of the basic chronology, major
events, and trends in European History from the Late Middle Ages to the present. Within this framework
students will explore a variety of themes such as 1) Political and Diplomatic History, 2) Social and
Economic History, and 3) Intellectual and Cultural History to gain a more comprehensive overview of
European History. Likewise, since this is an advanced course, students will be challenged to develop
skills and knowledge in the following methodological areas:

     1)   time management, organization, and basic study skills
     2)   critical analysis of primary and secondary sources
     3)   construction and critical evaluation of historical interpretations
     4)   analysis and synthesis of cause and effect relationships
     5)   comparative analysis
     6)   the ability to analyze and express historical understanding orally and in writing.

      Besides enhancing skills which will benefit students in their future educational endeavors, the course
will also prepare students for the AP European History Exam which is administered by the College Board
in May. This exam is three hours and five minutes in length. It consists of a 55-minute multiple-choice
section and a 130-minute free response section. The free-response section begins with a mandatory 15-
minute reading period. Students are then given 45 minutes to answer a document-based question (DBQ) -
Part A. In Part B, students are given 70 minutes to answer two thematic questions (FRQ’s). Students
choose one essay from each of two groups of three essays - they are advised to spend 5 minutes planning
and then 30 minutes writing each of their FRQ’s. Based on their performance on this exam, students have
the chance of gaining college credit. Students and parents can get more in-depth information pertaining to
the AP Exam by contacting the school’s Guidance Office, or by visiting the College Board AP homepage
at http://www.collegeboard.com/student/testing/ap/about.html . Nevertheless, students taking this course
are definitely encouraged to take the exam.

Textbook:

Palmer, R.R., Joel Colton, and Lloyd Kramer. A History of the Modern World: Ninth Edition. Boston:
McGraw Hill. 2002.

Students will also be provided with document packets containing primary sources for evaluation and
analysis as we move through the various units of study.

Course Overview:
      The following is a basic overview of the course as it will be taught during the course of the year. A
chronological listing of units of study is provided, as well as unit objectives, related readings, and unit
assignments/projects. Each unit will be concluded with an exam, which will include multiple-choice and
essay questions. Multiple-choice questions will be drawn from previously released AP exams and original
material. Regarding the essay questions, a selection of questions will be provided at the beginning of each
unit. At the time of the exam, students will have to choose two questions from amongst those previously
provided. Likewise, students will also be quizzed during the course of each unit to assess content and
thematic comprehension. Nevertheless, realize that the following is an overview – it is not meant to be a
detailed day-to-day planner.


1st Semester -
    Unit I:        The Transition from Medieval to Modern Europe / Late Middle Ages and
                   the Renaissance (1300 – 1560)

         Textbook Readings:
             Palmer;     Ch. 1 – The Rise of Europe (pp. 9-46)
                         Ch. 2 – The Upheaval in Christendom, 1300-1560 (pp. 47-77)

         Primary Source Readings:
             Thomas Aquinas, Boccaccio, Lorenzo Valla, Petrarch, Petrus Paulus Vergerius,
             Pico Della Mirandola, Baldassare Castiglione, Machiavelli, Erasmus

         Assignments / Projects:
             Unit Discussion Questions & Identification Sheet
             Introduction to the DBQ – Evaluation/Analysis of Renaissance Humanism

         Unit Objectives:
             Describe and analyze the economic difficulties experienced in the late Middle Ages.
             Describe and analyze the psychological effects of repeated attacks of plague and
                disease.
             Assess the validity of the statement: war is a catalyst for political, social, and economic
                change. (An assessment of the Hundred Years' war in context)
             Describe and analyze the reasons for schism in the medieval church.
             Describe and analyze the effects of the schism on the lives of ordinary people.
             Describe and analyze the ways national literatures reflected political and social
                developments
             Describe and analyze the conditions in Italy that led to the beginning of the Renaissance
                there.
             Describe and analyze the ways the Renaissance was manifested in government, politics,
                and society.
             Describe and analyze the philosophical and artistic hallmarks of the Renaissance
             Describe and analyze the ways the Renaissance affected the development of nation
                states and the emergence of the "New Monarchs."
             Describe and analyze the similarities and differences of the Italian Renaissance and
                Northern Renaissance
             Evaluate the appropriateness of the label Renaissance as applied to the period of
                transition into the Modern Age of Europe


    Unit II:       The Reformation

         Textbook Readings:
             Palmer;     Ch. 2 – The Upheaval in Christendom, 1300-1560 (pp. 77-96)

         Primary Source Readings:
             The Imitation of Christ, Johann Tetzel, Martin Luther, John Calvin, Henry VIII,
             Council of Trent, Index of Prohibited Books, St. Ignatius Loyola
    Assignments / Projects:
        Unit Discussion Questions & Identification Sheet
        Movie Analysis – Evaluation of Luther

    Unit Objectives:
        Describe and analyze the late medieval developments that paved the way for Protestant
           thought.
        Describe and analyze the consequences of religious divisions.
        Describe and analyze the ways political and social developments affected and were
           affected by the reformations.
        Describe and analyze the ways the ideas of Luther brought social, political, and
           economic change.
        Describe and analyze the ways the ideas of Calvin affected Europe.
        Describe and analyze the ways the ideas of other Protestant leaders affected Europe.
        Describe and analyze the ways the Catholic church responded to the Protestant
           movement.


Unit III:    The Age of Discovery/Exploration and Religious Wars

    Textbook Readings:
        Palmer;     Ch. 3 - Economic Renewal and Wars of Religion, 1560–1648
                         (pp. 97-118)

    Primary Source Readings:
        Michel de Montaigne, Christopher Columbus, Hernan Cortes, Eyewitness Account
        – St. Bartholomew’s Day Massacre, Elizabeth I, Treaty of Westphalia, Thomas
        Mun, Henry IV

    Assignments / Projects:
        Unit Discussion Questions & Identification Sheet
        Introduction to the FRQ – Religions Role in the Wars of Religion

    Unit Objectives:
        Describe and analyze the factors that led to the European discovery and conquest of
           other continents.
        Describe and analyze the immediate effects of overseas expansion on Europe and on
           conquered societies.
        Describe and analyze the causes and consequences of the religious wars in France, the
           Netherlands and Germany
        Describe and analyze the ways the religious crises of the 16th and 17th centuries
           affected faith, literature, art, and the status of women and slaves.


Unit IV:     The Conflict Between Absolutism and Constitutionalism

    Textbook Reading:
        Palmer;     Ch. 4 – The Establishment of West-European Leadership
                         (pp. 143-186)
                             Ch. 5 – The Transformation of Eastern Europe, 1648-1740
                                 (pp. 187-220)

        Primary Sources:
            James I, Hobbes, Locke, Bossuet, Jean Domat, Duc de Saint-Simon, Cromwell,
            Statement of the Levellers, English Bill of Rights, Richelieu, John Milton, Colbert

        Assignments / Projects:
            Unit Discussion Questions & Identification Sheet
            Essay – Analysis and Evaluation of 17th Century Political Theories
            FRQ – Comparison of Events in England and France in relation to the English
                 Civil War and the Fronde

        Unit Objectives:
The Following objectives would fit HIS 125 Competency #1: Explain the development of
absolutism and constitutionalism in Europe.

                 Describe and analyze constitutionalism and its development in seventeenth century
                  England and the Netherlands.
                 Describe and analyze the development of absolutism in France from the reign of Henry
                  IV to Louis XIV.
                 Evaluate the objectives, course, and outcome of the wars of Louis XIV.
                 Describe and analyze how and why rulers of Austria, Prussia, and Russia built powerful
                  absolute monarchies.
                 Compare and contrast the absolutist states of Eastern Europe with France.




    Unit V:        The Scientific Revolution and the Age of Enlightenment

        Text Readings:
            Palmer;          Ch. 7 – The Scientific View of the World (pp. 265-293)
                             Ch. 8 – The Age of Enlightenment (pp. 295-342)

        Primary Sources:
            Galileo, Newton, Descartes, Bacon, Copernicus, Spinoza, Kant, Paine, Voltaire,
            Rousseau, Catherine the Great, Joseph II, Frederick the Great, Montesquieu,
            Beccaria, Wollstonecraft, Paine, Pugachev, Baron d’Holbach, Diderot

        Assignments / Projects:
            Unit Discussion Questions & Identification Sheet
            DBQ – Influence of the Scientific Revolution on the Enlightenment

        Unit Objectives:
The Following objectives would fit HIS 125 Competency #2: Describe t he scientific revolution
and the Enlightenment.

                 Describe and analyze the medieval world-view that existed prior to the Scientific
                  Revolution.
                 List the factors that led to the development of the Newtonian world-view.
                 Evaluate and explain how the Newtonian world-view differed from the medieval world-
                  view.
                 Discuss how the Newtonian world-view affected society, religion, the economy, and
                  politics.
                 Define the Enlightenment and explain its connection to the Scientific Revolution.
                 Describe and analyze the views of the major philosophes and their contributions to
                  European thought.
                 Evaluate the degree by which enlightened monarchs (enlightened absolutism) acted
                  according to enlightened principles.


    Unit VI:       The Struggle for Wealth and Empire in the 18th Century

         Textbook Reading:
             Palmer;     Ch. 5 – The Transformation of Eastern Europe, 1648-1740 (pp. 220-224)
                         Ch. 6 – The Struggle for Wealth and Empire (pp. 295-342)

         Primary Sources:
             Adam Smith, Colbert, Frederick the Great, Catherine the Great, Maria Theresa

         Assignments / Projects:
             Unit Discussion Questions & Identification Sheet

         Unit Objectives:
The Following objectives would fit HIS 125 Competencies #3 & 4: 3) Describe the European economy of the
eighteenth century & 4) Differentiate between the living conditions of the upper and lower social classes

                 Describe analyze the innovations in agricultural production in 17th and 18th century
                  Europe.
                 Describe the effects of the Enclosure Movement on 18th century European Society.
                 Describe and analyze the development of the cottage industry in 18th century Europe.
                 Describe and analyze the dramatic population increase in Europe during the 18th
                  century.
                 Discuss and analyze the living conditions of the people, and the changing attitudes
                  about marriage, pregnancy, diet, children, education, and women.
                 Explain how European nations developed world trade during the 18th century and the
                  consequences of European expansion for the common people.
                 Discuss and analyze the power shifts taking place as a result of 18th century
                  international commercial conflicts.


    Unit VII:      The French Revolution and the Napoleonic Age

         Text Readings:
             Palmer;         Ch. 9 – The French Revolution (pp. 343-387)
                             Ch. 10 – Napoleonic Europe (pp. 389-425)

         Primary Source Readings:
             Cahiers de Doleances, Abbe Sieyes, The Declaration of the Rights of Man and of the
             Citizen, Edmund Burke, Paine, Wollstonecraft, Olympe de Gouges, Robespierre,
             Bonaparte, Napoleonic Code

         Assignments / Projects:
               Unit Discussion Questions & Identification Sheet
               Essay – Evaluation and assessment of the historiography of Napoleon

          Unit Objectives:
The Following objectives would fit HIS 125 Competencies #5: Contrast the French and American
Revolutions.

                 Discuss the analyze the conditions, short and long-term, for the French Revolution.
                 Discuss and analyze the reasons for the radicalization of the French Revolution.
                 Discuss and analyze the impact of the French Revolution on the status of women.
                 Compare and contrast the American and French Revolutions: Causes, Course, and
                  Consequences.
                 Discuss and analyze the role of Napoleon Bonaparte and his impact on the rest of
                  Europe during his reign.
                 Discuss the legacy of the French Revolution and the Napoleonic Era.


2nd Semester -
     Unit VIII:     Industrialization, Romanticism, & Revolution (1815-1870)

          Text Readings:
              Palmer;         Ch. 11 – Reaction versus Progress, 1815-1848 (pp. 429-474)
                              Ch. 12 – Revolution and the Reimposition of Order, 1848-1870
                                   (pp. 475-507)

          Primary Source Readings:
              Carlsbad Decrees, Metternich, Johann Gottfried von Herder, Hegel, The Holy
              Alliance, Robert Owen, Charles Fourier, Bentham, John Stuart Mill, Mary
              Shelley, Guizot

          Assignments / Projects:
              Unit Discussion Questions & Identification Sheet
              Essay – The Revolutions of 1848 (Causes, Course, and Reasons for Failure)

          Unit Objectives:
The Following objectives would fit HIS 125 Competencies #6, 7, & 8: 6) Describe the Industrial Revolution in
Europe, and the new owning and working classes, 7) Identify the ideologies and upheavals of the first half of
the l9th Century, and 8) Indicate the living conditions and social situations in urban society.


                 Describe and analyze the factors that allowed Great Britain to be the early leader in
                  industrialization.
                 Explain the effects of the Industrial Revolution on the people of Europe.
                 Analyze the positive and negative outcomes of the Industrial Revolution.
                 Describe and analyze the goals of the Congress of Vienna.
                 Describe and analyze how the "isms" affected society.
                 Describe and analyze how artists and philosophers of the Romantic Movement reflected
                  change.
                 Describe and analyze the causes and effects of the Revolutions of 1830.
                 Describe and analyze the causes and effects of the Revolutions of 1848.
                 Describe and analyze how the emergence of urban industrial society affected the rich,
                  the poor, and those in-between.
    Unit IX:       The Era of National Unification (1859-1871)

         Text Readings:
             Palmer;         Ch. 13 – The Consolidation of Large Nation-States, 1859-1871
                                  (pp. 509-549)

         Primary Source Readings:
             Mazzini, Bismarck, Cavour, the Ems Telegram, Garibaldi, Moltke

         Assignments / Projects:
             Unit Discussion Questions & Identification Sheet

         Unit Objectives:
The Following objectives would fit HIS 125 Competencies #9: Contrast the development of nationalism in
France, Germany, Italy, and Russia.

                 Describe and analyze how and why nationalism dominated 19th century Europe
                 Describe and analyze how nationalism evolved to appeal to all groups in society.
                 Describe and analyze how nationalism brought unification to Italy and Germany.
                 Describe and analyze the effect of the Augsleich on minority national groups within the
                  Austro-Hungarian Empire.
                 Evaluate the process of liberalization experienced in Russia under Alexander II


    Unit X:        Europe on the Eve of the Great War / Social, Cultural, Political Trends
                   (1871-1914)

         Text Reading:
             Palmer;         Ch. 14 – European Civilization, 1871-1914: Economics and Politics
                                  (pp. 551-588)
                             Ch. 15 – European Civilization, 1871-1914: Society and Culture
                                  (pp. 589-612)

         Primary Source Readings:
             Darwin, Engels, Marx, Spencer, Nietzsche, Theodor Herzl, Pope Pius IX, Pope Leo XIII

         Assignments / Projects:
             Unit Discussion Questions & Identification Sheet
             DBQ – Impact of English Feminism

         Unit Objectives:
             Describe and analyze how changes in thought and science reflected and influenced this
                society
             Describe and analyze the development of modern racism and anti-semitism.
             Describe and analyze the effects of Europe's "democratization."
             Describe and analyze the effects of Marxism and socialism.
             Compare and Contrast Marxism and Darwinism.
             Describe and analyze the growth of feminism in the latter 19th century.
    Unit XI:     Imperialism, The Great War, and the Russian Revolution

        Text Reading:
            Palmer;        Ch. 16 – Europe’s World Supremacy, 1871-1914 (pp. 613-656)
                           Ch. 17 – The First World War (pp. 657-696)
                           Ch. 18 – The Russian Revolution and the Soviet Union (pp. 697-742)

        Primary Source Readings:
        Kipling, Spenser, The Berlin Conference, Contemporary perspectives on Imperialism,
        Wilhelm II, Lenin, Bethmann Hollweg, Austrian Ultimatum to Serbia, Fourteen Points, Treaty
        of Brest-Litovsk, Versailles Treaty, Stalin, Joseph Conrad

        Assignments / Projects:
            Unit Discussion Questions & Identification Sheet
            Essay – Evaluation and assessment of the historiography of culpability for the start of
                     WWI

        Unit Objectives:
The Following objectives would fit HIS 125 Competencies #10 & 11: 10) Describe the growth of
European imperialism and the "World Economy ,” and 11) Discuss the causes and consequences
of World War 1.

               Describe and analyze how the dynamic expansion of the West affected the rest of the
                world from 1870-1914.
               Describe and analyze shifts in population.
               Describe and analyze motives for and effects of Western Imperialism
               Describe and analyze the various responses to Western Imperialism.
               Describe and analyze the causes of World War I.
               Describe and analyze how the war led to revolution.
               Describe and analyze the reasons war and revolution had such destructive
                consequences.
               Describe and analyze the ways the war years have shaped today's world.
               Describe and analyze how and why the peace settlements failed.


    Unit XII:    Between the Wars, Totalitarianism, and World War II

        Text Reading:
            Palmer;        Ch. 19 – The Apparent Victory of Democracy (pp. 743-772)
                           Ch. 20 – Democracy and Dictatorship (pp. 773-800)
                           Ch. 21 – The Second World War (pp. 801-832)

        Primary Source Readings:
            Keynes, Hitler, Balfour Declaration, T.S. Eliot, Kellogg-Briand Pact, Mussolini,
            Chamberlain, Munich Agreement, Churchill, Daladier, Roosevelt, Molotov, The Wansee
            Protocol, Tehran Declaration, The Breton Woods Agreement, the Potsdam Declaration,
            the Yalta Declaration

        Assignments / Projects:
            Unit Discussion Questions & Identification Sheet
            DBQ – Causes of WWII
                Movie Analysis – The Wansee Conference

           Unit Objectives:
The Following objectives would fit HIS 125 Competencies #12, 13, & 14: 12) Identify the social, scientific, and economic
developments between the world wars, 13) Describe the development of fascism in Europe, and 14) Discuss the causes
and consequences of World War II.

                   Describe and analyze the ways World War I affected art, literature, psychology,
                    philosophy, and science
                   Describe and analyze the ways leaders tried to re-establish political and economic
                    stability
                   Describe and analyze the reasons these leaders failed.
                   Describe and analyze the causes and effects of the Great Depression
                   Describe and analyze the nature of totalitarian governments and differences between
                    modern totalitarianism and conservative authoritarianism
                   Describe and analyze the ways these governments affected people in the most extreme
                    states: Italy, Germany, and the Soviet Union.
                   Describe and analyze how this resulted in another world war.
                   Describe and analyze the methods used to defeat the Axis powers.


     Unit XIII:       Postwar Challenges, Collapse of Communism, and Present Challenges

           Text Reading:
               Palmer;           Ch. 22 – The Postwar Era: Cold War and Reconstruction (pp. 833-880)
                                 Ch. 23 – Empires into Nations: the Developing World (pp. 881-949)
                                 Ch. 24 – A World Endangered: Coexistence and Confrontation in the Cold
                                      War (pp. 951-986)
                                 Ch. 25 – A World Transformed (pp. 987-1056)

           Primary Source Readings:
               U.N. Charter, Churchill, Testimony at Nuremberg, the Marshall Plan, Truman Doctrine,
               the N.A.T.O. Treaty, the Warsaw Pact, Khrushchev, Kennedy, de Gaulle, Brezhnev
               Doctrine, Gorbachev, Reagan, the Dayton Accords, Milosevic

           Assignments / Projects:
               Unit Discussion Questions & Identification Sheet
               FRQ – The Collapse of Communism

           Unit Objectives:
The Following objectives would further fit HIS 125 Competencies #14: Discuss the causes and consequences of
World War II.

                   Describe and analyze the causes of the Cold War.
                   Describe and analyze the reasons Western Europe recovered so quickly and
                    successfully from World War II.
                   Describe and analyze the way this recovery affected social change in the West.
                   Describe and analyze Eastern Europe's recovery
                   Describe and analyze the reasons for the collapse of European empires and the
                    independence of Asian and African peoples.
                   Describe and analyze the reasons for the reversals in the world economy after years of
                    steady growth.
                Describe and analyze the most recent political developments in the Western world.
                Describe and analyze the factors that led to the collapse of communism and
                 dictatorships in Eastern Europe and the Soviet Union.
                Describe and analyze the political and diplomatic developments since the fall of
                 communism.
                Describe and analyze the process of European integration including recent attempts at
                 unified currency.


Course Grading:

   60%       Exams & Quizzes
   35%       Assignments & Projects
   5%        Class Participation

   *20% of your overall grade will be based on Semester Exams
       Students will receive 2 comprehensive Semester Exams during the course of the year. These
       exams will be similar to the unit exams in format. However, a Critical Book Review will also be
       due at the time of these exams and will count as 40% of the Semester Exam grade.

         Critical Book Review
              At some point during each semester students will write a CBR of a book of their own
         choosing. This book however must be pre-approved (Books must be related to those units being
         covered during each semester). The CBR is considered a formal writing assignment and will be
         worth 40% of the Semester Exam grade. (Specific instructions will be provided at the time the
         CBR assignment is given.). The CBR can be turned in at any time during the semester, but it
         will not be accepted after the date of the Semester Exam.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:16
posted:10/20/2011
language:English
pages:10